English Grade 4

DEPED COPYDay 1 Listening Comprehension I. Objective Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences. Make predictions about a selection listened to. A. Oral Language Sharing story / news Say: What festivals have you attended? What did you see during the festival? B. Pre-Listening 1. Unlocking of Difficulties Show a picture of a coronet. Say: When do you usually see a person wearing a coronet? a (coronet - a wreath or band for the head usually worn by women on formal occasions). Say: Look at the picture of a carabao. (Pointing to the hooves. These are hooves. What other animals have hooves? a (hooves – the hard covering on the feet of an animal) Say: Look at the sentence strips and read the sentences. Cara looked stunning in her gown yesterday because of her impressive beauty. a (stunning – strikingly impressive especially in beauty or excellence) Show a picture of a patio. Say: What do people do in the patio? a (patio – a flat area of ground that is covered with a hard material usually behind a house) Say: With a flick of a finger, the magician turned the handkerchief into a bird. How was it done? Flick your finger. a (flick – a light sharp jerky stroke or movement; to move something with a short, quick movement) 2. Motivation Question Say: Do you have a pet? What is your pet? Has your pet joined any contest? How did you prepare your pet for the contest? 3. Motive Question Say: What is Itoy’s pet? What is the name of his pet? What did he do to prepare Cara for the contest? 305 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 Carabao Who Refused to Kneel by Lina Diaz de Rivera On the feast of San Isidro Labrador, the patron saint of farmers, the people also honor the carabao, the farmer’s helper. Itoy had a pet carabao, Cara. He had taken care of Cara since he was old enough to lead her to pasture when Tatay asked for his help. Tomorrow, Cara will make her debut at the Carabao Festival. Decked with lovely ribbons and garlands, the carabaos are first paraded through the town and taken to the church patio. There, the carabaos are blessed by the priest and then brought to the town plaza where awards are given to the strongest and the best-looking carabaos. (Have the pupils predict: What do you think is the most thrilling contest in the Carabao Festival?) But the most thrilling contest is the carabao race. The finish line is in front of the church where the statue of San Isidro Labrador stands. As the carabaos reach at the center, the church bells ring and as if on signal, the carabaos kneel as a sign or respect to their patron saint. (Have the pupils predict: What do you think Itoy did to prepare Cara for the contest?) Itoy spent many hours teaching Cara how to kneel. He was sure that even if Cara failed to win any award, she would make the best kneeling ever seen. 306 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: How do you think Cara looked during the beauty contest?) At dawn on the day of the festival. Itoy’s mother and sister prepared Cara for the “beauty contest.” Cara wore a coronet of pink paper flowers with blue centers. Cara’s tail was plaited and threaded with ribbons of different colors. Her hooves had red polish on them. She looked so serious that Itoy laughed and laughed. At the parade, Cara looked stunning! She actually won the Best- looking Carabao Award! Itoy was very proud of her. Then it was time for the race. Cara and Itoy, the youngest “jockey” that year, did not make it to another award but they were not the last either. When the race was over, the carabaos gathered at the patio for the famous kneeling show. (Have the pupils predict: What did Cara do when they gathered at the patio after the race?) When the bells rang, all the carabaos slowly made their salute. All except Cara. Itoy was dismayed. He tried giving Cara their secret cue: a slight flick in the left ear. Nothing. (Have the pupils predict: What do you think Itoy felt when Cara did not kneel? What did Itoy do?) Although most of the people did not notice Cara’s not having knelt, Itoy was very embarrassed. He wondered if Tatay, Nanay, and the rest would blame him. He jumped from the carabao’s back and flicking her left ear. Itoy whispered in Cara’s ear, “Cara, now!” But Cara did not listen. (Have the pupils predict: Why do you think Cara not kneel in the patio?) She was looking at a flower that dangled over her nose. During the race, her coronet loosened and the flower dropped exactly in front of her eyes. No whisper, nor ringing bells, no flick meant anything to her. All that mattered was the pink flower tickling her nose. 307 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 did Itoy and his family do to Cara when she did not kneel?) Disappointed, Itoy led her out of the patio to join the rest at the fiesta table where finger food was being served. Itoy’s family was very nice about Cara’s disapppointing performance. They fixed the offending coronet and even fed Cara as lovingly as before. “Itoy”, said his father. “Take Cara home now. She needs rest. Besides, there will be guests in time for lunch. I’ll be joining you shortly.” Itoy climbed on Cara’s back, took Cara’s reins and headed home. They had to pass the church again and as they crossed the patio, the bells started to ring to signal the start of the mass. (Have the pupils predict: What do you think Cara do when they passed the church?) To Itoy’s surprise, Cara stopped, faced the church and Itoy felt the animal slowly bending her knees. She was making her graceful salute! Some children playing in the patio saw her and clapped their hands. Cara flicked her tail. Itoy jumped from his perch and hugged his carabao around the neck. “You did it, Cara! That was perfect!” Itoy said happily. Cara replied with a low grunt. Discussion: 1. What is Itoy’s pet? 2. How did Itoy prepare Cara for the festival? 3. What did Cara do when they passed the church? 4. What did Itoy do when Cara refused to kneel?Day 2 I. Objective Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences Use appropriate graphic organizers for texts read A. Oral Language Development Say: Arrange the picture cards based on the story “The Carabao Who Refused to Kneel”. Read the story 308 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 B. Post Listening 1. Engagement / Enrichment Divide the class into five groups. Let them do the following activities: Group 1 Draw the pet of Itoy. Cut out letters and form the name of Itoy’s pet. Paste it below the drawing. Group 2 Act out what Itoy taught Cara before the festival. Group 3 Draw how Cara looks on the day of the festival. Group 4 Draw how Cara looks after the race. Group 5 Act out what the family did to Cara even if she did not kneel. Group 6 Prepare a kind of clap (example: Firecracker clap or Very Good clap). Make a congratulations placard. 2. Discussion Questions 1. What is the pet of Itoy? What is it’s name? (Group 1 will present their work) 2. What is the thrilling contest of the Carabao Festival? What did Itoy do to prepare Cara for the contest? (Group 2 will act out how Itoy taught Cara) 3. How did Cara look during the beauty contest? (Group 3 will present their work) 4. What did the carabaos do when they were gathered in the patio? Did Cara kneel? Why? (Group 4 will present their work) 5. How did Itoy feel when Cara did not kneel? If you were Itoy, what will you do if your pet will not follow your command? What did the family do to Cara when she did not kneel? (Group 5 will act out what the family did to Cara) 6. On their way home, what did Cara do when they passed the church? What did the children do when they saw Cara kneel? (Group 6 will present their clap and their congratulation placard) Say: Let us use the Story Train as a graphic organizer. 309 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 Ask the following questions: 1. What is the setting of the story? 2. Who are the characters in the story? 3. What is the problem in the story? Why did Cara not kneel? 4. What did Itoy do to prepare Cara for the contest? (Event No.1) 5. How did Cara look during the contest? (Event No.2) 6. What did Itoy do to Cara when she did not kneel? (Event No.3) 7. What did Cara do when they passed the church? (Event No.4)Day 3Grammar: Use interrogative sentence in asking permission Drill: Read the words, sentences and phrases fruit friend frill frisky fragrance fragile frizz freedom frisky kittens our freedom fresh fruit 1. The frisky kittens are playing in the patio. 2. We owe our freedom to the unknown soldiers who fought for our nation.Read the tongue-twisters by group. Call the pupils individually to recite thetongue-twisters.Fruit french-fry Frisky free Frog Friday friend frisbeeA. Oral Language Refer to LM - Read and Learn Divide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the short story, “Mangunguna Festival”. 310 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.

Mangunguna Festival by Ma. Rita Teresa V. Riñoza It was summer vacation when Luke and Mandy went to theirgrandparents’ place to attend the Mangunguna Festival in Bolinao,Pangasinan.Luke: Lolo, why is your festival called Mangunguna Festival?Lolo Mar: Luke, Mangunguna Festival is a celebration of aquaculture bounty, fishermen’s vigor, and the rest of the town’s unity.Mandy: Lola, what are the events of the festival?Lola Zita: Mandy, there are water sport events such as the carabao-DEPED COPY swimming race and canoe race along the Balingasay River and Caquiputan Channel.Luke: May I join Kuya Karlos in the carabao-swimming race?Lolo Mar: You may go with your Kuya Karlos but you cannot join the race.Mandy: Can you please tell us something about the race, Lolo?Lolo Mar: Six fishermen will ride in a canoe made from used aluminum parts of World War II planes.Lola Zita: These canoes are said to be lighter and faster than those traditionally made from wood.Luke: Can Mandy and I ride in the canoe?Lolo Mar: Yes, you can ride in the canoe tomorrow after the race.Mandy: Please allow us to go and watch these different contests.Lola Zita: Children, you may go with your Lolo Mar and watch the different races.Luke andMandy: Thank you, Lolo and Lola. Luke and Mandy ate their breakfast, prepared themselves and went with Lolo Mar. They were so excited and happy. 1. Presentation / Introduction Refer to LM - Talk About It Ask the following questions: 1. Where did the story happen? 2. Why is the festival called Mangunguna Festival? 3. What did Mandy ask her Lola? 4. What are the events in the festival? 5. What did Luke ask Lolo Mar when he wanted to join the carabao- swimming race? 6. Why do you think didn’t Lolo Mar allow Luke to join the race? 7. When can Luke and Mandy ride in the canoe? 8. If you were Luke and Mandy, would you also want to ride in a canoe? Why? 311 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. Modeling / Teaching Say: Read the sentences. Refer to LM - Find Out and Learn May I join Kuya Karlos in the carabao-swimming race? Can Mandy and I ride in the canoe? Please allow us to go and watch the different contests. Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us? 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? Examples: Do you mind if I join in your group presentation? Would you mind if I ask you something? Is it okay if I sit beside you? Would it be alright if I borrow your costume? Teaching Chart  There are sentences that have specific purposes such as asking permission.  We usually use the word “please” in these sentences to show politeness.  “Please” may be found in different parts of the sentence---at the start, end, or before the verb.  We can also use can, could, will, and would with the word “please” as well as would you mind + v-ing to make polite requests. 3. Guided Practice Exercise 1 Circle the words that show asking of permission. 1. Mrs. Santos, can I ask a question? 2. Could you play with us in the playground? 3. Can I borrow this book tonight? 4. May we go out after our seatwork is done? 5. Mr. Torres, may we stay in the school campus until 5 o’clock for our dance practice? Exercise 2: (Oral Activity) Read the situation in the box. The Grade IV class will participate in the street dancing for the town fiesta. Costumes are not provided. Practice will be done on Saturdays and Sundays. How will you ask permission from your parents for this event? On your paper, write two sentences about it. 312 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 Put a check ( / ) if the sentence asks a question, ( x ) if it does not. _____ 1. Aunt Mila, can I go with my friends to the plaza to watch the dance contest? _____ 2. I will join the street dancing. _____ 3. Luke, can I join your group presentation in the 100 Ways To Cook Bangus? _____ 4. I am invited to sing in the opening program for our town fiesta. May I come home at 9 o’clock in the evening? _____ 5. My classmates will rent costumes for their play. _____ 6. Could we join in the street dancing? _____ 7. Jane, can you go with us to the plaza? _____ 8. Can you buy our tickets for the ferris wheel ride? _____ 9. We can ride on the train. _____ 10. Will you carry my bag, please?DEPED COPYDay 4Vocabulary Development: Word Classification I. Objective Classify words A. Oral Language Show pictures of different festivals in our country. Say: Choose a festival and tell something about it. 1. Presentation / Introduction Ask: (Write the answers on the board) What are the activities during your fiesta? How do you feel while watching street dancing? 2. Modeling / Teaching Read to LM - Find Out and Learn Say: Study the web below and answer the questions that follow. 1. Bangus Festival Ati-Atihan Festival Festival Moriones Festival Panagbenga Festival 313 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. feelings 3. Activities during festival Say: Under what specific heading will you classify Ati-Atihan Festival and Bangus Festival? joy and merry? street dancing and cooking contest? Write the word inside the ring. Add more words associated with the heading. Say: What can you say about the words in Web A? in Web B? and in Web C?. Are they arranged in a group? How are they groupe Say: It is important to classify things to focus on certain ideas and meanings. Teaching Chart  Word Classification – a skill of grouping related words together. Words can be classified, or grouped together, according to ways in which they are similar.  Words can be classified or grouped together according to kind or use. For example: The words walk, run, hop, stretch show action. 3. Guided Practice Refer to LM - Try and Learn Exercise 1 Read the words in each group. Write the classification of the words in each set. 314 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. engineer 2. Jose Rizal Andres 3. Ferdinand Marcos doctor Bonifacio Corazon Aquino lawyer Apolinario Mabini Ramon Magsaysay _______ ______________ ______________ 4. pupil teacher 5. Manny Pacquiao Efren Bata Jr. principal Paeng Nepomuceno ________ ___________________ Exercise 2Underline the word or group of words that best describes the words inthe box.DEPED COPY1. nephew baby teacher A. children B. people C. relatives2. magazine book newspaper A. things to wear B. things to clean C. things to read3. April December September B. days C. months A. holidays 4. drum guitar piano A. noise B. instruments C. music5. rainy sunny cloudy A. climate B. weather C. typhoon4. Independent Practice Refer to LM - Do and Learn Find the right classification of the words. Encircle the letter of the correct answer.1. cupcakes brownies cookies A. They are made with meat. B. They are made with vegetables. C. They are made with sugar, flour, and milk.2. milk juice tea A. You can eat them. B. You can cook them. C. You can drink them. 315 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.

3. dentist teacher scientist orange A. They are mostly men. cheese B. They are mostly women. screw driver C. They are all professionals. whale shorts4. banana santol Labor Day veterinarian A. They are all fruits. B. They are all sweet. C. They are all vegetables.5. cream butter DEPED COPY A. They are all sour. B. They are all dairy. C. They are all sweet. 6. hammer saw A. They are all tools. B. They are all utensils. C. They are all instruments.7. shark dolphin A. They are all fish. B. They are all birds. C. They are all farm animals.8. skirt pants A. They are all coverings. B. They are all clothes. C. They are all pieces of clothing.9. Independence Day Ramadan A. They are all months. B. They are all reunions. C. They are all holidays.10. shepherd farmer A. They all sail in the ocean. B. They all live in the desert. C. They all work with animals. 316 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 5Study Skill: Interpret Graph I. Objective Interpret graph A. Oral Language Say: Retell the story “Mangunguna Festival” through a dialogue. 1. Presentation/Introduction Say: What were the activities during the “Mangunguna Festival” . I am going to present to you the number of contestants in the different contests held during the festival. How was the number of contestants presented?DEPED COPY 2. Modeling / Teaching Refer to LM, Find Out and Learn Say: This is a graph. Show a graph. Where do you usually see a graph? When do we use a graph? What does it contain? Say: Look at the graph. Let us study the graph. To read it, do the following: 1. Read the title of the bar graph. The title tells you the type of information in the graph. 2. Read the labels on the side and bottom of the bar graph. These labels give you the information you need to understand the graph. 3. Choose a bar and read the label below it. Then, go to the top of that bar and look to the left to see which number matches the height of the bar. Let us interpret the graph by answering the questions. Number of Participants in the Mangunguna Festival 70 68 66 64 62 60 58 56 54 Canoe Race Swimming with Carabao-swiming Bamboo Poles Race 317 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. Which race has the least number of participants? _____ 2. How many participated in the Carabao-swimming Race? _____ 3. What is the difference in the number of participants between Swimming with Bamboo Poles and the Canoe Race? _____ 4. How many participated in all? _____ 5. Which race ranks second? Teaching Chart  A graph provides visual representation of numerical data.  A line graph, bar graph, and other types of graphs represent information in different ways.  It is important to look at the lines, curves, numbers, figures, labels, and other marks or legends in a graph to accurately interpret it..3. Guided Practice Refer to LM, Try and Learn, Exercise 1 Say: Study the graph carefully and answer the questions that follow.DEPED COPY4. Independent Practice Refer to LM - Try and Learn Study the given graph. Write the correct answer. Say: Last actvity.Let us have group work. Look at the graph. Write the answer on the blank. (Refer to LM - Do and Learn)Number of Players during the Division Athletic MeetSwimming XXX XBasketball X X X X X XVolleyball XXX X X XTrack and Field X X X X X X XBadminton XX X 318 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.

Legend: X = 20 players1. Number of badminton players. 602. Sports with the same number of players. Basketball and volleyball3. Sports with the least number of players. badminton4. Number of swimmers. 805. Difference in number of players between Track and Field and Badminton. 80900DEPED COPY Octopus Horror Train Bump Car800 Ride700600500400300200100 0 Ferris Wheel Caterpillar Ride1. Which ride was least liked by the pupils? _______2. Did most of the pupils ride the Horror Train? _______3. How many pupils took the Caterpillar Ride? _______4. Which rides were enjoyed by the same number of pupil ________5. How many pupils rode the Bump Car? ________ 319 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.

ENGLISH GRADE IV Quarter 3-Post TestTABLE OF SPECIFICATIONS LearningDEPED COPY Item Placement No. of Items Competencies/ Objectives 1,2,3 3 4 1Note significant details. 5,6 2(explicit) 7,8 2Note significant details. 9 1(implied) 10 1Use context clues to find 11,12 2meaning of unfamiliar 1words. 13 1 14 1Identify sequence of 15 1events. 16 1 17 1Use appropriate word 18signals to show thesequence of events.Identify the kind of adverbused. (manner)Distinguish reality fromfantasy.Point out cause and effectrelationship.Identify the meaning ofcontent specific words.Identify different meanings.(connotations)Use correct order ofadjectives.Determine the kind ofadverb used. (time)Make generalizations.Locate information from 19,20,21, 5glossaries. 22,23 24 1Locate meaning of words 1from the dictionary. 25Use a thesaurus to findsynonyms and antonyms ofwords. 320 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.

Locate information from an 26,27,28, 6index. 29,30,31 1 1Identify the kind of 32sentence for a specific 2purpose. (request) 33 3 1Identify the kind of 34,35sentence for a specific 36,37,38 1purpose. (askingpermission) 39Determine the degree of 40adjective used in context.Interpret charts.Determine the graphicpresentation that isappropriate for a specificpurpose. TOTALDEPED COPY 321 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.

QUARTER 3 Post TestI. Directions: Read the short selections carefully then answer the questionsthat follow. Write only the letter of your answer. It was a cold morning by the beach. Totoy and some of his friends werewalking along the shore. Their small feet dug small holes in the sand as theywalked. Totoy noticed something moving in one of the holes. Looking closely,it was a tiny crab trembling in the cold. “Sorry, little crab. Go, get yourselfwarmer deep into your haven,” said Totoy. _____1. Who went walking along the beach?DEPED COPYA. Totoy and his father B. Totoy and his friendsC. Totoy and his cousins_____2. What did Totoy see in one of the holes?A. a shrimp B. a shell C. a crab_____3. Which adjective is used to describe the crab? A. tiny B. huge C. brave_____4. Why was the crab trembling? A. because it was disturbed B. because it was very cold C. because it was dancing_____5. Looking closely, Totoy noticed a tiny crab trembling in the cold. Which word means the same as tiny ? A. deep B. little C. shore_____6. Which of the following sentences does not refer to Totoy? A. He is a small boy. B. He understands the crab. C. He is dislikes crabs. The Wind and the Sun (Aesop’s Fable)     The wind and the sun argued one day over which one was the stronger.Spotting a man traveling on the road, they sported a challenge to see which onecould remove the coat from the man’s back the quickest. The wind began. He blew strong gusts of air, so strong that the man couldbarely walk against them. But the man clutched his coat tight against him. Then, thewind blew harder and longer. The harder the wind blew, the tighter the man heldhis coat against him. The wind blew until he was tired, but he could not removethe coat from the man’s back. It was now the sun’s turn. He gently sent his beams upon the traveler. Thesun did very little, but quietly shone upon his head and back until the man becameso warm that he took off his coat and headed for the nearest shady tree. 322 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.

_____7. Which event happened first? A. The wind and the sun saw a traveler. B. The wind and the sun argued which of them was stronger. C. The wind and the sun challenged each other._____8. Which event happened last? A. The wind and the sun argued which of them was stronger. B. The wind blew so hard and ended in despair. C. The traveler took off his coat and looked for a tree. _____9. Then, the wind blew harder and longer. Which of the A. Then B. harder C. longer underlined words is a time connector?_____10. The sun gently sent his beams upon the traveler. What kind of adverb is the word “gently”?DEPED COPY A. manner B. time C. place_____11. Which of the following sentences states a fantasy? A. The traveler held his coat tighter when the wind was strong. B. The man took off his coat when he felt very warm. C. The wind and the sun argued about who was stronger._____12. Which of the following statements expresses a reality? A. The man took off his coat when he felt very warm. B. The wind and the sun argued who between them was stronger. C. The sun whispered to the traveler._____13. What could be a possible effect of the incident? A. The wind will agree that the sun is stronger. B. The wind will boast about his success. C. The wind will laugh at the sun. The Rainbow  by Christina Rossetti Boats sail on the rivers, And ships sail on the seas; But clouds that sail across the sky Are prettier than these. There are bridges on the rivers, As pretty as you please; But the bow that bridges heaven, And overtops the trees, And builds a road from earth to sky, Is prettier far than these. _____14. The word “pretty” in line 6 means_____. A. ugly B. beautiful C. strong _____15. What does the word “bow” in line 7 connote? A. bridge B. rainbow C. tree 323 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.

_____16. Which sentence about the rainbow follows the correct order of adjectives? A. The rainbow is like a lovely, bow-shaped bridge. B. The rainbow is a bow-shaped, lovely bridge. C. The poem is about the bow-shaped, lovely rainbow. _____17. In stanza 2, the poet compared the bridges in the river and in the sky after comparing the boats and the clouds in stanza 1. What kind of an adverb is the underlined word? A. place B. manner C. time _____18. Based on the poem, what word will complete box 2? boats - rivers ships - _______ clouds - sky rainbow - heaven A. treetops B. seas C. sailDEPED COPYaxil - the angle formed by a leaf with the stem axillary - located in an axil calyx - the collective term for all the sepals of a flower corolla - the collective term for all the petals of a flower drupe - a fleshy fruit that contains a single seed lenticels - raised pores or short lines on the stems of plants panicle - a loose irregularly branched inflorescence pedicel - a tiny stalk that supports a single flower _____19. What does the given page show? A. glossary B. thesaurus C. index _____20. What does a glossary show? A. list of synonyms and antonyms B. list of topics arranged alphabetically C. list of difficult words used in the book and their meanings _____21. Based on the given page, what does calyx mean? A. collective term for all the petals of a flower B. collective term for all the sepals of a flower C. the angle formed by a leaf with the stem _____22. How are the words in the glossary page arranged? A. alphabetically B. according to their order in the book C. according to importance _____23. If the word “ligule” is to appear on this page, where should it be placed? A. after panicle B. after lenticels C. before lenticels _____24. What other reference material gives the meanings of alphabetically arranged words together with their correct pronunciation. It has guide words on top of every page. A. index B. dictionary C. map _____25. It is a list of words with their synonyms and antonyms. A. thesaurus B. dictionary C. index 324 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.

_____26. This is also an alphabetical listing but of topics discussed in the book. The pages of the topics are also indicated. A. timeline B. dictionary C. index Communication, 52 Idioms, 160 Debate, 233 Public Speaking, 239 Figures of Speech, 172 Stage Play, 312 Hyperbole, 200 Voice, 404 _____27. What is shown above? A. index B. glossary C. dictionaryDEPED COPY _____28. What topic is found on page 200? A. Debate B. Voice C. Hyperbole _____29. In the list, which topic comes before Public Speaking? A. Voice B. Idioms C. Debate _____30. Which of the following topics is not found in the book? A. Panel Discussion B. Figures of Speech C. Writing _____31. Based on the given page, in what subject in school is this book used? A. Music B. Science C. English Lina: At last, just one more box and I’m done packing all Vicky: these things. Vicky, please help me carry them to Lina: school tomorrow. What are they for? These seem to be things of Vicky: no use? Lina: These are for my project in Science. They may look useless; however, we can make some new things out of these empty bottles, old newspapers and maga- zines, used plastic bags, worn out clothings and others in my box. Not only that! Doing this, we also help clean the environment. I see. Can I also help collect similar items? We have a lot of broken rubber slippers at home. Oh, yes. That’s a good idea. Together, we can collect more rubbish. Eventually, we can make our community a cleaner and a better place to live in. _____32. Which of the sentences states a request? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish. _____33. Which one is asking permission? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish. 325 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.

_____34. “We can make our community a better place to live in”. The adjective “better” is in the ________ degree of comparison. A. positive B. comparative C. superlative _____35. Which of the following is in the superlative degree? A. most B. more C. many plastic bags Empty Bottles Empty Bottles old newspapers worn-out clothes old magazines old newspapers old magazines COPY worn-out clothes plastic bags Lina’s Garbage Collection _____36. The above figure shows the amount of Lina’s garbage collection. Which stuff shows her biggest collection? A. old newspapers B. plastic bags DEPED C. empty bottles _____37. Which items did she collect in the same amount? A. old magazines and worn-out clothes B. old newspapers and old magazines C. empty bottles and plastic bags _____38. What can you infer from this chart? A. Plastic bags are environment-friendly. B. Empty bottles are easy to collect. C. Many people nowadays are using bottled drinks. _____39. In what other form can these data be possibly presented? A. graph B. map C. timeline _____40. If you want to go around a bigger place like the city so you can collect more garbage, which tool will show you the way? A. timeline B. graph C. map 326 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 English Teacher’s Guide Unit 4 This book was collaboratively developed and reviewed by educatorsfrom public and private schools, colleges, and/or universities. We encourageteachers and other education stakeholders to email their feedback,comments, and recommendations to the Department of Education [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines i

English – Grade 4Teacher’s GuideFirst Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in anywork of the Government of the Philippines. However, prior approval of the governmentagency or office wherein the work is created shall be necessary for exploitation of suchwork for profit. Such agency or office may, among other things, impose as a conditionthe payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. inseeking permission to use these materials from their respective copyright owners.All means have been exhausted in seeking permission to use these materials. Thepublisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement withFILCOLS and only within the agreed framework may copy from this Teacher’s Guide.Those who have not entered the agreement with FILCOLS must, if they wish to copy,contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or(02) 439-2204, respectively.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s GuideConsultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. MercadoGraphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. LeysaPrinted in the Philippines by Vibal Group, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue, Pasig City, Philippines 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected] ii

To our Dear Teachers, This teacher’s guide is designed in four quarters with nine-weeklessons every quarter. Other broad competencies were subtasked to suitthe time alloted for the day’s lesson. In a literature-based curriculum, objectives are classified intoa) expressive which refers to the appreciation of the literary text; and b)instructional which refers to the development of the skills. There are several activities for the pupils to develop target skill/sbut this is not an end in itself. Feel free to modify the strategies to addressindividual differences of learners. We also want you to use formative assessment results as basisfor instruction thus, enrichment activities are provided for pupils who gotabove 50% of the total score and we encourage you to provide remediationto pupils whose total scores are below 50%. Enjoy teaching and make a DIFFERENCE in the pupils’ lives. The Authors iii

Quarter 4: Just For FunTable of Specification: Pre Assessment .......................................................... 327Pre Assessment ............................................................................................. 330Week 1 ………………………………………………………............................ 223Week 2 ………………………………………………………............................ 235Week 3 ………………………………………………………............................ 245Week 4 ………………………………………………………............................ 255Week 5 ………………………………………………………............................ 267Week 6 ………………………………………………………............................ 278Week 7 ………………………………………………………............................ 287Week 8 ………………………………………………………............................ 300Week 9 ………………………………………………………............................ 314Table of Specification: Post Assessment ........................................................ 452Post-Assessment ............................................................................................ 454 v

FIRST QUARTER ENGLISH GRADE 4 Grade Level Standards The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant information from various text types. Domain Content Standard Performance Standard The learner… The learner… Oral Language actively creates and participates in oral theme-based activities demonstrates understanding of verbal cues for clear expression of ideas efficiently delivers oral presentations Fluency Listening demonstrates understanding of verbal and non-verbal cues for effective creatively presents information using broadcast media Comprehension oral presentation demonstrates understanding of information derived from multi-media reads aloud text with accuracy and automaticity Vocabulary sources for clear and creative presentation Reading demonstrates understanding that English is stress-timed language to Comprehension achieve accuracy and automaticityvi Writing and demonstrates understanding of the elements of informational text for recalls details, sequence of events and shares ideas on texts listened to Composition comprehension identifies story perspective and text elements demonstrates understanding of text types to construct feedback demonstrates understanding that word meaning can be derived from uses different resources to find word meaning different sources demonstrates understanding that words are composed of different parts uses strategies to decode the meaning of words and their meaning changes depending on context demonstrates understanding that word meaning changes based on context uses strategies to decode the meaning of words in context demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of various texts texts for a variety of purposes Use knowledge of text types to correctly distinguish literary from Demonstrate understanding of text elements to comprehend various texts informational texts Use diction (choice of words) to accurately analyze author’s tone, mood, Demonstrate understanding of writing styles to comprehend the author’s and point of view message Demonstrate understanding that reading in a wide range of texts provides Use literal information from texts to aptly infer and predict outcomes pleasure and avenue for self-expression and personal development demonstrates understanding of writing as a process uses a variety strategies to write informational and literary compositions demonstrates understanding of the importance of using varied sources of uses varied sources of information to support writing information to support writing

Domain Content Standard K to 12 BASIC EDUCATION CURRICULUM The learner… Performance Standard Grammar The learner… Attitude demonstrates command of the conventions of standard English grammar speaks and writes using good command of the conventions of standard Study and usage when writing or speaking English Strategies/ Research demonstrates understanding of English grammar and usage in speaking or uses the classes of words aptly in various oral and written discourse Viewing writing demonstrates understanding of English grammar and usage in speaking or uses the classes of words aptly in various oral and written discourse writing demonstrates understanding of non-verbal cues to communicate with applies knowledge of non-verbal skills to show respect when others communicating with others demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately communication to respond back demonstrates understanding of library skills to research on a variety of uses library skills to gather appropriate and relevant information topicsvii views various forms of media in order to gather and share information, persuade others and understand and express ideas demonstrates understanding of the strategies in comprehending visual text Week LC OL V RC F SS G WC A 1 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude 2 Comprehension Language Development Comprehension Reading Strategy Composition EN4RC-Ia-b-1 Fluency EN4G-Ia- EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 Analyze a EN4F-Ia-1 EN4SS-Ia-1 b-1 EN4WC-Ia-b- EN4A-Ia-1 Note details in a 1 Use context clues narrative in terms Phonological Locate Use plural 1 Show selection listened Speak clearly to find meaning of its characters. Read words, information form of Write 2-3 willingness to. using of unfamiliar phrases, using print and regular sentences about and appropriate words. EN4RC-Ia-b-2 poems or non-print nouns the characters enthusiasm pronunciation Analyze a stories with resources in a literary text in reading or and intonation. narrative in terms long vowel a listened to or listening to of its setting. sound EN4SS-Ib-2 read. literary text Locate EN4LC-Ib-2 EN4V-Ia-d-2 EN4F-Ib-2 information Note details in a Use context clues Read words, using print and selection listened (synoynms) to phrases, non-print to, to identify find meaning of poems or resources setting unfamiliar words. stories with long vowel e K to 12 English Curriculum Guide December 2013 Page 2 of 14

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC A 3 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4G-Ic-2 EN4A-IIb- EN4LC-Ic-3 Use plural EN4WC-Ic-2 2 Note details in a sound form of Write two or Listen selection listened irregular three sentences attentively to EN4V-Ia-d-2 EN4RC-Ic-2 EN4F-Ic-3 EN4SS-Ic-3 nouns about the and react characters, positively Use context clues State similarities Read words, Locate EN4G-Id-3 setting, or during story Use clear events in a reading. (synonyms) to and differences phrases, information and story listened to coherent or read Page 3 of 14 find meanind of in information / poems or using print and sentences EN4WC-Id-3 using Write 2-3 step unfamiliar words. literary text read stories with non-print appropriate directions using grammatical signal words long vowel i resources structures: Kinds of EN4WC-Ie-f-4 sound (using map) Nouns- Write different Mass Nouns forms of simple EN4LC-Id-4 EN4OL-Ia-d- EN4V-Ia-d-2 EN4RC-Id-e-3 EN4F-Id-4 EN4SS-Id-4 and Count composition Nouns (thank you Sequence events 2 Speak clearly Use context clues Sequence events Read words, Arrange words EN4G-Ie-4 card, note, Use clear poster, in a story listened using (antonym) to in a story or phrases, in alphabetical and slogan) as a coherent response to to appropriate determine the narrative poems or order with the sentences stories / poems using read or listened pronunciation meaning of stories with same first letter appropriate to grammatical - notes / letters and intonation unfamiliar words long vowel o but a different structures (quantifiers 4 (poems, sound second letter of mass chants, nouns)viii EN4G-If-5 rhymes, riddles) EN4LC-Ie-5 EN4OL-Ie-2 EN4V-Ie-f-2 EN4F-Ie-5 EN4SS-Ie-i-5 Read words, Use graphic Sequence events Give oral Use context clues phrases, organizers to poems or show in a story listened directions (definition) to stories with understanding long vowel u of texts (story to determine the sound sequence organizers) meaning of 5 unfamiliar words. 6 EN4LC-If-1 EN4OL-If-3 EN4RC-If-4 EN4F-If-6 EN4SS-Ie-i-5 K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4A-IIa- 1 Infer about Express one’s Infer about Read words, Use graphic Compose - Descriptive Demonstrate feelings, traits of ideas, feelings clear and paragraph respect for characters from clearly feelings, traits of phrases, organizers to coherent - Another the ideas, selections sentences ending to a feelings and listened to characters in a poems or show using story culture of appropriate the author selection read stories with understanding grammatical EN4WC-Ig-h- of the text structures: 5 listened to. compound of texts (story Kinds of Write a friendly Nouns letter as a words sequence (Possessive response to Nouns) stories / poems organizers) EN4G-Ig-6 read or listened Identify and to EN4LC-Ig-1 EN4OL-Ig-4 EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 use concrete nouns andix Infer about Express one’s Use context clues Make inferences Read words, abstract nouns feelings, traits of ideas, feelings to find meaning and draw phrases, characters in clearly of unfamiliar conclusions poems, and selections words (definition) based on a stories with listened to literary or accuracy 7 expository text EN4F-Ig-8 Read aloud grade level texts with accuracy and proper expression EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h- Use 6 Infer about Express one’s Use context clues Read words, collective Write forms of nouns simple feelings, traits of ideas and to find meaning phrases, composition as a response to characters in feelings clearly of unfamiliar poems, and stories / poems read or listened selections words stories with to -notes / letters - 8 listened to (exemplification) diphthongs descriptive accurately K to 12 English Curriculum Guide December 2013 Page 4 of 14

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC A 9 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4G-Ii-8 Use simple paragraph EN4LC-Ii-1 EN4OL-Ii-6 EN4V-Ii-5 EN4RC-Ih-4 EN4F-Ih-i-9 present EN4WC-Ii-6 Infer feelings, Express one’s Use context clues Infer the theme Read with tense of Write a traits of ideas, feelings to find meaning of literary text accuracy verbs in response to a characters in clearly of unfamiliar words, sentences story / poem selections words phrases, read or listened listened to (exemplification) poems,and to -notes / stories with letters silent letters. Read aloud grade level texts SECOND QUARTERx F Oral Week LC OL V RC Reading SS G WC A Listening Oral Vocabulary Reading Fluency Study Grammar Writing Attitude Comprehension Language Development Comprehension EN4F-IIa-1 Strategy Composition Read with EN4G-IIa-b- EN4A-IIa-1 EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 automaticity EN4SS-IIa-1 1 EN4WC-IIa- Demonstrate Identify main 1 Identify Identify the grade level Arrange 8-10 Identify and 1 respect for the important story frequently words with use personal Write ideas, feelings idea and Restate or meanings of elements such as occurring different pronouns in sentences and culture of unfamiliar setting, character content area beginning sentences. following the author of supporting details retell and plot. words. letters in correct the text alphabetical mechanics of listened to. from a text information words through order. capitalization listened to. from a text structural and listened to. analysis punctuation. 1 (compound words and their components: one word compound (backyard), two word K to 12 English Curriculum Guide December 2013 Page 5 of 14

K to 12 BASIC EDUCATION CURRICULUM LC OL V RC F SS G WC A Listening Oral Oral Study Grammar Writing Attitude Week Comprehension Language Vocabulary Reading Reading Strategy Composition Fluency EN4G-Ii-9 EN4A-IIb-2 2 EN4LC-IIb-2 EN4OL-IIb- Development Comprehension Use the EN4WC-IIb- Listen 3 Recall 2 pronoun that 2 attentively 4 information from Use courteous compound agrees in Write a short and react conversations. expressions gender, story with the positively (security number with elements. during story EN4LC-Iib-3 EN4OL-IIc-3 the reading. Note details from Listen and guard), antecedent. EN4WC-IIc- news answer 3 EN4A-IIc-3 reports/selections questions hyphenated EN4G-IIc-3 Write a Express love listened to. about a story Identify and friendly letter for stories and EN4LC-IIc-3 read/listened compound use s form of using correct other texts. Note details by to. verbs. format. asking/answering word (sister- EN4A-IId-4 questions about EN4OL-IId- EN4G-IId-4 EN4WC-IId- Take part in a story/poem 4 in-law). Use the 4 creative listened to Give three-to- present form Write a two- five step EN4V-IIb-2 EN4RC-IIb-2 EN4F-IIb-2 EN4SS-IIb-2 of verbs that point sentence Page 6 of 14 EN4LC-IId-4 directions. agree with the outline Follow a set of Identify Identify Read with Classify subject EN4WC-IIe- three-to-five step EN4G-IIe-5 5 directions. meanings of meanings of automaticity related words, Use Outline a possessive unfamiliar unfamiliar words grade level ideas, and words through through frequently concepts structural structural occurring according toxi analysis analysis (words content area certain (words with with affixes). words. characteristics affixes). and similarities. EN4RC-IIc-3 EN4F-IIc-3 -Noting details Read with -Infer words, automaticity feelings of grade level characters frequently EN4RC-IIb-3 occurring Infer the moods content area or feelings of the words. character based Read words on what he/she that end with says or do. –s correctly. EN4V-IId-3 EN4RC-IId-4 EN4F-IId-4 Use context Make a two-point Recite a poem clues to act sentence outline. with the meaning of expression difficult words. EN4LC-IIe-5 EN4OL-IIe- EN4V-IIe-4 EN4RC-IIe-5 EN4F-IIe-5 EN4SS-IIc-3 Give possible Read with Follow 5 Interpret a story 5 Use prefixes endings to stories automaticity instructions through Relate story and root words K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM LC OL V RC F SS G WC A Listening Oral Oral Study Grammar Writing Attitude Week Comprehension Language Vocabulary Reading Reading Strategy Composition Fluency pronouns that responses in 6 dramatization events to Development Comprehension agree in paragraph preparing 7 songs or art one’s gender with with explicitly logs, journal, 8 activities. experience. as clues to get grade level carefully on a antecedents. given main and other oral 9 idea. presentation. EN4LC-IIf-6 EN4OL-IIf-6 meaning of content area text. EN4G-IIf-6 EN4A-IIe-5 Infer traits of React to what Use correct EN4WC-IIf-6 Take part in characters based the characters words. words. time Write a creative on what they do said in the expressions to paragraph responses in or say in a story story listened EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 tell an action based on a preparing listened to. to. Use suffixes Predict outcomes Read using Fill out forms in the present. two-point logs, journal, and root words of events in the correct giving the outline. and other oral EN4LC-IIg-7 EN4OL-IIg- as clues to get story intonation and appropriate EN4G-IIg-7 presentation. Give a possible 7 meaning of expression. instructions. Use the past EN4WC-IIg- EN4A-IIf-6 ending to a story Retell best- words. form of 7 Browse and heard. liked part of a regular verbs. Write a read newsxii story heard. EN4V-IIg-6 EN4RC-IIg-h-7 EN4F-IIg-7 EN4SS-IIe-5 paragraph page for EN4LC-IIh-i-8 Identify and Infer the feelings Read words Get EN4G-IIh-i- about one’s information of Sequence events use simile and and traits of the with information 8 personal a school in a story listened metaphor in characters in the consonant from the news Use the past experience. paper. to. the poem story. blends /tr/, page of a form of EN4WC-IIh- EN4A-IIg-7 read. and ,/cr/ school paper. irregular 8 Request for verbs. Compose more stories EN4V-IIh-7 EN4F-IIh-8 EN4SS-IIf-6 slogan from a to be read. Identify and Read words Use dictionary given stimuli. use simile and with in getting the metaphor in a consonant meaning of story read. blends /br/, words. and /gr/ EN4OL-IIi-8 EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- EN4WC-IIi-9 EN4A-IIh-8 Connect Identify and Note important Read words Get 9 Write a news Listen events in a use details in an with information Use the past report using attentively story heard to personification. informational consonant from the news form of the facts and react a personal text. blends /pr/, page. regular and given. positively experience and /gr/ irregular during story verbs. reading. K to 12 English Curriculum Guide December 2013 Page 7 of 14

K to 12 BASIC EDUCATION CURRICULUM THIRD QUARTER Week LC OL V RC F SS G WC A 1 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4SS-IIIa- EN4G-IIIa-1 EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 1 Identify and EN4WC-IIIa- EN4A-IIIa-1 Distinguish reality 1 Use context Note significant Read a poem Use a use adjectives 1 Write Show love for from fantasy. Use clues details. aloud with thesaurus to in sentences sentences reading by appropriate (synonym and proper find synonyms describing listening expression to antonym) to expression. and antonyms EN4G-IIIb-2 persons, attentively talk about find meaning of words. Identify and places, things during story famous of unfamiliar use words and animals reading and events. words. EN4SS-IIIb- that show making 2 degrees of EN4WC-IIIa- comments orxiii EN4LC-IIIb-2 EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 Interpret a comparison of 2 Rewrite reactions. Note details from Identify Note significant Read aloud map. objectives in pairs of EN4A-IIIb-2 a story listened multiple details. grade level sentences sentences Show interest 2 to. meaning of texts EN4SS-IIIc- EN4G-IIIc-3 using in reading a words. accurately. 3 Use connectors travelogue. Use a timeline appropriate EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 to show order word signals EN4WC-IIIc- EN4A-IIIc-3 of events. to show the 3 Show interest Point out details 2 Get the Identify Read aloud sequence of Write simple in reading a EN4SS-IIId- events in sentences biography. from a Use meaning of sequence of grade level 4 ssentences using Locate EN4G-IIId-4 sequence 3 biographical appropriate unfamiliar events. texts meaning of Identify and signals. account. accurately. words from use the expression to words through the dictionary. correct order of adjectives talk about restatements. in a series in sentences famous places. EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4WC- EN4A-IIId-4 IIId-4 Browse and Use indirect Identify Identify cause Read grade Write / read books for compose clear various speech to clarify different and effect level texts and coherent purposes such sentences as learning or the speaker’s meaning of relationship with using the for pleasure. correct order 4 ideas. content appropriate of adjectives. Page 8 of 14 specific words. speed, accuracy and expression K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM LC OL V RC F SS G WC A Listening Oral Oral Study Grammar Writing Attitude Week Comprehension Language Vocabulary Reading Reading Strategy Composition 5 Fluency EN4G-IIIe-5 EN4A-IIIe-5 6 Development Comprehension Identify and EN4WC-IIIe- Browse and use adverbs 5 read books EN4LC-IIIe-5 EN4OL-IIIc- EN4V-IIIe-5 EN4RC-IIIe-5 EN4F-IIIe-5 EN4SS-IIIe- of place in Write / for various Give one’s 3 sentences. compose clear purposes such reaction to an Use Identify Identify various Read grade 5 and coherent as learning or event or issue. appropriate EN4G-IIIf-6 sentences for pleasure. expression to different text types level texts Locate Use using adverbs EN4LC-IIIf-6 talk about appropriate of place. EN4A-IIIf-6 Give one’s famous meaning of according to with information adverbs of EN4WC-IIIf- Browse and reaction to an people. time in 6 read books for event or issue. content structure. appropriate from setences Write / various compose clear purposes such specific words. speed. glossaries EN4G-IIIg-7 and coherent as learning or Use adverbs sentences for pleasure. EN4V-IIIf-6 EN4RC-IIIf-6 EN4F-IIIf-6 EN4SS-IIIf- of manner in using adverbs Identify Make comparison Read grade 6 sentences of time. EN4A-IIIh-7 different and contrast. level texts Locate EN4WC- Browse and meanings of with information EN4G-IIIh-8 IIIg-7 read books for content appropriate from indices. Use a Write / various specific words. speed. particular kind compose clear purposes such of sentence and coherent as for learning EN4LC-IIIg-7 EN4OL-IIIg- EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- for a specific sentences or for Make Read correctly 7 purpose using adverbs pleasure.xiv Give one’s 4 Identify generalizations. grade level Locate -making of manner. texts with information requests EN4A-IIIi-8 reaction to an Tell / retell different EN4RC-IIIh-8 intonation and from indices. EN4WC- Page 9 of 14 Use appropriate expression. EN4G-IIIi-9 IIIh-8 event or issue. familiar stories meanings of graphic Write a one- organizers to paragraph 7 by using content show the essay on a appropriate specific words sequence of particular events in a text topic. gestures and -denotation read (Story) EN4WC-IIIi- expressions in -connotation complete sentence. EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- Give one’s Read correctly 8 reaction to an 5 Use word grade level Interpret texts with charts. Tell / retell associations intonation, expression. event or issue. familiar stories (analogy) 8 by using appropriate gestures and expressions in complete sentence. 9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM LC OL V RC F SS G WC A Listening Oral Oral Study Grammar Writing Attitude Week Comprehension Language Vocabulary Reading Reading Strategy Composition Fluency Use a Browse and Development Comprehension particular kind 9 read books for of sentence Write a one- various Give one’s 6 Use word Read grade 9 for a specific paragraph purposes such reaction to an Relate one’s purpose essay on a as for learning event or issue. own classifications level texts Interpret -asking particular topic or for experiences permission pleasure. and ideas correctly with graphs. related to the topic using a intonation and variety of words with expression. proper phrasing.xv FOURTH QUARTER Week LC OL V RC F SS G WC VC A 1 Listening Oral Vocabulary Reading Oral Study Grammar Writing Viewing Attitude Comprehensio Language Developme Comprehensio Reading Strategy Compositio Fluency EN4G-IVa- EN4VC-IVa- EN4A-IVa- n EN4OL- nt n EN4F-IVa-1 EN4SS-IVa- 1 n 1 1 EN4LC-IVa-1 IVa-1 EN4V-IVa-1 EN4RC-IVa-1 Read aloud 1 Identify EN4WC- Identify Express Distinguish fact State a fact Use Distinguish fact grade four Take note of prepositions IVa-1 visual interest in from opinion and knowledge of from opinion level texts relevant in sentences Write elements different opinion context clues with accuracy information sentences used in a texts by to find the EN4RC-IVb-2 rate of 95 to from a given EN4G-IVb- expressing print/non reading meaning of Interpret 100% text 2 fact and print available unfamiliar direction in Use opinion materials print words authentic texts EN4F-IVb-2 prepositions materials -synonyms i.e., Read aloud nn EN4WC- EN4VC-IVb- EN4A-IVb- medical grade four sentences IVb-2 2 2 EN4LC-IVb-2 EN4OL- EN4V-IVb-2 prescriptions level texts -to and from Write 3-4 Identify the Expess with accuracy sentences in visual interest in Tell whether an IVb-2 Use rate of 95 to giving elements text by 100% directions used in a reading action or event Express knowledge of print/non available print print 2 is reality or whether an context clues fantasy action or to find the Page 10 of 14 event is meaning of reality or unfamiliar fantasy words K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC VC A 3 Listening Oral Vocabulary Reading Oral Study Grammar Writing Viewing Attitude Comprehensio Language Developme Comprehensio Reading Strategy Compositio Fluency EN4G-IVc- materials materials n EN4OL- nt n 3 n EN4VC-IVc- EN4A-IVc- IVc-3 -antonyms Use 3 3 EN4LC-IVc-3 State if a EN4V-IVc-3 EN4RC-IVc-3 EN4F-IVc-3 EN4SS-IVc- prepositions EN4WC- Make Express Evaluate the story could Identify the Distiguish reality Read aloud 2 in sentences IVc-3 connection interest in likelihood that really meaning of from fantasy in grade four Use a -among and Write 3-4 between text by story/event happen words with stories read level texts glossary get between sentences information reading could really multiple with meaning of using viewed and available happen meaning accuracy rate words EN4G-IVd- among and personal print of 95 to 4 between experiences materials 100% Use EN4VC-IVd- EN4A-IVd- prepositions EN4WC- 4 4 EN4LC-IVd-4 EN4OL- EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- in, on, IVd-4 Make Express Give conclusion Read grade 3 under and Write 3-4 connection interest in Give conclusion IVd-4 Identify to humorous or level texts Use the index above in sentences between text by cumulative with 118 to locate sentences showing information reading to realistic State meaning of poem read words information conclusion viewed and available correctly per EN4G-IVe- of a given personal print fiction listened conclusion words with minute 5 topic or experiences materials Use situation EN4VC-IVe- EN4A-IVe- 4 to to realistic prefixes prepositional EN4WC- 5 5 phrases in IVe-5 Explain how Express fiction Un,in,im,dis, sentences Write 3-4 specific interest in sentences aspects of a text by mis and re EN4G-IVf- showing text reading 6 conclusion illustrations availablexvi Use simple contribute to print sentence EN4WC- wht ia materials EN4LC-IVe-5 EN4OL- EN4V-IVe-5 EN4RC-IVe-5 EN4F-IVe-5 EN4SS-IVe- -simple IVf-6 conveyed by Give conclusion Read grade 4 subject and Write 3-4 the words in EN4A-IVf- Give conclusion IVe-5 Identify to humorous or level texts Use almanac sentences a text 6 cumulative with 118 to get expressing EN4VC-IVf- Express to humorous or State meaning of poem read words information opinion 6 interest in correctly per Explain how text by cumulative conclusion word with minute specific reading aspects of a Page 11 of 14 poem listened to to suffixes ful text 5 humorous and less or cumulative poem Read aloud a cumulative heard poem EN4LC-IVf-6 EN4OL- EN4V-IVf-6 EN4RC-IVf-6 EN4F-IVf-6 EN4SS-IVf- Distinguish fact Read grade 5 Distinguish fact IVf-6 Identify from opinion level texts Interpret bar from a narrative with 118 and line 6 from opinion in State facts meaning of words graph correctly per a narrative or opinion words with in a suffixes er narrative and or K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC VC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Viewing Attitude Comprehensio Language Developme Comprehensio Reading Strategy Compositio Fluency predicate illustarions available n nt n n contribute to print EN4G-IVg- what is materials minute 7 EN4WC- conveyed by Use simple IVg-7 the words in EN4A-IVg- EN4LC-IVg-7 EN4OL- EN4V-IVg-7 EN4RC-IVg-7 EN4F-IVg-7 EN4SS-IVg- sentences Write 5-6 a text 7 Distinguish Read grade 6 with sentence EN4VC-IVg- Express Distinguish fact IVg-7 Identify between fact or level texts Use the compound paragraph 7 interest in opinion in an with 118 encyclopedia subject and about a Explain how text by from opinion in Express meaning of informational words to get simple given topic specific reading text correctly per information predicate in aspects of a available an informational fact or words with minute giving fact EN4WC- text print and opinion IVh-8 illustarions materials text opinion in prefixes de Write 5-6 contribute to EN4G-IVh- sentence what is EN4A-IVh- 7 an and dis 8 paragraph conveyed by 8 information Use simple about given the words in Express sentences topic or idea a text interest inxvii al text with simple EN4VC-IVh- text by subject and EN4WC- 8 reading EN4LC-IVh-8 EN4OL- EN4V-IVh-8 EN4RC-IVh-8 EN4F-IVh-8 EN4SS-IVh- compound IVi-9 Explain how available Distinguish Read grade 7 predicate in Write 5-6 specific print Distinguish fact IVh-8 Identify between fact or level texts Use giving sentence aspects of a materials opinion in a with 118 strategies in suggesting paragraph text from opinion in Express meaning of narrative text words takin`g test solutions to about given illustarions EN4A-IVi-9 correctly per problems topic or idea contribute to Express a narrative text fact or words with minute EN4G-IVi- what is interest in 9 conveyed by text by opinion in a suffixes ly Use the words in reading compound a text available 8 narrative and y sentences in EN4VC-IVi- print text comparing 9 Page 12 of 14 contrasting Explain how EN4LC-IVi-9 EN4OL- EN4V-IVi-9 EN4RC-IVi-9 EN4F-IVi-9 EN4SS-IVi- specific Distinguish IVi-9 Identify Distinguish Read grade 8 aspects of a between fact or level texts Follow steps text between fact or Express meaning of opinion in a with 118 in a process illustarions informational words 9 opinion in a fact or words with text correctly per minute informational opinion in suffixes able text an and ible information K to 12 English Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Week LC OL V RC F SS G WC VC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Viewing Attitude Comprehensio Language Developme Comprehensio Reading Strategy Compositio Fluency persons/ani contribute to materials n al text nt n mals/places/ n what is object/event conveyed by s/ideas the words in a textxviii K to 12 English Curriculum Guide December 2013 Page 13 of 14

K to 12 BASIC EDUCATION CURRICULUM CODE BOOK LEGEND Sample: EN4G-If-2.5 LEGEND SAMPLE DOMAIN/ COMPONENT CODE Alphabet Knowledge AK Learning Area and English Book and Print Knowledge BPK Strand/ Subject or Grade 4 Fluency F Grammar G Specialization Listening Comprehension LC Oral Language OL First Entry EN4 Phonics and Word Recognition PWR Phonological Awareness PA Grade Level Reading Comprehension RC Spelling Sxix Uppercase Letter/s Domain/Content/ Grammar G Study Strategies SS Component/ Topic - Viewing Comprehension VC I Vocabulary Development V Roman Numeral Quarter First Quarter Writing and Composition WC *Zero if no specific quarter Week f Week six - Lowercase Letter/s Competency *Put a hyphen (-) in between Compose clear and 2.5 letters to indicate more than a coherent sentences using appropriate grammatical specific week structures Arabic Number K to 12 English Curriculum Guide December 2013 Page 14 of 14

QUARTER 4 TABLE OF SPECIFICATION PRE-ASSESSMENTDomain Competencies Item No. of LC Placement Items RC 1. Distinguish fact from V opinion 1 1 2 1 2. Tell whether an 1 action or event is a 3 reality or fantasy 1 4 1 3. Evaluate the 5 likelihood that a story 2 or event could really 6 2 happen 7 1 8 4. Give conclusion to 9 1 realistic fiction 10 1 5. Give conclusion 11 2 to humorous or cumulative poem 12 heard 13 6. Distinguish between 14 fact or opinion in a narrative text 7. Distinguish between fact or opinion in an informational text 8. Use context clues to find meaning of unfamiliar words (synonyms) 9. Use context clues to find meaning of unfamiliar words (antonyms) 10. Identify meaning of words with multiple meaning 11. Identify meaning of words with prefixes (un-, in-, mis-, re-, de-, dis-) 327

Domain Competencies Item No. of V Placement Items 12. Identify meaning SS of words with suffixes 15 4 (-ful, -less, -er, -or, -ly, 16 -y, -able, ible) 17 1 18 1 13. Interpret medical 19 1 prescriptions 1 20 1 14. Take down relevant 1 information 21 1 1 15. Use glossary to get 22 1 meaning of words 23 16. Use index to locate information 24 17. Use almanac to get 25 information 26 18. Interpret bar and line graphs 27 19. Use encyclopedia to get information 20. Use strategies in test taking 21. Use steps in a process 328

Domain Competencies Item No. of Placement Items G 22. Identify prepositions in 28 1 G sentences 3 WR 29 WC 23. Use preposition in 30 1 sentences (to, from, 31 1 among, between, in, 32 on, under, above) 33 1 24. Use prepositional 34 1 phrases in sentences 35 1 25. Use simple 2 sentence (simple 36 2 subject + simple 37 predicate) 38 39 26. Use simple 40 sentence (compound subject + simple predicate) 27. Use simple sentence (simple subject + compound predicate) 28. Use compound sentence 29. Decode words with ei/ie, ue/oo and silent letter 30. Write 5-6 sentence paragraph 329

QUARTER 4 PRE-ASSESSMENTListen well as your teacher reads a story. Then answer the questions that follow. The Sleeping Beauty Adapted In a place many years ago, the most beautiful princess was born to king and queen. They named her Rosamond and gave a great party during her baptism. All the wise women were invited except the thirteenth wise woman. On the day of the party, the thirteenth wise came. She was so angry for she did not have a golden plate. She left the palace hurriedly and said, “Rosamond will not die of hurting her finger with a spindle but she will sleep for a hundred years instead.” The king ordered his servants to burn all the spindles in the palace. Rosamond grew up and become the loveliest princess in the kingdom. On her fifteenth birthday, she went around the palace. She entered in one of the rooms and saw a woman with spindle. She borrowed the spindle and was wounded. Immediately she fell into a deep sleep. All people in the kingdom went asleep too, including the animals. After a hundred years, a handsome young prince came to the palace. He was suprised of the thick vines that covered the palace. He went inside and saw the lovely sleeping princess. For him, she was the most beautiful princess he ever saw. He fell in love with an instant. He knelt down and kissed her. The princess woke up. All the people and animals woke up, too.Answer each question with one of the given choices. Choose the letter of the correctanswer. 1. Which of the following sentences expresses an opinion? a. The king and the queen had a daughter named Rosamond. b. They gave a great party during her baptism. c. The king ordered the servants to burn all the spindles. d. The prince thinks Rosamond is the most beautiful princess he ever saw. 2. Identify which sentence is a fantasy. a. The king and queen were very happy when Rosamond was born. b. There were many visitors during her baptism. c. On her fifteenth birthday, she went around the palace. d. She slept for more than a hundred years. 330

3. Which of the following situations is likely to happen in real life? a. A beautiful princess was born to a king and queen. b. Rosamond fell asleep the moment she hurt her finger with the spindle. c. All the people in the kingdom fell asleep including all the animals. d. The princess slept for more than a hundred years. Listen well as your teacher reads a story. Answer the question that follows. The Rebellious Ant by Pedro Pablo Sacristan Adapted form freestorieskids.com Once upon a time, there was an ant that was fed up with being an ant. She was tired of having to wait long and hated having to do just exactly what everyone else does. She wanted to be like the ladybirds and the beetles, and live a free and unworried life. The ant tried hard to make her dream a reality, and then finally, one windy day, she grabbed a big leaf that came flying past, and up they both went, higher and higher. When she was so high up that she could no longer make out the insects on the ground, she couldn’t believe what came into view. Raised up from out of the surrounding plants was the magnificent anthill, which was visible from afar. There was no sign of any beetle or ladybird nests, nor anything else made by other insects. There was only the anthill. With this sight, she realized the things she hate which made the ants build something much bigger than any other insect could. 4. If you were to give a conclusion to the story, what would it be? a. The ant felt very proud of being an ant because ants work together and follow rules that enable them to build something much greater. b. The ant would continue to pursue her dreams of doing different from the usual and fly high like ladybirds. c. The ant would be like the ladybirds and the beetles, and live a free and unworried life. d. There was no sign of any beetle or ladybird nests; or anything else made by other insects so the ant would make one. 331

Study the poem. Doggy Heaven All doggies go to heaven (or so I’ve been told). They run and play along the streets of Gold. Why is heaven such a doggie-delight? Why, because there’s not a single cat in sight! 5. Based on the poem, what conclusion can you give? a. All dogs go to heaven because there is no cat there. b. Dogs run and play along the streets. c. Dogs enjoy in heaven because there is no cat to be seen. d. Cats are not allowed in heaven. A Unicorn Once upon a time, in a far away place, there was special kind of animal. This animal lived in a beautiful forest. It was like a spirit. The animal was called a unicorn and it had a special magic power. The creator gave the unicorn the special magical power to help it give confidence to young children. The unicorn was able to make their dreams come true. The unicorn gave the children confidence and hope. It could give them the magic of youth and confidence to reach for their dreams, goals, or beliefs. He could do this because the children were pure like little angels that come from the heavens. One day a young girl named Dalsie was walking in the forest. She saw a beautiful unicorn standing in a pond with flowers surrounding him His long mane was orange like the sunset. He had a blue shiny coal like the blue sky. Dalsie talked to the unicorn and the unicorn spoke to her. It gave her the confidence that she could succeed in life. The unicorn promised that he would watch over her. He told her to close her eyes. When Dalsie opened her eyes, he vanished into the forest. All around in the forest were butterflies of all colors. It was getting dark and Dalsie had to leave and to go home. Many years later, when Dalsie had grown up, she remembered that day. The promise of the unicorn had made her wish come true. (Source: http://say86.page/NarrativeText.html) 332

6. The underlined sentence is a fact. Why is it a fact? It is a fact because ___________________________________________ __________________________________________________________. 7. Which of the sentences is an opinion? a. The unicorn promised that he would watch over her. b. He told her to close her eyes. c. All around the forest there were butterflies of all colors. d. His long mane was orange like the sunset. Read the selection. Then answer the questions that follow. Oceans and lakes have a great deal in common, but they are also quite different. They are both bodies of water. That being said, oceans are very large bodies of salt water, while lakes are much smaller and are fresh water. Lakes are usually surrounded by land, while oceans are surrounded by continents. Both have plants and animals in them. The ocean is home to the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation, both will make a great place to visit and enjoy. Source:http://patternbasedwriting.com/elementary _writing_success/paragraph-examples/ 8. The underlined sentence is a fact. Why is it a fact? It is a fact because ___________________________________________ __________________________________________________________. 9. Which of the sentences is an opinion? a. They are both bodies of water. b. Lakes are usually surrounded by land, while oceans are what surround continents. c. Both have plants and animals living in them. d. When it is time for a vacation, both are great places to visit and enjoy. Study the sentence then answer the questions. Study the sentences then answer the questions. If your plan fails, we have to find someone who can devise a better one. 10. What does devise mean ________?a. make c. dislikeb. copy d. go against333

The new girls started school this week. Beth has a gregarious personality. Jenna is rather quiet. 11. What is the opposite meaning of gregarious? a. shy c. outgoing b. happy d. afraid The suspects were brought to the police station. 12. Which is the correct meaning of station from the given meanings below? Station (n) a. place where bus or train stops b. a building for a definite purpose c. a social position d. a place where someone does his work 13. If rewrite means to write again, what does retell mean? a. tell again c. read again b. said again d. do it again Study the sentences. People around Albert Einstein could not make sense of what he had in his mind. He was always misunderstood. 14. Which of the underlined words has a prefix? Write the word in the box. Copy its meaning which is also found in the sentence. ___________________________________________ 15. The potato chips I bought had no taste. They were _______________. a. tasteless b. delicious c. nutritious d. useless 334

My sister bought a small television set payable in six months.She chose a small TV so that it can be transportable wherever she likes. 16. It could be understood that the suffix -able means ___________ .a. action or process c. pertaining tob. capable of something d. quality Study the table. Root Meaning Suffix Word with Suffix Meaning Word to teach -or instructor one who teachesinstruct happy -ly gladly manner of being happy paint -ful colorful many colorgladcolor 17. What do suffixes do to words? a. change the meaning of the words b. add beauty to the words c. do nothing to the word d. give meaning to the words 18. You are asked to construct sentences using words with suffixes. The topic is about community helpers. Which of the following sentences will you include? a. A teacher helps the community by teaching. b. Uncle Bert sweeps the street everyday. c. The nurse helps take care of the sick. d. They help one another. Study the medical prescription below and answer the question that follows For Veda Simmonds 24 Anystreet current date Tylenol #3 Sig 1 or 2 tablets every 6 hours if needed for pain Mitte 30 tablets Dr. N. Wong Assume physician’s Signature is original 335

19. How often should Veda take the medicine? a. every four hours c. every six hours b. three times a day d. once a day 20. In what form is the medicine being prescribed? a. liquid c. gel b. tablet d. capsule Study the entry words taken from a glossary. Then answer the question. fax (`faks) n. Facsimile; a machine used to send or receive facsimile communication fierce (`firs) adj. Violently hostile or aggressive in temperament, given to fighting or killing fossil (`fa-sal) n. Remnants; traces or remains of organisms in the past glisten (`gli-sn) v. To give off sparkling reaction 21. What term refers to the remains of the past? a. fax c. fierce b. fossil d. glisten Study the index below. INDEX Adjectives, 149 comparison, 155-164 making description, 147-153 order of adjectives, 149-150 Poems A Boy’s Dream, 145 Everyday Sounds, 165 22. In what page can you find the poem about dreams? a. page 149 c. page 145 b. page 147 d. page 165 336