English Grade 4

In a Minute Juana is a little girl. When her father and mother asked her todo something, she would say, “In a minute.” Her mother wouldsay, “Juana please get a glass of water for me.” “In a minute,Mother,” she would say. Then Juana’s brother would take theglass of water to his mother. Juana had a parrot in her room. Oneday the door of the room was left open. “Please shut the door ofyour room,” Mother said. “In a minute, Mother. I am playing now.”The cat saw the open door and the parrot. When Juana went toher room the parrot was gone. All she saw were some featherson the floor. Juana cried and cried. The next time she was asked to do something, she did notsay, “In a minute.” Philippine Readers, Book 2Mother asked Juana to Mother told Juana toget a glass of water. She close the door of thesaid “In a minute, Mother.” room. Juana said, “In a minute.”DEPED COPYThecatenteredtheroom and saw Juana’s pet parrotJuana cried and cried. Juana saw the feathersShe no longer said “In a scattered all around theminute.” room.Day 2 I. Objectives 1. Speak clearly using appropriate pronunciation and intonation (poems, chants, rhymes, and riddles) 2. Read words, phrases, poems, and stories with the long o 3. Use context clues (antonyms) to find the meaning of unfamiliar words II. Developmental Activities A. Oral Fluency 1. Presentation Read the paragraph first. Refer to LM, Find out and Learn. 48 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.

2. Discussion/Vocabulary Development Ask: “Where does the king sit?” Show a picture of a throne. “What does he want to do? What did they post to gather all the boxes?” “Could they build a tower with the boxes? Why? Why not?” “What is the vowel sound of throne, go, so, post, and notice?” 3. Guided Practice Refer to LM,Try and Learn. Spelling Refer to LM, Do and Learn. B. Pre-Reading Activities 1. Unlocking of Difficulties a. measure Say: “To know how tall we are, we measure our height. To know how heavy we are, we measure our weight. What things do we use for measuring? Can we use a ruler to measure? What can we measure with it?”DEPED COPYb. sift Say: “The baker sifts the flour to separate the fine from the not so fine flour. What other things can be sifted?” c. recipe Show an example of a recipe. Say: “I use this recipe to cook my favorite dish. What can we read in a recipe? What should I do to prepare the recipe correctly? d. grown-up Say: “I am a grown-up. Your father and mother are grown-ups. The school nurse is a grown-up. Who are the other grown- ups you know? Are you a grown-up? 2. Motivation Ask: “What chores at home do you like to learn?” 3. Motive Question Say: “Today, we will read the poem Cooking in the Kitchen and find out what you can learn from it.” C. During Reading Read the poem aloud first while the pupils listen. Pupils will read the poem later. Refer to LM, Read and Learn. 49 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.

Ask: “What chore did the child learn? What did she do in the kitchen?” Show pictures and ask pupils to say something about each picture. Refer to LM, Think and Tell. Let the pupils read the poem aloud in unison and in groups. Day 3 I. Objectives 1. Realize that doing small tasks for loved ones is an expression of love 2. Sequence events in literary texts A. Preliminary Activity Let the pupils recite rhymes/poems with the long o sound B. Post Reading Activities 1. Engagement Activities Divide participants into groups. Group 1: Using a newsprint/manila paper, make a paper apron. Draw on it the things you need to prepare before cooking. Group 2:DEPED COPYDesign a poster for safety in the kitchen. Group 3: Make a list or menu of food that you wish to cook. Say something about the menu. 2. Discussion Divide the class into three groups for the following tasks. (Group 1 will wear/present their paper apron.) How can he/she make cooking easy? What should be done to keep you safe while cooking? (Group 2 will show their poster.) Aside from cooking, what other tasks does he/she need to do? What makes him/her happy after cooking? Have you ever cooked something or helped in cooking? Tell us something about it? (Group 3 will present their menu and tell something about it.) Were you happy to do it? Why? What other things do you like to do for your family? Is it difficult to do these for them? Why? 50 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.

Say: “Let us read the poem aloud.” “How many stanzas does the poem have?” “What words rhyme in the poem?” “Read the words that rhyme.” 1. Skills Development: Sequencing a. Introduction/Presentation Refer to LM, Try and Learn. b. Teaching/Modelling Ask: “Which task is done first? second? next? last?” “How do we arrange the steps in a process?” Say: “We follow the steps in a process in the order or sequence they are done.” c. Guided Practice Refer to LM, Do and Learn. d. Independent Practice Refer to LM, Learn Some More. Day 4 I. ObjectivesDEPED COPY1. Use count and mass nouns 2. Arrange words with the same first letter but with a different second letter in alphabetical order II. Developmental Activities A. Preliminary Activity Recite the rhymes learned in the previous lessons. B. Presentation Read the paragraph. Refer to LM, Find Out and Learn. (Write in two columns the pupils’ answers. One column for the mass nouns and another column for the count nouns) Ask: “What did Gabbie and her mother bake?” “What did they prepare before baking the cake?” “What ingredients were used to bake the cake?” “What did Gabbie add on the cake?” “Why do you think everybody enjoyed the cake?” 51 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.

C. Teaching/Modelling A B cake flourbaking tin sugar milk bowl chocolate spoon butter oven icing eggs fruitsReferring to the answers of the pupils, say: “This group of nouns in Set Aare called count nouns, while the words in Set B are called mass nouns.”What are count nouns?What are mass nouns?Say: “Count nouns are nouns which can be counted. Mass nouns are nouns which cannot be counted.”Name other things which cannot be counted.Name other things which can be counted. D. Guided Practice Note: Prepare the following materials: (metacards with nouns written on them, aDEPED COPYtable and a jar or drawn pictures of a table or a jar) Say: “Classify the nouns as count nouns and mass nouns. Place the count nouns on the table and the mass nouns in the jar.”books chairs sauce vaporwater lotion cement pantscandies paper nails soupshirts hair computer boxespowder tomatoes rice wire1. Alphabet Game Group the participants into 4-5. Ask each group to make a list of mass and count nouns beginning with a particular letter. (Groups can be given the option of choosing the beginning letter) Group 1 - Count nouns beginning with letter B Group 2 - Count Nouns beginning with letter R Group 3 - Mass Nouns beginning with letter S Group 4 - Mass Nouns beginning with Letter M After making the list, give it to another group. The other group will arrange the word list in alphabetical order. Present the list to the class. 52All 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.

E. Independent Practice Read the poem. Identify and classify the count nouns and mass nouns. Refer to LM, Try and Learn. Market List: Refer to LM, Learn Some More. Your mother sent you to the market/grocery store. With a partner, prepare a list of things will buy. Day 5 I. Objectives 1. Use mass and count nouns 2. Write two to three-step-directions using signal words II. Developmental Activities A. Preliminary Activity Recite rhymes and poems learned in the previous lessons. Note: The teacher should have assigned the pupils to bring some fruits (banana, apple, papaya, avocado etc.) and milk or cream and sugar. Say: “What fruits did you bring? Have you brought some milk? Have you brought some cream?” Say: “Now we have the recipe for our salad.”DEPED COPYAsk: “Which of these ingredients are count nouns?” “Which of these ingredients are mass nouns?” B. Introduction/Presentation Note: Guide and assist the pupils in preparing the materials and recipes for the activity. Divide the pupils into groups. Say: “Today, we are going to prepare a fruit salad. Listen carefully as I tell and show you how to prepare the salad.” First, wash the fruits. Next, peel the fruits. Then, slice the fruits into small cubes or pieces. And then, mix the fruits together with the milk or cream. Lastly, share the salad with everyone. Let the pupils do their own salad. C. Teaching/Modelling Ask: “What did we do first? What did we do next? What did we do after that? What did we do last?” Write on the board or chart the pupils’ answers to the questions. “What words did we use to show the steps in preparing the salad? 53 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.

Say: The words first, next, then and lastly are called signal words. What can you say about signal words? Signal words introduce the steps in a process or a sequence of events.”D. Guided Practice Say: “What steps do you follow in washing your hands? Let us write about it. In washing your hands, what do you do first? Next? Last?” Ask several pupils to write the answers on the board. Afterwards, ask the class to read the paragraph.E. Independent Practice Refer to LM, Write about It.Week 5I. Objectives1. Realize that the love and care of family and loved ones bring wellness and happiness2. Understand that it is not good to count the gains if there is no effort on working for it COPY II. Instructional ObjectivesDEPEDListening Comprehension Sequence series of events of stories listened toOral Language Give oral directionsVocabulary Development Use context clues (definition) to determine the meaning of unfamiliar wordsReading Comprehension Sequence events in a story or narrativeOral Fluency Read words, phrases, poems, and stories with long vowel sounds long uStudy Skills Use graphic organizers to show understanding of texts (story sequence organizers)Grammar Awareness Use clear and coherent sentences using appropriate grammatical structures (quantifiers of mass nouns) 54All 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.

Composition Write different forms of simple composition (thank you card, note, poster, slogan) as a response to stories/poems read or listened to Attitude towards Literacy, Language and Literature Show willingness and enthusiasm in reading / listening to literary texts III. Subject Matter A. Topics 1. Long u vowel sounds 2. Quantifiers of mass nouns 3. Oral directions 4. Using story sequence organizers 5. Sequencing events B. Materials • pictures • charts, • graphic organizers, • real objects C. References Haluhalo Espesyal by Yvette FereolDEPED COPYThe Milkmaid and Her Pail by Aesop (Adaptation) IV. Procedure Day 1 I. Objectives 1. Sequence series of events of stories listened to 2. Give directions orally 3. Use context clues to determine the meaning of unfamiliar words 4. Write different forms of simple composition (thank you card, note, poster, slogan) as a response to stories/poems read or listened to II. Developmental Activities A. Preliminary Activity/Oral Language Recall activity on giving directions. Show a picture of a child washing his /her hands. Say: “What are the steps in washing our hands?” 55 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.

Show a picture of a child brushing her teeth. Say: “What are the steps in brushing our teeth?” “What other reminders does your mother tell you about being clean? Say something about them.” B. Pre-Listening 1. Unlocking of difficulties a. awful Say: “The dead animal smells awful. It has an unpleasant smell. What word in the second sentence gives the meaning of the word awful? What other things smell awful?” b. coals Say: “My mother cooked my favorite barbecue over hot coals. What would happen if you touched some hot coals? What phrase in the first sentence has the same meaning as hot coals?” c. fragrant Say: “I love the fragrant smell of my mother’s perfume. It smells like fresh flowers. What other things smell fragrant?” d. treats Say: “My sister brought some chocolates, candies, and other treats when she came back from the city. How do you feel when you areDEPED COPYgivensometreats?” e. enchanted Say: “Stories say that fairies live in Mount Makiling. They say that the mountain is enchanted. What could be happening in an enchanted place?” f. porridge Say: “My mother cooks delicious porridge especially on rainy days. She puts more water and cooks the rice longer than usual. Then, she adds chicken and some vegetables to the porridge. My brother likes it very hot. Do you also like porridge? What do you like to eat with it?” 2. Motivation Show a picture of a sick child. Refer to LM, Think and Tell. Ask: “How do you know that she is sick?” “Have you ever been sick?” “What made you feel better when you were sick?” 3. Motive Question Say: “Today, you will listen to a story about Jackie, a girl who got sick.” “What made Jackie feel better when she was sick?” 56 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.

C. During Listening Read the story to the pupils. Pause at some parts of the story and ask prediction questions. Ask after the line “Think of a happy place, Jackie.” What happy place did Jackie think of? Ask after the line “Hello Jackie,” a soft, familiar voice whispers in my ear. Whose voice do you think is it? Ask after the line: ... she has brought with her the magic of the sugarcane fields and her enchanted kitchen. What kind of magic did she bring? Ask after the line: Later that afternoon, Mama comes home from the office and puts a thermometer in my mouth. How do you think Jackie now feels? Say: “That is the story of Jackie. What made her feel better?” Day 2 I. Objectives 1. Realize that the love and care of family and loved ones bring wellness and happinessDEPED COPY2. Sequence series of events in stories listened to 3. Write different forms of simple composition (thank you card) as a response to the story listened to 4. Use graphic organizers (story sequence chart) to show understanding of texts A. Post Listening 1. Engagement Activities Divide participants into groups. Group 1: Draw Jackie’s happy place and say something about it. Group 2: Make a food calendar of what Lola Itang prepared for Jackie Group 3: Make a thank you card for Lola Itang 2. Discussion Ask: “Who is sick?” “How does she feel about being sick?” “What should Jackie think of, that will make her feel better?” “What is Jackie’s happy place?” “What makes it a happy place?” 57 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.

(Group 1 shows their drawing of Jackie’s happy place and says something about it.) Ask: “What did Lola Itang prepare for Jackie?” (Group 2 shows their food calendar and says something about it) Ask: “What made Jackie well?” (Group 3 presents their thank you card for Lola Itang) Ask: “What food makes you feel better every time you get sick?” “Other than food, what makes you well?” 3. Skill Development Post pictures of events in the story. (Refer to LM, Think and Tell) Call volunteers to give a sentence about each of the pictures. (Ex. Jackie is sick. She is in bed.) Refer to LM, Try and Learn A Say: “Which of the six events happened first, second, and last?” “Retell the story by saying the sentence about each picture.” “Recall how Lola Itang prepared the haluhalo espesyal.” “Arrange the steps in preparing the haluhalo. . Refer to LM, Try and Learn B. Read another short selection. Ask the class to arrange the pictures of the events as they happened. Mother has some hens. Sometimes she gives them corn toDEPED COPYeat. Sometimes she gives them palay. Baby likes to see them pick up the palay. When she is bigger, she will feed the hens. One day, Mother was working in the yard. She was cleaning the yard with a broom. Mother heard the hens in the garden. They were hungry. Mother said, “I did not feed my hens. I did not give them their palay.” Then, she went into the house. She came out with a basket. The hens had palay to eat and they were happy. Day 3 I. Objectives Use quantifiers of mass nouns II. Developmental Activities A. Grammar Awareness 1. Review Refer to LM, Find Out and Learn 58 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.

Say: “Name the ingredients of Lola Itang’s haluhalo espesyal.” Classify these as count nouns or mass nouns.” 2. Introduction/Presentation Refer to LM, Read and Learn. 3. Teaching/Modelling a. What is placed on top of Lola Itang’s rice cakes? (sprinkling of coconut shreds) b. What else are placed on the rice cake? (slices of cheese) c. What did Lola Itang cook? (a pot of champorado) d. What did she spread on the ensaymada? (a piece of butter, a spoonful of sugar) e. What food did Lola Itang prepare? (glasses of halu-halo) f. What nice things did she put in the haluhalo? (slices of nata de coco, slices of leche flan, a spoonful of ube jam) g. What did she add in the haluhalo? (a half cup of milk, shavings of ice) h. What makes the halu-halo look delightful? (a swirl of colors) Read the phrases. Refer to LM, Try and Learn What kind of nouns are in the phrases? What words are added before the mass nouns? What do these added words tell us about the mass nouns? Say: “We call these words quantifiers or counters of mass nouns.Aside from these quantifiers, we can also use much, many, lots of, a little of, a bit of, a piece of, a glass of, a kilo of, a pound of, etc.) Ask: “What can you say about quantifiers or determiners of mass nouns?DEPED COPY(Quantifiers are expressions of quantity. We use quantifiers to tell how much or how little the mass nouns are.) 4. Guided Practice Refer to LM, Do and Learn. Say: “Form groups of 3-4. Pretend that you are in a supermarket. Talk about the things that you need to buy. Use quantifiers for mass nouns. You can start your conversation with the following: I need to buy … I will look for… Ask for volunteers to present their dialog/conversation. 5. Independent Practice Use the correct counters/quantifiers for the mass nouns. Refer to LM, Learn Some More. 59 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.

Day 4 I. Objectives 1. Read words, phrases, poems and stories with long u vowel sounds 2. Read aloud grade level texts with accuracy an rate of 95-100 percent 3. Use context clues (definition) to find the meaning of unfamiliar words 4. Use a graphic organizer to show understanding of text II. Developmental Activities A. Oral Fluency 1. Presentation Refer to LM, Find Out and Learn. Read the words first. Ask: “What is the common sound in these words?” 2. Vocabulary Development Refer to LM, Try and Learn. 3. Guided Practice Refer to LM, Try and Learn. Note: Let the pupils read the rhyme in unison, by groups then individuallyDEPED COPY4. Spelling Show and name some pictures. Let the pupils write the words on their paper. (Show a picture of a cute face) Say: “She is cute.” Write the word cute. (Show picture of a letter) Say: “This is an excuse letter.” Write the word excuse. (Show picture of a cube) Say: “This is a cube.” Write the word cube. (Show picture of an elephant) Say: “An elephant is a huge animal.” Write the word huge. B. Pre-reading Activities 1. Unlocking of Difficulties a. jealous Say: “Mark has a new baby brother. He thinks that his parents would no longer notice him. He thinks they would no longer love him. Mark is jealous of his baby brother. Is it good to be jealous? Why? Why not?” 60 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.

b. toss Say: “Dona is proud of herself. She thinks she is the most beautiful girl in school. She tosses her head most of the time like this (demonstrate how to toss one’s head, then let pupils do the same)” c. spilled Say: “Marah was playing all around so she spilled the glass of milk on the table. The milk was spilled all over the table and the floor. What should she do with the spilled milk?” 2. Motivation Ask: “What will you buy if you get some money?” 3. Motive Question Ask: “What will Mutya buy when she gets some money?” C. During Reading 1. Refer to LM, Read and Learn. The pupils will read the story in “popcorn” way. Note: In popcorn reading, one pupil starts reading the story aloud. The teacher points to another pupil to continue reading. This continues until the story is completely read. 2. Identify the main details of the story through the flower graphicDEPED COPYorganizer. Who: Mutya the Milkmaid When: One day Where: Along the street, in the market What: Mutya was thinking about what she will buy with the money she will get when she sells the milk Why: To make her look good and be admired by others 3. Retell the story using the graphic organizer. Day 5 I. Objectives 1. Understand that it is not good to count the gains if there is no effort on working for it 2. Sequence events in a story read 3. Use graphic organizers to show understanding of texts 4. Write different forms of simple composition (skit, slogan) as a response to the story read 61 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.

II. Developmental Activities A. Preliminary Activity Recitation of poem learned in previous lessons B. Post Reading Activities 1. Engagement Activities The pupils are grouped into three and each group is given a task card. Group 1 - Make a timeline of Mutya’s plans Group 2 - Show a skit on the part when Mutya spilled the milk Group 3 - Make a slogan for Mutya 2. Discussion Ask: “What will Mutya buy with her money?” (Group I will present their timeline) Ask: “When did she stop thinking about her plans?” “How did she feel when the milk was spillled?” (Group 2 will show their skit) Ask: “:How do you think her mother will feel?” “What advice will mother give her?” “If you were Mutya, what will you tell her?” (Group 3 will present their slogan)DEPED COPYAsk: “How can Mutya realize her plans?” “How can you realize your own plans?” 3. Skill Development: (Using graphic organizers in sequencing events) a. Teaching/Modelling Refer to LM, Do and Learn. Ask: “What helped you retell the story?” “How did the graphic organizer help you?” “What are graphic organizers?” Say: “Graphic organizers are charts or pictorials used to represent what we think of. It can help us understand what we read. In sequencing events, we use organizers like the story board, flow chart, story train, chain of events chart and sequence chart.” 62 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.

Teaching Chart Graphic organizers are visual charts and tools used to represent and organize a student’s knowledge or ideas. Graphic organizers are often used as part of the writing process to help students map out ideas, plots, character details and settings before beginning to write. As part of the reading process, graphic organizers can help a student comprehend what he has read and make comparisons. Graphic organizers can be used to: sequence events, analyze cause and effect, compare and contrast and develop concepts in detail. b. Guided Practice Story Construction Game Refer to LM, Learn Some More. Divide the class into groups with five members. Give each group a set of strips of paper on which story events are written. Let each group arrange the events to form a story in a graphic organizer. Let the groups read the stories they formed. Story A Story B c. Independent PracticeDEPED COPYRefertoStoryC. 63 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.

4 English Teacher’s Guide Unit 2 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

Table of ContentsCurriculum Guide ............................................................................................ viQuarter 2: Science and NatureTable of Specification: Pre-Assessment .......................................................... 107Pre-Assessment ............................................................................................. 108Week 1 ………………………………………………………............................ 112Week 2 ………………………………………………………............................ 125Week 3 ………………………………………………………............................ 136Week 4 ………………………………………………………............................ 147Week 5 ………………………………………………………............................ 156Week 6 ………………………………………………………............................ 166Week 7 ………………………………………………………............................ 174Week 8 ………………………………………………………............................ 182Week 9 ………………………………………………………............................ 191Table of Specification: Post Assessment ........................................................ 200Post Assessment ............................................................................................ 201 iv

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 2TABLE OF SPECIFICATIONS (PRE TEST) TOPICS / SKILLS ITEM TOTAL PLACEMENT 11. Identifying the main idea and supporting details for a text 1 1 heard 1 22. Compound words 3 23. Identifying story elements 4, 32 1 such as setting, character, 2 and plot 5 14. Arranging 8-10 word with 10-11 1 different beginning letters in alphabetical order 9 15. Using personal pronouns 6 26. Using possessive pronouns 37. Verbs in the –s form 78. Noting details from news 12-13 5 report/selections listened to 33-35 59. Answering wh- questions10. Using prefixes and suffixes 19-23 511. Infer the moods or feelings 24-28 1 of the character based on 2 what he/she says or does 14-18 112. Writing a friendly letter 29 513. Identifying figure of speech (simile, metaphor and per- 8, 30 sonification) 3114. Making an Outline15. Sequencing of events 36-4016. Giving possible ending17. identifying a slogan18. Using regular and irregular verbs 107

QUARTER 2 PRE-ASSESSMENTListeningI. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer. Mary and the Caterpillar Mary had a flower garden. She visits it every day after school. She cleansthe flower beds every weekend. Oh, how she loved her garden. One day, Marynoticed that the leaves of the gumamela were eaten. She found a caterpillarin one of the leaves. She was about to destroy it but it looked so small andharmless that she decided to leave it there. She watched the caterpillar eatthe leaves. After a few more days, Mary didn’t find the caterpillar anymore.She found it in a rolled leaf. Perhaps it grew tired of eating and now wants tosleep. The following week Mary looked for the caterpillar in the rolled leaf. Itwasn’t there. She thought it died. Then, she saw a beautiful yellow butterfly.“Could it be that this butterfly was the caterpillar?,” Mary wondered.1. What happened to the leaves of the gumamela plant?a. It grew some flowers. c. It was rolled by the caterpillar.b. It was eaten by the caterpillar. d. It turned yellow.2. Which of the following is an example of a compound word?a. school b. weekend c. following d. wondered3. What is the setting of the story?a. in the house c. in the flower gardenb. in the school d. In the city4. Which of the following list of words are arranged in correct alphabetical order?a. gumamela, caterpillar, flower, garden, leaf, sleep, butterfly, harmlessb. caterpillar, gumamela, garden, flower, leaf, butterfly, sleep, harmlessc. butterfly, caterpillar, flower,garden, gumamela, harmless, leaf, sleepd. flower, harmless, caterpillar, garden, butterfly, sleep, leaf, gumamela5. In the sentence “Mary had a flower garden. She visits it every day after school.” What personal pronoun is used to replace the name of Mary?a. she b. it c. is d. of6. Which of the following is NOT a part of the selection read?a. Mary has a flower garden.b. Mary took care of the caterpillar and gave it food every day.c. Mary decided to leave the caterpillar on the leaf.d. Mary saw a yellow butterfly near the gumamela. 108

7. Mary did not kill the caterpillar. Why? c. She took pitied the caterpillar. d. She loved the caterpillar. a. She was happy to see the caterpillar. b. She was angry at the caterpillar. 8. What do you think happened to the caterpillar? a. The caterpillar died. c. The caterpillar transferred to another plant. b. The caterpillar changed into a butterfly. d. The caterpillar got lost.Grammar1. Which pair of words will best complete the idea of the sentence: Louise ____________ milk for breakfast. She _____ it is a good way to start the day. a. drinks – think c. drinks – thinks b. drink – thinks d. drink - think Choose the correct possessive pronouns from the box that will complete thegiven sentence: mine your yours ours my our2. I planted this mango tree. This is ___ mango tree.3. I own this tree. This is _____.Reading4. The bridge is flooded. It is impossible to cross now. What is the meaning of the underlined word? a. possible to flood c. not possible to cross b. possible to cross d. not possible to flood5. Kiko is a good cat. He is harmless with children. a. can cause harm c. full of harm b. cannot cause harm d. little harmWriting14-18. Read the short paragraph and write an outline. A bird is a kind of animal. It has two wings and legs. Its body is covered with feathers. Its beak is hard. Most birds can fly, but there are others who cannot. Turkeys and penguins are two kinds of birds that cannot fly. _________________ Title I. ____________________________ 1. __________________________ 2. __________________________ 3. __________________________Rewrite the letter using the correct format. 109

19. Your friend 20. Today I saw a butterfly in my garden. Any idea where it came from? Last week, I found a caterpillar in the leaf of my gumamela plant. Now it’s gone. Do you know what could have happened to the caterpillar? I am now trying to find out where this butterfly came from. Please help me on this. 21. Dear Sara 22. Leila 23. San Pablo Elementary School June 3, 2014 __________________ __________________ __________ __________________________________________ _______________________________________________ _______________________________________________ _________________________________________ ____________ ____________Identify the following figures of speech. Tell which of the sentences is a simile,metaphor and personification. 24. The rain whispered as it fell to the ground. 25. Father works like an ant 26. My life is an open book. 27. The moon played hide and seek with the clouds. 28. The thunder was as loud as the fireworks. 29. What is the correct sequence in making a sandwich? Choose the letter of the correct answer. 1. Put your bread together 2. Get two slices of bread. 3. First, you need to buy loaf bread and peanut butter. 4. Spread the peanut butter on the bread a. 1-2-3-4 b. 3-2-4-1 c. 3-1-4-2 d. 4-3-2-1 30. Read the selection carefully. What do you think Rica and Rita should do? Rica and Rita were walking from school, when they noticed a wallet near the trash can. They picked it up. They opened it and saw five hundred pesos. They looked at each other. Both were hungry. They stood for a while thinking. 110

a. Use the money to buy foodb. Throw the wallet in the trash canc. Get the money and give it to motherd. Keep the wallet and report it to the Police Station with Mother1. Which is a slogan? a. It is chocolate b. Stop, look and listen c. Cover the trash cans d. Coca-Cola- It’s the real thing2. Which letters are found between R and U?a. QM b. ST c. UV d. WTRead the paragraph. Roberta felt like hiding her face. She was wearing her new eyeglassesto school for the first time. She felt that everyone on the street was laughingat her. “I look like an owl,” she thought to herself.3. What do you think did the character feel?a. happy b. angry c. jealous d. shyRead the paragraph carefully. Answer the questions. Leonardo’s mother prepares the cake. She fills the table with delicious food and sweets. She looks out the window and sees Leonardo arriving from school. Mother tells everyone to get ready. As soon as Leonardo opens the door, everyone starts to sing. 4. What is the mood of the selection? a. sad b. festive c. happy d. gloomy 5. What feeling will Leonardo have when he gets in the house? a. calm b. surprised c. afraid d. funny Write the correct form of the verbs in the parentheses to complete the idea of the paragraph. Last week, the whole family__________(36. visit) our grandmother in the nexttown. On our way, we ___________(37. see) fruit vendors with carts full of fruits.Mother ___________ (38. buy) some lanzones, rambutan and durian. We ___ (39.eat) all the fruits when we arrived at grandmother’s house. Grandmother ______ (40.Is) very happy to see us. 111

Quarter 2Theme: Science and NatureWeek 1 - Big or Small, Animals All Around I. Objectives A. Expressive Objectives 1. Realize and appreciate the importance of bugs 2. Realize that it is better to be friendly than to be grouchy 3. Admire the friendly ladybug for her willingness to share her food B. Instructional Objectives Listening Comprehension Identify the main idea and supporting details from a text listened to Oral Language Restate and retell information from a text listened to Vocabulary Development Identify meanings of unfamiliar words through structural analysis (compound words and their components: one word compound (backyard), two word compound (security guard), hyphenated compound word (sister-in-law) Reading Comprehension Identify the important story elements such as setting, character and plot Oral Reading Fluency Read with automaticity grade level frequently occurring content area words Study Strategy Arrange 8-10 words with different beginning letters in alphabetical order Grammar Identify and use personal pronouns in sentences Writing Composition Write sentences following correct mechanics of capitalization and punctuation Attitude towards literacy, literature and language Demonstrate respect for the ideas, feelings, and culture of the author of the text listened to 112

II. Subject Matter A. Topics Poems: I like Bugs by Margaret Wise Brown http://www.hubbardscupboard.org/ilike_bugs_.html The Elephant Who Forgot What He Was by Christopher Ronald Jones, UK http://www.voicesnet.org/displayonepoem.aspx?poemid=227646 Song: Insect Bodies by Victoria Smith http://www.hubbardscupboard.org/i_like_bugs_.html Story: “The Grouchy Ladybug” by Eric Carle HarperCollins Paperback Edition 1996 B. Materials: • Bigbook of the story The Grouchy Ladybug • assorted pictures of insects e.g. ladybug, ant, bees etc. • a picture of an insect with parts labelledDay 1 EO: Realize and appreciate the importance of bugs. LC: Get the main idea and supporting details from text listened to. OL: Restate and retell information from text listened to. A. Pre-reading Activities 1. Unlocking of Difficult Words (using picture clues, context clues and examples) a. bugs Bugs are small insects. Say: “These are bugs.” (Show picture of bugs.) “Can you name some bugs? Describe them.” b. ladybug The ladybug is red with black spots on it. (Show picture of a ladybug) Say: “This is a bug. It is called a ladybug.” “Where can you find ladybugs?” c. mean Say: “The boy kicked the dog. He is mean.” Ask: “What can you say about someone who is mean?” “Can you name some actions that will show that someone is being mean?” “Is it good to be mean to others? Why?” 113

d. sidewalk Say: “We waited for the bus at the sidewalk.” Ask: “What are sidewalks for? Why?”2. Motivation Show a picture of bugs. Talk about it. Ask: “Do you like bugs? Why or why not?” Ask the pupils to fill up a KWL chart about bugs.What I Know What I Want to Know What I Learned 3. Motive Question Ask: “What kind of bugs does the author like?”B. During Reading Activities • Model Reading of the poem • Shared reading of the poem with the class Refer to LM, I Like Bugs! by Margaret Wise Brown Comprehension Check: Refer to LM, Talk about It 1. Teaching/Modelling What is the main idea of the poem? What are the supporting details that talk about the main idea of the poem? (Use the graphic organizer to show the connections).Green bugs Black BadMean bugs bugs bugs I like Etc... bugs Etc.... Teaching ChartEvery story, poem or paragraph has a main idea. The main ideatells what the story, poem, or paragraph is all about.The supporting details tell more about the main idea. Theygive the important details and describe the main idea for betterunderstanding. 114

2. Guided Practice Sing the poem to the tune of If You’re Happy and You Know It Refer to LM, Find Out and Learn Insect BodiesForm six (6) groups. Groups 1 to 3 will use the 1st stanza of the song, whileGroups 4 to 6 will use the 2nd stanza. Refer to LM, Try and LearnAnswers:Group 1-3Main Idea: Every insect’s body has three parts.Supporting Details: Every insect has a head, a thorax and abdomenGroup 4-6Main Idea: Every insect’s body has six legs.Supporting Details: It has three legs on each side. It walks on them with pride.3. Science Integration Ask: “How can you tell a bug from other living things?” “What are the body parts of a bug?” “What bugs can you find at home? In gardens?” (use other places identified by pupils) “Why do they stay in these places? What do these bugs do?” “Do you like them to stay in these places? Why or why not?”Note: Emphasize the importance of bugs in the environment (e.g. bees provide honey; spiders feed on mosquitoes and other insects; ladybugs eat aphids that harm plants)4. Independent PracticeRead the poem and identify the main idea and the supporting details.Refer to LM, Learn Some More, Where is the Caterpillar?Enrichment Activities:Drawing ActivityDraw and color a bug which you think the author of the poem will like.Explain why you think the author will like it. 115

Day 2 EO: Appreciate the value of sharing one’s blessings with others RC: Note important details from a selection listened to. A. Pre-reading Activities Recall: Rereading of the poem I Like Bugs (individually and/or by groups) 1. Unlocking of Difficulties (using context clues, pictures and demonstration) a. whale Show a picture of a whale. Say: “This is a whale. Describe a whale. Name the body parts of the whale from the picture.” b. grouchy (Show a picture of a grouchy boy) Say: “The boy is grouchy. He is always in a bad mood.” Ask: “How does a grouchy person look, act, speak?” c. aphids (Show a picture of a plant with aphids.) Say: “There are aphids on the leaves of the plant.” Ask: “How do aphids look like? Where else can you find aphids?” d. screeched The woman screeched in a very loud voice. Ask: What does screech mean? Demonstrate. What situations will make you screech? e. puffed He puffed air into the balloon to make it big. Ask: What do you do when you puff air? Have children demonstrate the action. f. insist The boy insists and would not accept no for an answer. Ask: How do you insist? When do you insist? 2. Group Activity Divide the class into 3-5 groups and have pupils classify the pictures by filling in the table. Am I an insect or not? 116

Read the names of the insects/animals in the picture. (Model reading of the words first.) Yes Maybe No 1. ladybug 2. yellow jacket 3. stag beetle 4. praying mantis 5. sparrow 6. lobster 7. boa constrictor 8. hyena 9. gorilla10. elephant11. whaleNote: Prepare at least 3-5 sets of the pictures of the given animals/insects. These are animals/insects from the story The Grouchy Ladybugand will serve as part of vocabulary enrichment.3. MotivationSay: “Sometimes you are in a bad mood. Do you get grouchy? When and why do you get grouchy?Preview the cover and say: “What do you think is the story about?”Describe the ladybug in the picture.4. Motive QuestionWhy do you think the ladybug is grouchy?B. During Reading Read the story The Grouchy Ladybug. (Interactive Reading can be used after the reading of the first 2 animals / insects that the grouchy ladybug met. The repetitive lines can be recited by identified groups for the characters or the entire class can repeat the lines for the teacher.) You may also read the entire story first then reread the story, dropping your voice and letting students read the repeated portions of the story in the second reading. Refer to LM for the story of the The Grouchy Ladybug.C. Post Reading1. Engagement Activities Differentiated pupils’ activities for 6 groups.Group 1. Don’t Get Lost: Chart It! 117

Copy the story chart in your notebook. Identify the elements of the story. Story Map Title of the story ______________ Author: ________Character/s Setting PlotGroup 2. Breaking News!Accomplish the Plot Chart (problem-solution chart) for “The Grouchy LadyBug.” Talk about the ladybug’s problem and the actions she took to solveher problem. Write your answers in your notebook. Title of the story ________________ PLOT EndingBeginning MiddleGroup 3. Minute News!Sequence events according to the story using the given pictures. Arrangethe pictures of the animals that the ladybug wanted to fight.Group 4. Lights, Camera, Action!Choose at least two bugs/animals that the ladybug met on that day.Dramatize that part of the story.Group 5. Flash ReportShow the part where the ladybug meets the whale. One member of thegroup will play a reporter who will interview the ladybug and the whale.(The group will write at least three possible questions that the reporter willask the ladybug and the ladybug’s answers. They will also write at least twopossible questions to ask the whale and the whale’s answers.)Group 6. Love Letters from the Heart Talk about the ending of the story. Pretend you are the grouchy ladybug.What will you say to the friendly ladybug? Write this in a letter to the friendlyladybug. Write on a separate sheet of paper. 118

Discussion Questions 1. What is the story about? (Group 1 will present their output) 2. What happened when the two ladybugs landed on the same leaf? Why? 3. Why did the grouchy ladybug fly away? (Group 2 will present their output) 4. Why does the ladybug want to fight? 5. What did the grouchy ladybug do that day? (Group 3 will present their output) 6. What does the ladybug say to the animals? Why? (Group 4 will present their output) 7. What happened when the ladybug met the whale? (Group 5 will show us.) 8. What did the ladybug say to the whale? 9. What did the ladybug do when the whale would not answer her? 10. Do you think the whale could hear the ladybug? Why not? 11. What happened when the ladybug reached the whale’s fin? 12. Where do we find the ladybug at the end of the story? 13. What do you think will happen to the grouchy lady bug after that day? (Group 5 will present their output.) 2. Enrichment Activity: Refer to LM, Learn Some More and Find out and LearnDay 3 EO: Show appreciation by accepting advice and warnings of parents, friends, and other well-meaning individuals RC: Identify the story elements (setting, character, and plot) WC: Write a short story using the story elements A. Introduction/Presentation Say: “Can you remember the title of the story we read yesterday? Retell the story.” B. Teaching/Modelling At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It , too, saw the aphids and wanted them for breakfast. Say: “Today, we will learn about the different elements in the story.” (Call some pupils to read the paragraph taken from the story The Grouchy Ladybug) Based on the paragraph: 1-2. When and where did the story happen? Read the part. Describe it. 3. What do you call this part of the story? (setting) 4. Do all stories need a setting? Why? 119

5. Who are the characters of the story? Describe the two ladybugs in the story. (Use a Venn diagram to illustrate the differences and similarities of the two ladybugs).Friendly Ladybug Grouchy Ladybug6. What do you call the persons / animals in the story? (characters).7. What did the friendly ladybug want? What did the grouchy ladybug want? How did each ladybug try to solve problem? What did the grouchy ladybug do? How did the story end? (Fill-out the problem-solution-ending chart below using the pupils’ responses.)Example: Problem Ending Events Another ladybug was The grouchy ladybug already eating the did not fight anyone. Event 1: aphids in the leaf. A ladybug flew to a leaf to eat the aphids for breakfast.Event 2: The friendly ladybuug He did not have said that she will fight breakfast and lunch.The grouchy if the grouchy ladybug He went to look forladybug wanted to wishes it. someone big enoughfight the friendly to fight.ladybug for theaphids.The grouchy Everyone was willing He was very hungry.ladybug went to to fight the ladybug. He ate the leftoverlook for anyone They were not big aphids for dinner.willing to fight him. enough for him to fight. Teaching Chart The elements of a story are setting, character, and plot. The characters are the people in the story. The setting is the place and the time the events in the story happened. The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending. o Beginning – It gives the problem faced by the main character. o Middle – It presents the actions made by the characters to solve the problem. o Ending – it gives the solution to the problem. 120

C. Guided Practice Identify the elements in the story Buddy and the Cat. Refer to LM, Do and Learn. Ask: “What is the setting of the story? Read the part where the setting is mentioned.” “Who are the characters in the story? Describe each of these characters.” “Identify the parts in the selection that helped you describe the characters.”D. Independent Practice Read the selection and do the activity that follows. Refer to LM for the selection Pablo and the Eggs Identify the elements of the story by filling in the graphic organizers. Title of the Story: Pablo and the EggsSetting: Characters PlotGarden Pete, the Pablo, the Beginning: Pablo grasshop- praying wanted to play mantis with some round per objects he found. They look like small balls. Middle: Pete tried to stop him because they looked like small eggs. Ending: Pablo was about to play with the eggs when it hatched which frightened him. 121

E. Writing/ Composition Refer to LM, Write About It (Divide children into 5-6 groups.) Write a short story using the three (3) story elements. Tell the class your story. Note: Make the activity more meaningful and interesting by letting the class vote for the best story made. A role play of the story the pupils wrote serve.Day 4 VD: Identify and use compound words in sentences G: Use personal pronouns and their antecedents A. Skills Development: Compound Words 1. Introduction/Presentation Read the following sentences. 1. The ladybugs landed on a leaf one early morning. 2. They wanted aphids for breakfast. 3. The grouchy ladybug saw a stag beetle and wanted to fight with it. 4. The praying mantis prepared to fight with the ladybug. 5. The one-day old aphids were eaten by the bugs. Say: “What are the underlined words in the sentence?” (Call pupils to read the underlined words.) “What can you say about these words?” (They are made up of 2 words) “What words can you find in these words?” (lady + bug, stag + beetle, etc.) “Can you think of other words which are combinations of two words?” (Write all answers given by the pupils. Be sure to separate the compound words from non-compound words) 2. Teaching/Modelling Say: “Read the words on the board,” (given by pupils in the earlier activity). “We call these words compound words. What can you say about the compound words in each column?”Column 1 Column 2 Column 3 baseball report card one-halfhandshake fairy tale twenty-onenewspaper love letter sister-in-law sunshine x-ray rainbow 122