English Grade 4

DEPED COPYDay 4 I. Objectives Identify and use adverbs of place Write / Compose clear and coherent sentences using adverbs of place Learning Activities 1. Introduction / Presentation Refer to LM - Read and Learn Let the pupils read the dialog. The teacher will ask questions about the dialogue. A Day in the Market by Mary Jane T. Ganggangan One Saturday morning, Mother and Jenny went to buy the things they need at the market. Jenny: Mother, I can see a lot of vendors everywhere. Mother: Yes, Jenny. They come to sell their products around the town. Here, please put these fish and vegetables in the basket. Jenny: Why did you buy plenty of fish and vegetables Mother? Are you going to cook all of these? Mother: No,my dear. We will put some in the refrigerator. We can cook them the following day. Jenny: Alright, Mother. Let’s go home now. I’m excited to taste the food you will cook for us today. Mother: Sure, I will cook your favorite dish, pinakbet! Questions: Refer to LM, Talk About It (Teacher writes the answers given by the pupils.) 2. Teaching / Modeling Say: Let us read the sentences written on the board. Mother and Jenny buy the things they need at the market. There are vendors everywhere. They sell their products around the town. Put the fish and vegetables in the basket. Say: What do the underlined words tell? (They tell where an action is done) What question do these words answer? (Where) 255 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Teaching ChartAdverbs of Place A word that tells where an action is done is an adverb of place.Here are other examples of adverbs of place:there away here everywherebehind forward upward aroundinside3. Guided Practice Activity 1 “Where do things happen?” Say: Answer the following questions. (Process pupils answers.)DEPED COPY Example: Where does Mother cook our food? - in the kitchen What does -in the kitchen tell? - It tells where the action is done. What kind of adverb is it? - Adverb of Place Refer to LM - Try and Learn 1. Where do we buy our snacks? 2. Where do we borrow books? 3. Where do we play? 4. Where do we go to when we are not feeling well? 5. Where can we see our principal? Activity 2 “Tell Me Where” Identify the adverbs of place in each sentence. Underline them. Refer to LM, Do and Learn A4. Independent Practice Refer to LM - Do and Learn B Activity 1 Complete the sentences by writing the appropriate adverbs of place. Choose your answer from the words below. in the library outdoors at the park everywhere on the seashore1. We enjoy having picnic ____________________.2. Children love to read books __________________________________.3. It is nice to exercise ______________________________________.4. We can see God’s creations __________________________________.5. They enjoyed making sand castles _____________________________. 256 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Think-Pair-ShareRefer to LM - Learn Some More AGet a partner. Ask and answer questions about where they will be goingthis coming weekend.Refer to LM - Learn Some More BWrite five sentences using adverbs of place.Choose the adverbs of place from the list below. in the office here there outside behind in the church on the farm everywhere aroundDEPED COPY Refer to LM - Learn Some More C Copy the riddle. Answer it if you can. Encircle the adverbs of place that you can find. Riddle I am inside, outside, everywhere. You can’t see me, I know But I refresh you Everytime I blow. 5. Writing / Composing Refer to LM - Learn Some More D Say: Look at the pictures and write sentences about them using adverbs of place. 1. (The children buy their snacks at the canteen.) 2. (The farmer plants palay in the ricefields.) 257 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY3. (The children love to play in the playground.)Day 5 I. Objective Locate information from glossary A. Oral Language Say: Let’s recite the poem Dictionary. Dictionary By: Mary Jane T. Ganggangan Often times I wonder why, Words are so complicated Oh,my! They have the same spelling But have different meanings. But I have a very special friend That can help you until the end, A wonderful book that you should see. Please meet my friend, Dictionary! Questions: Say: Let us recall the lessons we have learned about dictionary. 1. How are the words arranged in the dictionary? 2. What are guide words? Where can we find the guide words? 1. Presentation / Introduction Say: Look through the last pages of your book. Do you see pages with words and their meanings? This section is called a glossary. The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of the words. Study the sample page of a glossary written on a chart. Refer to LM - Find Out and Learn 258 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Glossary abdomen /abdo’men/ n. stomach boundary /bound’ary/ n. limit captive /cap’tive/ n. a prisoner depart /depart’/ v. go away elegant / el’egant’/ adj. graceful; refined handsome /hand’some/ adj. good-looking2. Teaching/Modeling Say: What is the first word listed? What does elegant mean? What word means “a captive” ? How many syllables are there in the word “captive” ? What word comes after “depart” ? How are the words arranged in the glossary? What information does the glossary give? What is a glossary? Teaching Chart  The glossary is part of a book which lists key words found in the book.  The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of words.  It is usually found on the last pages of a book.DEPED COPY3. Guided Practice Activity 1 Say: Study the sample glossary. Answer the questions that follow. Refer to LM, Try and LearnQuestions:1. What is the first word in the list? ________ what is the last word? d. limb__________a. attendant b. brigade c. exile2. How many definitions were given to the word “ exile” ? a. 1 b. 2 c. 3 d. 43. What does “implement“ mean?a. servant b. carry out c. expel d. large branch of tree 259 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

4. What word means “ a large branch of tree” ?a. exile b. attendant c. brigade d. limb5. How many syllables are ther in the word “limb”?a. 1 b. 2 c. 3 d. 4Activity 2Say: Study the sample glossary. Answer the questions that follow.Refer to LM, Do and Learn AQuestions:1. Which word means “to bite or chew on with the teeth”?a. fancy b. fragment c. frantic d. gnawDEPED COPY2. What is the meaning of “fragment”?a. a part broken off b. purpose c. to bite or chew d. Aim3. Does the word goal mean purposea. yes b. no c. maybe d. none of the above4. Which word comes before “frantic”?a. fancy b. fragment c. gnaw d. goal5. What is the meaning of “fancy”? a. emotionally out of control b. a small detached portion c. the end toward which effort or ambition is directed d. an opinion or notion formed without much reflection4. Independent Practice Say: “Study this page of a glossary. Answer the questions that follow.” Glossary Ttactic \’taktik\ adj. a plan, procedure or system for promoting a desired endtragic \’trᾰjῐk\ adj. saddeningly or regretably serious or unpleasant; sad;grievoustrample \’trᾰmpəl\ , v. to tread heavily so as to bruise, crush or injure Vvigilance \’vῐjələn(t)s\ n. watchfulness;awareness; attentiveness Wworry \’wur.|ē\ n. mental distress or agitation resulting from concern usuallyfor something impending or anticipating 260 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Questions: 1. What word means “awareness” ? ____________________ 2. What part of speech is “trample”? ____________________ 3. What is the meaning of “worry” ? _____________________ 4. Is tactic a plan? ___________________________________ 5. What is the meaning of worry? _______________________ Enrichment Activity Refer to LM - Do and Learn and Learn Some More B Week 6 - A Place to Remember I. Expressive Objectives Appreciate the beauty of Vigan City as among our National Heritage Take pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities II. Instructional Objectives for the Week Oral Language Use expressions appropriate to the grade level Listening Comprehension Give one’s reaction to an event or issue Vocabulary Development Identify different meanings of content specific words Reading Comprehension Make comparison and contrast Fluency Read grade level texts with appropriate speed Study Strategy Locate information from Indices Grammar Use appropriate adverbs of time Writing / Composition Write / Compose clear and coherent sentences using adverbs of time Viewing Identify the visual elements used in a print / non-print material Attitude Browse and read books for various purposes such as for learning or for pleasure 261 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

III. Subject Matter 1. Selection and References E“SCEGntanoogigmvrliwlesipshraehnytMmisftoiaeotrotnntYet”Eors(nupe–ghealEiiknlssnsdhteasM4rrui.tcep–aop4CQmoa-r.)trCLumfaorpuenrdzlgViatuaitgeaaLdgn.eJPiuTnaleylSax1tebb4vao,eyo2,nek0tW1.(aB4olen-nd1ite1ar:0NC0.iptMimesiranda) • Give one’s reaction to an event or issue • Adverbs of time • Comparison and Contrast • Locating information from indices 2. Materials • Word Cards • Pictures of Vigan City • Charts IV. Learning ActivitiesDay 1 I. Objectives Use expressions appropriate to the grade level like ________. Take pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities A. Oral Language Present a picture of a nipa hut and talk about it. Say: What can you see in the picture? What can you say about the nipa hut? Would you like to live in a nipa hut? Why? Why not? B. Pre-Listening Activities 1. Unlocking of DifficultiesDEPED COPY Vigan City is one of the few Hispanic towns in the country. Itsstructures have been wonderfully preserved as a cultural heritage.It is famous not only for its unique colonial architecture lined bycobblestone streets but also its distinct cuisine.Hispanic means derived from _____________.a. America b. China c. SpainGovernance means ____________________ of the government.a. action and function b. officials c. peopleCultural Heritage refers to the_________________of a given peoplein a given period.a. houses and land b. skills and arts c. animals and places 262 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Cobblestone street - (show a picture) 2. Motivation Question / Oral Language development Refer to LM, Think and Tell What do you see in the picture? What can you say about the buildings or houses? Do you think these houses or buildings are newly built? Why do you say so? Can you find these kinds of houses in your place? Can we say that the houses in Vigan City are unique? Why? 3. Motive question Say: I am going to read to you an article about Vigan City. After reading, we will be answering these question: What made Vigan City unique? Why was Vigan City nominated as a finalist for the world’s new seven wonder cities? During Listening Activities First reading of the article by the teacher. 263 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Gov’t seeks support for Vigan in Wonder Cities Competition (philstar.com) Updated July 14, 2014 - 11:00pm Manila, Philippines (Xinhua) – The government today called on Filipinos around the world to support the bid of Vigan City in northern Ilocos Sur to become one of the world’s new seven wonder cities. (Have pupils predict: Who do you think is leading this campaign?) Secretary Ramon Paje of the Department of Environment and Natural Resources said Vigan needs the same overwhelming support that made Palawan’s Puerto Princesa Underground River (PPUR) one of the New Seven Wonders of Nature in 2012. Paje, who served as the national campaign manager for the PPUR, said Vigan deserves the Filipinos’ full backing. (Have the pupils predict: Why do you think Vigan City was able to preserve its colonial heritage?) “It has been wonderfully preserved as one of the few Hispanic towns in the country, with structures intact due to best practices in management, governance, stakeholder involvement, and awareness on cultural heritage,” Paje added. (Have pupils predict: Why do you think Vigan City became a favorite tourist destination?) Vigan City is a favorite tourist destination in northern Philippines. It is famous for its unique colonial architecture lined by cobblestone streets and distinct cuisine. It is the only Philippine town on the list of heritage sites declared by the United Nations Educational, Scientific and Cultural Organization (UNESCO) UNESCO describes Vigan as “the best- preserved example of a planned Spanish colonial town in Asia.” Discuss the selection: Refer to LM - Talk About It Infusion of Values: Say: After listening to the article, how do you feel about Vigan City? Do you feel proud of it? Why? Why not? How can one help preserve and promote Vigan City as one of our heritage sites?Day 2Listening Comprehension I. Objective Give one’s reaction to an event or issue A. Post Listening Activities 264 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 1. Rereading of the article by the teacher / pupils 2. Divide the class into 4 groups. Distribute activity cards for each of the groups. Group1 Make a poster campaigning for Vigan City to become one of the world’s new seven wonder cities. Group2 Compose a song or yell to advertise Vigan City Group3 Write a thank you letter to the people of Vigan for preserving and promoting this city. Group4 Draw colonial houses and the cobblestone streets found in Vigan. Write a sentence or two of how you will preserve these houses. 3. Discussion of the selection, incorporating the presentation of outputs. a) Why is the government calling on Filipinos around the world? b) Why will we give support to Vigan City? Group 1, show your poster c) What is the big role of Secretary Ramon Paje? d) If you were Secretary Paje, how will you advertise Vigan City? Group 2, present your song or yell e) Why did Secretary Paje say that Vigan City has been wonderfully preserved? f) Who helped preserve the city? g) Do you think they did a great job? Group 3, Read to us your Thank You letter h) Why is Vigan City a favorite tourist destination? i) Can we see cobblestone streets everywhere in the city? j) How will you preserve the beauty of the houses and the cobblestone streets? Group 4, show us your drawing. k) Do you think the Filipino people will respond to the call of the government to support the bid of Vigan City to become one of the world’s new seven wonder cities? Why? Why not? Day 3 Grammar / Writing / Composing I. Objectives Identify and use adverbs of time Write / Compose clear and coherent sentences using adverbs of time 265 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYA. Oral Language Let the pupils recite the poem (whole class, group, individual). Tell Me When by Mary Jane T. Ganggangan I walk to school every morning With my best friend Luming We eat our lunch at noon and go back home in the afternoon. Say: When do we go to school? – every morning When do we eat our lunch? - at noon When do we go back home? – in the afternoon 1. Presentation / Introduction Let the pupils read the selection. Refer to LM - Read and Learn A Trip to Vigan City by: Mary Jane T. Ganggangan Last Wednesday, the Flores family from Baguio City decided to visit Vigan City. They started very early in the morning. They had a stopover at Candon City to have their snacks at 8 o’clock am. They continued their trip and reached Vigan City at 10 o’clock am .They had a great time walking on the cobblestone streets of Calle Crisologo. Andrew and Gina rode in a kalesa .They were amazed to see the different colonial houses. In the afternoon, they went to Baluarte and saw different animals. In the evening, they all went to watch the” Dancing Fountain “at the plaza. They decided to visit “The Hidden Garden” the following day. That night, they had a peaceful sleep at Villa Angela. Discussion questions: Refer to LM - Talk About It 1. Who decided to have a trip to Vigan City? 2. When did they go? 3. When did they watch the “Dancing Fountain”? 4. Do you think the Flores family enjoyed their trip to Vigan City? Why did you say so? 2. Teaching / Modeling Present some sentences taken from the selection. Say: “Let us read the sentences.” 1. Last Wednesday, the Flores family had a trip to Vigan City. When did the family have a trip to Vigan City? - last Wednesday 2. They decided to visit “The Hidden Garden” the following day. When will they visit “The Hidden Garden”? - the following day 266 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Say: What do the expressions last Wednesday and the following day tell ? What question do they answer? (They answer the question when) Words that tell about time are called adverbs of time. Teaching Chart Adverbs of time - tell when an action is done.Example: tomorrow tonight yesterday today last Monday in July in the morning3. Guided PracticeDEPED COPYActivity 1 Refer to LM, Find Out and LearnRead the words and phrases. on the space before each word orphrase, write A if it is an adverb of time and NA if it is not.Activity 2 Refer to LM, Try and Learn Exercise 1Underline the adverb of time in each sentence.Activity 3 Refer to LM, Try and LearnRead each sentence. Choose and write the correct word or phrase tocomplete the sentence.4. Independent PracticeActivity1Refer to LM - Do and LearnComplete each sentence by adding the appropriate adverb of time.Choose your answer from the group of words in the box.on Sunday at night once a month early in the morningat 8:00 AM 1. The family eats their breakfast ______________________________.2. The children attend their class ______________________________.3. The family goes to mass __________________________________.4. They eat their dinner _____________________________________.5. They watch a movie together ______________________________. 5. Writing / Composing Refer to LM - Write About It Say: Write a three sentence paragraph using adverbs of time. Share what you have written with the class. You may choose from the following topics: a) a birthday celebration b) a visit to the farm 267 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Day 4 Reading Comprehension Objectives Make a comparison and contrast.A. Pre-Reading Activites1. Unlocking of Difficulties: Choose the meaning of underlined words in the sentence.1. James was frightened when he heard the thunderstorm.The underlined word means ________. a. sad b. disturbed c. afraidDEPED COPY2. The boys wants to win in the sack race so that he immediately squeeze himself into the sack after the go signal.Squeeze means _________. a. dive into b. put himself into c. jump into2. Motivation Say: Have you heard a story about the cow and carabao? What kind of a story you have heard about them? Today, we will read a story about the cow and the carabao. Refer to LM, Read and Learn3. Motive Question Say: What do you think will the story be about this two animals? Who can make a guess?4. Post Reading Refer to LM, Talk About It5. Teaching / Modeling The underlined words both, also, and too are clues that tell a comparison is being made. It also shows that the cow and the carabao are alike or similar in some ways.Words like however, but, while signal that a contrast is being made. They alsoshow how a cow and a carabao is different.Let us compare and contrast the two animals. Use the Venn diagram shownin the LM, Find Out and Learn.Show a Venn diagram. Say:This is a Venn diagram. We use this graphicorganizer to compare persons,places things,animals, stories, and ideas. Thecenter portion where the two circles overlap is for attributes that both thingsbeing compared have in common. 268 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Teaching Chart When you compare things, you tell how they are alike. When you contrast things you tell how they are different. Words such as also, too, both, and similarly show that a comparison is being made. Words such as but, yet, still, although signal that contrast is being made.Carabao CowDEPED COPY Both cow and carabao6. Guided Practice Refer to LM, Try and LearnPresent a dialogue written on a chart.Say: After reading the dialogue, you are going to compare and contrast the moon and the sun. Which Do You Like Better?Sun: My dear friend Earth, do tell me soon; which do you like more me or the Moon?Moon:Sun: Think well, dear Earth, I am cooler and prettier.Earth:Sun: But then, good friend, I’m bigger and brighter.Moon:Sun: Dear friends, it’s hard for me to tell: which I like more; let me think well.Moon:Earth: Well, pal, I give you heat and light. And I help make the dark nights bright. I make all plants and all trees grow . And I help make people ‘s hearts glow. Dear Sun, you are indeed a helper, but I can’t say I like you better. I like friend Moon, I like you too. And I love her as much as I love you. 269 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYII. Independent Practice Activity 1 Have the pupils do the activity in the LM, Do and Learn (Philippine Heroes) Say: Read the story, then compare and contrast Jose Rizal and Andres Bonifacio. Philippine Heroes During their time, Rizal and Bonifacio did good things for the Filipinos. They did good things for our country. They are heroes. Our heroes were little children like you, once upon a time. When Andres was a little boy, his parents died. So he took care of his younger brother and sisters. Andres worked very hard to earn a living. He made paper fans and carved toys from wood. He sold them along the streets. He also ran errands for others. As a little boy, Jose Rizal used his time wisely. He read a lot of books. He drew and painted pictures. He molded figures out of clay. He carved things from wood. He also wrote poems, stories, and playlets. 270 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 2Refer to LM - Learn Some More (The City and the Barrio).Say: Read the story then compare and contrast the city and the barrio The City and the Barrio Many children in the city go to school. They ride on buses or jeepneys. Some ride in cars or taxis. Along the way the children see many people.They see many houses and tall buildings. They feel uncomfortable because the weather is warm. They hear the loud sounds of the vehicles around. Oh! How noisy it is in the big city! In the barrio, many children walk to school. They often pass ricefields and rivers. On the way they see many things. There are different trees and plants around. They enjoy the fresh air. They love to listen to the sounds of the animals especially the song of the birds. Oh! How wonderful it is in the simple barrio!DEPED COPYDay 5I. Objective Locate Information from Indices A. Oral Language Present the poem: My Index Finger writtten on a chart. Say: Answer the quetions after reciting the poem. What finger do you use to point? Is the index finger useful? Why? My Index Fingerby Mary Jane T. Ganggangan Will you please point to me There’s a magic finger The things I want to see That points here or there To brighten up my day Upward, downward, everywhere It’s the magic index finger.And keep me safe all the way271 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY1. Presentation / Introduction Show a book. Have a review on the parts like the Front and Back cover, Title Page, Copyright Page, Preface, Table of Contents, Pages and the Glossary. Show the Index of a book and say: ‘This is the index of a book. It is usually found on the last pages of a book. Just like an index finger, it points to a particular topic.’ Show a sample page of an index written on manila paper. 2. Teaching / Modelling Say: Let us study the sample Index below. INDEX Acronyms, 286 Blended words, 240 Compound words, 6, 103, 277 Denotation,137 Fantasy, 258 Glossary, 244 Parts of a book, 10 Prefixes, 230, 251 Synonyms, 18, 37 1. On what page can you find something about fantasy? 2. If you want to read about blended words, what pages will you read? 3. On which pages can you find information about parts of a book? 4. What is the first topic in the index? 5. How many pages cover the discussion on compound words? 6. What does the index tell? What are found in the index? Teaching Chart  The index is a listing of topics in a book, arranged alphabetically. It has more detailed information than the table of contents .  It also gives the pages where you can find these topics.  An index is located at the back of the book. 3. Guided Practice Refer to LM - Try and Learn Show a part of an index page written on a chart. Say: Study the given index. Then answer the questions that follow. 272 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

INDEX Adverbs, 166- 171 Biography, 130 Context clues, 98, 158 Descriptive words, 130 Fact, 242 Following Directions, 12; 18 – 19 Homonyms, 156- 157 News Stories, 45-46, 50 Speech, 47- 49 Writing, 33,68,115-117DEPED COPY1. On what pages can you read about “Following Directions”?a. 12;18-19 b. 47- 49 c. 166- 171 d. 1302. Where can you read about the “Context clues”?a. 115- 117 b. 18- 19 c. 98, 158 d. 45- 463. How many pages cover the discussion on “News Stories”?a. 1 b. 2 c. 3 d. 44. On which pages can you read about “Adverbs” ?a. 130 b. 50 c. 18- 19 d. 166-1715. What is the second topic in the index?a. Biography b. Speech c. Homonyms d. Adverbs6. What is the topic on page 130?a. Descriptive words b. Factc. Writing d. Speech7. What is the last topic in the index?a. Writing b. Context cluesc. Homonyms d. Adverbs8. How many pages can you read about “Speech” ?a. 2 b. 3 c. 4 d. 59. On which page can you read `about “Descriptive words”?a. 100 b. 110 c. 120 d. 13010. What topic can you read about on pages 156-157?a. Following Directions b. Biographyc. Homonyms d. Fact4. Independent Practice Refer to LM - Do and Learn Say: Study the given part of an index page then answer each of the questions that follow 273 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INDEX Intonation correct intonation, 130-131 falling, 3-5 rising, 3-5 shift, 3,12, 70, 80 Nouns count nouns, 47 mass nouns, 46- 48 singular and plural, 40-44 Poems The Boy Who Never Told a Lie, 123 What We Do, 66 December, 132-133 This Happy Day, 14-15 Sentences commands, 83-84 declarative , 74-78 exclamatory, 85-88 interrogative, 79-82 requests, 89-90 Questions: 1. How many main topics are there? _________________________________________________ 2. Which main topic has the most number of subtopics? _________________________________________________ 3. Which has the least number of subtopics? _________________________________________________ 4. If you want to read about Interrogative sentences, what pages of the book will you turn to? _________________________________________________ 5. What page tells us about singular and plural nouns? _________________________________________________ 6. What poem can you read on pages132-133? _________________________________________________ 7. How many subtopics are there under Intonation? _________________________________________________ 8. On which page can you read the poem “This Happy Day”? _________________________________________________ 9. What kind of sentences can you read on pages 85-88 ? ___________________________________________________ 10. What is the last subtopic under Nouns? ___________________________________________________ 274 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYWeek 7 - Holidays and Festivals I. Objectives A. Expressive Objective Show respect for the different beliefs of Muslim people B. Instructional Objectives for the week Oral Language Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences Listening Comprehension Give one’s reaction to an event or issue Vocabulary Development Identify different meanings of specific content words (Science) - Denotation - Connotation Reading Comprehension Make generalizations Fluency Read grade-four level texts using intonation, expression, and punctuation marks Study Strategy Locate information from indices Grammar Use appropriate adverbs of manner - adverbs of manner Writing / Composing Compose clear and coherent sentences using appropriate grammatical structures: - adverbs of manner Viewing Describe various types of viewing materials Attitude Browse and read books for various purposes such as for learning or for pleasure II. Subject Matter Topics 1. Telling/Retelling familiar stories and short conversations by using appropriate gestures and expressions in complete sentences. 275 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 2. Giving one’s reaction to an event or issue 3. Identifying different meanings of words (Science) -Denotation -Connotation 4. Making generalizations 5. Reading grade-four level text using intonation, expression and pronun- ciation. 6. Locating information from indices 7. Using adverbs of manner 8. Composing clear and coherent sentences using adverbs of manner. 9. Describing various types of viewing materials 10. Browsing and reading books for various purposes such as for learning or for pleasure Value Focus: Respect for one’s belief References A Muslim Holiday English for You and Me Grade 4 by Benita N. Miranda One Happy Holiday, 100 Selected Poems for Young and Adults by Cristina S. Canonigo The Farmer’s Festival, Adapted from English for You and Me Grade 4 by Benita N. Miranda The Index and the Index, Spectacles by Melinda D.C. Jadrin Materials • Sentence strips • syllable cards • semantic web • picture cards • book III. Learning ActivitiesDay 1 I. Objectives Tell/Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences. Give one’s reaction to an event or issue. Learning Activities: A. Oral Language Refer to LM - Think and Tell Say: What holidays do we celebrate in our country? What activities do you do on a holiday? Share your experiences. B. Pre-Listening Unlocking/Vocabulary & Concept Development 276 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Show a picture of a datu. Say: This is a datu. What is a datu? Say something about a datu. Show a real object of a paper bunting. Say: This is a paper bunting. When do you see paper buntings? Show a picture of Muslims dancing the Dalling-dalling dance during a Muslim Holiday. Say: The “Dalling-dalling” dance is the traditional “fingernail” dance of the Tausug people of the Sulu Archipelago and Sabah. Say: Look at the sentence strips and read the sentences. 1. Ibrahim did not eat food and drink water the whole day because he is fasting. Say: What is the meaning of fasting? 2. There are no classes on a holiday because it is a day of festivity. Say:What is the meaning of holiday? Motivation Question Say: What holidays are celebrated in our country? When is each holiday celebrated? How is it celebrated? Motive Question Say: I will read a story about a Muslim holiday. Find out: What kind of holiday do the Muslims celebrate? How do they celebrate it? (Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Have children think of words that come to their mind when they hear the words Muslim Holiday. Write their answers as strands around the word, as shown in the figure. Say: In the story that I will read to you, Muslims celebrate 277 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY their holiday. Find out how they celebrate it.) Muslim Holiday (Possible answers: Ramadan, Hari Raya Puasa, fasting) C. During Listening Read the story. Stop at indicated points, to ask the children what they think will happen next in the story. A Muslim Holiday Muslims are religious people. They believe in one God called Allah. Their prophet is Muhammad whose teachings are found in the Quran. The Koran is the Bible of the Muslims. Their religion is called Islam. Muslims celebrate several holidays. The most colorful of these holidays is the Hari Raya Puasa. This is the end of the fasting during Ramadan. Ask: What is the most colorful holiday celebrated by the Muslim people? Ramadan is the ninth month in the Islamic calendar. Ramadan is an Arabic word meaning “to turn.” During the whole month of Ramadan, Muslims go through thirty days of fasting in order to burn away their sins. During the day, Muslims do not eat or drink from sunrise to sunset. After sunset until midnight they can eat and drink. Then they start fasting again the next day. During the month of Ramadan, the houses are lighted at night with lanterns, coconut oil lamps, or seashell lamps. These are decorated with paper buntings and ribbons. Everybody is happy especially at night when the people break their fast. 278 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Have the pupils predict: What do you think the Muslim people do after a month of fasting? After the month of fasting, comes a week of happiness. The datu in a barrio sometimes gives a feast. His house is decorated with lighted candles and lanterns. There is a display of fireworks that is always a part of the Hari Raya Puasa celebration. There is much banging of bamboo guns or lantakas. The datu kills a cow and plenty of meat is cooked. There is food for everybody. Whenever a feast is held, dancing goes on to the accompaniment of beating drums. Muslims do not allow their men and women to dance close together. They dance far apart, hands out of reach of each other. Usually it is an all-male group or an all-female group that dances on the floor. The dalling-dalling is the only dance where men and women both dance at the same time. Have the pupils predict: What will the children do on the Hari Raya Puasa day? On the day of the Hari Raya Puasa, the children go from house to house kissing hands of the old people and relatives. The elders themselves greet one another with Assalamu Alaykum which means “Peace be with you.” The Muslim child is usually taught the alphabet in Arabic and the Koran as early as four years old. That is why they celebrate their holidays with great interest. They know when and why the holiday is celebrated. English For You and Me Grade 4 by Benita N. Miranda Discussion: 1. What holiday do Muslims celebrate? 2. How do they celebrate it? Day 2 I. Objectives Tell / Retell familiar stories by using appropriate gestures and expressions in complete sentences Making generalizations A. Oral Language Development Let the pupils retell the story “A Muslim Holiday” B. Post Listening 279 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 1. Engagement/Enrichment Divide the class into four groups. Let them do the following activities: Group 1 Arrange the jumbled syllable cards to form words. Present the jumbled syllable cards through body movement. Ra sa ri ya Ha Pua Group 2 Write the activities done during Hari Raya Puasa using a Semantic Web Hari Raya Puasa Group 3 Act out. What should you do if you are with your Muslim friend who is fasting? Group 4 Get the picture cards. Say something about each picture. What do the picture cards show? Refer to LM - Find Out and Learn 280 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 2. Discussion Questions 1) What kind of holiday do Muslims celebrate? (Group 1 will present their work.) 2) When do they celebrate Hari Raya Puasa? 3) How do they celebrate it? (Group 2 will present their work.) 4) Why do Muslims fast during Ramadan? 5) It is recess time. What will you do with your bread if you have a Muslim friend who is fasting? (Group 3 will present their work) 6) How do Muslim people show their faith in Allah? Skill Development: Making Generalizations 1. Presentation / Introduction Show the pictures one at a time. Say: Look at the pictures. Say something about each picture. Write the answer on the board. (Muslim people are praying.) (He is reading the Koran.) (They go inside the mosque to pray.) 2. Modelling / Teaching Say: Read the sentences. 1. Muslim people are praying. 2. He is reading the Quran. 3. They go inside the mosque to pray. Say: “How are the three pictures alike? What do they have in common? How are we going to generalize?” (Possible answer: Muslims are religious people.) Teaching Chart What you read and what you already know helps you make a general statement about a person, situation, or an event. This is called generalization. In making generalizations, think about the similiraties about the gathered information and observations. Making generalizations is important because it helps you know how much you understand about what you read. 3. Guided Practice Refer to LM, Try and Learn Read the sentences. Underline the correct generalization. 281 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

4. Independent Practice Refer to LM, Do and Learn Write in your notebook the correct genralization in each situation.Day 3Grammar: Adverbs of Manner I. Objective Use Adverbs of Manner Read words with initial l blends. Drill: Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl DEPED COPY clam close clap club clean cliff new club big clam Claudia’s clothes steep cliff old closet clown black clam flat glad plan blank class flash glass plant blue close flag glue plane blanket closet flute globe planet blister clip flakes gloves platypus blood chip 1. Clarence climbs on a steep cliff. 2. Claudia’s clothes are in the old closet. 3. Mother bakes big clams for the party. Read the tongue-twister by groups then individually. Refer to Activity at LM - Learn Some More A and B Claudia closed the closet full of clean clothes. 1. Presentation/Introduction Say: Let us recall the story A Muslim Holiday. How is Hari Raya Puasa celebrated? Write the answer on the board. (Hari Raya Puasa is celebrated happily) 2. Modeling / Teaching Read the sentences. Refer to LM - Find Out and Learn and take note of the underlined words. Hari Raya Puasa is a happy celebration. Muslims celebrate it happily. The Muslim women do a silent prayer. They pray silently. 282 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Say: How is the Hari Raya Puasa celebrated? (happily) How do the people pray in the mosque? (silently) These are what we call adverbs of manner. Give more examples of adverbs. Teaching Chart Adverbs of manner tell us how something happens. They answerthe question how. Most adverbs of manner are formed from adjectives.Ex. happy – happily easy – easilysilent – silently slow – slowly3. Guided Practice Divide the class into seven groups. Each group will get a chart. They will read the stanza of the poem “One Happy Holiday” on the chart.DEPED COPY One Happy Holiday One happy holiday Annie Lee’s eyes twinkled,When Mother was away, And her little nose crinkledA girl named Annie Lee Then she shouted, “Hurray!” Didn’t want to play “What a happy holiday!” Father asked merrily, Annie Lee wanted to buy“What can the matter be Two little dolls that cry You look so sad today But she remembered this: On a happy holiday.” “Don’t buy everything you wish.” “Where is Mommy, Daddy?” So one happy holiday Annie Lee asked sadly When Mother was away, We’ll go to the fair To buy something there.” A pretty little girl, Had a fine day at the fair. “We will go to the fair, My pretty little girl, But please remember this,Don’t buy everything you wish.” Say: In the second stanza of the poem “One Happy Holiday”, how did Father ask what could the matter be? (Father asked merrily.) How did Annie Lee ask where her mommy was? (Annie Lee asked sadly.)Divide the class into six groups. Give the directions for each activity.Activity 1(Groups 1 & 2) Show the word cards and have the children read them. Say: 283 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Pick the word card that is an adverb of manner. Answers: 1. lovingly 2. easily 3. hardly 4. instantly 5. truthfully Reminder: Be sure that the pupils understand what each adverb means. Exercise 2 (Groups 3 & 4). Present the following sentence cards and have the children read them. Say: Underline the adverb of manner in each sentence.DEPED COPYThe performers changed costumes People prayed silently before thequickly. festival started.They excitedly prepared the paper I quietly approached the guest speaker.buntings. Martha welcomed the visitors warmly. The street dancers danced gracefully. Activity 3 (Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs of manner. Write a sentence using each of the adverbs of manner. 4. Independent Practice A. Box the adverbs of manner in the sentence. 1. Mila joyously watched the fireworks. 2. Mother prepared the food well. 3. Our visitor speaks softly. 4. The children happily go from house to house. 5. The victorious performers marched triumphantly down the street. B. Write a sentence using each of the following adverbs of manner. 1. happily 2. beautifully 3. well 4. quickly 5. calmly 284 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

5. Enrichment Refer to LM, Learn Some More Choose the letter of the correct adverb of manner and write it on the blank to complete the sentence. 1. When my leader talks too_______, it’s difficult to understand his cues. A. slowly B. quick C. quickly 2. The singers ________ followed the directions of their conductor. A. goodly B. easily C. well 3. The audience cheered __________. A. loudly B. successfully C. gently 4. Children _________ joined the parlor games. A. angrily B. well C. eagerly 5. Participants waited for their turn to perform __________.DEPED COPY A. bad B. patiently C. correctlyDay 4 • Define and explore the concept of connotation • Examine how word choice affects meaning 1.. Presentation/Introduction Say: I’ll read some sentences and after I read them, I want you to draw what you imagined based on what you heard. (Teacher reads sentences in Box A). A Sam’s chicken won First Place in the contest. It was the heaviest chicken in the Fair. Say: Draw the chicken as described in the sentence. Teacher reads sentences in Box B. B “What’s the matter, are you chicken?” Sam’s friends asked him when he didn’t join the pole-climbing contest. They didn’t know that he is afraid of heights. Say: Draw the chicken as described in the sentence. 2. Modeling/Teaching Say: Are you ready to show your illustrations? Show your drawing to your seatmate. Does your drawing of chicken similar to your second drawing? You’re right that they are not similar. Let’s read the sentences. (Teacher posts the paperstrips where the sentences were written.) What is the meaning of chicken in Box A? (bird) How about chicken in Box B? What word in Box B can help you get the meaning of chicken? (afraid) 285 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYWhat is another word for afraid? (scared, coward) Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is the literal meaning of a word. It is the usual dictionary definition of the word. When chicken refers to the emotion of being afraid or scared, the emotion is the connotative meaning of chicken. Connotation refers tothe emotional / contextual / cultural meaning attached to a word. It also refers to shades and degrees of meaning of a word. Look at the two book covers (see LM). Which book cover uses the denotative meaning of chicken? Which one uses the connotative meaning? Knowing the connotative meaning of a word can lead you to be more tactful. It also leads you to use a more appropriate word to narrate what is happening. Consider this: That boy is fat. That boy is healthy. Which description is preferable? Think about the connotative meaning of the words in each set: Set 1 - pretty, cute, lovely, beautiful Set 2 - small, minute Set 3 - shower, rain The words in the set almost have the same meaning. However, each one is used in different situations. For example, to describe a flower, would you say a cute flower or a lovely flower? When do you think classes might be suspended, when there is a shower or when there is a deluge? Study the following sentences: Sentence 1: When the group members discuss, they often disagree about something. Sentence 2: When the group members discuss, they often argue about something. What do you imagine with Sentence 1? How about Sentence 2? The sentences seem to mean the same. However, a closer look will tell you that there is a degree or shade of difference in their meaning. The word argue in sentence 2 shows that the members more than disagree with each other. Remember  Denotation – is the specific, exact and concrete meaning of a word. This is the meaning you will find in a dictionary.  Connotation- is an idea or quality that a word makes in addition to its meaning. It can be positive or negative. 3. Guided Practice What is the connotative meaning associated with the following animals? 286 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Connotative Meaning hen motherly, caring owl wise, night-person dove gentle shark ruthless snake dangerous, deceptive * answers given here are the usual meaning however they may vary depending on the culture; accept answer as long as the learner can explain/reason out for his/her given answer . Have learners give examples of other animals that have connotative meaning. Encourage learners to give sentences that use the denotative and connotative meanings of the word. Example: Len screamed when she saw the large snake staring at her. Len knew that a person who is a snake can’t be trusted.DEPED COPY4. Independent Practice Refer to LM, Do and Learn 1. home 4. minute 2. starving 5. thrifty 3. antiqueDay 5Study SkillI. ObjectiveLocate information from indicesA. Oral LanguageSay: Listen carefully to the words. Read the words. utter emphasize portionSay: Let us read the poem “The Index and the Index”. 287 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY The Index and The Index - Spectacles by Melinda D.C. Jadrin, et.al We have the index finger To point at one thing or another; To emphasize or warn us, Needing no words to utter. But to know a book better. There’s an index to remember; Topics are alphabetically listed: To help make locating faster. What useful pair of indexes, These finger and book portion; One to use for body language, And the other for location. Questions: Refer to LM - Talk About It 1. What are the kinds of indexes? 2. What is the index finger for? 3. What is the use of the index in a book? 1. Presentation/ntroduction Say: In the first stanza of the poem, “The Index and The Index”, what index are we referring to? What index are we referring to in the second stanza. Say: Get a book. Open it. Look at the parts of the book. What are the different parts of the book? Write down their answers. 2. Teaching/Modeling Ask: What is an index? Say: Let us see if you still remember how to locate information from an index. Study the sample index below then answer the questions about it. 288 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

INDEX Sentences: commands, 83-84 Adjectives, 149 declarative, 74-75;78 comparison, 155-164 exclamatory, 85-88 order of adjectives, 149-150 interrogative, 74-76;79 Following directions, 12; 18-19 requests, 83-84 Intonation: Verbs: falling, 3 future, 140-145 rising, 2 simple present, 120-126 Nouns: simple past, 130 count nouns, 47 mass noun, 46-48 singular and plural, 40-44DEPED COPY Ask the following questions: 1. How are the main topics arranged? 2. How are the subtopics arranged? 3. What is the first topic? 4. What is the last topic? 5. What are the numbers after the main topics and subtopics for?Ask: Do you think an index is an important part of a book? Why? Wherein the book is the index found? Teaching Chart The index is an important part of the book. It is always found at the back of the book. Knowing how to use the index can save a lot of time in locating the topics in the book.3. Guided Practice Say: Let us study the sample Index and answer the questions that follow. IndexDensity temperature, 115-119liquid, 12-13 volume, 112-115Regular solid, 10-11 ScienceGraphs nature, 5bar, 27 Scientific methods, 51line, 26 collecting data, 64-66pictograph, 29-30 experiments, 60-63pie, 28 hypothesis, 57-59Lab Safety, 17-19 looking at data, 53-54Metric System, 98-130 scientific inquiry, 66-70length, 100-102 variables, 55-56mass and weight, 98-100measurement, 103-105metric conversion, 106-110 289 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 1. Where can we read about safety rules in the laboratory? 2. On how many pages is density discusses? ____________3. What topic is discussed on page 28? ____________4. What is the first subtopic about scientific methods? ____________5. On how many pages will you find information about metric system? 4. Independent Practice Study the data in the box Index below. What is wrong with this Index? Copy this in your notebook and do the necessary changes INDEX Pollution, 109-120 Effect, 111-114 Craters, 336-338 Butterflies, 77-79 Animals, 20-46 Habitats, 21-23, 34, 40 Life cycles, 24, 26, 29 Clouds, 310-315 Kinds, 312-314 Climate, 253-268 Earth, 387-406 Air, 400-404 Land, 389-394 Water, 395-399Week 8 - It’s Christmas Time Again! I. Objectives for the Week A. Expressive Objective Realize the beauty of giving and sharing B. Instructional Objectives Listening Comprehension Make predictions about a selection listened to Oral Language Refer to LM - Think and Tell Tell / Retell familiar stories and short conversations by using appropri ate gestures and expressions in complete sentences Vocabulary Development Build vocabulary through word associations 290 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Reading Comprehension Use appropriate graphic organizers for texts read Study Strategy Interpret charts Use a particular kind of sentence for a specific purpose - Making requests II. Subject Matter Topics 1. Story: Hurry, Santa! 2. Word Analogy 3. Graphic Organizer 4. Interpreting charts 5. Kind of Sentence for a specific purpose - Making requests Value Focus: Determination in doing something to make others happy References “Hurry, Santa!” by Julie Sykes “Christmas Vacation” by Ma. Rita Teresa V. Riñoza Materials • picture cards • book • graphic organizer – “Story Star” III. Learning Activities Day 1 Listening Comprehension I. Objectives Make predictions about a selection listened to Use appropriate graphic organizers for texts read A. Oral Language Refer to LM - Think and Tell Sharing experiences Say: What gifts did you receive last Christmas? Who gave you those gifts? B. Pre-Listening 1. Unlocking / Vocabulary & Concept Development Show a picture and let the children tell a story about it. Present the vocabulary words in word cards while telling the story. 291 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

sleigh snowdrift presents(Note: vocabulary words are written in word cards)DEPED COPY Santa Claus is going to deliver different kinds of presents to the children on Christmas eve. Giving gifts to children will make them happy. He will ride on a sleigh a large, open vehicle usually pulled by a horse over snow or ice. But the sleigh is stuck on a hill of snow formed by wind called a snowdrift. He calls for his reindeer, a large type of deer. So, the reindeer pull the sleigh and off they go. Show a toy skateboard and let it skid. Say: What happened to the skateboard? The skateboard skidded on the floor. (skidded – a sudden, uncontrolled sliding movement) Show a trotting movement. Say: I am trotting towards the table. What did I do? Did I move faster than walking? (trotting – moving at a speed faster than walking) 2. Motivation Question Say: Have you experienced sleeping before Christmas eve? What was your feeling when you woke up few minutes before Christmas eve? What did you do? 3. Motive Question Say: What did the animals do when Santa woke up late on Christmas Eve? 4. During Listening The teacher will first read the story. Stop at set points, to ask the children what they think will happen next in the story. 292 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Hurry, Santa! by Julie Sykes It was Christmas Eve, Santa’s busiest time of the year. But Santa was fast asleep, snoring under his blanket. “Wake up!” squeaked Santa’s little mouse, tugging at his beard. “Hurry, Santa! You can’t be late tonight.” “Ouch!” cried Santa, sitting up and rubbing his chin. “Goodness, is that clock right? The alarm didn’t go off and I’ve overslept.” Santa leapt out of the bed and began to pull on his clothes. He was such in a hurry that he put both feet in one pant leg and fell flat on his face. (Have pupils predict: What was Santa going to do?) “Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I can’t,” agreed Santa, getting back up. “I can’t be late delivering the presents. When he was finally dressed, Santa hurried outside to his sleigh. He picked up the harness and tried to put it on the reindeer. But the reindeer weren’t there! “Oh no!” cried Santa. “Where can they be?” (Have pupils predict: Where do you think were the reindeer?) “The reindeer are loose in the woods,” called Fox. “You’d better catch them before they wander off. Hurry, Santa, you can’t be late tonight.” (Have pupils predict: Who said the reindeer are in the woods?) “No, I can’t,” agreed Santa, running toward the trees. Deep in the woods, some of the reindeer were having a snowball fight. “Aaaaah!” shouted Santa as a snowball hit him in the face. (Have pupils predict: Who wil tell Santa that he doesn’t have time to play in the snow?) 293 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY “Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.” “But I wasn’t playing!” said Santa. He searched all over for the other reindeer, but they were nowhere to be found. “I hope you four can pull the sleigh by yourselves,” he said. “Come on, we’ve got work to do.” At last, Santa took off, steering the sleigh toward the moon. “Go, Reindeer, go!” he shouted. “We can’t be late tonight!” Around the world they flew, delivering their presents. “Down again,” called Santa, turning the sleigh toward a farm. “Hurry, Santa!” answered the reindeer. “We’re miles from anywhere, and the night’s almost over.” “I’m doing my best,” boomed Santa, flicking the reins. Before he knew what was happening, the reindeer quickened their pace. “Whoa,” Santa cried, but it was too late. Landing with a bump, the sleigh skidded crazily across the snow. “Ooooooh deeeaar!” cried Santa. (Have pupils predict: What do you think happened to Santa?) CRASH! The sleigh had gotten stuck in a giant snowdrift. Santa scrambled to his feet and rubbed his bruised bottom. “Nothing broken,” he said. “But we must hurry!” (Have pupils predict: What will Santa and the animals do after they stuck in the snow?) When the reindeer had untangled themselves, they tried to dig out the sleigh. They tugged and pulled and pushed as hard as they could, but the sleigh was completely stuck in the snow. “It’s no use,” wailed the reindeer. “We can’t move this sleigh on our own.” “We must keep trying,” said Santa. “The sky is getting lighter, and we’re running out of time.” Suddenly, Santa heard a loud neigh. (Have pupils predict: Who would that be?) 294 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Trotting toward them was a very large horse. “Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll help you move your sleigh.” So they all pulled together, even Santa’s little mouse, but it was no good. The sleigh was still stuck. “Hurry, Santa!” called the rooster from the barnyard. “It’s nearly morning.” “I am trying to hurry,” puffed Santa. “One more pull, everyone!” At last the sleigh began to move… And Santa tumbled backward, cheering loudly. “Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to finish your rounds before the children wake up.” (Have pupils predict: Was Santa able to deliver all the presents?) “Yes,” agreed Santa. “It is nearly Christmas Day!” It was a close call, but by dawn Santa had managed to deliver every present. Finally, he and the reindeer arrived back at the North Pole. “We did it!” yawned Santa. “I wasn’t ----“ He stopped talking and stared at his sack in dismay. At the very bottom was a present. “Oh no, how awful!” he cried. “I’ve forgotten someone!” Then Santa saw that all the animals were laughing at him. “That present is for you,” said the reindeer. “It’s from all of us.” “Hurry, Santa!” added the little mouse. “You should open your present. It’s Christmas Day!” “Yes, I should,” chuckled Santa. “Now, I wonder what it is…” (Have pupils predict: What do you think?) “It’s an ALARM CLOCK!” (Group reading follows after the reader reads the story. Group reading may be done by paragraph) Discussion: Say: Let us use the Story Star as a graphic organizer in answering the questions. 295 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Ask the following questions: 1. Who are the characters in the story? 2. When and where did the story happen? 3. Who woke up Santa? 4. Why didn’t he wake up on time? 5. What was his important job trip night? 6. Why was Santa in a hurry in delivering the presents? 7. Where were the reindeer? 8. What other problems did Santa encounter? 9. Was he able to deliver all the presents? 10. What present did the animals give Santa? 11. Why do you think he was given that present? DEPED COPYDay 2I. Objectives Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences Drill: Read the words, phrases and sentences. sleigh slug sledge slew slurp sly slipknot slogan slew sideways a slipknot quick slurp 1. The boys did a slipknot. 2. He had a quick slurp of his chocolate drink. 3. Their jeepney slewed sideways off the road. Slippery fish, slippery fish, sliding through the water, Slippery fish, slippery fish, Gulp, Gulp, Gulp! Oh, no! It’s been eaten by an ____________? 296 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

A. Oral Language Development Say: Retell the story, “Hurry, Santa!” B. Post Listening 1. Engagement / Enrichment Divide the class into five groups. Let them do the following activities: Group 1 Form the puzzle (picture of Santa Claus). Write the name of the picture. Group 2 Act out how Santa put on his clothes.DEPED COPY Group 3 Arrange in sequence the animal pictures based on the events of the story. Group 4 Act out how Santa and the animals got out from the snow. Group 5 Draw an alarm clock. 2. Discussion Questions 1. Who woke up late on Christmas Eve? (Group 1 will present their work) 2. What did he do when he woke up late? (Goup 2 will act out how Santa put on his clothes) 3. Who told Santa that he couldn’t be late in delivering the presents? (Group 3 will present their work) 4. How did Santa and the animals get out from the snow? (Group 4 will present their work) 5. What present did Santa receive from the animals? (Group 5 will present their work) 6. Why did they give him an alarm clock? 7. If you see your friend stuck in a hole, what will you do?Day 3Grammar: Kind of Sentence for a Specific Purpose: Making Requests I. Objective Use a particular kind of sentence for a specific purpose. - Making requests A. Oral Language Divide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the dialogue. Refer to LM - Read and Learn 297 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Christmas Vacation by Ma. Rita Teresa V. Riñoza James and Pacoy come home from their dance practice. Motheris cooking dinner.James: Mother, may we talk to you?Mother: Sure, what is it?Pacoy: Our cousin Kuya Linus, called just a while ago. He is inviting us.James: Would you mind if we spend Christmas in their home?Mother: It’s okay. But we have to attend the Christmas party with our neighbors on December 27.Pacoy: Can we leave after the Christmas party? We would like to watch the street dancing.DEPED COPYMother: Ok, you can take your vacation for three days. Be sureto be here before New Year’s Eve.Pacoy: Will you help us tell Father about it?Mother: Yes, I will tell your father.Jamesand Pacoy: Thank you, Mother. We love you!Mother: I love you too!Discuss by answering the guidance after the dialogs.6. Modeling / Teaching Refer to LM, Find Out and Learn Read the sentences. Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us about? Does the first sentence state a purpose? What is it? How about the second sentence? What do you think is its purpose? Look at the third sentence. What is the purpose of the third sentence?Give more examples of kinds of sentences that make requests. Teaching Chart  There are kinds of sentences that have a specific purpose such as making requests. They tell us to do something but it is done politely. We use: can, could, will , would, would you mind + ing to make polite requests. 7. Guided Practice Refer to LM - Try and Learn Exercise 1 298 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Underline the words that show polite requests. 1. Would you please join the Christmas Party? 2. There is a good show at the plaza. Do you mind watching it? 3. Could you call some friends to support the Christmas fund raising? 4. Jane, may we ride in your car to the market to buy some presents? 5. May we join the Reader’s Theater for the Christmas show Exercise 2 (Oral Activity) Get a partner. Have a short dialog on how to conduct the school Christmas program. Use polite request.8. Independent Practice Refer to LM - Do and Learn Read the telephone conversation. Circle the words that make requests.DEPED COPYVic: Good morning, Can I speak to Miss Lopez please?Ramon: May I know who is calling?Vic: This is Vic Carpio, a pupil of Salapingao Elementary School.Ramon: Please hold on . I’ll see if Miss Lopez is not busy...Please speak on. Miss Lopez is on the line.Vic: Hello, Miss Lopez. Good morning.Miss Lopez: Hi, Vic. What can I do for you?Vic: Ma’am, I would like to make a request. The Pupil Government Officers in our school are planning to conduct a Children’s Program on December 18.Miss Lopez: How can I help you?Vic: Do you think you could lend us the LCD projector?Miss Lopez: Oh, certainly. Let me know when you are going to you use it.Vic: Could we go to your office tomorrow after our class? We are going to give our request letter.Miss Lopez: I’ll be waiting for you in my office.Vic: Thank you, Miss Lopez.Miss Lopez: You’re welcome. Bye. Day 4 Vocabulary Development: Analogy I. Objective Build vocabulary through word associations A. Oral Language Show pictures of things that are associated with the different celebrations. Say: Share your experience when you encountered these things. 299 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

1. Presentation / Introduction Say: What are the things associated with Christmas? Write the answers on the board. Christmas tree belen carols baby in a manger 2. Modeling / Teaching Refer to LM - Find Out and Learn Say: Read the words associated with Christmas, New Year and Valentine’s Day. Put the words in their proper columns.DEPED COPYtrumpet heart sleigh cupid reindeer hat poinsettia fireworks Christmas tree clothes with polka dots red rose bow and arrow Christmas Day New Year’s Day Valentine’s Daysleigh fireworks heartreindeer clothes with polka dots red rosepoinsettia heart bow and arrowChristmas tree trumpet cupidSay: Look at the chart. How do they relate to each other?Example:Gift is to Christmas Day as Red rose is to Valentine’s DayTrumpet is to New Year’s Day as carol is to Christmas Day Teaching Chart An analogy – is a comparison of two things that may have similar or opposite characteristics or features. A relationship may be noted when one word is a part and the other is a whole.3. Guided Practice Refer to LM - Try and Learn Exercise 1 Choose from the box. Write the word that completes each sentence. 300 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

church New Year heart Santa Claus Christmas 1. A lantern is to Christmas as fireworks is to __________. 2. A carabao is to a farmer as reindeer is to ____________. 3. Christmas is to Christmas tree as Valentine’s day is to _______. 4. Repentance is to Lenten Season as merry making is to _______. 5. Muslims is to mosque as Christians is to __________. Exercise 2 Interview your seatmate. Ask the following questions: 1. What celebrations do you observe in your school? 2. What activities do you do during such celebrations?DEPED COPY Possible answers: Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment. Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags 4. Independent Practice Refer to LM - Do and Learn Choose the word that completes the sentence.Day 5Study Skill: Interpret ChartI. Objective Interpret charts A. Oral Language Say: Share your experience about how you spent your Christmas vacation last year. 1. Presentation / Introduction Say: Name the different celebrations in our country. In what places do we celebrate this events? 2. Modeling / Teaching Refer to LM - Find Out and Learn Say: This is a chart. Show a chart. When do we use a chart? What does it contain? Look at the chart. Let us study the chart. Interpret it by answering the questions. 301 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Name of Festival Place Month of CelebrationBangus Festival Dagupan City AprilMangunguna Festival AprilPanagbenga Festival BolinaoAnsakket Festival Baguio City FebruaryBasi Festival JulyMango-Bamboo Festival Aguilar May Naguilian April San Carlos City1. When do we celebrate the Panagbenga Festival? February2. What festivals are celebrated in the month of April? Bangus Festival Mangunguna Festival Mango-Bamboo Festival3. In where do are we celebrate the Basi Festival? NaguilianDEPED COPY Teaching ChartA chart gives information in the form of a table, graph, or diagram.It is a tool used to make information easy to understand.3. Guided Practice Refer to LM - Try and Learn Say: Study the chart carefully and answer the following questions. Country Capital ContinentPhilippines Manila AsiaSaudi Arabia Riyadh AsiaSudan Khartoum AfricaSweden London EuropeUnited States Wahington, D.C. North America__________ 1. What is the capital of United States?__________ 2. Where is the Philippines located?__________ 3. Which countries on the chart are located in Asia?__________ 4. What country is located in Europe?__________ 5. What is the capital of Sudan?4. Independent Practice Refer to LM, Do and Learn Study the given graph. Write the correct answer. Here is a graph that tells the detailed expenditures of the Herrero family. Study it and answer the questions that follow. 302 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY1. On which item does the Herrero family spend the most?A. Rent C. EducationB. Food D. Clothing2. On which items does the family spend the least?A. Savings and miscellaneous C. Recreation and light-waterB. Miscellaneous and light-water D. Recreation and savings3. What percentage is spent on education?A. 8% C. 25%B. 15% D. 35%4. What does the graph show? A. The debts of Herrero family C. The expenses of Herrero family B. The savings of Herrero family D. The expenses of Mr. Herrero5. Which item has 8% expenses? C. Clothing A. Education D. Light-Water B. Transportation 303 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYWeek 9 - A Special Day I. Objectives for the Week A. Expressive Objective Admire Itoy and his family for understanding Cara’s action B. Instructional Objectives Oral Language Tell / Retell familiar stories and short conversations by using appropriate expressions in asking permission. Listening Comprehension Make predictions about a selection listened to Vocabulary Development Classify words Reading Comprehension Use appropriate graphic organizers for texts read Study Strategy Interpret graphs Grammar Use a particular kind of sentence for a specific purpose - Asking permission II. Subject Matter 1) Story: “The Carabao Who Refused to Kneel” 2) Making Predictions 3) Word Classifications 4) Graphic Organizers for texts read 5) Graph 6) Kind of Sentence for a specific purpose: Asking Permission Value Focus: Love and patience to pet animals References “The Carabao Who Refused to Kneel” by Lina Diaz de Rivera “Mangunguna Festival” by Ma. Rita Teresa V. Riñoza Materials • Picture cards • graphs • graphic organizer: Story Train A. During Listening The teacher will first read the story. Stop at indicated points, to ask the children what they think will happen next in the story. III. Learning Activities 304 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.