English Grade 4

Teaching Chart A compound word is made of two words joined to form a new word. There are three different kinds of compound words.  One-word compound is written as one whole word.  Two–word compound is written as two separate words  Hyphenated compound is written with a hyphen separating the two words. 3. Guided Practice Read the paragraph. Identify the compound words. Say if it is a one- word compound, two-word compound or a hyphenated compound word. Janna loves to visit her grandmother in her farmyard on weekends. She loves to sit with her Lola Marta on the rocking chair and watch the fireflies at night. Lola Marta always reads fairy tales to Janna before bedtime. She also shows her how to cook pancakes in the frying pan. Janna proudly claims that she made forty-four cookies one weekend and shared one-half of them with the vice- president of their homeowners’ club. One-word compound Hyphenated Two-word compound compound words4. Independent Practice Refer to LM, Do and Learn Activity: Group the pupils into 4. Distribute the following poems for them to read. Let pupils identify the compound words used in the poem. Write these on the table given. Before the presentation of the compound words, the group will read their poem to the class. Refer to LM, Learn Some More for the short poems In the Beehive, Animal Homes, Firely Hi, and Ladybug Rhyme. Ask: “How were you able to tell the compound words from non- compound words?” “What types of compound words were you able to identify? In what ways are they different from one another?” (Answers: Group 1 – beehive, nobody / Group 2 – animal beds, underground / Group 3 – firefly, evening sky / Group 4 – ladybug, flower bed) 123

B. Skill Development: Grammar (Personal Pronouns) 1. Presentation Read the paragraph on LM, Read and Learn. Answer the questions that follow. 2. Teaching/Modelling Refer to LM, Try and Learn Teaching Chart  Personal pronouns are words used in place of nouns in sentences.  The following are personal pronouns: o Singular (I, me, he, she, it, him, her) o Plural (you, we, they, them) 3. Guided Practice Refer to LM, Do and Learn. 4. Independent Practice Write the correct personal pronouns that will complete the paragraph. Mika and Nena are friends. ________are neighbors and classmates, too. ______ enjoy playing badminton. They say ______ is an exercise and a fun way to spend their time. Coach Sara invited them to join the badminton team; ______ said it will be fun. Mr. San Luis, the class adviser, said ____ will allow __________ to join. Answers: they, they, it, she, he, themDay 5 EO: To realize that living organisms are unique and different from one another SS: To arrange 8-10 words with different beginning letters in alphabetical order A. Review Call selected pupils read the selection Refer to LM, Read and Learn B. Presentation Let pupils read the following words individually, by pairs, or groups. 124

Note: Have the words written on cartolina strips to facilitate alphabetization activity. Refer to LM, Try and Learn C. Teaching/Modelling Say: “Look at the word list in the box. If we will arrange these words in alphabetical order, what word will be first? What word will be next? What word will come next in alphabetical order?” Teaching Chart  To alphabetize a list of words or names, you start by placing them in A-B-C order according to the first letter of each word.  If you have two or more words that begin with the same letter, you will look at the second letter. Ask yourself: which of the second letters comes first in the alphabet? If the first and second letters are the same, go to your third letters.  D. Guided Practice Group the pupils in three (3). Each group will arrange the given words in alphabetical order. Refer to LM, Do and Learn Present the group output to the class. Check the pupils’ answers. E. Independent Practice Read the poem carefully. Copy the underlined words in your notebook or paper. Then arrange the words in alphabetical order. Refer to LM, Learn Some More, The Elephant Who Forgot What He Was.Week 2 I. Objectives A. Expressive Objectives 1. Realize the value of staying together as a family especially in times of difficulties 2. Realize the importance of compassion in times of need B. Instructional Objectives Listening Comprehension Note details from news reports / selections listened to. Oral Language Answer wh- questions based on new reports/selections listened to / read. 125

Oral Reading Fluency Read with automaticity grade level frequently occurring content area wordsStudy Strategy Classify related words, ideas, and concepts according to certain characteristics and similaritiesGrammar Use personal pronouns -use the pronoun that agrees in gender, number with the antecedentAttitude towards literacy, literature, and language Demonstrate respect for the ideas, feelings and culture of the author of the text read or listened toII. Subject MatterA. Literature Text and ReferencesSong : If All the Little RaindropsStory : Jar of Lollipops by Gretel Laura Cadiong and Victoria D. MangaserPoem : Bugs at Home by Helen H. Moore (Adaptation by Victoria Mangaser) A Poem A Day by Helen Moore (1997) pp. 117, Scholastic Professional Books, USA The Shape of Things by Meish Goldish A Poem A Day by Helen Moore (1997) pp. 46 Scholastic Professional Books, USAB. Grammar Point1. Personal Pronouns and Their AntecedentsC. Explicit Skills1. Answering wh- questions2. Using words with affixes (un- and -less)3. Classifying related words 126

Day 1 Note details from news reports/selections listened to Answer wh- questions based on news reports/selections listened to/read Skills Development: Noting Details and Answering Wh- Questions A. Pre-reading Activities Ask the pupils to sing the song, If All the Little Raindrops. If All the Little Raindrops If all the little raindrops were lemon drops and gum drops Oh, what a rain it will be. I’ll stand outside with my mouth open-wide Ah-ah-a-a-ah-ah-a-ah Oh, what a rain it will be! Repeat 2x Ask: What is the song about? What is the wish of the child in the song? If you were the child, would you make the same wish? Why or why not? 1. Unlocking of Difficulties Call pupils to read the sentences and try to guess the meaning of the underlined words based on context clues.  Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA) The Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA) announced that there will be strong winds and heavy rains starting at 2:00 o’clock this afternoon until tomorrow evening in Luzon area. Ask: “Have you heard of the government office called PAGASA? What is the work of people in PAGASA?” a. suspension According to the weather observations made by PAG-ASA, kindergarten and elementary grades pupils will not go to school because there is a suspension of classes. Say: “What does suspension of classes mean? Why do you think suspension of classes is needed?” b. typhoon The typhoon will bring with it strong winds and heavy rains in the city and will cause floods in low areas. Say: “What do you expect to see when there is a typhoon? What could happen during typhoons?” 127

c. danger zone All those in the danger zones are requested to go to the nearest evacuation areas. The typhoon can cause flood, landslides and may uproot trees due to the strong winds. Say: “What could happen to people in the danger zones? What should you do if you live in danger zones and a typhoon is coming?” d. coastal areas People in the coastal areas are on the alert because of the strong waves of the seas. Say: “Can you think of coastal areas? Have you been to these places? What do you see in coastal areas? Are they danger zones during typhoons? Why?” 2. Motivation Ask: “Do you listen to news reports?” “What kind of news do you listen to? Why?” 3. Motive Question What does the weather news tell us? Where can we get the weather news? Listening to a News Report Refer to LM, Listen and Learn Note: (The news item can be recorded and played for the pupils. However, the teacher can read the news report herself or practice a pupil to read it to the class) Comprehension Questions: Answer the questions in LM, Talk About It.Skill Development: Retelling News Report 1. Presentation Present the telephone conversation in LM, Try and Learn to the class. Call pupil-volunteers to read the dialogue. Comprehension Check: Answer the questions in LM, Talk About It. 2. Teaching/Modelling Ask: “What things should you remember when listening to a news report?” “What question should you ask yourself to check whether you got the important details from the news report?” “If you are to re-tell or restate information to someone, what details should you include?” 128

Teaching Points  Retelling information correctly from what you have read or listened to is an important skill to learn.  When re-telling news reports remember to include answers to wh- questions: who, what, where, when, why, and how. 3. Guided Practice Read or listen once more to the news report on typhoon Pablo. List the important details from the news report. Write your answers on the line. Refer to LM, Find Out and Learn Call pupil volunteers to re-tell/restate the news item using the information they have written. 4. Independent Practice Read the following news report and note the important details by answering the wh-questions. Refer to LM, Do and Learn Refer to LM, Learn Some More Think-Pair-Share 1. Form dyads. 2. Each one will think of a news item he/she may share with his/her partner. 3. Come up with a dialogue by which retelling of the news item is demonstrated. 4. Be ready for a one-minute presentation of the output.Day 2Realize the value of staying together as a family especially in times of difficulties.Identify the different elements of a story A. Pre-reading activities Drill: typhoon storm bus terminal muddy journey roofless lifeless sealed supply destroyed 1. Unlocking of difficult words Unlock the words using pictures and context clues. Show each picture and match it with the word as the story is read to the class. Present the following words in flash cards or paper strips: journey, bus terminal, typhoon, storm, roofless, destroyed, muddy, lifeless, sealed, supply. a. Journey Gretel, Beth, and Grace are going on a journey to the city to visit grandmother. Say: “Where are they going? What do you do when you go on a journey? 129

Have you been to a journey?” b. bus terminal They waited for the bus at the bus terminal. Rain was starting to fall when the bus arrived. Say: Have you been to a bus terminal? Describe it. c. typhoon and storm PAG-ASA said a typhoon has just entered the country. The storm will bring rains and strong winds the whole day. The driver was unwilling to go. Use the word web for the word typhoon. Say: “What comes to mind when you hear the word ‘typhoon’? How is it different from a storm? Why was the driver unwilling to go?” . typhoon .. d. roofless and destroyed He said the wind was so strong that many houses he saw along the way were roofless. The wind blew off the roofs and destroyed the houses. Say: “What happened to the houses? Why?” e. muddy When the rain stopped, the bus left for the city. The road was muddy. Say: “How would a muddy road look like? Why?” f. lifeless Beth bought sandwiches from a vendor. But she did not buy any because she saw a lifeless fly in one of the sandwiches. Say: “How would you describe a something lifeless?” g. sealed and supply She was sure it was not safe to eat it. Anyway, they have some sealed biscuits their food supply for the trip. Say: “Why are some foods sealed? Do you bring food when you travel? Why or why not?”2. Motivation Do you prepare for a typhoon? Why? Why not? What happens during a typhoon? Why? 130

3. Motive Question Let the pupils complete the KWL chart. What I Know What I Want What I Learnedabout a typhoon to KnowSay: “This is a story about a typhoon that hit the city in 2013. What happened during the typhoon in Tacloban?”B. During Reading Activities Interactive reading of the story Jar of Lollipops Refer to LM for the complete story of A Jar of Lollipops.The following questions can be asked to check comprehension of pupilsduring the reading activity:1. What is the name of the typhoon that hit the city? Describe it.2. What happened to the city?3. Where did the family go?4. What did they see while walking to the bus terminal?5. How did the children feel while on their journey? Why?6. What did they find on the muddy street?7. Why did the children beg to keep the jar of lollipops?8. What happened when the family reached the bus terminal?9. What did Aling Gloria do with the jar of lollipops?10. Why did Aling Gloria share the lollipops with others at the terminal? If you were, Aling Gloria would you do the same? Why or why not?Enrichment Activities:Differentiated group activity: Divide the class into seven (7) groups.Prepare the task cards for each group.Group 1 : Make a story map. Talk about the setting, characters,Group 2 : and the plot of the story. Get to know the family. Make a characterGroup 3 : map of the each member of the family. Describe each of the members based on what they saidGroup 4 : or did in the story. Setting Map. Make a setting map to show the journey ofGroup 5 : the family from the house to the bus terminal. Talk aboutGroup 6 : the time and the places described in the story.Group 7 : Lost and Found. Dramatize the part where the jar of lollipops appears in the story. Say something about the jar of lollipops. We made it! Make a drawing of the place that the family is going to as they ride the bus. Describe it. Thank You Letter. Who will the children in the story thank for their safety? Write letter/s to thank them. Alert! Alert! Make a chart of what to do: 131

Before a typhoon During a typhoon After a typhoon Comprehension Questions: 1. What is the story about? Group 1 will show us. 2. What kind of a family does the story show us? Group 2 will tell us. 3. Where is the family going? Why? Group 3 will tell us. 4. What kind of journey did the family take? 5. How did the jar of lollipops help the family? (Group 4 will show us.) 6. Why did the family ride a bus away from the city? (Group 5 will tell us.) 7. How did the family stay safe? What did they do? (Group 6 will tell us.) 8. How can we find out if a typhoon is coming?? 9. Can we prepare for the coming of typhoons? (Group 7 will tell us how) Enrichment Activity: Refer to LM, Learn Some MoreDay 3 Identify words with affixes 1. Presentation Have children read the following sentences: 1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. 2. The children were unwilling to let go of the jar. 3. All around they saw roofless houses and buildings destroyed by the typhoon. 4. Lifeless bodies of men, women, children, and animals were scattered along the way. Ask pupils to read the highlighted word in the sentence. Say: “Can you separate these words into parts? How many parts will you have? What are these parts?”  unsafe = un + safe  unwilling = un + willing  roofless = roof + less  lifeless = life + less 2. Teaching/Modelling Say: “What are the root words of each word in the sentences?” (clean, willing, roof, life) “What happens to the meaning of the words when the words un- and -less were added?” 132

Teaching Chart  Affixes are words added to a root word that changes the meaning of the root word. There are affixes added at the beginning of the word. There are also affixes added at the end of the word.  The words “un” and “less” are affixes. They have meanings.  The affix un- means “not”.  The affix “less” means without or none. Group Activity: Divide the class into 5-6 groups. Let each group think of at least four (4) words with the affix un- and -less. Let them give the meaning of the word and then use the words in a sentence. Example:  shirtless – without shirt or not wearing shirt or no shirt “Pedro was shirtless because his shirt is wet.”  unlucky – not lucky “We were unlucky today because we did not win any game.” 3. Guided Practice Refer to LM, Try and Learn. 4. Independent Practice Refer to LM, Do and Learn.Day 4 G: Use pronouns that agree with its antecedents 1. Introduction Say: “Do you know where bugs live? What do you call their homes?” Refer to LM, Read and Learn, Bugs at Home. Comprehension Questions: a. According to the selection, what do you call the home of a tick, an ant, and a bee? (rock/anthill/hive) b. Do they need these homes? Why? Why not? (their homes keep them safe) 2. Presentation Group the pupils into 4 groups. Assign one (1) stanza of the poem for each group. Encircle the personal pronouns in the stanza. Then connect the personal pronoun with the noun it refers to or replaces. 133

Group 1 : (tick/tock – he/his) Group 2 : (ant/Jill – she/her) Group 3 : (family of bees/Clive – their)Group 4 : (reader of poem – you; author of poem – me; family Clive, Jim & Jill – they)3. Teaching/ModellingPersonal pronouns are used to replace nouns in sentences. The wordsbeing replaced are called antecedents.When do we use the personal pronoun he, she, it, and they? Teaching Chart  Antecedents are nouns that are replaced by pronouns in sentences.  Personal pronouns should agree with their antecedents in number and gender.  Masculine – he (singular ), they (plural)  Feminine - she, (singular ), they (plural)  Neutral – it (singular), they (plural)4. Guided Practice Refer to LM, Do and Learn Answers: They, they, they, she, it Activity: Divide the class into 5 groups. Each group chooses an animal (or an insect). Talk about the animal’s home. Write at least 5 things about the animal and its home following the paragraph guide below: Let them prepare to present the group output.5. Independent Practice Refer to LM, Learn Some More. Note: introduce the word “swarm” to mean a group of bees.Day 5 Appreciate the different shapes of things around Classify related words, ideas, concepts according to certain characteristics and similarities 1. Unlocking of Words Using pictures, call pupil-volunteers to read the sentences. Call selected pupils to read the highlighted words. Show the pictures of the highlighted words. Let pupils talk about what they know of these things. 134

Say: “Do you know what a ___ is? Have you seen one of these? Describe.” 1. I only have a quarter to buy my snacks today. (illus of a US quarter coin) 2. Tony brought his checker board for our game today.(illus) 3. My godmother from the U.S. gave me a dollar bill. (illus) 4. A musical triangle was used to create additional sound to the musical background. (illus of the musical instrument )2. Motivation What shapes of things do you see around? Name the object and its shape.3. Motive Question What shapes of things are given in the poem?A. Reading of the Poem Model reading of the poem. Then call pupil-volunteers to read one stanza each of the poem. Reading of the poem can also be done in dyads, triads, or groups after individual oral reading of volunteers. Refer to LM - Read and Learn, The Shape of Things by Melsh Goldish. Comprehension Questions: 1. What shapes of things are mentioned in the poem? Name the objects that have each of the shapes (e.g. circle / round – a quarter coin, a wheel, moon, bottle cap, etc). 2. What shape do you like most? Why? 3. Are shapes of things important? Why or why not?1. Teaching/Modelling Group Activity: Group the pupils into five groups. Assign one stanza per group. Fill the chart below. Be prepared to present output. (Refer to LM - Try and Learn) Say: “According to the poem, what things are shaped like a circle, a square, a rectangle, a triangle? How are the things in each stanza classified?” Teaching Chart  To classify is to arrange or sort things into groups according to their similarities and characteristics.2. Guided Practice Read the paragraphs on LM, Do and Learn. Classify the underlined words into two groups. Give a name to each group.3. Independent Practice Refer to LM, Learn Some More 135

Week 3 I. Objectives A. Expressive Objectives 1. Realize the importance of clouds in the formation of rain 2. Appreciate the importance of rain to make plants grow 3. Realize the importance of helping others overcome problems and difficulties B. Instructional Objectives Listening Comprehension Note details by asking / answering questions about a story / poem listened to Oral Language Listen to and answer questions about a story read / listened to Reading Comprehension Identify the important story elements such as setting, character, and plot Infer the moods or feelings of the character based on what he / she says or do Oral Reading Fluency Read with automaticity grade level frequently occurring content area words Read words that end with –s correctly Grammar Identify and use the s-form of the verb Writing Composition Write a friendly letter following the correct format Attitude towards literacy, literature and language Listen attentively and react positively 136

I. Subject MatterA. Topics Rain SongSong : Cloud Song (to the tune of Twinkle, Twinkle Little Star)Poem : Little Cloud by Eric Carle (1996) Scholastic Inc, USA Story : Mushroom in the Rain by Mirra Ginsburg (1974) (Pictures by Jose Aruego and Ariane Dewey) Aladdin Paperback, New YorkDay 1 Realize the importance of clouds in the formation of rain Note details by asking / answering questions about a story/poem listened to Listen to and answer questions about a story read/listened to Refer to LM, Sing and Learn. A. Pre-listening Activities 1. Unlocking of Difficult Words (using context clues and demonstration) a. trailed behind – to follow behind The children trailed behind their teacher. (demonstrate) Say: “What are the children doing? What do you do when you trail behind someone?” b. moved out of sight – get out of sight We cannot see Ana because she moved out of sight. (demonstrate) Say: “Why can’t we see __(name of pupil)? What happens when someone moves out of your sight?” c. drifted slowly - float slowly The paper boat drifted slowly on the water. (demonstrate using realia) Say: “What is happening to the boat on the water? How does it move?” d. huddle close together – to group closer together It was so cold that the children huddled in one corner. (demonstrate with pupils) Say: “What did they do? When do we huddle? Why do people huddle?” What comes to your mind when you think of the word “cloud”? Do clouds remain in the sky for a long time? 137

2. Motivation Ask children to look at the sky (if possible, bring the class outdoor for a clear view of the clouds in the sky. If not, have children look out the window.) Have them sing the cloud song as they watch the clouds. Ask: “What shapes of clouds do you see in the sky? Name them.” 3. Motive Question Say: “What shapes did the little cloud form according to the poem?” “Listen as I read to you the poem Little Cloud by Eric Carle.” Present big book of the poem and talk about the title, author, artist, and do a quick browse of the pictures in the book.B. During Listening Activities  First reading of the poem by the teacher  Second reading of the poem by the teacher  Shared reading of the poem with the class. Refer to LM, Read and Learn, Little Cloud by Eric Carle Comprehension Questions: Refer to LM, Talk About It 1. Teaching/Modelling Refer to LM, Find Out and Learn How can you understand poems or stories better? What questions should you ask to know if you understood something you listened to? What answers will you get if you ask these questions? Teaching Points Noting details is an important reading skill for children to learn. We note details by asking wh- questions who, what, where, when, and how. 2. Guided Practice Get information from the paragraph below by asking wh- questions. Clouds are formed as part of the process called the water cycle. Water from the land and seas goes up in the sky and forms clouds. When clouds are already heavy, they release water in the form of rain. Have the pupils ask and answer wh- questions based on the paragraph. 138

3. Independent Practice Read the poem Little Cloud. Write five wh- questions you can ask to check if you can remember details from the poem. Write the answers beside the questions. Call pupil volunteers (at least 5) to read their questions and ask other pupils to answer the questions. 4. Science Integration Ask: “Where do clouds come from? How are clouds formed?” “How do clouds help in formation of rain? (Use the illustration of the water cycle to explain the formation of clouds and rain.)” Teaching Points Water travels in a cycle. It goes up in evaporation. It forms clouds in condensation. It goes down as rain in precipitation. Water goes around and around from the ground to the sky and back to the ground in a “Water Cycle”. Activity: Reader’s Theatre  Divide the class into 4 groups. Explain what a Reader’s Theatre is. Model reading using the first stanza of the poem. Have the entire class practice reading the stanza with proper expression.  Assign two stanzas of the poem for each of the groups for the Reader’s Theater.  Have the entire class do the Reader’s Theater. Enrichment Activities: Art Integration Title: My Kind of Cloud Materials: cotton, glue, colored pens / crayon, bond paper 139

Direction: 1. Spread some glue on your bond paper. 2. Stretch out the cotton to form as many different clouds as you can. 3. Make your work more interesting using your colored pens / crayons. 4. Write a sentence/s to describe your cloud.Day 2 EO: Realize the importance of rain to mushrooms. Realize the importance of helping others overcome problems and difficulties RC: Identify the important story elements such as setting, character, and plot Note details from selection listened to ORF: Read with automaticity grade level frequently occurring content words A. Pre-reading Activities 1. Unlocking of Difficulties (using context clues, pictures and demonstration) (mushroom, peeking out, clearing, crawled up, barely enough room, dripping, huddled, sniffed, silly) There were so many mushrooms peeking out in the clearing. Jane, Teresa, and I crawled up to get some. We placed them in a basket till there was barely enough room. It was starting to rain again. We only had one umbrella. Water was dripping from the umbrella so we huddled closer to avoid getting wet. Then, Teresa said she smelled something funny. Jane and I sniffed to check. Without warning, I sneezed. Teresa sneezed. Jane sneezed. We looked silly sneezing with a basketful of mushrooms under the rain.2. Motivation Have you ever been caught in the rain? What did you do? What will you do if it rains and you have no umbrella or raincoat?3. Motive Question What did the animals in the story do when they were caught in the rain?B. During ReadingAsk: What do you know about mushrooms?____ ____ __________ ___ ______ MUSHROOM _______ __ 140

Present the big book of the story Mushrooms in the Rain. Show the cover page and talk about the title, the author and the artists for the book. Let pupils describe and give their ideas about the picture on the cover. Interactive reading of the story: Refer to Read and Learn LM story Mushroom in the Rain by Mirra Ginsburg. Ask questions and have pupils predict what will happen next in the story. The following questions can be asked during the reading of the story: 1. Where do you think the ant is going to hide? 2. What do you think will happen next? 3. Do you think there will be enough space?C. Post Reading Discussion Questions: 1. What is the story about? (Group 1 will present their output) 2. Why did the butterfly, the mouse, and sparrow stay under the mushroom? (Group 2 will present their output) 3. How did the animals fit in the mushroom? What did they do? 4. What did the rabbit want from the animals? Why? (Group 3 will present their output) 5. Why was the fox chasing the rabbit? 6. How did the animals help the rabbit escape the fox? 7. What can you say about the animals in the story? What are their character traits? (Group 4 will present their output) 8. How was the mushroom able to shelter all the animals during the rain?(Group 5 will present their output.) 9. What happens to a mushroom during the rain? 10. What lesson did you learn from the story? (Group 6 will tell us.) 11. What would you do if you were one of the animals in the story? Why? Engagement Activities:A. What’s the buzz?From the story “Mushroom in the Rain,” make a story grammar using the organizerbelow. Do it on a separate sheet of paper. STORY GRAMMAR ORGANIZER Title : _________________________________ Author : _________________________________ Illustrator: _______________________________ 141

Who is the main character? What did the main character do?How did the main character feel?How did the story end?B. I Say, You Say! Retell the part of the story where the butterfly, the mouse, and the sparrow asked to be taken by the ant.C. Groundbreaking News! How did the animals help the rabbit? One of the members of the group will play the role of a reporter who will interview the rabbit and the other animals who helped him escape the fox.D. My Heroes! Say something about each of the given animals based on what they said and did in the story.Describe each of the animals mentioned in the box below in two or three words. Explain why you describe them this way.ant butterfly mouse sparrowE. The Amazing Mushroom!!! Amazing means something wonderful. There was something amazing happening to the mushroom. Show in a pantomime what happens to mushrooms when it rains. 142

F. Dear Diary . . .What lesson does the story teach? Give at least one (1) situation to show what youhave learned from the story. Write on a separate piece of paper.Dear Diary, we Today, we learned that __________________________.Starting today, will _____________________________________________________________________________. (name of the group) Science Integration Refer to LM, Learn Some More.Day 3 Read with automaticity grade level frequently occurring content area words Infer the moods or feelings of the character based on what he/she says or does Write a friendly letter following correct mechanics 1. Review  What did you learn about mushrooms from the story?  What lesson did the story show?  How did the animals help the escape from the fox? 2. Presentation Refer to LM, Read and Learn. 3. Teaching/Modelling Teaching Chart Characters in the story express their moods and feelings in what they say and do. In oral reading, it is important to read these lines with expressions to convey the correct moods and feelings of the characters in the story. Examples of these feelings are sad, happy, angry, jealous, doubtful, fearful, and afraid. 4. Guided Practice Refer to LM, Try and Learn. 5. Independent Practice Refer to LM, Do and Learn. 143

Evaluation:A. Read the following scenarios Tell the mood or feeling that the character shows in his/her actions. Choose from the feelings from the box.happy excited angry sad jealous 1. Billy’s face was red as he looked at his big brother. Suddenly Billy threw his glove. He turned around and ran up the stairs. His bedroom door slammed shut. 2. Anna’s heart was beating fast. She cannot hide the smile on her face. Her hands were cold as she walked to claim her medal and trophy. 3. Lorna’s face was full of tears. She was trembling. She does not like to talk to anyone in the room. B. What do you think will the character say in the situations given in numbers 1-3? Write at least one sentence that you think Billy, Anna, and Lorna will say. Note: Letter B evaluation can be given as an oral evaluation after the checking of answers for Letter A evaluation. Enhancement Activity Refer to LM, Learn Some MoreDay 4 Write a friendly letter following correct mechanics A. Skills Development: Writing a Friendly Letter Refer to LM, Find Out and Learn 1. Introduction / Presentation Read the letter written by the rabbit to the ant and the other animals. Refer to LM. Say: o What kind of letter did Roger Rabbit write? o To whom is the letter written? o What is the message of the letter? o Why did Roger Rabbit write the letter? o What is the mood of the letter? o On what occasions do you/we write letters? 2. Teaching/Modelling Refer to LM, Talk About It Why do people write letters? What are the things to remember when writing a friendly letter? 3. Guided Practice Refer to LM, Do and Learn Ask the pupils to copy Mr. Rabbit’s letter. Identify the different parts of the letter. 144

Say: “Pretend you are Mr. Ant. Write a letter to answer Roger Rabbit’s letter.” Guide children in writing a letter following the format. Discuss answers to the following questions. Ask: “Whose address should be written on the letter? What date are you going to put in the letter? Whose name should appear in the greeting? What other examples of closing can you use? What will you write in the signature?” 4. Independent Practice Think of someone from your class you would like to thank. Write a letter to him/her using the correct format in writing a letter. Evaluation Refer to checklist in LM Rewrite the following words/sentences in letter form. Use the checklist in the independent practice to serve as your guide. Use one whole sheet of intermediate paper. Your friend, Maria Dear Beth, How are you? Francis said you are spending your summer vacation here. I am very excited to see you again after two years. Please tell me when you are visiting us. This is my cellphone number 09056732280. Call me if you have the time. No. 43 Carmen Village Tagaytay City January 15Day 5 Identify and use the -s form of the verbs. Read words that end with -s correctly. 1. Presentation Read the selection to the class. Ask some volunteers to read them afterwards. Refer to LM, Read and Learn. Comprehension Questions: 1. What is being talked about in the selection? 2. What does Ana do everyday according to the selection? 3. How useful is the umbrella to Ana? 4. How do you get to school? 5. What things do you love to do when going to school? 145

1. Teaching/Modelling Read underlined words in the selection. What kind of words are they? (action words) When did the actions happen according to the selection? Say: The underlined words are verbs in the present form. Teaching Chart  The present tense of verbs is used to express an action that happens regularly or habitually.  Time expressions like everyday, every week, once a month, and yearly show present tense.  Singular subjects and pronouns he, she, or it use the present singular form of verbs. When we talk about a singular subject, -s or –es is added to a verb.  Plural subjects use the present form of the verbs. They take the base form of the verb without the –s or –es added to the verb. Read the sentences below: 1. Ana walks to school every day. Grace, Jane and Tere walk to school, too. 2. She brings her yellow umbrella. They bring umbrellas and raincoats, too. Ask: “What happens to verbs when the subject of the sentence is singular? When it is plural?”2. Guided Practice - Refer to LM, Do and Learn3. Independent Practice - Refer to LM, Do and LearnA. Skill Focus: Reading words that end with -s Say: “Read the following words carefully.” Refer to LM, Read and Learn Ask: “What final sound do you hear at the end of the words in column A and in column B? Do they have the same final sound?” (Column A words have the s sound, column B the z sound, column C the iz sound.) 146

Teaching Chart  Verbs ending in –s have three different final sounds: s z and iz  The final sound is s if the verb ends with vowels a, e, i, o, u, and the letters p, t, and k.  The final sound is z if the verb ends with the letters m, n, l, b, d, and g.  The final sound is iz if the verb ends with the letters s, z, sh, and ch Guided Practice - Refer to LM, Do and Learn. Independent Practice - Refer to LM, Learn Some MoreWeek 4 I. Objectives A. Expressive Objectives 1. Show appreciation for being able to create things through origami or paper folding 2. Show appreciation of the many uses of bamboo 3. Appreciate the message of the poem B. Instructional Objectives Listening Comprehension Follow a set of three- to five- step directions Oral Language Give three-to five- step directions Vocabulary Use context clues to get the meaning of difficult words Reading Comprehension Make a two-point sentence outline Fluency Read with automaticity grade level content area words Recite a poem with expression Grammar Use the present form of verbs that agree with the subject Writing Composition Write a two-point sentence outline Attitude towards language literacy Express love for stories and other texts 147

II. Subject Matter A. Literature Text and Reference Song : Fly, Fly, Fly the Butterfly Story : The Bamboos, English for You and Me (Reading Textbook p.96) Poem : Animal Beds A Poem A Day by Eddie Adams Over in the Meadow English in Grade IV Dolores T. Dungo, et.al. Bureau of Public Schools 1969 Philippine Center for Language Studies B. Grammar Points Present form of verbs C. Writing Composition Giving three-to five step directions Writing a two-point sentence outline D. Materials construction paper III. ProcedureDay 1 I. Expressive Objective Show appreciation for being able to create things through origami or paper folding II. Instructional Objectives 1. Follow a set of three- to five- step directions 2. Give short three-to five- step directions A. Pre-listening Activities Say: Today we are going to sing the song Fly, Fly, Fly the Butterfly. Fly, fly, fly the butterfly In the garden it’s flying high In the meadow it’s flying low Fly, fly, fly the butterfly Fly, fly, fly the butterfly In the garden it’s flying high In the meadow it’s flying low Fly, fly, fly the butterfly 148

Let us sing the song with action. (The teacher gives the instructions and the pupils follow). 1. Unlocking of difficult words through demonstration and pictures. (Using the construction paper show the class how to fold and unfold the paper. Show the diagonal line and how to crease the paper). Say: Look how I fold this paper. I will fold it in thirds. Now see as I unfold this paper. Do you see the creases made? Here is another piece of paper. Look as I fold it diagonally.2. Motivation Display samples of paper folded art work; butterflies, fans, caps, etc. Ask: “What kinds of objects do you see? How are they made?” Say: “Paper folding is a popular Japanese art work. It is called origami.” Ask: “Have you done paper folding? What objects did you make?”3. Motive question How do we make paper butterflies?B. During Listening Activities Give the directions in making a paper butterfly while showing the pupils how to make it. Say: Listen and look as I show you how to make a paper butterfly. You only need a piece of square paper. Step 1 Start with a square piece of paper. Divide the paper into thirds and make two folds, crease well and unfold. Step 2 Make three diagonal folds, crease well and unfold. 149

Step 3 Once you’ve made those five folds, starting from the bottom, fold paper over on the diagonal crease. Finish folding over the third diagonal crease. Now you have a paper butterfly. Reference: http://www.origami-instructions.com/origami-boaz-butterfly.html C. Post Listening Comprehension 1. What do we call the Japanese art of paper folding? 2. What is the first step in making a paper butterfly? 3. How many times do you fold the paper? 4. How many diagonal folds do you make? 5. What usually appears when you fold a paper? Activity: Each pupil will make his own paper butterfly. Say: “Make your own paper butterfly as I give the directions on how to make it. Follow the directions carefully. Post a picture of each step on the board if possible. Were you able to follow the directions correctly?” Note: The paper butterflies maybe used as decorations in their notebooks, borders for the bulletin board, etc.Day 2 I. Expressive Objective Show appreciation of the many uses of bamboo II. Instructional Objectives 1. Make a two-point sentence outline 2. Use context clues to get the meaning of difficult words 3. Read with automaticity grade level content area words A. Pre-reading Activities Recall: Recall the activity yesterday. Have some pupils tell how to make paper butterflies and other objects. 150

Drill: These words are written on a card. Show this to the pupils and have them read in groups and individually. bamboos family furniture unsplit farmer utensils lowlands garden 1. Unlocking of difficulties using context clues and pictures 1. Show a picture of unsplit bamboos. Unsplit bamboos are used for post and beam of houses. 2. Before frying, split the fish in halves. 3. Father catches a basket of fish today. He uses the new bamboo fish trap.(Show a picture of the bamboo fish trap) Ask the pupils to read the sentences by groups, partners, and individually. Have them use these words in sentences. 2. Motivation Ask the pupils if they have bamboo furniture at home. Ask: “What are the many uses of bamboo? Have the pupils accomplish a KWL chart.” 3. Motive Question Today we are going to read a selection about the bamboo. Do you know the uses of bamboo? B. During Reading The teacher reads the selection. The teacher reads the selection one more time. She will stop reading at some point and ask the pupils to continue reading. The pupils will reread the selection, first by whole class, by group and individually. Refer to LM Read and Learn, Bamboos. C. Post Reading Comprehension Questions: Refer to LM, Talk About It 151

Teaching Points An outline is a brief summary of a particular topic. It helps you organize ideas. It has two parts. The topic is written in Roman numerals. The subtopics that give the details are written in capital letters. Guided Practice Let pupils do the activity in LM Do and Learn Say: “We will continue writing an outline. Here is a paragraph. Read and identify the topic in the paragraph found in LM, Learn Some More. Write the topic sentence in the Roman numeral and the subtopics in the letters.” The queen bee is the most important member of the hive. She is the ruler of the colony. Her job is to lay eggs. She lays at least two thousand eggs every day. ___________________________________ A. ________________________________ B. ________________________________ C. ________________________________ Say: “What is the topic of the paragraph? What sentence tells about it? Where did you write that sentence? How about the sentences that give the details of the topic sentence? Where did you write them? What are the important things that we need to remember when we write outlines? Why do we need to write an outline?” Independent Practice Refer to LM, Write About It Let the pupils present their outlines.Day 3 I. Objective Use the present form of verb that agrees with the subject 1. Presentation of the Lesson Refer to LM, Find Out and Learn 2. Dialogue/Generalization Look at the illustrations. Read the sentence below picture A. What is talked about in the sentence? How many bamboos are there in picture A? In picture B? What do bamboos do? (grow) 152

Ask: What words tell what persons do? Verbs are words that tell what a person does. They show action. Read sentence C. Who is talked about? (farmer) How many farmers are there? (one) What does he do with the bamboo? (uses as fence) How picture D? Say: “Look at this chart.” More than one person / things bamboos grow One Person/ Things farmers use The bamboo grows farmer uses Say: “If the subject of the sentence talks about one person or thing the subject is singular and it takes a singular verb. If the subject talks about two or more persons or things, it is in the plural form and it takes plural form of the verb.” When do you use the s-form and the base form of the verb? Teaching Chart The verb used when the subject of the sentence is more than one person, place, or thing is the base form. When the subject tells about one person, place, or thing s-form of the verb is used. These verbs are in the present tense. Activity 1 Refer to LM, Do and Learn A Group the pupils into 5. Have them do the activities below. Let them present their work after. Have the pupils choose the correct form of the verb. Refer to Do and Learn, LM, Animal Beds. Activity 2 Refer to Activity 2-3, LM Do and Learn Refer to LM Do and Learn B-CDay 4I. Expressive Objective Appreciate the message of the poemII. Instructional Objectives 1. Recite a poem with expression 2. Use the present form of verbs that agree with the subject 1. Recall Recall the lesson on the present tense of verbs. When do we use the -s form and the base form of the verbs? 153

Say: “We shall work on an activity today. You will be grouped into ten. Each group will be given a short part of a poem. Some of the stanzas are not finished. Can you finish them? Fill in with verbs in the present tense. The first one is done for you.” Refer to Learn Some More, LM, Over in the Meadow. Let the pupils present their work by group. When all the groups are done, have them practice reading the part of the poem they accomplished. Note: The pupils will have a choral presentation.Day 5 I. Objective Write a two-point sentence outline. Here is a very short paragraph. Write a two-point sentence outline using the format below. What are the things we should remember in writing an outline? Say: “What is the topic of the paragraph? What are the sentences that say something about the topic? Present your work in class.” Spiders catch food in different ways. They spin silk to catch insects. Some leap into the air to catch their prey. Some spiders use sheets of silk to wrap their prey like mummies. ________________________________________ A. ____________________________________ B. ____________________________________ C. ____________________________________ Here is another paragraph. Read the text and write a two-point outline of the selection. Use the template below. The following questions will guide you in writing the paragraph:  What is the topic of each paragraph?  What sentences say something about the topic? Refer to Write About It 154

Honey Bee I. Honey bees are insects A. They have black and yellow stripes in the abdomen. B. The head, legs, and antennae are black. C. Their thorax is covered with thick pale hair. II. Honeybees live in a hive. A. It is ruled by a queen. B. Along with her live bee workers. III. Honeybees collect nectar and pollen from flowers to make honey. A. The worker bee sucks the nectar from the flower. B. Brings it to the hive and passes it to the other worker bee. C. The worker bee holds the nectar until the water evaporates. D. She is left with honey, she then store it in the hive.Checklist for assessing outline writing. Yes No1. Is the title written in the middle?2. Is a Roman numeral used to signal the main idea?3. Are the supporting details clearly stated?4. Are the supporting details written in capital letters?5. Do the sentences begin with a capital letter and end with a period?6. Are the words correctly spelled?7. Has the format in writing an outline been followed?155

Week 5 I. Objectives A. Expressive Objectives 1. Appreciate the beauty of nature 2. Appreciate the poem through rhymes 3. Show admiration for the friendship between the fish and the frog despite their differences B. Instructional Objectives Listening Comprehension Respond to a story through dramatization, songs or art activities Oral Language Relate story events to one’s experience Vocabulary Development Use prefix and root word as clues to get meanings of words Reading Comprehension Give possible endings to stories Fluency Read with automaticity grade level frequently occurring content area words Study Skill Follow instructions carefully on a text Grammar Use possessive pronouns Use pronouns that agree in gender with their antecedents Writing Composition Outline a paragraph with an explicitly given main idea Attitude towards literacy, literature and language Take part in creative responses to stories like preparing logs, journals and other oral presentations II. Subject Matter A. Topics Poem : Butterfly Cycle by Suzy Gazlay http://www.canteach.ca/elementary/songspoems26.html Story : Fish Is Fish by Leo Lionni B. Grammar Points 1. Use possessive pronouns 2. Use pronouns that agree in gender with their antecedents 156

C. Writing Composition 1. Outline a paragraph with explicitly given main idea III. ProcedureDay 1 I. Objectives A. Expressive Objectives 1. Appreciate the beauty of nature 2. Appreciate the poem through its rhymes B. Instructional Objectives 1. Respond to a story through dramatization, songs, or art activities 2. Relate story events to one’s experience A. Pre-Reading 1. Unlocking of difficulties Show pictures to unlock the following words.1. A chrysalis hangs from a small branch of a tree.a. cocoon b. spider c. snake2. The caterpillars crawl in the branch of a tree.b. move slowly b. run c. walk fast 3. The caterpillars are munching on the leaves of the tree. c. pounding b. eating c. crushing2. Motivation Have you seen butterflies in a garden? What do they do there? Describe them. Using the KWL chart: be able to answer these questions. 157

Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay” 1. Motive questions How do butterflies grow? What is the butterfly cycle?B. Listening Activity The teacher reads the poem aloud. The pupils listen. Butterfly Cycle Suzy Gazlay Hatch, hatch little egg, I’m so very small. Teeny tiny caterpillar, You can’t see me at all. Crawl, caterpillar, crawl, Munching on a leaf. Crawling, munching, crawling, munching, Eat and eat and eat. Form, form chrysalis, I’m a different shape; Hanging by a silken thread Until I can escape. Rest, rest, chrysalis While I change inside; Now at last my time has come To be a butterfly. Stretch, stretch, pretty wings, It’s a special day; Soon they will be strong enough For me to fly away. Fly, fly, butterfly, Fly from flower to tree; Find a place to lay my eggs So they can grow like me. Note: As the teacher reads the poem again, stanza by stanza, she may ask the pupils to tap a beat gently. They may use their pencils to tap on their desks or they may simply clap their hands softly. This is to note the rhythm of the poem. The tapping may synchronize with the reading of the teacher. Comprehension questions: 1. What is the poem about? 2. What is the butterfly cycle? 3. What comes out of the egg when it hatches? 4. What does the caterpillar do all the time? Why? 158

5. What becomes of the caterpillar? 6. What happens inside the chrysalis? 7. Trace the life cycle of a butterfly. (Third reading of the poem by the class) Questions: 1. How many stanzas are there in the poem? 2. How many lines are there in each stanza? 3. What words rhyme in each stanza? Day 2I. Objectives A. Expressive Objective 1. Show admiration for the friendship between the fish and the frog de- spite their differences B. Instructional Objectives 1. Give possible endings to stories 2. Use prefix and root word as clues to get meanings of words 3. Read with automaticity grade level frequently occurring content area words C. Drill Say: “Today we are going to read some words. Some of these words are taken from the story that we are about to read. These are words that contain pairs of letters that have only one sound.” (The teacher reads the words first. Then the pupils will read with the teach- er. Pupils read by group, then individually) weeds teeth green deep weeks sheep tree bee sleep sweet seek seed see deed meet need 1. Unlocking of difficult words Guess the meaning of the underlined words. 1. The minnow swims in the water. It is a kind of _____. a. shell b. fish c. crabs 2. The fish and the frog play in the pond. a. a pool b. sand c. rock 159

3. They were inseparable friends. They always go together. a. unusual b. close c. separate 4. He waited for his friend impatiently. a. with patience b. in an irritated way c. happily 5. He was gasping for air. a. puffing b. blowing c. laughing 6. After the accident, he is still stunned. a. surprised b. amazed c. loved 7. The wind and the sun argued to see who was stronger between them. b. talked b. fought c. asked 2. Motivation Who is your best friend? What things do you do together? (Ask the pupils to talk about their friends. Introduce their friends in the class by describing them.) 3. Motive question Who is the minnow’s friend? Show the book to the pupils. Talk about the cover, the title, author and illustrator of the book. Ask them what they think the story is about. B. During Reading Note: The teacher may pause from time to time asking the pupils to make predictions about what is happening in the story. As they go on reading, the teacher may ask the pupils to prove if their predictions are correct. Refer to Read and Learn, LM, Fish is Fish. Comprehension questions: Refer to LM, Talk About It Say: “What made you think of this ending? Why? What are the things that we consider when we give the ending of the story?” Teaching Chart When we give an ending to our story, we consider these important things. It may suggest the solution to the character’s problem in the story or it may come out of the character’s action. 160

Activity 1 Show a comic strip. Let the pupils guess the possible ending. Draw the possible ending. What could happen next? What is shown in the first picture? How about in the second picture? What do you think will happen next? Why? Is your ending a solution to the problem? Is it based upon the characters’ action? Guided Practice Refer to Do and Learn, LM, Guess the possible ending. Acitivity: Tell the possible ending. Joy was feeding her fish in the aquarium. She loves her koi so much. She notice her little brother playing with his basketball nearby her. Suddenly she heard a loud crash. Independent Practice Read the story and give a possible ending. Have pupils act out the possible ending. (Group presentation). Refer to Learn Some More, LM. Individual: Write a sentence or two to give a possible ending of the story. Vocabulary Skill: Learning About Prefixes im- and in- Activity 2 Here are sentences taken from the story. Let us read them. 1. They were inseparable friends. They always go together. 2. As the frog talked, his friend saw the birds fly through his mind like a large feathered fish. “What else?” asked the fish impatiently? Say: “Notice the underlined words. What is the underlined word in sentence one? In sentence two? Take a look at the word inseparable. What was added at the beginning of separable. We call this prefix. The prefix in- means not, so it changes the meaning of the word separable to not separable. What about the underlined word in sentence two? What was added at the beginning of the word patiently? What do we call this? What is its meaning? What does the impatiently mean?” 161

Here are some words. Add the prefix in- to form new words. Tell themeaning of the newly formed words. prefix + word new word meaningin + correctin + sidein + activein + direct im + perfect im + polite im + possible im + materialWhat are the new words formed? What prefix did you add to each word?What is the meaning of the new word? Teaching Chart A prefix is a letter or group of letters added before a word. Itchanges the meaning of the word. Commonly used prefixes arein- and im-.Activity C: Complete the chart below. Write the new word formed. Use theprefix in- and im-Refer to LM, Do and LearnThe underlined words in the sentences have prefixes which mean not.Choose the meaning of the underlined words in the sentences from thewords in the box.wrong indirect not respectful timeless1. Jason’s score in the English test was almost perfect. He has only one incorrect answer.2. While the teacher was talking, Jason shouted to his friend. He is impo- lite.3. Ben thought he is immortal. 162

Day 3 I. Objective Use possessive pronouns Say: “ Let us recall our story. What was it about? Here is a part of the story. This is the conversation between Fish and Frog. Let us read the dialog.” 1. Presentation One day Frog went back to the pond. FIsh was very happy to see him. Fish: Where have you been? Frog: I have been about the world hopping here and there. I have seen extraordinary things. Fish: Like what? Frog: Birds. They have wings and two legs and many colors. Fish: What else? Cow. It has four legs and horns, eat grass, and carries pink bags of milk. I saw people; men, women and children. They talked and talked until it was dark in the pond.Ask: “Who had wings? Who had four legs? Who owns the wings? the legs?”Let us read the following: birds’ wings their wings cow’s legs its legs2. Teaching/ModelingLet us use the above phrases in sentences. 1. The birds’ wings flap so high. Their wings flap so high. 2. The cow’s legs are big. Its legs are big.Say: “What word takes the place of the word birds’? (their) the word cow’s? (its) Their and its are called possessive pronouns. In the sen- tence, their is a possessive pronoun that replaces  birds. What does the possessive pronoun its replace?” Teaching Chart Possessive pronoun shows possession or ownership. The follow-ing are examples of possessive pronouns: mine, yours, his, hers, itsare singular possessive pronouns; ours, and theirs are plural 163

Activity: - Refer to LM, Try and Learn How did we use the possessive pronoun? What are the things that we shall remember? 3. Guided Practice Refer to LM, Do and Learn 4. Independent Practice Refer to Learn Some More, LM. Choose the possessive pronoun that best completes each sentence.Day 4 I. Objective Use the pronouns that agree in gender with their antecedents Say: “What did we talk about yesterday? What are possessive pronouns? Give examples of possessive pronouns.” Let us read the paragraph taken from the story you listened to. Refer to LM, Find Out and Learn Say: “Read the first sentence.” Luckily Frog, which had been hunting butterflies nearby, saw Fish, and with all its strength pushed Fish back into the pond. antecedent Luckily Frog, which had been hunting butterflies nearby, saw Fish, with all its strength pushed Fish back into the pond. The pronoun that refers to the antecedent To whom does the word its refer to in the sentence? Say: “The pronoun its refers to the word frog. Frog is the antecedent. It is singular. Why do we say that it is singular? Usually the antecedent comes before the pronoun in the sentence. The pronoun should always agree with the antecedent in number and gender.” antecedent Still stunned, Fish floated about for an instant, then it breathed deeply, letting the clean cool water run through its gills. The pronoun that refers to the antecedent Say: “The pronoun its refers to the word fish. Fish is the antecedent. It is singular. Usually the antecedent comes before the pronoun in the sentence.” 164

Teaching Chart  An antecedent is the word to which a pronoun refers. A pro- noun agrees with its antecedent in number and gender.  Agreement in Number – if the antecedent of a pronoun is sin- gular, a singular pronoun is required. If the antecedent is plural, a plural pronoun is required. Example: Lei has a red umbrella. Her umbrella is red.  Agreement in Gender-masculine gender is indicated by he, his and him. Feminine gender is indicated by she, her and hers. This dog is Jose’s pet. This dog is his pet. This dog is his.  Neuter gender is indicated by it and its. Refer to LM, Do and Learn A Say: “What are antecedents? We must remember that pronouns always agree with their antecedents in number and gender. If the antecedent is female, we use the feminine pronoun. If it is male, the pronoun we use is masculine, too.” Guided Practice Underline the antecedent of the pronoun and circle the pronoun that agrees with its antecedent. Refer to LM, Do and Learn B What is the answer to sentence one? Why? What is an antecedent? Independent Practice Refer to LM, Learn Some MoreDay 5 I. Objective Outline a paragraph with an explicitly given main idea Recall how we write a sentence outline. What are the parts of a two-level sentence outline? Remember that the topic is written in Roman numeral while the subtopics are in capital letters. Read the selection and write a two-level sentence outline. Refer to Write About It, LM. 165

Week 6 I. Objectives A. Expressive Objectives 1. Realize that hard work will pay off 2. Admire Bing for thinking of a way to save the other whale sharks from danger B. Instructional Objectives Listening Comprehension Infer traits of characters from what they do or say in a story listened to Oral Language React to what the character said/ did in the story listened to Vocabulary Use suffixes and root words to get the meaning of words Reading Comprehension Predict outcomes of events in the story Fluency Read grade four text using correct intonation and expression Grammar Use the correct form of the verb that agrees with the subject in number Use the correct time expression for an action in the present Writing Composition Write a paragraph based on a two-level sentence outline Study Skills Fill-out forms giving appropriate information II. Subject Matter Literary text and References “The Tomato of Peles” by Alberta Angeles Adarna House, Inc – Philippines “Bing, the Little Whale Shark” by Jomike Tejido Anvil Publishing, Inc. 166

Day 1I. Expressive Objective Realize that hard work will pay offII. Instructional Objectives 1. Infer traits of characters from what they do or say in a story listened to 2. React to what the character said/ did in a story listened to A. Pre Listening 1. Unlocking of Difficult Words Choose the word with the same meaning as the underlined word. 1. The grasshopper used his strength or brawn in making his tomato garden. a. ability b. weakness c. power 2. He always visits his patch of tomatoes everyday. a. garden b. home c. house 3. He waited for the seeds to sprout. a. grow b. develop c. increase 2. Motivation Do you have a garden at home? What plants grow in your garden? 3. Motive Question What did Peles plant in his garden? The Tomatoes of Peles Peles was tired of his everyday walks and wanderings even if he had nothing to eat. This is why he thought of exerting himself and using his strength and brawn. He passed by the farm of Hugo, the Ant and he was impressed by the health of the plants. “Your plants are so healthy,” he praised Hugo. “What is your secret?” “I have no secrets.” said Hugo, “except for industry, patience, and little hard work.” “Is that all?” asked Peles. And he asked for some tomato seeds to try out gardening. It was Sunday then but , the new farmer did not laze around. He busied himself with planting. That night Peles could not sleep as he counted growing tomatoes. Monday. Early in the morning, he woke and visited his patch of tomatoes. But, what a heartbreak! In the soft ground, not one seed had sprouted. 167

Close to tears, Peles talked to Hugo. But Hugo only laughed and said, “Don’t be impatient. Indeed, gardening is not easy. A little more watering and they will surely sprout”. Tuesday. After watering, Peles looked after the patch of tomatoes all day. In the evening, he even lit candles so the plants would not be afraid of the dark. Wednesday. After sprinkling fertilizer, Peles invited his frog friends. And though it was raining, they sang all day so the plants would grow. Thursday. After pulling out weeds, Peles brought a lot of books. And he read stories and poems all day so the plants would not feel lonely. Friday. After watering and weeding, Peles spent all day reciting, dancing, and singing. He even placed a makeshift roof so the plants would not feel too hot. Saturday. Peles rejoiced when he saw sprouting tomatoes. After a few days, Peles’s tomatoes grew and bore fruit. “Hey, your tomatoes are so healthy,” Hugo praised Peles upon his visit. “Yes they are,” answered Peles who was wrapped in a blanket. “But I am sick and coughing.” “That’s only at the start,” Hugo said. And Peles was left coughing. But he felt pleased as he looked over his patch of ripening tomatoes.Comprehension Questions:1. Who are the characters in the story?2. What did Peles plant?3. Who gave him the seeds?4. What did Peles feel when the seeds did not sprout?5. What did Hugo say was his secret for growing healthy tomatoes?6. Did Peles follow Hugo’s advice? Why?7. What happened to the seeds that Peles planted?8. What did Peles feel when he saw his plants growing?9. What trait did Peles show in the story?10. Why did Hugo praise him? What trait did Hugo show?11. What lesson did you learn from the story? 168

Day 2I. Expressive Objectives 1. Admire Bing for thinking of a way to save the other whale sharks from danger 2. Show appreciation in the way Bing saves his communityII. Instructional Objectives 1. Predict outcomes from the story 2. Use suffixes and root words to get the meaning of words 3. Read grade four text using correct intonation and expression Drill: day hay say may play bay today way stay lay A. Pre-reading 1. Unlocking of difficulty Solve the word puzzle. Choose the word from the box to finish the puzzle. Refer to Read and Learn LM. 2. Motivation question Do you remember the news story about Kabang? What did he do to save the children? Show a picture of a whale shark. Say: “This is a whale shark. Do you know that a whale shark is the biggest fish in the world? That is why it is called a whale shark because of its size.” 3. Motive question Say: “Today, I will read to you a story entitled Bing, the Little Whale Shark. This story was written by Jomiko Tejido.” Ask: “What did Bing and the other whale sharks do to save their community?” B. During Reading Read the story aloud while showing the pages of the book. The teacher may stop at certain parts and ask the children what they think happen next. Refer to LM. 169

C. Post Reading Comprehension Refer to LM, Talk About It Discussion Question: 1. Who are the main characters in the story? 2. Where did the story take place? 3. Where does Bing hide? 4. What kind of a whale shark is Bing? Why? 5. What happened one day? Who trapped the grownups? 6. How did Bing, the little playful whale shark, save his friends? 7. If you were Bing, would you do the same? Why? 8. Were there instances in your life when you helped save others from danger? Here are parts of the story. Let us read each part. We are going to guess what will happen next. Refer to LM, Find Out and Learn. Say: “While I was reading the story, I was asking you some questions. Where did you get your answers? What are you doing then? (guessing) You are actually making predictions.”Example:The clouds are getting darker. We can predict or guess that it is about to rain.1. Guided Practice Refer to LM, Do and Learn.2. Independent Practice Group the pupils into 5. Say: Let us continue predicting outcomes. I will give you situations; act out what will happen next. The pupils are going to work on the same task. Ted, Maya and Ben were playing inside their house on Sunday morning. They laughed, shouted and ran around their house. Ted bumped into the center table, and a loud clashing sound followed. Mother came in. Act out what happens next. Refer to LM, Try and Learn.Skill Lesson: Using SuffixesRefer to LM, Find Out and Learn. 1. Guided Practice Refer to LM, Try and Learn. 2. Independent Practice Refer to LM, Do and Learn. 170

Day 3 I. Objectives 1. Use the correct time expression to indicate an action in the present 2. Read grade four text using correct intonation and expression Say: “There are many things that we do everyday. Let us read the sentences from our story yesterday.” 1. Bing hides very well everyday. 2. He startles others when he comes out of his hiding place every morning. 3. Bing and his friends play hide and seek every morning. These sentences were taken from the story you heard. Who is talked about in the first sentence? (Bing) When does Bing hide? When does he come out of his hiding place? When do Bing and his friends play hide and seek? Note: The teacher writes the responses of the pupils in the chart below. Present every day every morning Say: “What time do the words in the chart tell? These are called time expressions. These time expressions are in the present tense. What other time expression do you know that indicates the present tense?” The teacher will write on the chart the time expressions that the pupils will give. Possible answers are: now, today, every time Read the selection below. Give the time expressions in the present tense. Refer to LM, Read and Learn. Say: What are the time expressions you noted from the selection? These are the time expressions that refer to actions in the present tense. Note: The teacher will add the time expressions in the chart above. 1. Guided Practice Refer to LM, Do and Learn. Say: “Remember the words today, now, every morning, every afternoon are time expressions in the present tense. They denote that actions are done regularly.” Group the pupils into four. Let the pupils give sentences using the time expressions in the present tense. Look back at our examples of time ex- pressions. 171

As soon as the group sees the word card, the first pupil will give a sentence using the time expressions; the next pupil will do the same until all members in the group have given their sentences. 2. Independent Practice Give sentences using the verbs and time expressions to answer the following questions. Refer to LM, Learn Some MoreDay 4 I. Objective Write a short paragraph based on a two-level sentence outline Recall the two-level sentence outline they have done. What are the parts of the sentence outline? Say: “Here is an outline. Have the pupils read the two-point sentence outline they made. Ask: What is the topic of the outline? What sentence states the topic? What are the sub-topics? What sentences state the subtopics?” I. The bay of Sorsogon is home to large whale sharks. A. They freely feed, grow, and play every day. B. There’s a young whale who loves to play hide-and-seek. C. It hides very well. Based on the outline, what is the topic sentence? What does it express? Say: When you write a topic sentence, you have to be sure to give a clear idea of what you are going to write. The next part is the information. You either state reasons, details or facts. The last part of a paragraph is the conclusion sentence. They go back and restate the topic sentence, but you don’t word it exactly as the topic sentence. Let us write a paragraph based on our outline. What is the topic sentence? What about the subtopics? Model how to write a paragraph. The bay of Sorsogon is home to large whale sharks. They freely feed and grow every day. Young whale sharks play here. Have the pupils read the paragraph. Note how the paragraph is written. Here is another outline. Let us write a short paragraph about the bamboo. What is our topic sentence? Based on the outline above, what are the details? Ask the pupils to read the topic sentence. What do you think is the paragraph about? I. The bamboo is the giant of the grass family. A. It can grow as big as trees. B. It can grow in the lowlands or in rolling hills. C. There are different kinds of bamboos. Say: “You will be looking at the model paragraph. Have the pupils read it.” Ask them to identify the topic sentence and the sentences that give the details. 172