English Grade 4

Study the table/chart. Confirmed, Probable and Suspect Ebola Virus Cases in Guinea, Liberia, Nigeria, and Sierra Leone As of August 2014 Cases Confirmed Probable Suspect Totals Guinea 25 648 Liberia 482 141 382 1378 Nigeria 3 17 Sierra Leone 322 674 54 1026 Totals 464 3069 13 1 935 37 1752 853 23. How many confirmed cases of EBOLA virus are there in Nigeria? a. 935 b. 13 c. 322 d. 482 Study the graph. 24. What is the favorite entertainment of the pupils as seen in the bar graph? a. movies c. tv b. video games d. books 337

Study the set of encyclopedia then answer the question. 25. Which of the following topics/subjects are found in Volume 8? a. Pacific Ocean c. Southern Ocean b. Indian Ocean d. Atlantic Ocean 26. In taking tests, why is it important to answer first the items that are easy? In taking tests, it is important to answer the easy items first because ___________________________________________________________. Study the illustration in making a pinwheel then answer the question. 338

27. Which are the correct steps in making a pinwheel? Fix the wheel with a drawing pin in the center into one end of the straw. Blow on it or hold it against the breeze to make it spin. Draw diagonal lines on the white side. a. Cut along the diagonal lines. Turn the left corner and glue to the center. Do this with all four sections. Cut along the diagonal lines. Turn the left corner and glue to the center. Do this with all four sections. b. Draw diagonal lines on the white side. Fix the wheel with a drawing pin in the center into one end of the straw. Blow on it or hold it against the breeze to make it spin. Draw diagonal lines on the white side. Cut along the diagonal lines. Turn the left corner and glue to the center. c. Do this with all four sections. Fix the wheel with a drawing pin in the center into one end of the straw. Blow on it or hold it against the breeze to make it spin. Turn the left corner and glue to the center. Do this with all four sections. Draw diagonal lines on the white side. d. Fix the wheel with a drawing pin in the center into one end of the straw. Blow on it or hold it against the breeze to make it spin. Cut along the diagonal lines. 339

Answer the following. 28. Which is the preposition in the sentence below? The vase on the table was broken. a. on b. vase c. the d. table 29. The books were shared _____________ the two pupils. a. in b. beside c. between d. among Look at the picture. 30. Where is the cap placed? a. under the mirror c. above the mirror d. below the mirror b. beside the mirror 31. What will your sentence be if you will write something about the picture using the preposition under? a. The boy sits comfortably. b. The birds fly under the trees. c. The boy rests under the tree. d. There are trees under the birds. 340

32. What prepositional phrase is best illustrated in the picture? a. The lamp shade is above the study table. b. The shoes are under the study table. c. The books are beside the study table. d. The stool is under the study table. Study the sentences then answer the questions. 33. Why is the sentence a simple sentence? The lampshade lights the room. It is a simple sentence because ________________________________ _________________________________________________________. 34. Why is the sentence a simple sentence? The books and the jewelry box are on the study table. It is a simple sentence because ________________________________ _________________________________________________________. 35. Write a simple sentence with a compound predicate about the picture. ________________________________________________________ 341

36. Write a compound sentence about the picture. ____________________________________________________ 37. Read the set of words. Supply a word that has the same sound. Write a sentence about it. true clue glue _____________________________________________________ 38. The following words have silent letter/s. Give a word with a silent letter/s. Write a sentence about it.knife write comb _____________________________________________________ 39-40. What is your favorite toy. Write a 5-6 sentence-paragraph about it. _______________________________________________________ _______________________________________________________ _______________________________________________________ 342

QUARTER 4: PRE-ASSESSMENT KEY TO CORRECTION1. d 11. a 21. b 31. c 32. b2. d 12. d 22. c 33. It has a simple subject and a simple3. a 13. a 23. b predicate. 34. It has a4. b 14. misunderstood, 24. b compound subject sentences may and a simple predicate. vary 35. Answers may vary 36. Answers may vary5. c 15. a 25. a 37. Answers may vary6. Answers may vary 16. b 26. Answers may vary7. d 17. a 27. c8. Answers may vary 18. a 28. a 38. Answers may vary9. d 19. c 29. c 39. Answers may vary10. a 20. b 30. c 40. Answers may vary 343

Quarter 4 Just for FunWeek 1 Learning is Fun I. Objectives A. Expressive Objective Admire the bravery shown by the kite in facing his fear B. Instructional Objectives Listening Comprehension Distinguish between fact and opinion Oral Language State fact and opinion from a narrative Vocabulary Development Use context clues to predict meaning of unfamiliar words - synonyms Reading Comprehension Distinguish facts from opinion Study Strategy Take down relevant information from a given text Grammar Identify prepositions in sentences Writing Write sentences expressing fact or opinion II. Subject Matter A. Topics 1. Fact or Opinion 2. Context Clues to Find Meaning of Unfamiliar Words 3. Synonyms 4. Taking Down Relevant Information 5. Prepositions B. References Reading Wonders four Comprehension Mini - Lessons Point of View Fact and Opinion C. Materials • chart • pictures • organizer D. Value Focus: Developing Self-Confidence and Bravery 344

Day 1 I. Objective Admire the bravery shown by the kite in facing his fear II. Subject Matter A. Selection How the Little Kite Learned to Fly B. Reference Reading Wonders IV C. Materials • chart • graphic organizer • pictures III. Learning Activities A. Oral Practice Recitation of tongue twister Put a star over the scar left by the cigar in my new car. Did you put a star over the scar left by the cigar in my new car? If you put a star over the scar left by the cigar in my new car, Why did you put a star over the scar left by the cigar in my new car? B. Pre-Listening Activities 1. Unlocking of Difficulty  tranquil Ask: How would you describe the sea if the wind is not blowing?  trembling Say: Imagine you are wet and cold because of the rain. Act out how you would feel.  whirling Ask: How does a wheel move? What other objects move like a wheel? The wheels are whirling when the car is running. 345

 thrilled  stirred at the sight Our family were at the mall last Sunday. My two daughters were thrilled when they heard that Daniel Padilla and Kathryn Bernardo were also there. They were stirred at the sight of Kathniel. Ask: How did the daughters feel when they heard that “Kathniel” were also at the mall? What other words mean the same as thrilled? How did the daughters react when they saw “Kathniel” all of a sudden? Act out what would you do if you see something extraordinary or amazing. 1. Motivation Ask: What words come to your mind when you hear the word afraid? Write your answers in the bubbles. afraid Possible answers (frightened, scared, etc) Ask: What are the things that you are afraid to do? 2. Motive Question What is the little kite afraid of doing?C. During Listening Say: I’m going to read to you a poem. Its title is How the Little Kite Learned to Fly. Listen attentively as I recite the poem. 346

How the Little Kite Learned to Fly “I can never do it,” the little kite said. As he looked at the others high over his head; “I know I should fall if I try to fly.” “Try,” said the big kite; “only try!” “Or I fear you will never learn at all.” But the little kite said, “I’m afraid I’ll fall.” The big kite nodded: “Ah, well, goodbye; I’m off,” and he rose toward the tranquil sky. Then the little kite’s paper stirred at the sight, And trembling he shook himself free for flight. First whirling and frightened, then braver grown, Up, up the kite rose through the air alone, Till the big kite looking down could see The little one rising steadily. And how the little kite thrilled with pride, As he sailed with the big kite side by side; While far below he could see the ground, And the boys like small spots moving around. They rested high in the quiet air, And only the birds and the clouds were there. “Oh how happy I am!” the little kite cried, “And all because I was brave, and tried.” -Adapted Veronica V. Gianan et. al D. Post Listening 1. Answering of the Motive Question 2. Reading of the poem.Day 2 I. Objective Admire the bravery shown by the kite in facing his fear II. Subject Matter A. Selection “How the Little Kite Learned to Fly” B. Reference Reading Wonders IV C. Materials • chart • graphic organizer 347

D. Learning Activities 1. Revisit of the Motive Question 2. Engagement Activities Group 1 Comparison Chart Describe the character traits of little kite at the beginning of the poem and at the end of the poem. Little KiteBefore AfterGroup 2Answer the question below. If You were Chart If you were the little kite, would you follow the advice of the bigger kite? Why? _______________________________________ _______________________________________ Group 3Acting out1. Before flying , how did the kite feel?2. How did he feel when he sailed with the big kites?3. How did he feel when he was able to fly up the clouds?Group 4 & 5Kite of BraveryWas there a time in your life when you were like the kite; afraid at firstbut became brave afterwards? Share your experience using the guidebelow. Each member will post his answer.I became brave when _________________________. 348

Discussion Questions 1. At the beginning, how did the little kite feel about flying? 2. Why did he feel this way? 3. What advice was given to him by the big kite? 4. Did the little kite follow the advice? Why not? 5. What were the character traits of the small kite? Say: Let us see the presentation of Group 1 6. If you were the little kite, would you listen to the big kite? Why? Say: Let’s take a look at the work of Group 2 7. What did the little kite decide to do afterwards? 8. How did he feel when he sailed with the big kites and fly up the clouds? Say: Let us hear the ideas of Group 3 9. Was there a time in your life when you were like the kite; afraid at first but became brave afterwards? Share your experience. Say: Let’s listen to the work of Groups 4 and 5Day 3 I. Objectives Distinguish between fact and opinion Identify prepositions in sentences II. Subject Matter A. Topics 1. Fact or Opinion 2. Prepositions B. Reference Reading Wonders III. Learning Activities Listening/Reading Comprehension 1. Presentation Say: Listen as I read the following lines from the poem How the Little Kite Learned to Fly and identify whether they are fact or opinion. 349

“I can never do it,” the little kite said. As he looked at the others high over his head; But the little kite said, “I’m afraid I’ll fall.” Up, up the kite rose through the air As he sailed with the big kite side by side; While far below he could see the ground “Oh how happy I am!” the little kite cried, “And all because I was brave, and tried.”2. Teaching/Modelling Say: Based on the poem, which sentences are facts and which are opinions? Let us study sentences taken from the poem. a. Up, up, the kite rose through the air. b. The little kite sailed with the big kites side by side. Are these sentences real? Can they really happen in real life? Are they fact or opinion? What about the following sentences? c. “I can never do it”, the little kite said. d. But the little kite said, ‘‘I’m afraid I’ll fall”. e. “Oh how happy I am! the little kite cried And all because I was brave and tried.” Are they fact or opinion? Why do you say so? What clue words signal an opinion?3. Generalization Say: How can you distinguish fact from opinion? Teaching Points  A fact is something that is true and supported by evidence.  An opinion is only a belief. It is also an expression of a person’s feelings. Clue words like “think”, “believe”, “feel”, “probably”, or seems signal an opinion.4. Guided Practice Listen as I read the following sentences. Draw a happy face before the number if it is a fact and draw a sad face if it is an opinion. ____1. All boys enjoy kite flying. ____2. Reading is a worthwhile activity. ____3. I think playing online games is better than the traditional games like sipa and patintero. ____4. Baking is only for girls. ____5. Playing games like basketball, badminton volleyball helps keep our body healthy. 350

5. Independent Practice a. The sentences that follow are taken from the paragraph in the box. In the space before each number, write fact if the sentence states a fact. Write opinion if it expresses a feeling or belief. Refer to LM, Do and Learn b. Fact/Opinion Acrostics Write the letters of your name or nickname on a piece of paper. Write sentences stating fact or opinion using the letters of your name or nickname. Read your sentences to the class. Ask your classmates to identify whether it is a fact or opinion. Refer to LM, Write About ItGrammar 1. Presentation/Introduction Let us read the short story below. Tessie and the Kittens Tessie has nine kittens. Sometimes they are very naughty. They like to move around the house. Trixy is asleep on the sofa. Topsy is playing with a ball of yarn. Topper is running after a mouse. Tammy is hiding under the table. Tipsy is next to the fish bowl. Trixa is walking into the living room. Tinkle is jumping over the bin. Tally is standing in front of the the door. Tommy is hiding behind the chair. Now that Tessie has found all the kittens, she puts them in a cage. 351

2. Modelling/Teaching Look at the underlined words from the story Tessie and the Kittens. Notice the words that come after the underlined words. What kind of words is each one? What do the underlined words show? What do we call them? What other prepositions show location? (in, at, about, among, around, over, behind, by, along, insde, outside, near, and others.) Prepositions can also show time relationships. I went to the store before I made dinner. The preposition before describes the time relationship between going to the store and making dinner. We told ghost stories during the night. The preposition during describes the time relationship between telling ghost stories and the night. Teaching Points  Prepositions are words that show location of persons or things. Examples: in, at, around, over, behind, by, along, inside, out- side, near and others.  Some prepositions also show time relationships. Examples: before, after, for, from, during, through, and until. 1. Guided Practice Choose the preposition in each sentence. Refer to LM, Try and Learn 2. Independent Practice Underline the correct preposition in each sentence. Refer to LM, Do and LearnDay 4 I. Objective Identify meaning of word using context clues - synonyms II. Subject Matter A. Topic Synonyms B. Reference Reading Wonders IV 352

C. Materials • pictures • game cardsIII. Learning Activities A. Motivation (Using picture of Girl Scout and Boy Scout) 1. Who are in the pictures? How many of you are members of the GSP or the BSP? 2. What are the common activities of a girl scout and a boy scout? Say: The story that we will read is about the trip and the activities of Girl Scouts. ‘‘Let’s find out: Why did the Girl Scouts conduct this activity?’’ B. Presentation Read the paragraph and answer the comprehension questions. Refer to LM, Read and Learn and Talk About It C. Teaching/Modelling Read the story again and guess for the meanings of the underlined words. Circle the word or words that explain the meaning. Discuss the answer for each underlined word. How were you able to get the correct meaning? Did you study/analyze how the word was used in the sentence or in context? Did you study the words before or after the unfamiliar words? Is there a word that signals the correct meaning? How do we get the meaning of unfamiliar word through context clues? Teaching Chart To get the meaning of an unfamiliar word through context clues, see how it is used in the sentence. The words before or after an unfamiliar word will help you get its meaning. D. Guided Practice Read the short sentences. Box the word that gives the meaning of the underlined word. Refer to LM, Try and Learn 353

E. Independent Practice Read the sentences carefully. Give the meaning of the italicized words used in the sentence by choosing the letter of the correct answer. Refer to LM, Do and LearnDay 5 I. Objective Take down relevant information II. Subject Matter A. Topic Taking down notes B. Reference Skill Builders for Efficient Reading English in Grade IV C. Materials • pictures • chart III. Learning Activities Taking down Notes A. Introduction Refer to LM, Think and Tell B. Modelling/Teaching Say: When preparing to write a report, the notes you take while listening or reading will form a good outline. Notes do not give a complete story, but these can help you remember the highlights of the story. I will read a poem two times. On the first read just listen and enjoy the selection. On the second reading, take down important notes so you can answer the questions afterwards. 354

At the Zoo There are animals at the zoo There are birds of all kinds, too. There’s an ostrich, there’s an eagle There’s an ugly crooked camel. There are monkeys loud and crazy, There are birds fat and lazy. There’s a lion, there’s a giraffe His long neck makes you laugh, There’s an elephant with a long nose That looks like a hose. There are animals short and tall, There are birds big and small. Say: Using the notes you have taken down, answer the following orally. What animals are found in the zoo? What birds can we find in the zoo? Which animals are big? Which animals are small? Describe some of the animals found in the zoo?. Teaching Chart  Taking notes helps you remember the most important points. When taking notes remember the following: 1. Jot down the key words and phrases. 2. Jot down only the main ideas and important details. 3. Use a word or a short phrase to explain an idea. 4. Use your own words so that you can understand them later. 5. Write legibly so that you can easily read your notes when you refer to them later. Source: Skill Builders for Efficient Reading Wilhellmina Borjal et al.C. Guided Practice Read the following paragraph. Take note of the important ideas and details then answer the questions that come after. Refer to LM, Try and Learn 355

D. Independent Practice Listen to the following paragraphs and take note of the important ideas and details. Answer the questions that follow. Sarung Banggi (One Night) Sarung Banggi (One Night ) is one of the most popular folk song in Bicol region. This song was composed by Potenciano B. Gregorio in 1912 in the town of Libon, (now Sto.Domingo) Albay. Gregorio was a member of the Philippine Constabulary Band. When he was applying to be a member of the band, he was asked by the conductor, Walter H. Loving to display his skill. He played Sarung Banggi on the banduria, a string musical instrument. The song was played with the permission of Gregorio at the Luneta by the Philippine Constabulary. Later, the song became popular and was translated into Tagalog. 1. What is the title of one of the most popular Bicolano folk songs? _______________________________________________ 2. Who is the composer of the song? _______________________________________________ 3. What was Gregorio asked to do before he was accepted in the Philippine Constabulary Band? _______________________________________________ 4. WSahrautngmBuasnicgagl ii?nstrument did Gregorio use when he played the song _______________________________________________ 5. What does Sarung Banggi mean? _______________________________________________Week 2 Sharing is Fun I. Objectives A. Expressive Objective Admire the bunny for being generous in sharing his blessings to others B. Instructional Objective Listening Comprehension Distinguish between fantasy and reality Oral Language Express whether an action or event is a reality or fantasy 356

Vocabulary Development Use context clues to find the meaning of unfamiliar words - Antonyms Reading Comprehension Interpret directions in different authentic texts like medical prescription and recipes Study Strategy Take down relevant information from medical prescriptions Grammar Use prepositions to and from Writing Composition Write three to four sentences in giving directions Il. Subject Matter A. Topics 1. “The Poor Bunny’s Magic Present” 2. Fantasy and Reality 3. Medical Prescriptions 4. Antonyms 5. Prepositions to and from 6. Giving Directions B. Materials • chart • organizer • pictures C. References http://freestoriesforkids.com/ English for You and Me IV (Reading) www.google.com.ph/search?q=medical+prescription www.elementary.phDay 1 Admire the bunny for being generous in sharing his blessings to others I. Learning Activities A. Oral Practice (final or) The boar fell on the floor and hit the door of the store. Did the boar fall on the floor and hit the door of the store? If the boar fell on the floor and hit the door of the store, When did the boar fell on the floor and hit the door of the store? 357

B. Pre-Listening Activities1. Unlocking of Difficulty Say: Choose the meaning of the underlined words from the given meanings that follow.1. Mr. Cruz is very annoyed because his car stopped at the middle ofthe road. If one is annoyed, he is __________.a. angry b. happy c. excited2. Marilyn bought a bouquet of flowers for her mother’s birthday. Which of the pictures is a bouquet of flowers?a. b. c.3. The long summer season resulted in drought and hunger in the region. There was no rainfall for a long period and the plants dried. Drought means __________.a. seasonal rain b. typhoon c. long dry season4. Houdini, the wizard, performed wonderful magical tricks in front ofthe audience.a. actor b. magician c. singer2. Motivation Ask: If you meet a wizard, what would you like him to give you?3. Motive Question Ask: In the story that I will read, find out: what the wizard gave the bunny, and how the bunny used it. 358

C. During Listening Read the story. At indicated points, ask the children what they think will happen next in the story The Poor Bunny’s Magic Present by Pedro Pablo Sacristán Once upon a time there was a place where animals were suffering greatly from drought and hunger. A very poor bunny was walking sadly through the fields when, all of a sudden, a wizard appeared in front of him. (Say: ‘‘What do you think the wizard will do?’’) The wizard offered the bunny a bag filled with little bouquets of flowers. “They are magical, and they’re even more magical if you know how to use them properly,” said the wizard. The bunny was dying of hunger, but he decided not to eat the bouquets. He wanted to put them to good use. On his way home, the bunny met a very old and poor sheep who could hardly walk. “Can you give me something?” asked the sheep.  (Say: ‘‘What do you think will the bunny give the sheep?’’) The bunny had nothing except his bouquets, and since they were magical, he was unwilling to give them to the sheep. But he remembered how his parents had always taught him to share everything; so he pulled a bouquet out of the bag and gave it to the sheep. As soon as he did this, the bunch shone with a thousand colors. Magic was at work. The bunny continued on his way, feeling both happy and a bit annoyed. He had given away one of the bouquets, but at the same time it was obvious that the sheep needed it more than he did. As he continued his journey, the very same thing happened to the bunny when he met a blind duck and then a lame rooster. When the bun- ny arrived home, he had only one magical bouquet left. He told his parents all about what had happened with the wizard. (Say: What do you think will be the reaction of his parents?) His parents were very proud of the bunny’s behaviour. He was about to pull out the final bouquet, when his little brother arrivedhome, crying with hunger. The bunny gave his brother the magical bouquet. 359

At that moment, with a great rumble of thunder, the wizard appeared again. He asked the bunny “Where are the magical bouquets I gave you? What have you done with them?” The bunny was frightened and he started to say sorry. But the wizard interrupted, saying, “Didn’t I tell you that if you used them well they’d be even more magical? Well, go outside and see what you’ve done!” The bunny went out, shaking. What he saw was something un- believable. As far as the eye could see, the whole countryside had turned into wonderful, green farmland. Farmland with enough wa- ter and food to feed all the animals! The bunny felt very happy that he had acted as he did, and that the magic of his generosity would bring happiness to everyone. www.freestoriesforkids.com D. Post Listening Answering of the Motive QuestionDay 2Listening Comprehension/Oral Language I. Objectives 1. Admire the bunny for being generous in sharing his blessings with others 2. Distinguish between fantasy and reality 3. State whether an action or event is a reality or fantasy II. Learning Activities A. Post Listening Activities Revisit of the Motive Question B. Engagement Activities Group 1 Draw the setting of the story showing the problem experienced by the animals. Group 2 and Group 3 Pretend that you are the sheep, duck, or rooster. Write a thank you letter to the bunny for giving you a bouquet of flowers. Group 4 If you were the Bunny’s parents, what would you feel? Make a short skit showing the bunny’s feelings. 360

Group 5 List down three ways of showing generosity to others. C. Discussion Questions 1. What problem was experienced by the animals in the story? Say: Let us see the presentation of Group 1 2. Who appeared to the bunny? 3. What did he give him? 4. Who did the bunny meet first, second, third? 5. What did they ask from him? 6. If you were the bunny, would you also give the sheep, duck, and rooster bouquet of flowers? Why? 7. If you were the sheep, duck or rooster, what would you tell the bunny? Say: Group 2 and 3, please show your letters to the class 8. What did the bunny feel after giving away the bouquets? 9. What was the reaction of his parents when he told them the story about the wizard? 10. If you were his parents, what would you feel? Why? Say: Group 4, may present their skit now. 11. What character trait did the bunny show? 12. How can we show generosity to others? Say: Group 5, please present your answer 13. Do you think this story could happen in real life?Listening Comprehension/Oral Language A. Introduction/Presentation Say: Listen attentively as we recall some of the parts of the selection that I read to you yesterday. Let us analyze them if they show reality or fantasy. 1. The wizard offered the bunny a bag filled with little magical bouquets of flowers. (Fantasy) 2. The bunny was dying of hunger. (Reality) 3. He remembered how his parents had always taught him to share everything. (Reality) 4. At that moment, with a great rumble of thunder, the wizard appeared again. (Fantasy) 5. He pulled a bouquet out of the bag and gave it to the sheep. As soon as he did this, the bunch shone with a thousand colors. Magic was at work. (Fantasy) B. Teaching/Modeling Ask: Which of the sentences that you heard show fantasy and which show reality? Why did you say that they show reality? Can they really happen in real life? How about the sentences that tell fantasy? Can they happen in real life? 361

Teaching Tips  Reality refers to situations that may happen in real life.  Fantasy refers to situations that are magical or make-believe and could not happen in real-life. C. Guided Practice 1. Listening Listen as I read the following sentences. Tell whether they are fantasy or reality. 1. Prolonged drought can lead to famine or hunger. 2. A superhero can make a storm in a snap of a finger. 3. Flowers bloom during spring season. 4. Many Filipinos share their blessings to others especially during calamities. 5. The cat distributed some relief goods in the evacuation area. 2. Writing Can you tell which is real and which is make-believe? Read the sentences about the sun. Write Yes if it is real and No if it is a make-believe. Refer to LM, Try and Learn D. Independent Practice Read the paragraph below carefully. Group the underlined sentences into reality and fantasy in the chart. Refer to LM, Do and Learn E. Writing Interview your grandparents or any older member of your family. Ask them about the different beliefs in your area or region. Write these beliefs and identify if them a reality or fantasy. Refer to LM, Write About ItDay 3Reading Comprehension/Study Strategy I. Objectives Interpret messages of the different authentic texts like Take down relevant information Write three to four sentences in giving direction II. Learning Activities A. Introduction Say: Do you still remember the story The Poor Bunny’s Magic Present? I will tell you a secret. There is something inside the bag which has not yet been given by the bunny to the other animals. Let’s find out what it is. 362

B. Presentation Say: Let us read the continuing part of the story. Say: Let us read what is written on the piece of paper. Rx MAGIC SYRUP One bottle 80 mL Sig 5 mL (1 tsp) 3x a day for 6 daysC. Teaching/Modelling What Bunny gave is called a prescription. 1. What medicine was prescribed? 2. For how long will the squirrel’s son take the medicine? 3. How many times in a day will he take the medicine? 4. What do you think is the best time for him to take the medicine? 5. If the squirrel follows the instructions written on the prescription, what will happen to his son? Teaching ChartIn interpreting direction of authentic texts, do the following: Read and understand the directions carefully. Take note of the important words.D. Guided Practice Below is an example of a pancake recipe. Study it well then answer the questions that follow. Refer to LM, Try and LearnE. Independent Practice Read the directions inside the box. Then answer the questions beside it. Refer to LM, Do and LearnF. Writing Using the given map, write directions in going to three different places. 363

Day 4Grammar I. Objective Use prepositions to and from II. Subject Matter A. Topic Using the Prepositions to and from B. Reference freestroriesforkids.com C. Material • chart III. Learning Activities A. Presentation Say: Last time/Yesterday, I read to you a story about a bunny and his magic bag. Let us recall some ideas from the story by answering the following questions. Ask: 1. To whom did the wizard give his magic bag? 2. To whom did the squirrel tell his problem? 3. Where did the animals go to look for food? 4. Where did the Bunny get the bouquet of flowers.? 5. From whom did Bunny learn the value of generosity? Expected answers: 1. The wizard gave his magic bag to the bunny. 2. Squirrel told his problem to the bunny. 3. Many animals went to the forest to look for food. 4. Bunny got the bouquet of flowers from the magic bag. 5. The Bunny learned the value of generosity from his parents. B. Modelling/Teaching The teacher writes the expected answers and underlines the words to and from. Teaching Chart  To and from are prepositions.  To indicates direction or place.  From indicates where something comes from or is taken. Say: To and from are also prepositions. What question does to answer? (To whom, where) What does the preposition to tell? (direction or place) What question does preposition from answer? (where, from whom) What does the preposition from tell us? (tells where something comes from or taken) 364

C. Guided Practice Circle the correct preposition. Refer to Try and Learn, LM D. Independent Practice Talk about your topic of interest. Talk about your latest toy or gadgets, best friend or favorite place. Say something about it using the prepositions to and from. Refer to LM, Do to LearnDay 5Vocabulary Development I. Objective Use context clues to find meaning of unfamiliar words - Antonyms II. Learning Activities A. Review Read the sentences carefully. Underline the meaning of the italicized words. 1. Lea Salonga is a gifted lady. She is a talented singer. 2. A person’s manner reveals his personality so you must develop good habits. 3. Mr. Enriquez is a hardworking man. He was given the “Most Industrious Employee Award” last month. 4. The boy saw an unusual animal. It was his first time to see such a strange creature. 5. Boracay Beach is renowned all over the world. It is a famous tourist spot. Say: What is the meaning of gifted? manner? hardworking? unusual? renowned? What do we call each pair of words? What are synonyms? B. Presentation Say: Let us try to remember some of the events that happened in the story The Poor Bunny’s Magic Present Read and analyze the sentences. Find the opposite meaning of the under- lined word in the sentence. Refer to LM, Find out and Learn C. Teaching/Modelling Say: Let us read and analyze the sentences. Find the opposite meaning of the underlined word as used in the sentence. Discuss the answer for each underlined word. How did you get the correct opposite meaning? Did you study/analyze how the word was used in the sentence or in context? Did you study the words before or after the unfamiliar words? Is there a word that signals the correct opposite meaning? D. Guided Practice Read the underlined word of the first sentence. Encircle its antonym in the second sentence. Refer to LM, Try and Learn 365

E. Independent Practice Read the sentences and identify the antonym of the italicized word. Write your answer on the blank before each number. Refer to LM, Do and LearnWeek 3Kite Flying is Fun I. Objectives A. Expressive Objective Appreciate kite flying as a worthwhile activity Admire the creativity of different countries in making kites Show respect for the customs of different countries in kite flying B. Instructional Objective Listening Comprehension Evaluate the likelihood that a story can really happen Oral Language State if a story could really happen Vocabulary Development Identify meaning of unfamiliar words with multiple meanings Reading Comprehension Distinguish if a story could really happen Study Strategy Use the glossary to find meaning of words Grammar Use the prepositions among and between Writing Composition Write three to four sentences using among and between in sentences II. Subject Matter A. Selection Kite Flying B. Topics Likelihood that a Story can Really Happen Words with Multiple Meanings Prepositions Among and Between C. References My English Workbook 4 by Alexes Anne F. Cruz www.elementary.ph 366

D. Materials • organizer • pictures • charts E. Value Focus: Respect for the customs of other countriesDay 1Listening Comprehension I. Objectives Appreciate kite flying as a worthwhile activity Admire the creativity of different countries in making kites Show respect for the customs of different countries in kite flying II. Learning Activities A. Oral Practice (Everyday) Flying Popcorn A piece of popcorn escaped from the pan and flew across the kitchen like Superman. It ping-ponged back and forth between the oven and the freezer. Then it shot up to the ceiling like a daredevil trapeezer. I tried and tried to catch it but it never missed a trick. So finally I gave up  and ate a licorice stick. http://www.angelfire.com/md/byme/pocket/popcorn.html 367

B. Pre-Listening Activities 1. Unlocking of Difficulty  carp and current Show a picture of a carp swimming in a river Use it to unlock the words carp and current. Ask: Look at the picture. This is a carp. Where is the carp? What can you say about the water? Does it flow?  lantern Show a picture of a Christmas lantern or other kinds of lanterns used in other countries. Ask: What do we call this object? When do we usually use a lantern?  battle  victory Show a strip of paper with the following sentences. Say: Read the sentences. Identify the meaning of the underlined word as used in the sentence. In the battle between good and bad, more often than not it is the good side that gets the victory. Ask: Based on the sentence, what do you think is the meaning of battle? What other words have the same meaning as battle? What do you think is the meaning of victory? What synonyms can you give for victory? 2. Motivation Say: “What do you do during your free time? Which of your hobbies do you enjoy most?” 3. Motive Question Say: Today I’m going to read to you a short selection entitled Kite Flying Let’s find out why people from different parts of the world fly kites. 368

C. During Listening Read the story. At indicated points, ask the children what they think will happen next in the story. Kite Flying In Japan, kite flying is celebrated every fourth day of May. Kites shaped like carps are flown by the boys in every household. It is believed that kite flying makes boys persistent and successful in any worthwhile activity. The carp, which is a kite fish is a symbol of pa- tience and perseverance. The fish tries to swim against the strong currents although it is small. In India, the kites look like shields, while in Aus- tralia, they look like boats. In Brazil, the kite is shaped like a falcon which is a small eagle (lawin). Say: ‘‘How about in our country, what design do we usually make for our kites?” ’ Here in the Philippines, kites are shaped like pretty butterflies. Every man, woman, boy, and girl flies kite in Ko- rea. Children write their names on the kites on Janu- ary 14 of each year. As kites go up high in the air, the children make a wish for success. They also wish that the kite may carry off all their troubles the whole year. Then, they cut the strings loose and let their kites fly away. One day, a Korean general set a lantern upon a dragon-shaped kite. He wanted to inspire his soldiers who believed that the dragon is a symbol of good luck. Say: What do you think did he do to inspire the soldiers? 369

He made them think that a new star had ap-peared as a sign of divine help. Very much inspired,the soldiers fought like wild cats. They won the battleand thanked the dragon-shaped kite which had broughtthem victory.Kites also played important role in China. Inolden days, an emperor was held prisoner in a castletower. His loyal men made a huge kite and sent it flyingnear the tower window. The emperor reached out, heldonto the kite and safely escaped from the tower. My English Workbook 4 by Alexes Anne F. CruzD. Post Listening Answering of the Motive QuestionDay 2 I. Objectives Appreciate kite flying as a worthwhile activity Admire the creativity of different countries in making kites Show respect to the customs of different countries on kite flying II. Learning Activities A. Post Listening 1. Revisit the Motive Question 2. Engagement Activities Group 1 What does kite flying symbolize in Japan? In Japan, kite flying symbolizes ______________________ I agree/disagree with them because _________________________ 370

Group 2 Write an entry in your diary. Which custom about kite flying would you like to believe, the Japanese’ or Koreans? Why? Dear Diary, I believe I like the customs of _______________because ________. Group 3 If you were the Korean general, how would you have inspired your soldiers? If I were the Korean general, I would have inspired my soldiers by _________________________________________________ ___________________________________________________. 3. Discussion Question a. What does kite flying symbolize in Japan? Do you agree with the Japanese? Why? Say: Group 1, please present your work b. Draw the kite designs made by the different countries in the selection. Write a sentence or two about the drawing. Say: Let us see the output of Group 2 c. When do Koreans celebrate the kite flying festival? d. What makes this festival special? e. Which custom about kite flying would you like to believe, the Japanese’ or the Koreans? Why? Say: Group 3, please share with the class your ideas f. If you were the Korean general, would you have done the same thing? Why? g. If you were the general, how would you have inspired your soldiers? Say: Let us listen to Group 4 h. Do you think it is a good idea to use a kite in escaping just like what the Chinese did? Why? i. In your own opinion, what makes kite flying enjoyable?Day 3 I. Objectives Evaluate the likelihood that a story/event could really happen Explain if a story/event could really happen II. Learning Activities A. Presentation Say: Listen carefully as I read to you different stories. Distinguish which among them can really happen. 371

1. Warren loves his pets. He has a dog and two puppies, a kitten and a bird. Often when he is alone in the house, Warren and all his pets become comfortable and watch television together. Sometimes they tell each other stories. He shares jokes with them and they all laugh together. 2. Warren loves his pets. He has a dog and two puppies, a kitten, and a bird. He feeds them twice a day, once in the morning before he leaves for school, and another time in the afternoon. When he gets home, his pets show they love him, too.B. Modelling/Teaching Ask: Which of the two stories can really happen? Why do you say so? Which of them is a reality and which is a fantasy? When do we say that a story is likely to happen? Teaching Tip  Some events in the stories are likely to happen in real life.C. Guided Practice Listen as I read again some of the details from the selection “Kite Flying”. Explain if they are likely to happen in reality. 1. In Japan, kite flying is celebrated every fourth day of May. Kites shaped like carps are flown by the boys in every household. 2. Every man, woman, boy, or girl flies kites in Korea. Children write their names on the kites on January 14 of each year. 3. In the olden days an emperor was held prisoner in a castle tower. His loyal men made a huge kite and sent it flying near the tower window. The emperor reached out, held onto the kite and safely escaped from the tower. 4. They won the battle and thanked the dragon-shaped kite which had brought them victory. 5. In India, the kites look like shields, while in Australia, they look like boats. In Brazil, the kite is shaped like a falcon which is a small eagle (lawin).D. Independent Practice Read the following short stories carefully and evaluate if they can happen in real life. Refer to LM, Do and Learn 372

Day 4Vocabulary Development I. Objectives Identify meaning of words with multiple meanings II. Learning Activities A. Presentation Say: Here is one of the sentences taken from the selection “Kite Flying”. Let us read and study it. He made them think that a new star had appeared as a sign of divine help. B. Modeling/Teaching Ask: What is the meaning of the word star and sign as used in the sentence. Choose from the given meanings in the boxes below. star a) heavenly body of burning gases that can be seen in the sky b) a figure with ten sides c) an outstanding talented performer sign a) to affix signature b) symbol used in a mathematical operation c) an event or action which shows that something else will happen Ask: How were you able to choose the correct meaning? What did you consider to get the correct meaning? Teaching Chart  Some words have multiple meanings. The specific meaning can be identified through context clues. C. Guided Practice Exercise 1 Read the sentences and draw a line from the italicized word in each sentence to the meaning which explains that word. The first two numbers are done for you. Refer to LM, Try and Learn 373

Exercise 2 Give the meaning of the underlined word in each sentence. Choose the letter of the correct answer from the list. Refer to LM, Do and Learn D. Independent Practice Look the multiple-meaning card. Given is a set of meanings for a certain word. Guess the word and write it in the lucky card/blank card. Refer to LM, Learn Some MoreDay 5Grammar I. Objective Use the prepositions among and between in sentences Use the glossary to get meaning of words II. Learning Activities A. Presentation Say: Let us look at the pictures and read the sentences that follow them. Refer to LM, Find Out and Learn B. Modelling/Teaching Ask: What are the underlined words? (among/between) They are examples of prepositions. Look at the encircled words that come after them. What part of speech are they? • Noun/Pronoun What do the words among and between do for the noun and pronoun after them and the other words of the sentence? • The preposition relates the noun or pronoun that follows it to the other words in the sentence. Take a look at sentences nos. 1and 4. How many persons are spoken of? • two When do we use between? • Between is used when speaking of two persons or object. How about in nos. 2 and 3, how many persons are spoken of? • more than two When do we use among? • Among is used when speaking of more than two persons or objects. 374

Teaching Chart  Preposition is word written before a noun or pronoun. It connects the noun or pronoun to the other words.  Between is used when talking about two persons or objects.  Among is used when talking about more than two persons or objects. C. Guided Practice Read the following sentences. Fill each blank with between or among. Refer to LM, Try and Learn D. Independent Practice 1. Oral Practice Say: Look carefully at the pictures. Make sentences based on the pictures using among and between. Refer to LM, Talk About It 2. WMariktteenyoPurar cotiwcen Rseenfeter ntoceLMusing the guide words and the suggested preposition Example: The money- among - group members. Refer to LM, Write About ItStudy Skill A. PSraeys:eLnettautiosnstudy the glossary below. Refer to LM, Find Out and Learn B. Teaching/ Modelling Ask: In which part of the book can we find a glossary? (At the back of the book.) What information does it contain? (It contains words used in the books with their meanings.) How are the words listed? (Alphabetically) What is another name for a glossary? (Small dictionary) Teaching Chart  The glossary is a special dictionary. It is an essential part of the book that helps us understand the meaning of the difficult terms/ words used in the book. C. Guided Practice Refer to the glossary above to answer the questions. Refer to LM, Try and Learn 3. Independent Practice Read the article and look for the meaning of the underlined words in the glossary. 375

Quarter 4Week 4: Fun with Tubby I. Objectives A. Expressive Understand the importance of early bedtime for a child. Understand the grandfather’s clever way of solving the problem. B. Instructional Objectives Listening Comprehension / Reading Comprehension Give conclusions to realistic fiction heard Oral Language Provide conclusions to realistic fiction heard Vocabulary Development Identify meaning of words with prefixes un-, in-, im-, dis-, mis- and re- Oral Reading Fluency Read aloud realistic fiction Study Strategy Use index to locate information Grammar Use prepositions in, on, under, and above in sentences Writing Composition Write three to four sentences showing the conclusion about the topic presented Attitude towards Literacy, Literature and Language Express interest in the text by reading available print materials II. Subject Matter A. Topics 1. “Tubby, the Pot Bellied Cat” 2. Giving conclusions for story heard 3. Prefixes un-, in-, im-,dis-, mis-, and re- 4. Repetitive reading of the story 5. Use of Index 6. Prepositions in, on, under, and above 7. Writing three to four sentences showing a conclusion about the topic presented 8. Expressing interest in a text by reading available print materials 376

B. References English for You and Me English Beyond Time http//:freestoriesforkid/realistic fiction C. Materials • pictures • flashcards D. Value: Importance for a child to go to bed early III. Procedure Everyday Activity Mrs. Cat, I’m bringing back your kitten I’m completely done with baby sittin’ She cried all day Not worth the pay And, I am so sorry, I couldn’t find her mittenDay 1 I. Objective 1. To understand the importance of early bedtime for a child 2. To understand the grandfather’s clever way of solving the problem 3. Give conclusions to a narrative heard II. Learning Activities A. Pre-Listening Activities 1. Unlocking of difficult words (belly, pot bellied cat, sprawled out, pushed over)  belly Say: (Show a picture of a baby with fat belly) This is the belly of this child. What can you say about his belly? (It is fat.)  pot bellied show an illustration of a pot bellied cat sleeping on a bed while all legs are widely spread, while the boy sleeps on one corner of the bed almost falling because the bed is occupied by the cat Ask: How does the belly of a cat look like in this picture?  sprawled out Ask: How does the pot-bellied cat in this picture sleep? 377

 pushed over Use the same illustration used for the word pot bellied cat The boy was pushed over to one corner of the bed. Ask: Why is the boy pushed over to one corner of the bed? (Expected Answer: The cat is sleeping on his bed.) 2. Motivation Ask: What time do you sleep at night? Why do you sleep early or late? 3. Motive Question What made Andy decide to sleep early?B. During Listening Tubby, the Pot Bellied Cat by Pedro Pablo Sacristan Adapted by Michelle Mercado Andy never wanted to go to bed on time. His parents had explained to him how important it was to go to bed early and get a good rest. But Andy paid no attention to them, and his parents didn’t know what to do. That was, until one weekend when they were visiting Andy´s grandparents. Grandpa Peter heard all about it and said: “This sounds like a job for Tubby, my pot bellied cat,” They loaded the cat in the car and returned home. Tubby was a slow, and very fat cat. He wasn’t much of a bother because most of the time no one knew where he was. That night, at bedtime, the same problem arose. Andy had no intention of going to bed, and even though his parents waited a while to see if Tubby would solve the problem, nothing happened. “Grandpa really does make up some nonsense,” said Andy’s father, “I really think he’s starting to lose it.” Andy’s father is quite disappointed. Hours later, Andy finally decided to go to bed. But what a surprise when he entered his bedroom! (Ask: What do you think surprised Andy?) Tubby was in his bed, totally sprawled out, pot belly in the air, and snoring like an express train. “That was impolite to be sleeping on my bed,” Andy tried to push the cat, but there was no way of moving him an inch. That night he hardly slept a wink, being pushed over into one tiny corner of his bed. 378

The next day the same thing happened, even though Andy was much more tired from not having slept. On the third day, he had understood that if he wanted to sleep on his bed, he would have to get into it before Tubby did. That night, when his parents merely started hinting at the topic of bedtime, Andy shot upstairs like a bullet, and dived into bed. His parents could not believe it. It was unbelievable. They knew nothing about Tubby in the bed. They misunderstood why Andy went to bed on time, without complaint. They were so happy about this that they stayed up quite late, celebrating, but... can you guess where Tubby slept that night?Answering of Motive QuestionAsk: Who is Tubby in the story? (the pot bellied cat). Who else are the characters in the story? What was the problem in the story? What made Andy decide to sleep early? (Possible answers: He wanted to sleep on his bed comfortably. He wanted to be in bed before Tubby.)Day 2 I. Objectives 1. Understand the importance of early bedtime for a child 2. Understand the grandfather’s clever way of solving the problem 3. Provide conclusions to the story heard 4. Write three to four sentences giving conclusion for the story II. Learning Activities A. Phonics Drill Reading words with ir- controlled vowels -ir -ird -irk -irt -irth fir bird quirk dirt birth sir gird shirk flirt firth stir third smirk shirt girth whir skirt mirth squirt birds chirpthird birthgird the shirtflirt with her shirt 379

Let the pupils recite the nursery rhyme. Little Girl, Little Girl Little girl, little girl, where have you been? Gathering roses to give to the queen. Little girl, little girl, what did she give you? She gave me a diamond as big as my shoe. (Source: www.rhymes.org.uk/a-51-little-girl) Ask: What word in the rhyme has the -ir controlled vowel?B. Post Listening Activities 1. Group Activities Say: Divide the class into five groups. Each group should select a leader. Say: Leaders please come forward and pick an envelope. Inside the envelope is the task that you are going to do. Do the task with your group cooperatively and silently. Please do this in 5 minutes. Group 1 Draw the characters in the story and label each. Group 2 Act out how the parents of Andy convinced him to sleep on time. Group 3 Draw a masks for Grandpa and for Tubby. Choose two mem- bers of the group who will act as Grandpa and Tubby. Scene: Grandpa: Tubby, come here. Tubby: (walk towards Grandpa) Grandpa: (pet Tubby on his head) Please teach Andy his lesson. Group 4 Act out how Tubby sleeps on Andy’s bed during the first and second nights. Group 5 Write a three to four sentence paragraph about how the story will end. 380

2. Discussion Ask the pupils to answer the following questions: 1. Who is the boy in the story who never wanted to go to bed on time? Say: Group 1 will present their work. The pupils will introduce the characters in the story by showing their drawings and point out that Andy is the boy in the story who never wanted to go to bed on time. 2. What did his parents do to convince him to go to bed on time? Say: Group 2 will present their dramatization. 3. How did grandpa solve the problem? Say: Group 3 will present their output showing how grandpa solved the problem. 4. What can you say about how grandpa solved the problem? 5. How did Tubby teach Andy to sleep early? Say: Acting out of Group 4 6. If you were the writer of the story, what conclusion/ending will you give to the story? 7. What part of the story did you like best? 8. If you were Andy, how would you react to Tubby? 9. How would Andy feel when he had enough rest and sleep? 10. Why should a child sleep early? Ask the class: Why should a child sleep early? Write on the board the pupils’ answers. Say: We have learned the value of going to bed early. In response to the story, please write on a piece of paper reasons why a child should go to bed early?Day 3 I. Objectives Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re- Interpret chart II. Learning Activities (Everyday Activity – Somebody will recite the limerick.) Mrs. Cat, I’m bringing back your kitten I’m completely done with baby sittin’ She cried all day Not worth the pay And, I am so sorry, I couldn’t find her mitten A. Presentation / Introduction Say: Last time you listened to a funny story about a cat. Ask: What was the title of the story? Say: I took some points from the story. Here they are. Please read. 381

1. Andy was inattentive of his parents’ advice. 2. Andy’s father was quite disappointed when Tubby was not able to do his job. 3. It was impossible for Andy to lie on his bed because Tubby was totally sprawled out on it, pot belly in the air and snoring loudly. 4. His parents could not believe the change in his behavior. It was unbelievable. 5. They misunderstood why Andy went to bed on time, without com- plaint. 6. Andy replaced his blanket after Tubby slept on his bed.B. Teaching/Modelling Ask the following questions to come up with the following answers to be written on a chart. 1. What are the underlined words in the sentences above? 2. Notice that the underlined words are quite long, what is the root word of each? 3. What syllables was added to each word? 4. Based on the sentence, what is the meaning of the word? Can you locate the context that tell the meaning of the word? 5. Can you give other examples? 6. What do the syllable in-, dis-, im, un- and mis-, mean? (They mean negative or the opposite. They can mean no, not, non or wrong. Prefix re means again.) 7. What do we call syllables added before the root word? (Prefix) 8. What does a prefix do to the root word? (Prefix changes the meaning of the word.) Charting TechniqueWord Root Word Syllables Meaning of Meaning of the added before the syllable word based on the root word the sentence inattentive attentive in not given impossible possible im not unbelievable believable un not not attentivemisunderstood understood mis not replaced placed re again not possible not believable not understood placed againC. Guided Practice Refer to LM, Read and Learn More Guided Practice Refer to LM, Find Out and LearnD. Independent Practice Refer to LM, Try and Learn Decide whether to add im-, dis-, or -un to the following root words. Make sure the words you form are the opposite of the given word. Number 1 has been done for you. 382

E. Evaluation Refer to LM, Do and Learn Add a prefix to the root word in the parentheses to make the sentence correct. Enrichment Activity (Refer to LM - Learn Some More) Directions: Write the following words with a prefix and a root word. Write them under the proper columns. The first one has been done for you. Ask: How did you classify the words?Day 4 I. Objective Use the prepositions in, on, under, and above in sentences II. Learning Activities Present the following sentences with illustrations. 1. Presentation a. Andy’s family loaded the cat in the car. b. Andy was surprised when he saw Tubby in his room. 383

c. Tubby slept on Andy’s bed. d. Andy understood that when he wants to sleep on his bed, he would get into it before Tubby could. e. Andy put his cap on the hook above the mirror. f. After a few days, Tubby started sleeping under Andy’s bed. 2. Teaching/Modelling Let the pupils read each sentence. Then ask the following questions:  What do the underlined words show?  Where is the cat in the picture?  What preposition is used to show that the cat is inside the car?  In the second picture, where is Tubby in the picture?  What preposition is used to show where Tubby is?  Where is Tubby sleeping?  What preposition is used to tell where Tubby sleeps?  Where does Andy sleep?  What preposition is used to tell where Andy sleeps?  Where is the cap of Andy?  What preposition is used to tell where the cap is?  When is in used in the sentence?  When is each of the underlined word used in the sentence?  Introduce the word preposition. What do these prepositions show? (Prepositions in, on, over, above, under show position or location.) 384

3. Guided Practice Activity 1 Fill in the blanks with prepositions that show position or place. Refer to LM, Try and Learn Activity 2 A. Work in Pairs 1. Work with a partner. One of you will act out a sentence while the other one will guess the sentence. Ask a classmate to show an action with preposition that shows location. A student will ask his/er partner, “What am I doing?” His seatmate may answer, “You are putting your book in your bag.” 2. Ask: Who will present their conversation in front? The teacher will process the sentences of the class. Ask: What preposition did they use? Why did they use this preposition? If there is something wrong, the teacher will tell the class: I think we can do something to make the sentence correct. She will ask the class, Who will help make the sentence correct? Activity 3 B. Work in Groups Each group will be given a picture. They will write three to five sentences about the picture using prepositions learned. (Note: The output does not need to observe mechanics in writing a paragraph.) 385

After 5 to 7 minutes, a member in each group will share their output. Then the class will evaluate whether the group used the learned prepositions correctly. Ask: What can you say about the work of the group? What prepositions did they use? Did they use them correctly? C. Independent Practice Refer to LM, Do and Learn Use in, on, under, above, below, and over to complete the sentence.Day 5 I. Objectives Use the prepositions in, on, under, and above in sentences Write three to four sentences giving a conclusion about the story Tubby, the Pot Bellied Cat. ll. Learning Activities 1. Review Ask: What are some of the prepositions we have studied? 2. Introduction Say: Remember the story you listened to, “Tubby, the Pot Bellied Cat?” Here are some of the events.” (Show pictures of some of the events) Ask: Who can arrange the pictures in the correct order? Say: Write sentences to describe the event in the picture. You may use the phrases under each picture. Phrases for each picture:1. Andy is the little boy in the story who ________________.2. Tubby, the pot-bellied cat , ____________________.3. Andy ______________________.4. Andy can hardly ______________________.5. Andy sleeps ________________________. 386