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English
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Teachers Guide
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Unit 4
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This book was collaboratively developed and reviewed by educators

from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
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We value your feedback and recommendations.

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Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
English Grade 4
Teachers Guide
First Edition 2015
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the 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. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
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publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with

FILCOLS and only within the agreed framework may copy from this Teachers Guide.
Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively. C
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teachers Guide
Consultants and Editors:

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Felicitas Pado, PhD Ofelia Flojo, PhD

Nemah Hermosa, PhD Perla Cuanzon, PhD
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Rosalina J. Villaneza, PhD

Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riosa Ms. Mary Jane T. Ganggangan
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Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva

Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
Cheradee B. Lumitap Matthew Daniel V. Leysa
Printed 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 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
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To our Dear Teachers,
This teachers guide is designed in four quarters with nine-week

lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the days lesson.
In a literature-based curriculum, objectives are classified into

a) 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/s
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but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
We also want you to use formative assessment results as basis

for instruction thus, enrichment activities are provided for pupils who got
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above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
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Enjoy teaching and make a DIFFERENCE in the pupils lives.
The Authors
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Quarter 4: Just For Fun
Table of Specification: Pre Assessment .......................................................... 327
Pre Assessment ............................................................................................. 330
Week 1 ............................ 223
Week 2 ............................ 235
Week 3 ............................ 245
Week 4 ............................ 255
Week 5 ............................ 267
Week 6 ............................ 278
Week 7 ............................ 287
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Week 8 ............................ 300
Week 9 ............................ 314
Table of Specification: Post Assessment ........................................................ 452
Post-Assessment ............................................................................................ 454
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ENGLISH GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everydays needs; and reads independently and gets relevant
D information from various text types.
Content Standard Performance Standard

Domain
The learner The learner
demonstrates understanding of verbal cues for clear expression of ideas actively creates and participates in oral theme-based activities
demonstrates understanding of verbal and non-verbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates understanding of information derived from multi-media
creatively presents information using broadcast media
sources for clear and creative presentation
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demonstrates understanding that English is stress-timed language to
Fluency reads aloud text with accuracy and automaticity
achieve accuracy and automaticity
Listening
comprehension
E
demonstrates understanding of the elements of informational text for
recalls details, sequence of events and shares ideas on texts listened to
Comprehension
demonstrates understanding of text types to construct feedback identifies story perspective and text elements
vi
different sources
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demonstrates understanding that word meaning can be derived from
uses different resources to find word meaning
Vocabulary 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
various texts
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demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of
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
Reading informational texts
Comprehension
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Demonstrate understanding of writing styles to comprehend the authors Use diction (choice of words) to accurately analyze authors tone, mood,
message and point of view
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
Writing and
Composition
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demonstrates understanding of the importance of using varied sources of
uses varied sources of information to support writing
information to support writing
K to 12 BASIC EDUCATION CURRICULUM
Content Standard Performance Standard
Domain
The learner The learner
demonstrates command of the conventions of standard English grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking English
Grammar
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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 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
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Attitude
demonstrates understanding of verbal and non-verbal elements of
uses paralanguage and non-verbal cues to respond appropriately
communication to respond back
Study
Strategies/
topics
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demonstrates understanding of library skills to research on a variety of
uses library skills to gather appropriate and relevant information
Research
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views various forms of media in order to gather and share information,
Viewing
D
demonstrates understanding of the strategies in comprehending visual text
persuade others and understand and express ideas
F
LC OL V RC SS WC
Oral G A
Week Listening
Comprehension
Oral
Language
Vocabulary
Development
Reading
Comprehension
C Reading
Study
Strategy
Grammar
Writing
Composition
Attitude
Fluency
EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 EN4RC-Ia-b-1 EN4F-Ia-1 EN4SS-Ia-1 EN4G-Ia- EN4WC-Ia-b- EN4A-Ia-1
Note details in a
selection listened
1
Speak clearly
Use context clues
to find meaning
Analyze a
narrative in terms
O Phonological
Read words,
Locate
information
b-1
Use plural
1
Write 2-3
Show
willingness
to. using of unfamiliar of its characters. phrases, using print and form of sentences about and
1
appropriate words. poems or non-print regular the characters enthusiasm
pronunciation stories with resources nouns in a literary text in reading or
and intonation. long vowel a listened to or listening to
sound read. literary text
EN4LC-Ib-2 EN4V-Ia-d-2 EN4RC-Ia-b-2 EN4F-Ib-2 EN4SS-Ib-2
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Note details in a Use context clues Analyze a Read words, Locate
selection listened (synoynms) to narrative in terms phrases, information
2
to, to identify find meaning of of its setting. poems or using print and
setting unfamiliar words. stories with non-print
long vowel e resources
K to 12 English Curriculum Guide December 2013 Page 2 of 14
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
sound
EN4LC-Ic-3 EN4V-Ia-d-2 EN4RC-Ic-2 EN4F-Ic-3 EN4SS-Ic-3 EN4G-Ic-2 EN4WC-Ic-2
Note details in a Use context clues State similarities Read words, Locate Use plural Write two or
selection listened (synonyms) to and differences phrases, information form of three sentences
3
to
D find meanind of
unfamiliar words.
in information /
literary text read
poems or
stories with
using print and
non-print
irregular
nouns
about the
characters,
long vowel i resources setting, or
sound (using map) events in a
story listened to
or read
EN4LC-Id-4 EN4OL-Ia-d- EN4V-Ia-d-2 EN4RC-Id-e-3 EN4F-Id-4 EN4SS-Id-4 EN4G-Id-3 EN4WC-Id-3 EN4A-IIb-
Sequence events 2 Speak clearly Use context clues Sequence events Read words, Arrange words Use clear Write 2-3 step 2
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in a story listened using (antonym) to in a story or phrases, in alphabetical and directions using Listen
to appropriate determine the narrative poems or order with the coherent signal words attentively
pronunciation meaning of stories with same first letter sentences and react
and intonation
(poems,
E unfamiliar words long vowel o
sound
but a different
second letter
using
appropriate
positively
during story
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chants, grammatical reading.
viii
rhymes, structures:
riddles)
D Kinds of
Nouns-
Mass Nouns
and Count
Nouns
EN4LC-Ie-5
Sequence events
EN4OL-Ie-2
Give oral
EN4V-Ie-f-2
Use context clues
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EN4F-Ie-5
Read words,
EN4SS-Ie-i-5
Use graphic
EN4G-Ie-4
Use clear
EN4WC-Ie-f-4
Write different
in a story listened directions (definition) to phrases, organizers to and forms of simple
to determine the poems or show coherent composition
meaning of
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stories with understanding sentences (thank you
unfamiliar words. long vowel u of texts (story using card, note,
5
sound sequence appropriate poster,
organizers) grammatical slogan) as a
structures response to
(quantifiers stories / poems
of mass read or listened
nouns) to
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6 EN4LC-If-1 EN4OL-If-3 EN4RC-If-4 EN4F-If-6 EN4SS-Ie-i-5 EN4G-If-5 - notes / letters
F
LC OL V RC SS WC
Oral G A
Fluency
Infer about Express ones Infer about Read words, Use graphic Compose - Descriptive
feelings, traits of
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ideas, feelings feelings, traits of phrases, organizers to clear and paragraph
characters from clearly characters in a poems or show coherent - Another
selections selection read stories with understanding sentences ending to a
listened to compound of texts (story using story
words sequence appropriate
organizers) grammatical
structures:
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Kinds of
Nouns
(Possessive
Nouns)
EN4LC-Ig-1 EN4OL-Ig-4
E EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 EN4G-Ig-6 EN4WC-Ig-h- EN4A-IIa-
Infer about Express ones Use context clues Make inferences Read words, Identify and 5 1
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feelings, traits of ideas, feelings to find meaning and draw phrases, use concrete Write a friendly Demonstrate
characters in
selections
clearly of unfamiliar
words (definition)
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conclusions
based on a
poems, and
stories with
nouns and
abstract
letter as a
response to
respect for
the ideas,
listened to literary or accuracy nouns stories / poems feelings and
expository text read or listened culture of
7
EN4F-Ig-8 to the author
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Read aloud
grade level
of the text
listened to.
texts with
accuracy and
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proper
expression
EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h-
Infer about Express ones Use context clues Read words, Use 6
feelings, traits of ideas and to find meaning phrases, collective Write forms of
characters in feelings clearly of unfamiliar poems, and nouns simple
selections words stories with composition as
8 listened to (exemplification) diphthongs a response to
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accurately stories / poems
read or listened
to -notes /
letters -
descriptive
F
LC OL V RC SS WC
Oral G A
Fluency
paragraph
EN4LC-Ii-1 EN4OL-Ii-6 EN4V-Ii-5 EN4RC-Ih-4 EN4F-Ih-i-9 EN4G-Ii-8 EN4WC-Ii-6
Infer feelings, Express ones Use context clues Infer the theme Read with Use simple Write a
traits of ideas, feelings to find meaning of literary text accuracy present response to a
characters in clearly of unfamiliar words, tense of story / poem
selections
D words phrases, verbs in read or listened
listened to (exemplification) poems,and sentences to -notes /
9
stories with letters
silent letters.
Read aloud
grade level
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texts
SECOND QUARTER
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x
F
Week
LC
Listening
OL
Oral
V
Vocabulary
DRC
Reading
Oral
SS
Study
G
WC
Writing
A
Fluency
EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 EN4G-IIa-b- EN4WC-IIa- EN4A-IIa-1
Identify main 1 Identify Identify the Read with Arrange 8-10 1 1 Demonstrate
idea and
supporting details
Restate or
retell
meanings of
unfamiliar
important story
elements such as
C
automaticity
grade level
words with
different
Identify and
use personal
Write
sentences
respect for the
ideas, feelings
from a text information words through setting, character frequently beginning pronouns in following and culture of
listened to. from a text structural and plot. occurring letters in sentences. the author of
correct
1
listened to. analysis
(compound
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content area
words.
alphabetical
order. mechanics of
the text
listened to.
words and capitalization
their and
components: punctuation.
one word
compound
(backyard),
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two word
F
LC OL V RC SS WC
Oral G A
Fluency
compound
D (security
guard),
hyphenated
compound
word (sister-
in-law).
EN4LC-IIb-2 EN4OL-IIb- EN4V-IIb-2 EN4RC-IIb-2 EN4F-IIb-2 EN4SS-IIb-2 EN4G-Ii-9 EN4WC-IIb-
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Recall 2 Identify Identify Read with Classify Use the 2
information from Use courteous meanings of meanings of automaticity related words, pronoun that Write a short
conversations. expressions unfamiliar unfamiliar words grade level ideas, and agrees in story with the
words through through frequently concepts gender, elements.
2
EN4LC-Iib-3
E structural structural occurring according to number with
Note details from analysis analysis (words content area certain the
xi
news (words with with affixes). words. characteristics antecedent.
reports/selections
listened to.
affixes).
D and
similarities.
EN4LC-IIc-3 EN4OL-IIc-3 EN4RC-IIc-3 EN4F-IIc-3 EN4G-IIc-3 EN4WC-IIc- EN4A-IIb-2
Note details by Listen and -Noting details Read with Identify and 3 Listen
asking/answering answer -Infer words, automaticity use s form of Write a attentively
questions about
a story/poem
questions
about a story
feelings of
characters
C
grade level
frequently
verbs. friendly letter
using correct
and react
positively
3 listened to read/listened EN4RC-IIb-3 occurring format. during story
to. Infer the moods content area reading.
character based
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or feelings of the words.
Read words
on what he/she that end with
says or do. s correctly.
EN4LC-IId-4 EN4OL-IId- EN4V-IId-3 EN4RC-IId-4 EN4F-IId-4 EN4G-IId-4 EN4WC-IId- EN4A-IIc-3
Follow a set of 4 Use context Make a two-point Recite a poem Use the 4 Express love
three-to-five step Give three-to- clues to act sentence outline. with present form Write a two- for stories and
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directions. five step the meaning of expression of verbs that point sentence other texts.
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directions. difficult words. agree with the outline
subject
EN4LC-IIe-5 EN4OL-IIe- EN4V-IIe-4 EN4RC-IIe-5 EN4F-IIe-5 EN4SS-IIc-3 EN4G-IIe-5 EN4WC-IIe- EN4A-IId-4
5 Interpret a story 5 Use prefixes Give possible Read with Follow Use 5 Take part in
through Relate story and root words endings to stories automaticity instructions possessive Outline a creative
F
LC OL V RC SS WC
Oral G A
Fluency
dramatization events to as clues to get grade level carefully on a pronouns that paragraph responses in
songs or art ones meaning of content area text. agree in with explicitly preparing
activities. experience. words. words. gender with given main logs, journal,
antecedents. idea. and other oral
EN4LC-IIf-6
D
EN4OL-IIf-6 EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 EN4G-IIf-6 EN4WC-IIf-6
presentation.
EN4A-IIe-5
Infer traits of React to what Use suffixes Predict outcomes Read using Fill out forms Use correct Write a Take part in
characters based the characters and root words of events in the correct giving the time paragraph creative
on what they do said in the as clues to get story intonation and appropriate expressions to based on a responses in
6
or say in a story story listened meaning of expression. instructions. tell an action two-point preparing
listened to. to. words. in the present. outline. logs, journal,
and other oral
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presentation.
EN4LC-IIg-7 EN4OL-IIg- EN4V-IIg-6 EN4RC-IIg-h-7 EN4F-IIg-7 EN4SS-IIe-5 EN4G-IIg-7 EN4WC-IIg- EN4A-IIf-6
Give a possible 7 Identify and Infer the feelings Read words Get Use the past 7 Browse and
7
ending to a story
heard.
Retell best-
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liked part of a
use simile and
metaphor in
and traits of the
characters in the
with
consonant
information
from the news
form of
regular verbs.
Write a
paragraph
read news
page for
story heard. the poem story. blends /tr/, page of a about ones information of
xii
read. and ,/cr/ school paper. personal a school
D experience. paper.
EN4LC-IIh-i-8 EN4V-IIh-7 EN4F-IIh-8 EN4SS-IIf-6 EN4G-IIh-i- EN4WC-IIh- EN4A-IIg-7
Sequence events Identify and Read words Use dictionary 8 8 Request for
in a story listened use simile and with in getting the Use the past Compose more stories
8 to. metaphor in a consonant meaning of form of slogan from a to be read.
story read.
C
blends /br/, words. irregular given stimuli.
and /gr/ verbs.
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
O
Read words Get 9 Write a news Listen
events in a use details in an with information Use the past report using attentively
9 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.
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THIRD QUARTER
F
LC OL V RC SS WC
Oral G A
Comprehension
DLanguage Development Comprehension
Fluency
Strategy Composition
EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- EN4G-IIIa-1 EN4WC-IIIa- EN4A-IIIa-1
Distinguish reality 1 Use context Note significant Read a poem 1 Identify and 1 Write Show love for
from fantasy. Use clues details. aloud with Use a use adjectives sentences reading by
appropriate (synonym and proper thesaurus to in sentences describing listening
expression to antonym) to expression. find synonyms persons, attentively
1
talk about find meaning and antonyms places, things during story
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famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2
E EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 EN4WC-IIIa- EN4A-IIIb-2
Note details from Identify Note significant Read aloud 2 Identify and 2 Rewrite Show interest
a story listened multiple details. grade level Interpret a use words pairs of in reading a
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2
to. meaning of
words.
D texts
accurately.
map. that show
degrees of
sentences
using
travelogue.
comparison of connectors
objectives in
sentences
EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 EN4SS-IIIc- EN4G-IIIc-3 EN4WC-IIIc- EN4A-IIIc-3
Point out details 2 Get the Identify
C
Read aloud 3 Use 3 Show interest
from a Use meaning of sequence of grade level Use a timeline appropriate Write simple in reading a
biographical appropriate unfamiliar events. texts to show order word signals sentences biography.
3
account. expression to
talk about
words through
restatements.
O
accurately. of events. to show the
sequence of
using
sequence
famous events in signals.
places. ssentences
EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4SS-IIId- EN4G-IIId-4 EN4WC- EN4A-IIId-4
Use indirect Identify Identify cause Read grade 4 Identify and IIId-4 Browse and
speech to clarify different and effect level texts Locate use the Write / read books for
the speakers meaning of relationship with meaning of correct order compose clear various
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4 ideas. content appropriate words from of adjectives and coherent purposes such
specific words. speed, the dictionary. in a series in sentences as learning or
accuracy and sentences using the for pleasure.
expression correct order
of adjectives.
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIIe-5 EN4OL-IIIc- EN4V-IIIe-5 EN4RC-IIIe-5 EN4F-IIIe-5 EN4SS-IIIe- EN4G-IIIe-5 EN4WC-IIIe- EN4A-IIIe-5
Give ones 3 Identify Identify various Read grade 5 Identify and 5 Browse and
reaction to an Use different text types level texts Locate use adverbs Write / read books
event or issue. appropriate meaning of according to with information of place in compose clear for various
5
Dexpression to
talk about
content
specific words.
structure. appropriate
speed.
from
glossaries
sentences. and coherent
sentences
purposes such
as learning or
famous using adverbs for pleasure.
people. of place.
EN4LC-IIIf-6 EN4V-IIIf-6 EN4RC-IIIf-6 EN4F-IIIf-6 EN4SS-IIIf- EN4G-IIIf-6 EN4WC-IIIf- EN4A-IIIf-6
Give ones Identify Make comparison Read grade 6 Use 6 Browse and
reaction to an different and contrast. level texts Locate appropriate Write / read books for
event or issue. meanings of with information adverbs of compose clear various
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6
content appropriate from indices. time in and coherent purposes such
specific words. speed. setences sentences as learning or
using adverbs for pleasure.
EN4LC-IIIg-7 EN4OL-IIIg-
E EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- EN4G-IIIg-7
of time.
EN4WC-
Give ones 4 Identify Make Read correctly 7 Use adverbs IIIg-7
xiv
reaction to an Tell / retell different generalizations. grade level Locate of manner in Write /
event or issue. familiar stories meanings of
D texts with information sentences compose clear
by using content intonation and from indices. and coherent
7
appropriate specific words expression. sentences
gestures and -denotation using adverbs
expressions in -connotation of manner.
complete
sentence.
C
EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4RC-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 EN4WC- EN4A-IIIh-7
Give ones 5 Use word Use appropriate Read correctly 8 Use a IIIh-8 Browse and
reaction to an Tell / retell associations graphic
O
grade level Interpret particular kind Write a one- read books for
event or issue. familiar stories (analogy) organizers to texts with charts. of sentence paragraph various
by using show the intonation, for a specific essay on a purposes such
8
appropriate sequence of expression. purpose particular as for learning
gestures and events in a text -making topic. or for
expressions in read requests pleasure.
complete (Story)
sentence.
PY
9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- EN4G-IIIi-9 EN4WC-IIIi- EN4A-IIIi-8
F
LC OL V RC SS WC
Oral G A
Fluency
Give ones 6 Use word Read grade 9 Use a 9 Browse and
reaction to an
DRelate ones classifications level texts Interpret particular kind Write a one- read books for
event or issue. own correctly with graphs. of sentence paragraph various
experiences intonation and for a specific essay on a purposes such
and ideas expression. purpose particular topic as for learning
related to the -asking or for
topic using a permission pleasure.
variety of
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words with
proper
phrasing.
E
FOURTH QUARTER
xv
LC
Listening
OL
V
Vocabulary
RC
Reading
D F
Oral
SS
G
WC
Writing VC A
Week Oral Study
Comprehensio Developme Comprehensio Reading Grammar Compositio Viewing Attitude
Language Strategy
n nt n Fluency n
EN4LC-IVa-1 EN4OL- EN4V-IVa-1 EN4RC-IVa-1 EN4F-IVa-1 EN4SS-IVa- EN4G-IVa- EN4WC- EN4VC-IVa- EN4A-IVa-
Distinguish fact IVa-1 Use Distinguish fact Read aloud 1 1 IVa-1 1 1
from opinion State a fact knowledge of from opinion
C
grade four Take note of Identify Write Identify Express
and context clues level texts relevant prepositions sentences visual interest in
opinion to find the with accuracy information in sentences expressing elements different
1
meaning of
unfamiliar 100%
O
rate of 95 to from a given
text
fact and
opinion
used in a
print/non
texts by
reading
words print available
-synonyms materials print
materials
EN4LC-IVb-2 EN4OL- EN4V-IVb-2 EN4RC-IVb-2 EN4F-IVb-2 EN4G-IVb- EN4WC- EN4VC-IVb- EN4A-IVb-
Tell whether an IVb-2 Use Interpret Read aloud 2 IVb-2 2 2
action or event Express knowledge of direction in grade four Use Write 3-4 Identify the Expess
PY
is reality or whether an context clues authentic texts level texts prepositions sentences in visual interest in
2
fantasy action or to find the i.e., with accuracy nn giving elements text by
event is meaning of medical rate of 95 to sentences directions used in a reading
reality or unfamiliar prescriptions 100% -to and from print/non available
fantasy words print print
LC V RC F WC
OL SS
Listening Vocabulary Reading Oral G Writing VC A
Week Oral Study
Language Strategy
n nt n Fluency n
-antonyms materials materials
EN4LC-IVc-3 EN4OL- EN4V-IVc-3 EN4RC-IVc-3 EN4F-IVc-3 EN4SS-IVc- EN4G-IVc- EN4WC- EN4VC-IVc- EN4A-IVc-
Evaluate the IVc-3 Identify the Distiguish reality Read aloud 2 3 IVc-3 3 3
likelihood that State if a meaning of from fantasy in grade four Use a Use Write 3-4 Make Express
3
story/event
could really
D
story could
really
words with
multiple
stories read level texts
with
glossary get
meaning of
prepositions
in sentences
sentences
using
connection
between
interest in
text by
happen happen meaning accuracy rate words -among and among and information reading
of 95 to between between viewed and available
100% personal print
experiences materials
EN4LC-IVd-4 EN4OL- EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- EN4G-IVd- EN4WC- EN4VC-IVd- EN4A-IVd-
Give conclusion IVd-4 Identify Give conclusion Read grade 3 4 IVd-4 4 4
EP
to realistic State meaning of to humorous or level texts Use the index Use Write 3-4 Make Express
fiction listened conclusion words with cumulative with 118 to locate prepositions sentences connection interest in
4 to to realistic prefixes poem read words information in, on, showing between text by
fiction
E
Un,in,im,dis,
mis and re
correctly per
minute
under and
above in
conclusion
of a given
information
viewed and
reading
available
sentences topic or personal print
xvi
situation experiences materials
EN4LC-IVe-5 EN4OL- EN4V-IVe-5 EN4RC-IVe-5
D EN4F-IVe-5 EN4SS-IVe- EN4G-IVe- EN4WC- EN4VC-IVe- EN4A-IVe-
Give conclusion IVe-5 Identify Give conclusion Read grade 4 5 IVe-5 5 5
to humorous or State meaning of to humorous or level texts Use almanac Use Write 3-4 Explain how Express
cumulative conclusion word with cumulative with 118 to get prepositional sentences specific interest in
poem listened to to suffixes ful poem read words information phrases in showing aspects of a text by
5
humorous
or
and less
minute
C
correctly per sentences conclusion text
illustrations
reading
available
cumulative contribute to print
poem Read aloud a wht ia materials
heard
O
cumulative conveyed by
poem the words in
a text
EN4LC-IVf-6 EN4OL- EN4V-IVf-6 EN4RC-IVf-6 EN4F-IVf-6 EN4SS-IVf- EN4G-IVf- EN4WC- EN4VC-IVf- EN4A-IVf-
Distinguish fact IVf-6 Identify Distinguish fact Read grade 5 6 IVf-6 6 6
from opinion in State facts meaning of from opinion level texts Interpret bar Use simple Write 3-4 Explain how Express
6
a narrative or opinion words with from a narrative with 118 and line sentence sentences specific interest in
in a suffixes er words graph -simple expressing aspects of a text by
PY
narrative and or correctly per subject and opinion text reading
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
minute predicate illustarions available
D contribute to print
what is materials
conveyed by
the words in
a text
EN4LC-IVg-7 EN4OL- EN4V-IVg-7 EN4RC-IVg-7 EN4F-IVg-7 EN4SS-IVg- EN4G-IVg- EN4WC- EN4VC-IVg- EN4A-IVg-
Distinguish fact IVg-7 Identify Distinguish Read grade 6 7 IVg-7 7 7
EP
from opinion in Express meaning of between fact or level texts Use the Use simple Write 5-6 Explain how Express
an informational fact or words with opinion in an with 118 encyclopedia sentences sentence specific interest in
text opinion in prefixes de informational words to get with paragraph aspects of a text by
an and dis text correctly per information compound about a text reading
7
information
E minute subject and given topic illustarions available
al text simple contribute to print
predicate in what is materials
xvii
D giving fact
and opinion
conveyed by
the words in
a text
EN4LC-IVh-8 EN4OL- EN4V-IVh-8 EN4RC-IVh-8 EN4F-IVh-8 EN4SS-IVh- EN4G-IVh- EN4WC- EN4VC-IVh- EN4A-IVh-
Distinguish fact IVh-8 Identify Distinguish Read grade 7 8 IVh-8 8 8
from opinion in
a narrative text
Express
fact or
meaning of
words with
between fact or
opinion in a with 118
C
level texts Use
strategies in
Use simple
sentences
Write 5-6
sentence
Explain how
specific
Express
interest in
opinion in a suffixes ly narrative text words takin`g test with simple paragraph aspects of a text by
narrative and y correctly per subject and about given text reading
8
text minute
O compound
predicate in
topic or idea illustarions
contribute to
available
print
giving what is materials
suggesting conveyed by
solutions to the words in
problems a text
EN4LC-IVi-9 EN4OL- EN4V-IVi-9 EN4RC-IVi-9 EN4F-IVi-9 EN4SS-IVi- EN4G-IVi- EN4WC- EN4VC-IVi- EN4A-IVi-9
Distinguish IVi-9 Identify Distinguish Read grade 8 9 IVi-9 9 Express
PY
between fact or Express meaning of between fact or level texts Follow steps Use Write 5-6 Explain how interest in
9 opinion in a fact or words with opinion in a with 118 in a process compound sentence specific text by
informational opinion in suffixes able informational words sentences in paragraph aspects of a reading
text an and ible text correctly per comparing about given text available
information minute contrasting topic or idea illustarions print
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
al text persons/ani contribute to materials
mals/places/ what is
object/event conveyed by
s/ideas the words in
a text
D
EP
E
xviii
D
C
O
PY
CODE BOOK LEGEND
Sample: EN4G-If-2.5
D
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
EP
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
E Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
xix
Component/ Topic
Oral Language OL
D - Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
Lowercase Letter/s
C Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
O
-
Study Strategies SS
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency 2.5
appropriate grammatical
structures Writing and Composition WC
PY
QUARTER 4
TABLE OF SPECIFICATION
PRE-ASSESSMENT
Domain Competencies Item No. of

Placement Items
1. Distinguish fact from 1 1
opinion
2. Tell whether an 2 1
action or event is a
reality or fantasy
3. Evaluate the 3 1
likelihood that a story
PY
LC or event could really
happen
4. Give conclusion to 4 1
realistic fiction
O
5. Give conclusion 5 1
to humorous or
cumulative poem
heard
C
6. Distinguish between 6 2
fact or opinion in a
narrative text 7
D
RC
fact or opinion in an 9
E
informational text
8. Use context clues 10 1
to find meaning of
EP
unfamiliar words
(synonyms)
9. Use context clues 11 1
to find meaning of
unfamiliar words
D
V (antonyms)
10. Identify meaning 12 1
of words with multiple
meaning
of words with prefixes
(un-, in-, mis-, re-, de-, 14
dis-)
327
Placement Items
of words with suffixes 16
V
(-ful, -less, -er, -or, -ly, 17
-y, -able, ible) 18
13. Interpret medical 19 1
prescriptions
14. Take down relevant 20 1
information
15. Use glossary to get 21 1
meaning of words
PY
16. Use index to locate 22 1
information
17. Use almanac to get 23 1
SS
information
O
18. Interpret bar and 24 1
line graphs
19. Use encyclopedia 25 1
C
to get information
20. Use strategies in 26 1
test taking
21. Use steps in a 27 1
D
process
E
EP
D
328
Placement Items
22. Identify 28 1
prepositions in
sentences
23. Use preposition in 29 3
sentences (to, from, 30
among, between, in, 31
on, under, above)
24. Use prepositional 32 1
phrases in sentences
25. Use simple 33 1
PY
G sentence (simple
subject + simple
predicate)
26. Use simple 34 1
sentence (compound
O
subject + simple
predicate)
27. Use simple 35 1
C
sentence (simple
subject + compound
predicate)
D
28. Use compound 36 1
G
sentence
29. Decode words with 37 2
E
WR ei/ie, ue/oo and silent 38

letter
EP
30. Write 5-6 sentence 39 2

WC paragraph 40
D
329
QUARTER 4
PRE-ASSESSMENT
Listen well as your teacher reads a story. Then answer the questions that follow.
The Sleeping Beauty

Adapted
In a place many years ago, the most beautiful princess was born to king and
queen. They named her Rosamond and gave a great party during her baptism.
All the wise women were invited except the thirteenth wise woman.
On the day of the party, the thirteenth wise came. She was so angry for she
did not have a golden plate. She left the palace hurriedly and said, Rosamond will
PY
not die of hurting her finger with a spindle but she will sleep for a hundred years
instead.
The king ordered his servants to burn all the spindles in the palace.
O
Rosamond grew up and become the loveliest princess in the kingdom. On
her fifteenth birthday, she went around the palace. She entered in one of the rooms
and saw a woman with spindle. She borrowed the spindle and was wounded.
C
Immediately she fell into a deep sleep. All people in the kingdom went asleep too,
including the animals.
After a hundred years, a handsome young prince came to the palace. He

D
was suprised of the thick vines that covered the palace. He went inside and saw
the lovely sleeping princess. For him, she was the most beautiful princess he ever
saw. He fell in love with an instant. He knelt down and kissed her.
E
The princess woke up. All the people and animals woke up, too.
EP
Answer each question with one of the given choices. Choose the letter of the correct
answer.
D
1. Which of the following sentences expresses an opinion?
a. The king and the queen had a daughter named Rosamond.

b. They gave a great party during her baptism.
c. The king ordered the servants to burn all the spindles.
d. The prince thinks Rosamond is the most beautiful princess he ever saw.
2. Identify which sentence is a fantasy.
a. The king and queen were very happy when Rosamond was born.
b. There were many visitors during her baptism.
c. On her fifteenth birthday, she went around the palace.
d. She slept for more than a hundred years.
330
3. Which of the following situations is likely to happen in real life?
a. A beautiful princess was born to a king and queen.
b. Rosamond fell asleep the moment she hurt her finger with the spindle.
c. All the people in the kingdom fell asleep including all the animals.
d. The princess slept for more than a hundred years.
Listen well as your teacher reads a story. Answer the question that follows.
The Rebellious Ant

by Pedro Pablo Sacristan
Adapted form freestorieskids.com
Once upon a time, there was an ant that was fed up with being
PY
an ant. She was tired of having to wait long and hated having to do just
exactly what everyone else does.
She wanted to be like the ladybirds and the beetles, and live a free
and unworried life.
O
The ant tried hard to make her dream a reality, and then finally,
one windy day, she grabbed a big leaf that came flying past, and up they
both went, higher and higher.
C
When she was so high up that she could no longer make out the
insects on the ground, she couldnt believe what came into view. Raised
D
up from out of the surrounding plants was the magnificent anthill, which
was visible from afar.
E
There was no sign of any beetle or ladybird nests, nor anything

else made by other insects. There was only the anthill. With this sight,
she realized the things she hate which made the ants build something
EP
much bigger than any other insect could.

4. If you were to give a conclusion to the story, what would it be?
a. The ant felt very proud of being an ant because ants work together and
D
follow rules that enable them to build something much greater.

b. The ant would continue to pursue her dreams of doing different from the
usual and fly high like ladybirds.
c. The ant would be like the ladybirds and the beetles, and live a free and
unworried life.
d. There was no sign of any beetle or ladybird nests; or anything else
made by other insects so the ant would make one.
331
Study the poem.
Doggy Heaven
All doggies go to heaven (or so Ive been told).

They run and play along the streets of Gold.
Why is heaven such a doggie-delight?
Why, because theres not a single cat in sight!
5. Based on the poem, what conclusion can you give?

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

__________________________________________________________.
7. Which of the sentences is an opinion?

a. The unicorn promised that he would watch over her.
b. He told her to close her eyes.
c. All around the forest there were butterflies of all colors.
d. His long mane was orange like the sunset.
Read the selection. Then answer the questions that follow.
Oceans and lakes have a great deal in common, but they are also
PY
quite different. They are both bodies of water. That being said,
oceans are very large bodies of salt water, while lakes are much
smaller and are fresh water. Lakes are usually surrounded by land,
while oceans are surrounded by continents. Both have plants and
animals in them. The ocean is home to the largest animals on the
O
planet, whereas lakes support much smaller forms of life. When
it is time for a vacation, both will make a great place to visit and
enjoy.
C Source:http://patternbasedwriting.com/elementary
_writing_success/paragraph-examples/
D
E
__________________________________________________________.

EP
a. They are both bodies of water.

b. Lakes are usually surrounded by land, while oceans are what surround
continents.
c. Both have plants and animals living in them.
D
d. When it is time for a vacation, both are great places to visit and enjoy.
Study the sentence then answer the questions.
Study the sentences then answer the questions.

If your plan fails, we have to find someone who can devise a better one.
10. What does devise mean ________?

a. make c. dislike
b. copy d. go against
333
The new girls started school this week.
Beth has a gregarious personality.
Jenna is rather quiet.
11. What is the opposite meaning of gregarious?

a. shy c. outgoing
b. happy d. afraid
The suspects were brought to the police station.
PY
12. Which is the correct meaning of station from the given meanings below?
Station (n)
O
a. place where bus or train stops
b. a building for a definite purpose
c. a social position
C
d. a place where someone does his work
13. If rewrite means to write again, what does retell mean?

D
a. tell again c. read again
b. said again d. do it again
E
Study the sentences.

EP
People around Albert Einstein could not make sense of what he

had in his mind. He was always misunderstood.
D
14. Which of the underlined words has a prefix? Write the word in the box.
Copy its meaning which is also found in the sentence.
___________________________________________
15. The potato chips I bought had no taste. They were _______________.
a. tasteless b. delicious c. nutritious d. useless
334
My sister bought a small television set payable in six months.
She chose a small TV so that it can be transportable wherever she likes.
16. It could be understood that the suffix -able means ___________ .

a. action or process c. pertaining to
b. capable of something d. quality
Study the table.
Root Meaning Suffix Word with Suffix Meaning

Word
instruct to teach -or instructor one who teaches
PY
glad happy -ly gladly manner of being happy
color paint -ful colorful many color
17. What do suffixes do to words?
O
a. change the meaning of the words
b. add beauty to the words
c. do nothing to the word
d. give meaning to the words
C
18. You are asked to construct sentences using words with suffixes. The topic
is about community helpers. Which of the following sentences will
D
you include?
a. A teacher helps the community by teaching.

E
b. Uncle Bert sweeps the street everyday.

c. The nurse helps take care of the sick.
d. They help one another.
EP
Study the medical prescription below and answer the question that follows
For Veda Simmonds

24 Anystreet
D
current date
Tylenol #3
Sig 1 or 2 tablets every 6 hours
if needed for pain
Mitte 30 tablets
Dr. N. Wong Assume physicians

Signature is original
335
19. How often should Veda take the medicine?
a. every four hours c. every six hours
b. three times a day d. once a day
20. In what form is the medicine being prescribed?

a. liquid c. gel
b. tablet d. capsule
Study the entry words taken from a glossary. Then answer the question.
fax (`faks) n. Facsimile; a machine used to send or receive

facsimile communication
fierce (`firs) adj. Violently hostile or aggressive in temperament,
PY
given to fighting or killing
fossil (`fa-sal) n. Remnants; traces or remains of organisms in

the past
O
glisten (`gli-sn) v. To give off sparkling reaction

a. fax
C
21. What term refers to the remains of the past?
c. fierce
b. fossil d. glisten
Study the index below.

E D
INDEX
Adjectives, 149
EP
comparison, 155-164
making description, 147-153
order of adjectives, 149-150
Poems
D
A Boys Dream, 145

Everyday Sounds, 165
22. In what page can you find the poem about dreams?
a. page 149 c. page 145
b. page 147 d. page 165
336
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 482 141 25 648
Liberia 322 674 382 1378
Nigeria 13 1 3 17
Sierra Leone 935 37 54 1026
PY
Totals 1752 853 464 3069
O
23. How many confirmed cases of EBOLA virus are there in Nigeria?
a. 935 b. 13 C c. 322 d. 482
Study the graph.

E D
EP
D
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.
PY
25. Which of the following topics/subjects are found in Volume 8?
a. Pacific Ocean c. Southern Ocean
b. Indian Ocean d. Atlantic Ocean
O
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
___________________________________________________________.
C
Study the illustration in making a pinwheel then answer the question.
E D
EP
D
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.
PY

O
b.
C
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.
D
E

EP

c. Do this with all four sections.
D


d.
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.
PY
O
C
30. Where is the cap placed?
D
a. under the mirror c. above the mirror
b. beside the mirror d. below the mirror
E
EP
D
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.
PY
b. The shoes are under the study table.
c. The books are beside the study table.
d. The stool is under the study table.
O
33. Why is the sentence a simple sentence?
C
The lampshade lights the room.
It is a simple sentence because ________________________________

_________________________________________________________.
D
E
The books and the jewelry box are on the study table.
EP
It is a simple sentence because ________________________________

_________________________________________________________.
35. Write a simple sentence with a compound predicate about the picture.
D
________________________________________________________
341
36. Write a compound sentence about the picture.
____________________________________________________
PY
37. Read the set of words. Supply a word that has the same sound. Write a
sentence about it.
true clue glue
O
_____________________________________________________
C
38. The following words have silent letter/s. Give a word with a silent letter/s.
Write a sentence about it.
knife write comb

D
_____________________________________________________
E
39-40. What is your favorite toy. Write a 5-6 sentence-paragraph about it.
EP
D
_______________________________________________________
_______________________________________________________
_______________________________________________________
342
QUARTER 4: PRE-ASSESSMENT KEY TO CORRECTION
1. d 11. a 21. b 31. c

2. d 12. d 22. c 32. b
3. a 13. a 23. b 33. It has a simple
subject and a simple
predicate.
4. b 14. misunderstood, 24. b 34. It has a
sentences may compound subject
vary and a simple predicate.
5. c 15. a 25. a 35. Answers may vary
6. Answers may vary 16. b 26. Answers may 36. Answers may vary
vary
PY
7. d 17. a 27. c 37. Answers may vary
8. Answers may vary 18. a 28. a 38. Answers may vary
9. d 19. c 29. c 39. Answers may vary
O
10. a 20. b 30. c 40. Answers may vary
C
E D
EP
D
343
Quarter 4 Just for Fun
Week 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
PY
State fact and opinion from a narrative
Vocabulary Development
Use context clues to predict meaning of unfamiliar words - synonyms
Reading Comprehension
O
Distinguish facts from opinion
Study Strategy

C
Take down relevant information from a given text
Grammar
Identify prepositions in sentences
D
Writing
Write sentences expressing fact or opinion
E
II. Subject Matter
A. Topics
EP
1. Fact or Opinion
2. Context Clues to Find Meaning of Unfamiliar Words
3. Synonyms
4. Taking Down Relevant Information
5. Prepositions
D
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
II. Subject Matter

A. Selection
How the Little Kite Learned to Fly
B. Reference
Reading Wonders IV
C. Materials
chart
PY
graphic organizer
pictures
III. Learning Activities

A. Oral Practice
Recitation of tongue twister
O
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?
C
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?
D
B. Pre-Listening Activities
1. Unlocking of Difficulty
E
tranquil
EP
Ask: How would you describe the sea if the wind is not blowing?
D
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?
PY
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.
O
C
afraid
E D
EP
Possible answers (frightened, scared, etc)
Ask: What are the things that you are afraid to do?
D
2. Motive Question
What is the little kite afraid of doing?
C. During Listening
Say: Im 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
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, Im afraid Ill fall.
The big kite nodded: Ah, well, goodbye;
Im off, and he rose toward the tranquil sky.
Then the little kites paper stirred at the sight,

And trembling he shook himself free for flight.
First whirling and frightened, then braver grown,
PY
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;
O
While far below he could see the ground,
And the boys like small spots moving around.
They rested high in the quiet air,
C
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.
D
-Adapted
Veronica V. Gianan et. al
E
D. Post Listening
1. Answering of the Motive Question
EP
2. Reading of the poem.
Day 2
D
I. Objective
II. Subject Matter

A. Selection
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 Kite
Before After
PY
Group 2
Answer the question below.
If You were Chart
O
If you were the little kite, would you follow the
advice of the bigger kite? Why?
_______________________________________
C
_______________________________________

Group 3
D
Acting out
1. Before flying , how did the kite feel?
2. How did he feel when he sailed with the big kites?
E
3. How did he feel when he was able to fly up the clouds?
Group 4 & 5
EP
Kite of Bravery
D
Was there a time in your life when you were like the kite; afraid at first
but became brave afterwards? Share your experience using the guide
below. 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: Lets 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
PY
first but became brave afterwards? Share your experience.
Say: Lets listen to the work of Groups 4 and 5
O
Day 3
I. Objectives
C
Distinguish between fact and opinion
Identify prepositions in sentences
II. Subject Matter

A. Topics
D
1. Fact or Opinion
2. Prepositions
E
B. Reference
Reading Wonders
EP

Listening/Reading Comprehension

1. Presentation
Say: Listen as I read the following lines from the poem How the Little Kite
D
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, Im afraid Ill 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
PY
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?
O
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, Im afraid Ill fall.
C
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?
D
3. Generalization
Say: How can you distinguish fact from opinion?
E
EP
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 persons
feelings. Clue words like think, believe, feel, probably, or
seems signal an opinion.
D
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 It
Grammar
1. Presentation/Introduction
PY
Let us read the short story below.
O
C
E D
EP
Tessie and the Kittens

D
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
PY
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.
O
Teaching Points
Prepositions are words that show location of persons or things.
C
Examples: in, at, around, over, behind, by, along, inside, out-
side, near and others.
Some prepositions also show time relationships.

D
Examples: before, after, for, from, during, through, and until.
E
1. Guided Practice
Choose the preposition in each sentence.
Refer to LM, Try and Learn
EP
Underline the correct preposition in each sentence.
D
Day 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 cards

A. Motivation
(Using picture of Girl Scout and Boy Scout)
PY

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
O
Girl Scouts.
Lets find out: Why did the Girl Scouts conduct this activity?
C
B. Presentation
Read the paragraph and answer the comprehension questions.
Refer to LM, Read and Learn and Talk About It
D
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.
E
Discuss the answer for each underlined word.

EP
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?
D
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.
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.
Day 5
I. Objective
Take down relevant information
II. Subject Matter

A. Topic
Taking down notes
PY
B. Reference
Skill Builders for Efficient Reading English in Grade IV
C. Materials
O
pictures
chart C
Taking down Notes
A. Introduction
Refer to LM, Think and Tell
D
B. Modelling/Teaching
Say: When preparing to write a report, the notes you take while listening
E
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.
EP
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.
D
354
At the Zoo
There are animals at the zoo

There are birds of all kinds, too.
Theres an ostrich, theres an eagle

Theres an ugly crooked camel.
There are monkeys loud and crazy,

There are birds fat and lazy.
Theres a lion, theres a giraffe

His long neck makes you laugh,
PY
Theres an elephant with a long nose
That looks like a hose.
There are animals short and tall,

There are birds big and small.
O
Say: Using the notes you have taken down, answer the following orally.
C
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?.
D
Teaching Chart
E
Taking notes helps you remember the most important points.

When taking notes remember the following:
EP
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
D
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.
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.
PY
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.
O
1. What is the title of one of the most popular Bicolano folk songs?
_______________________________________________
C
2. Who is the composer of the song?
_______________________________________________
3. What was Gregorio asked to do before he was accepted in the Philippine
D
Constabulary Band?
_______________________________________________
4. What musical instrument did Gregorio use when he played the song
E
Sarung Banggi?
_______________________________________________
EP
5. What does Sarung Banggi mean?

_______________________________________________
Week 2 Sharing is Fun

D
I. Objectives
Admire the bunny for being generous in sharing his blessings to others
B. Instructional Objective
Distinguish between fantasy and reality

Oral Language
Express whether an action or event is a reality or fantasy
356
Use context clues to find the meaning of unfamiliar words
- Antonyms
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
PY
Write three to four sentences in giving directions
Il. Subject Matter
A. Topics
O
1. The Poor Bunnys Magic Present
2. Fantasy and Reality
3. Medical Prescriptions
4. Antonyms
5. Prepositions to and from
C
6. Giving Directions
B. Materials
D
chart
organizer
E
pictures
C. References
EP
http://freestoriesforkids.com/
English for You and Me IV (Reading)
www.google.com.ph/search?q=medical+prescription
www.elementary.ph
D
Day 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
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 of
the road. If one is annoyed, he is __________.
a. angry b. happy c. excited
2. Marilyn bought a bouquet of flowers for her mothers birthday.

Which of the pictures is a bouquet of flowers?
PY
a. b. c.
O
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 __________.
C
a. seasonal rain b. typhoon c. long dry season
4. Houdini, the wizard, performed wonderful magical tricks in front of

D
the audience.
a. actor b. magician c. singer
E
2. Motivation
Ask: If you meet a wizard, what would you like him to give you?
EP
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.
D
358
C. During Listening
Read the story. At indicated points, ask the children what they think will
happen next in the story
The Poor Bunnys Magic Present

by Pedro Pablo Sacristn
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?)
PY
The wizard offered the bunny a bag filled with little bouquets of
flowers.
They are magical, and theyre even more magical if you know
O
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.
C
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?)
D
The bunny had nothing except his bouquets, and since they
were magical, he was unwilling to give them to the sheep. But he
E
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
EP
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
D
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 bunnys 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, Didnt
I tell you that if you used them well theyd be even more magical?
Well, go outside and see what youve 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.
PY
www.freestoriesforkids.com
D. Post Listening
O
Answering of the Motive Question
Day 2
C
Listening Comprehension/Oral Language
D
I. Objectives
1. Admire the bunny for being generous in sharing his blessings with
E
others
2. Distinguish between fantasy and reality
3. State whether an action or event is a reality or fantasy
EP
II. Learning Activities
A. Post Listening Activities

Revisit of the Motive Question
D
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 Bunnys parents, what would you feel? Make a short
skit showing the bunnys 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
PY
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.
O
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?
C
Listening Comprehension/Oral Language
A. Introduction/Presentation
D
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.
E
1. The wizard offered the bunny a bag filled with little magical bouquets of
flowers. (Fantasy)
EP
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)
D
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.
PY
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.
O
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.
C
Read the paragraph below carefully. Group the underlined sentences into
reality and fantasy in the chart. Refer to LM, Do and Learn
D
E. Writing
Interview your grandparents or any older member of your family. Ask them
E
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 It
EP
Day 3
Reading Comprehension/Study Strategy

D
I. Objectives
Interpret messages of the different authentic texts like
Take down relevant information
Write three to four sentences in giving direction

A. Introduction
Say: Do you still remember the story The Poor Bunnys 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. Lets 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 days
PY
What Bunny gave is called a prescription.
1. What medicine was prescribed?
2. For how long will the squirrels 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?
O
5. If the squirrel follows the instructions written on the prescription, what
will happen to his son? C

Teaching Chart
In interpreting direction of authentic texts, do the following:

D
Read and understand the directions carefully.
Take note of the important words.
E
D. Guided Practice
Below is an example of a pancake recipe. Study it well then answer the
EP
questions that follow.

Read the directions inside the box. Then answer the questions beside it.
D

F. Writing
Using the given map, write directions in going to three different places.
363
Day 4
Grammar
I. Objective
Use prepositions to and from
II. Subject Matter

A. Topic
Using the Prepositions to and from
B. Reference
freestroriesforkids.com
C. Material
PY
chart

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.
O
Ask:
1. To whom did the wizard give his magic bag?
2.
3.
C
To whom did the squirrel tell his problem?
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?
D
Expected answers:
1. The wizard gave his magic bag to the bunny.
2. Squirrel told his problem to the bunny.
E
3. Many animals went to the forest to look for food.

4. Bunny got the bouquet of flowers from the magic bag.
EP
5. The Bunny learned the value of generosity from his parents.
The teacher writes the expected answers and underlines the words to and from.
Teaching Chart
D
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
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 Learn
Day 5
I. Objective
Use context clues to find meaning of unfamiliar words - Antonyms
PY
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 persons manner reveals his personality so you must develop good
O
habits.
3. Mr. Enriquez is a hardworking man. He was given the Most Industrious
Employee Award last month.
C
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?
D
renowned?
What do we call each pair of words?
What are synonyms?
E
B. Presentation
Say: Let us try to remember some of the events that happened in the story
EP
The Poor Bunnys 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
D
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
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 Learn
Week 3
Kite Flying is Fun
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
PY
Evaluate the likelihood that a story can really happen
O
Oral Language
State if a story could really happen

C
Identify meaning of unfamiliar words with multiple meanings
D
Distinguish if a story could really happen
Study Strategy
E
Use the glossary to find meaning of words
Grammar
EP
Use the prepositions among and between
Writing Composition
Write three to four sentences using among and between in sentences
D
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 countries
Day 1
I. Objectives
PY
Show respect for the customs of different countries in kite flying
O
A. Oral Practice (Everyday)
Flying Popcorn
C
A piece of popcorn
escaped from the pan
and flew across the kitchen
D
like Superman.
It ping-ponged back and forth

E
between the oven and the freezer.

Then it shot up to the ceiling
like a daredevil trapeezer.
EP
I tried and tried to catch it

but it never missed a trick.
So finally I gave up
and ate a licorice stick.
D
http://www.angelfire.com/md/byme/pocket/popcorn.html
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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
PY
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.
O
C
D

Ask: What do we call this object? When do we usually use a lantern?

E
battle
victory
Show a strip of paper with the following sentences.
EP
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.
D
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 Im going to read to you a short selection entitled Kite Flying
Lets 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.
PY
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?
O

Here in the Philippines, kites are shaped like
pretty butterflies.
C
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
D
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
E
away.
One day, a Korean general set a lantern upon a

EP
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?

D
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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 battle
and thanked the dragon-shaped kite which had brought
them victory.
Kites also played important role in China. In

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.

My English Workbook 4
by Alexes Anne F. Cruz
PY
D. Post Listening
Answering of the Motive Question
Day 2
O
C
I. Objectives
D
Show respect to the customs of different countries on kite flying

E
A. Post Listening
1. Revisit the Motive Question
2. Engagement Activities
EP
Group 1
What does kite flying symbolize in Japan?

In Japan, kite flying symbolizes
______________________
D
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 _________________________________________________
___________________________________________________.
PY

3. Discussion Question
a. What does kite flying symbolize in Japan? Do you agree with the Japanese?
Why?
O
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.
C
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?
D
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?
E
Say: Let us listen to Group 4

EP
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?
D
Day 3
I. Objectives
Evaluate the likelihood that a story/event could really happen

Explain if a story/event could really happen
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.
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?
PY
Teaching Tip
Some events in the stories are likely to happen in real life.
C. Guided Practice
O
Listen as I read again some of the details from the selection Kite Flying.
C
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.
D
2. Every man, woman, boy, or girl flies kites in Korea. Children write
their names on the kites on January 14 of each year.
E
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
EP
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.
D
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).
Read the following short stories carefully and evaluate if they can happen
in real life. Refer to LM, Do and Learn
372
Day 4
I. Objectives
Identify meaning of words with multiple meanings
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.
PY
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.
O
star
a) heavenly body of burning gases that can be seen in the
sky
C
b) a figure with ten sides
c) an outstanding talented performer
sign
D
a) to affix signature
b) symbol used in a mathematical operation
c) an event or action which shows that something else will
E
happen
EP
Ask: How were you able to choose the correct meaning?

What did you consider to get the correct meaning?
Teaching Chart
D
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.
373
Exercise 2
Give the meaning of the underlined word in each sentence. Choose the
letter of the correct answer from the list.
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 More
Day 5
Grammar
PY
I. Objective
Use the prepositions among and between in sentences

Use the glossary to get meaning of words
O
A. Presentation
C
Say: Let us look at the pictures and read the sentences that follow them.
Refer to LM, Find Out and Learn
Ask: What are the underlined words?
D
(among/between)
They are examples of prepositions.
E
Look at the encircled words that come after them. What part of speech are they?
Noun/Pronoun
EP
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.
D
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.
PY
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. Written Practice Refer to LM

Make your own sentence using the guide words and the suggested
O
preposition
Example: The money- among - group members.
Refer to LM, Write About It
C
Study Skill
A. Presentation
Say: Let us study the glossary below.
D
B. Teaching/ Modelling
Ask: In which part of the book can we find a glossary? (At the back of the book.)
E
What information does it contain? (It contains words used in the

books with their meanings.)
EP
How are the words listed? (Alphabetically)

What is another name for a glossary? (Small dictionary)
Teaching Chart
D
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.
Read the article and look for the meaning of the underlined words in the
glossary.
375
Quarter 4
Week 4: Fun with Tubby
I. Objectives
A. Expressive
Understand the importance of early bedtime for a child.
Understand the grandfathers clever way of solving the problem.
B. Instructional Objectives
Listening Comprehension / Reading Comprehension

Give conclusions to realistic fiction heard
Oral Language
PY
Provide conclusions to realistic fiction heard
Identify meaning of words with prefixes un-, in-, im-, dis-, mis- and re-
O
Oral Reading Fluency
Read aloud realistic fiction
Study Strategy

C
Use index to locate information
Grammar
Use prepositions in, on, under, and above in sentences
D
Writing Composition
Write three to four sentences showing the conclusion about the
E
topic presented
Attitude towards Literacy, Literature and Language

EP
Express interest in the text by reading available print materials
II. Subject Matter
A. Topics
D
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
PY
Mrs. Cat, Im bringing back your kitten
Im completely done with baby sittin
She cried all day
Not worth the pay
And, I am so sorry, I couldnt find her mitten
O
Day 1
C
I. Objective
D
1. To understand the importance of early bedtime for a child
2. To understand the grandfathers clever way of solving the problem
3. Give conclusions to a narrative heard
E

EP
A. Pre-Listening Activities
1. Unlocking of difficult words

(belly, pot bellied cat, sprawled out, pushed over)
belly
D
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
PY
Tubby, the Pot Bellied Cat
by Pedro Pablo Sacristan
Adapted by Michelle Mercado
O
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 didnt know what
C
to do. That was, until one weekend when they were visiting Andys
grandparents.
Grandpa Peter heard all about it and said: This sounds like a job
D
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 wasnt much
E
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

EP
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 Andys

father, I really think hes starting to lose it. Andys father is quite
D
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?
PY
Answering of Motive Question
Ask: 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?
O
(Possible answers: He wanted to sleep on his bed comfortably.
He wanted to be in bed before Tubby.)
C
Day 2
D
I. Objectives
1. Understand the importance of early bedtime for a child

E
2. Understand the grandfathers clever way of solving the problem

3. Provide conclusions to the story heard
4. Write three to four sentences giving conclusion for the story
EP
A. Phonics Drill
Reading words with ir- controlled vowels
D
-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 chirp
third birth
gird the shirt
flirt 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)
PY
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
O
leader.
Say: Leaders please come forward and pick an envelope.
Inside the envelope is the task that you are going to do. Do the
C
task with your group cooperatively and silently.
Please do this in 5 minutes.

D
Group 1
Draw the characters in the story and label each.
E
Group 2
Act out how the parents of Andy convinced him to sleep on time.
EP
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:
D
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 Andys 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?
PY
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?
O
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?
C
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
D
should go to bed early?
E
Day 3
EP
I. Objectives
Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re-
Interpret chart
D
(Everyday Activity Somebody will recite the limerick.)

Mrs. Cat, Im bringing back your kitten
Im completely done with baby sittin
She cried all day
Not worth the pay
And, I am so sorry, I couldnt 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. Andys 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
PY
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?
O
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?
C
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
D
the word.)
Charting Technique
E
Word Root Word Syllables Meaning of Meaning of the

EP
added before the syllable word based on

the root word the sentence
given
inattentive attentive in not not attentive
impossible possible im not not possible
D
unbelievable believable un not not believable

misunderstood understood mis not not understood
replaced placed re again placed again
C. Guided Practice Refer to LM, Read and Learn

More Guided Practice Refer to LM, Find Out and Learn
D. 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
PY
I. Objective
Use the prepositions in, on, under, and above in sentences
O
Present the following sentences with illustrations.
C
1. Presentation
E D
a. Andys family loaded the cat in the car.

EP
D
b. Andy was surprised when he saw Tubby in his room.
383
c. Tubby slept on Andys bed.

d. Andy understood that when he wants to sleep on his bed, he would

get into it before Tubby could.
PY
O
e. Andy put his cap on the hook above the mirror.
C
D
f. After a few days, Tubby started sleeping under Andys bed.
E
Let the pupils read each sentence. Then ask the following questions:
What do the underlined words show?
EP
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?
D
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.
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.
PY
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?
O
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?
C
Activity 3
B. Work in Groups
D
Each group will be given a picture. They will write three to five sentences
about the picture using prepositions learned. (Note: The output does
E
not need to observe mechanics in writing a paragraph.)

EP
D
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
PY
Pot Bellied Cat.
ll. Learning Activities
1. Review
O
Ask: What are some of the prepositions we have studied?
2. Introduction
C
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.
E D

EP
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
Say: Describe each picture. Write your answers on the board.

(Expected Answers: Andy is the boy who does not like to sleep early.
Tubby the pot bellied cat sleeps on his bed. Andy hurriedly goes upstairs
when he is about to sleep. He cannot push Tubby out of his bed so
Andy sleeps on a small corner of his bed.)
Ask: What conclusion can you give for the story?
Say: Write it on the board.
(Expected Answers: Andy decides to sleep earlier but the cat sleeps
there. The next day, he goes to bed earlier than yesterday. But the cat
sleeps earlier than him. Finally, Andy sleeps earlier than Tubby. Andy
has a very sound sleep.)
Ask: How did you come up with your conclusion? What are your basis?
PY
(Expected Answers: The past events in the story are our bases in giv-
ing conclusion.) (As the children are giving their sentences, remind
them to use prepositions properly.)
4. Guided Practice
O
Say: Let us write the sentences on the board. This is how we are going to
write our conclusion in paragraph form. (The pupils will write on the
board and be guided by the teacher.)
C
Say: Tubby is an exceptional pet. Do you want a pet like Tubby? What is
your dream pet? Use the following questions to form a paragraph.
D
1. What is the name of your pet?
2. What is the color of your pet?
E
3. How do you take care of it?

4. What does your pet eat?
5. Where does it sleep?
EP
6. How do you feel when you take care of your pet?
Show paragraph pattern on the board.

_______________________
_______________________________________
D
___________________________________________
___________________________________________
___________________________________________
_____________________________________.
Teaching Point
An index is placed at the end of the book and lists all the major
topics in alphabetical order and their corresponding page number.
387
Study Strategy
A. Review
Ask: What is an Index?
B. Presentation
Say: Study the Index of you English book.
C. Teaching/ Modeling
How are the topics in the Index arranged? What are the topics that start
with A?
If I would like to read about birds, what pages can I find it? What lesson is
found on page 189?
PY
D. Guided Practice
Study the above index in the Read and Learn and answer the following
questions.
O
E. Independent Practice Refer to LM
Work in a group. Give different textbooks with an index to each group.
Example:
C
Group 1- Science Group 3- English
Group 2- Math Group 4- other textbooks
Teachers will prepare in advance 5 questions to be answered by each

D
group.
Assignment:
E
Go to the library and find short stories about pets. Look at the index of the
book to help you locate the topic. Then write a three-to-five-sentence
paragraph for the conclusion of the story that you read.
EP
Week 5: Fun Day with Grandma

D
I. Objectives
A. Expressive
Appreciate the humor and absurdity of a poem.
Enjoy the rhyme, rhythm, and repetitive quality of the poem
B. Instructional
Listening Comprehension/Reading Comprehension
Give conclusions for humorous/cumulative poem heard
Oral Language
Provide conclusions for humorous/cumulative poem heard
388
Identify meaning of words with suffixes full and less
Oral Reading Fluency

Read aloud cumulative poem
Study Strategy
Interpret chart
Grammar
Use prepositional phrases in sentences
Writing Composition
Write three to four sentences showing conclusion about the topic
presented
PY
Attitude towards literacy, literature and language
Express interest in text by reading available print materials
II. Subject Matter
O
A. Topics C
1. There Was an Old Lady Who Swallowed a Fly
2. Providing conclusions for the story heard
3. Interpreting chart
4. Prepositional Phrases
5. How to Make a Stick Puppet Ref. Me and My World I p. 193
D
6. Writing a conclusion about the topic presented
7. Expressing interest in text by reading available print materials
E
B. References
English for You and Me Reading Textbook for Grade Four by Benita
EP
Miranda pp. 171-176

Me and My World p. 193
C. Materials
charts
D
flashcards
pictures
Value: Appreciate the repetitive rhythm of the poem.
389
Day 1
I. Objectives
1. To appreciate the humor and absurdity of a poem

2. To enjoy the rhyme, rhythm and repetitive quality of the poem
3. Give conclusions for humorous/cumulative poem heard
4. Express conclusions to humorous/cumulative poem heard
II. Procedure
Everyday Activities: Show and Tell
Every day, one pupil will show an object and ask the class: What do I have?
Where is it?
PY
The pupil will then tell the class the name of the object, describe its color, size
and shape and where he/sge got it.
Example: What do I have? Where is it? Youre right. I have a ball here inside
the box. (He will show it) It is blue. It is round. I use it every day in playing.
O
Mother bought it from the market.
A. Pre- listening activities
1. Unlocking of Difficulties
C
(swallowed, catch, absurd)
swallowed (through action)
The teacher will demonstrate through action. Pretend I have a biscuit.
D
She will put it inside his/her mouth and then exaggeratedly swallowed the
food.
Say: I swallowed the biscuit.
E
catch (through action using a ball)

The teacher will throw a ball and instruct somebody to catch the ball.\
EP
Ask: What did your classmate do with the ball?
absurd (through contextual clues) The boy does absurd things because
he put a frog on the food of his sister, kept the other pair of his sisters
slipper and locked her inside the room. He is so foolish.
D
2. Motivation
Ask: What will happen if you accidentally swallowed a fly?
3. Motive Question
Say: I am going to read to you a story. Its title is, The Old Woman Who
Swallowed a Fly. What do you want to find out from the story? (What
happened to the old woman who swallowed a fly?)
390
B. During Listening
There Was an Old Lady Who Swallowed a Fly
Poor old lady, she swallowed a fly.

I dont know why she swallowed a fly.
Poor old lady, I think shell die!
Poor old lady, she swallowed a spider,

It squirmed and wriggled and turned inside her.
She swallowed the spider to catch the fly.
Ask: What do you think will be the next animal the old woman
PY
will swallow?
Poor old lady, she swallowed a bird.

How absurd! She swallowed a bird.
She swallowed the bird to catch the spider.
O
C
Ask: What do you think will be the next animal the old woman
will swallow?
Poor old lady, she swallowed a cat.

D
Think of that! She swallowed a cat.
She swallowed the cat to catch the bird.
E

EP
Ask: What is next after the cat?
Poor old lady, she swallowed a dog.

She went the whole hog when she swallowed the dog.
D
She swallowed the dog to catch the cat.

Say: Oh, no! Ask: Can you swallow a dog?

What do you think will be the next animal?
391
Poor old lady, she swallowed a cow.
I dont know how she swallowed a cow.
She swallowed the cow to catch the dog.
She swallowed the dog to catch the cat.
Ask: What do you think will happen next?
Poor old lady, she swallowed a horse.
PY
She died, of course.
Ask: What happened at the end of the story? Why did the
old woman die after she swallowed the horse? (Because the
horse can swallow the cow, being smaller. There was no more
space in her stomach.)
O
http://www.poetry4kids.com/classic-27.html#.VSuq6fDRi4A
C
(Group reading by the pupils)
Say: I like the way the lines and stanzas of the poem are repeated.
I enjoyed reading it.
D
Ask: Would you like to try reading it? Notice that words are repeated many times.
Ask: What are those words?
Say: Lets read.
E
She, swallowed, to catch, the, fly, spider, bird, cat, dog

EP
Dramatic reading of the poem by the pupils (group, individual, by stanza,

the whole poem)
Day 2
D
Post Listening activities
I. Objectives
1. Appreciate the humor of a poem heard or read

2. Express conclusions to a humorous/cumulative poem heard
3. Read words with r-controlled vowels -ir
4. Write at least three to four sentences showing a possible conclusion to
the old womans story.
392
A. Phonics Drill
Reading words with r-controlled vowels -or as in for:
-orch -ord -ork -orm -orn -ort

porch cord cork dorm born fort
torch lord fork form corn port
scorch chord stork storm horn sort
sword morn short
torn snort
PY
worn sport
scorn
sworn
thorn
O
Phrases:
cord and sword lord has sword

sort the corn
C
form a storm
scorch the torch
Sentences:
D
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
E
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.

EP
Hickory, Dickory Dock
Hickory, dickory dock

The mouse ran up the clock
The clock struck once
D
The mouse ran down

Hickory, dickory dock
From the Collection of

Nursery Rhymes
B. Reading of the Poem by the Teacher/Pupils
C. Cooperative Group Activities/Differentiated Activities

(Grouping is based on interest or multiple intelligences.)
Group 1 and 2 Draw the insects and animals in the story. Start from fly
to horse.
393
Group 3 and 4 Do you believe that an old woman could swallow animals?
Write at least 3 to 4 sentences explaining why/
Group 5 Write a three-to-four sentence paragraph stating what the old

woman would do if she swallowed a fly.
D. Discussion
1. What are the animals mentioned in the poem?

2. What did the old woman do to the fly?
3. Can an old woman swallow a fly?
4. If you were the old woman, what would you do to catch the fly?
(Group 1 will show us their work.)
5. What did the old woman do? (The old woman swallowed the animals)
6. Do you believe that an old woman can swallow animals?
PY
(The next group will show their conclusions written on a manila paper.)
(Group 3 and 4 please present your opinions.)
7. What can you say about this poem?
8. If you have a grandmother who swallowed a fly, what would you do?
(Group 5 will read to us their advice.)
O
9. Could an old woman swallow those animals? What animal could an old
woman swallow? What animal do you believe the old woman can no
longer swallow?
C
10. What is the purpose of the writer of the poem?
(Reading the poem by the class, then by groups and finally by individuals.)
Assignment:
D
Write three to four sentences showing your conclusion about the poem,
There Was an Old Lady Who Swallowed a Fly.
E
Day 3
EP
I. Objectives
Give the meaning of words with suffixes -full and -less

D
Everyday: Recite the Jazz Chant: Bankers Wife Blues
A. Presentation
Read the following sentences:
These are some of the conclusions from the story,
There was an Old Woman who Swallowed a Fly
1. The old woman was so powerful that she could swallow a lot of animals.
2. The old woman was careless to have swallowed a fly.
3. The old woman is beautiful.
4. She had a sleepless night when she swallowed the fly.
394
Say: Let us study the underlined words in the sentence.
Word Root Syllable added Meaning of Meaning of

Word after the root suffix the word
word (Suffix)
powerful power ful full of full of power
careless care less without without care
beautiful beauty ful full of full of beauty
sleepless sleep less without without sleep
Ask: What is the root word of the word powerful? What syllable was added
after the root word? What does suffix -ful mean? What is the meaning of
the word? What does a suffix do to the word? (It changes the meaning
PY
of the word.) What is counterpart of powerful? What is counterpart of
careless? Does the word beautiful have counterpart? Does the word
sleepless have counterpart? What other words with suffixed -full or
-less do not have counterparts?
O
B. Guided Practice
Notice these: C
1. joy (happy) Joyful (full of joy)
2. power (strength) powerless (without power)
3. hand (part of the body) handful (enough to fill a hand)
D
Try this:
Circle the words with syllables -ful and -less.
E
C. Independent Practice Refer to LM, Find Out and Learn

EP
Match each word in Column A with the meaning in Column B. Write the
letter of the correct answer on the blank.
D
395
Day 4
GRAMMAR
I. Objectives
Use prepositional phrase showing location in sentences
A. Presentation
Prepositional phrase
Say: Study the following. Underline the preposition in each phrase.

These are prepositional phrases. Ask: What made up a prepositional
PY
phrase? Is there a noun or pronoun in each phrase?
1. on the desk 6. under the chair

2. above the trees 7. in the vase
3. below the ground 8. on the teachers chair
O
4. under the sun 9. over the wall
5. in the closet C 10. above the sky
Study the following sentences. Underline the prepositional phrase in the

sentence.
D
1. The old woman drives away the flies around the table.
2. She watched the food until her children and grandchildren arrived.
3. While waiting, she heard the screech of the car from the garage.
E
4. The children happily got out of the car.

5. It was about seven o clock in the evening when they started eating.
6. Her son told the family that they saw a beggar along the road.
EP
7. The children told grandmother that they gave all the food at the back of
the car to the beggar.
8. How happy grandmother was!
Say: Aside from other prepositional phrases that we have studied, there
D
are more prepositional phrases. Encircle the preposition in each

sentence. Remember that a prepositional phrase is made up of a
preposition and a noun or pronoun and all the other words in between.
C. Guided Practice
Group Work
Say: We will have a contest by groups. (Show them envelopes with the
phrases inside them.)
396
Say: Here are jumbled phrases. Arrange the jumbled phrases to form a
sentence with a prepositional phrase. The first group that arranges
the phrases correctly will be the winner. (Post a picture illustrating the
following sentences.)
PY
1.
O
The old woman around the house. has many animals

2.
C
(Answer: The old woman has many animals around the house.)
in the doghouse. dogs She has
(Answer: She has dog inside the doghouse.)
3. her cats and chickens at the backyard. She feeds
4. under the tree. grazed Her cow
D
5. from morning until night. She takes care of them
D. Independent Practice Refer to LM, Do and Learn

E
Say: This time we shall have a different activity. Everybody will make a
stick puppet. Follow the printed directions. If you have understood the
use of prepositional phrase, then you can come up with a beautiful
EP
stick puppet. (The teacher may write the steps on How to Make Stick
Puppets on a Manila paper)
Refer to Do and Learn, LM
Ask some pupils to share their experience in doing the activity. Do

D
you think you followed the instructions correctly? Did you draw your
character front and back? Where did you place the stick? Did you
enjoy doing the project?
Day 5
I. Objectives
Spell correctly the words in the vocabulary list and the words in the selection/
poem read.
Write a three to four sentence paragraph giving conclusion of a poem heard.
Read the poem aloud.
397
1. Conduct a spelling test.
swallowed 1. The old woman swallowed a fly.
absurd 2. How absurd is it to swallow a fly?
woman 3. The old woman swallowed a spider.
spider 4. She swallowed a spider to catch the spider.
catch 5. She swallowed the bird to catch the spider
pot bellied 6. Tubby is a pot-bellied cat.
PY
disappointed 7. Father and mother were disappointed with Andy.
attentive 8. Andy was attentive when his parents advised him

to sleep early.
O
impolite 9. Tubby was impolite to be sleeping on Andys
impolite bed but it is a clever way of teaching Andy.
sprawled
C
10. Tubby sprawled out on Andys bed.

2. Reading the Poem Aloud
D
The teacher first models the reading of the poem, The Old Woman Who
Swallowed a Fly.
The teacher can call pupils to read the poem while the rest of the class are
E
told to read with their eyes only.
3. Discussion
EP
What is the poem about?

What did the old woman swallow?
Is it really possible that an old woman could swallow all those animals?
What could possibly happen if an ordinary woman would swallow any
D
of those animals? Why do you say so?

What kind of old woman was she? Think of words that would suitably
describe her.
4. Reading of the poem by class, in groups and then individually.
5. Writing
Say: Our character in the poem is the old woman who swallowed a fly. She
swallowed different animals. Please give at least 3 to 4 sentences showing
what could happen or give a possible conclusion to the poem. Use the
following phrases:
Refer to LM, Write About It
398
Week 6
Fishing is Fun
I. Objectives
A. Expressive
Admire the little girls smart way of solving the problem

Realize that big things can come from small things
Appreciate the humor in the story
B. Instructional
PY
1. Distinguish fact from opinion in a narrative
2. Express facts or opinion in a narrative
3. Identify meaning of words with the suffixes -er and -or
4. Read grade level text correctly
5. Interpret bar and line graphs
6. Use simple sentences with simple subjects and simple predicates
O
7. Write three to four sentences expressing opinion in a narrative text
8. Explain how specific aspects of text illustrations contribute to what is
conveyed by the words in a text
C
II. Subject Matter
D
A. Topic
1. The Five Foolish Fishermen

E
2. Fact and Opinion

3. Suffixes er and or
4. Simple sentences with simple subjects and simple predicates
EP
5. Writing three to four sentences expressing opinion
B. Materials
chart, illustration of the story

D
C. Reference
Me and My World pp. 171-173
Every day: Bankers Wife Blues (Jazz Chant)

Where does John live?
He lives near the bank.
Where does he work?
He works at the bank.
What does he do?
He ________ at the bank.
When does he work?
He works all day and he works all night, at the bank, at the
bank at the great big bank.
399
Where does he study?
He studies at the bank.
Why does he work all day all night all day all night at the bank
at the bank at the great big bank?
Because he loves his work more than his life and he loves his
money more than his wife
What are the blues of the bankers wife? (Unlock blues as problems)
Day 1
I. Objectives
PY
1. Admire the little girls smart way of solving the problem
2. Realize that big things can come from small things
3. Appreciate the humor in the story
5. Use a simple sentence with a simple subject and a simple predicate
O
II. Learning Activities C
A. Pre-Listening Activities
1. Unlocking of Difficulties / Vocabulary Development
(foolish, fell into the sea, basket full of fish)

E D
There was a dog walking on the seashore. He

went on island hopping with his master. Along his
way, he found a bone. He quickly picked it up and
EP
ran back to the boat. As he was looking down on the

side of the boat, he saw another dog in the water
with a big bone. He barked at the dog. How foolish
for him to bark with a bone in his mouth! His bone
fell into the sea. The dog in the water disappeared
as the bone fell. The dog was so sad that his bone
D
was gone, too. But his master brought home a bas-

ket full of fish. The dog will surely have something
for dinner.
by: Michelle L. Mercado
Ask: What does foolish mean in the paragraph? What other words in
the paragraph mean the same as foolish? Where did the bone
fall? Is there really another dog in the water? How much fish did
his master brought home?
400
2. Motivation
Call five pupils in front. Ask: Will you count yourselves? How many are
you?
3. Motive Question
How did the five fishermen count themselves?
B. During Reading
The Five Foolish Fishermen
PY
The five foolish fishermen went to the sea to fish.
When they got back, the first fisherman said,
Let us see if there are still five of us.
So he counted, One, two, three, four.
Oh, no! he cried. We are only four!
O
Ask: What happened to the other fisherman?
Let me count, said the second fisherman.

One, two, three, four!
C
You are right! We are only four!
Maybe one of us fell into the sea! cried the third fisher-
man.
D
What shall we do? asked the fourth fisherman.
Ask: What did the fishermen do?

E
And they began to cry.

EP
Ask: Who do you think would help the fishermen find

the missing fisherman?
A little girl came.

Why are you crying? she asked.
Five of us went to the sea to fish.
D
But only four of us came back!

One of us is lost! answered the fishermen.
They all cried again. Boo hu hu!
Ask: Can a little girl like her help the fishermen find the
lost fisherman?
Let me count, said the little girl.

One, two, three, four, five! There are five of you!
Why, what a smart girl you are! said the five fishermen.
They were so happy. They gave her a basket full of fish.
401
Answering of Motive Question
What was the fishermens problem?

Did any fisherman fall into the sea?
How did the fishermen count themselves?
Who helped the fishermen count themselves?
Is there really a missing fisherman? Why or why not?
When one of the fishermen said, Maybe one of us fell into the sea, is that
a fact or an opinion? What word in his sentence makes it an opinion?
To check the idea that one of them fell into the sea, what should they do?
If you were one of the fishermen, how would you count yourselves?
(Reading of the story by the teacher and by some pupils)
PY
Day 2
Post-Listening Activities
O
I. Objectives
1. Admire the little girls smart way of solving the problem

2.
3.
C
Realize that big things can come from small things
Appreciate the humor in the story
5. Use a simple sentence with a simple subject and a simple predicate
D
Every day: Recite the Jazz Chant Bankers Wife Blues

E
A. Phonics Drill
EP
Reading words with r-controlled vowels -ur as in fur
-ur -urb -url -urn -urse -urt

cur curb burl burn curse curt
D
fur suburb curl turn nurse blurt

blur furl churn purse spurt
spur hurl spurn
purl
churl
Phrases

cats fur nurses purse
curse the nurse spurt and blurt
curb on the suburb churn, turn, and burn
402
Sentences
The car bumped on a curb.

The nurses purse was burned.
The man cursed the nurse for the big purse.
Rhyme:
Little bird, little bird fly away home

Your house is on fire
Your children will burn
Reading of the story, The Five Foolish Fishermen by the teacher and by
some pupils
PY
B. Cooperative Group Activities
Group 1
Draw the scene, showing the five fishermen going to fish.
O
C
D
Group 2
Act out the scene where the fishermen are counting themselves.
E
Group 3
Dramatize the scene where they thought one of them fell into the sea
until the girl helped them count themselves.
EP
Group 4
Write a three to four sentence paragraph about your opinion on how
the fishermen should thank the little girl. Could a little girl carry a
basket full of fish?
D
If we were the fishermen, we should give the girl

___________________.
Discussion of the narrative, incorporating the presentation of outputs
Questions:
How many fishermen went fishing into the sea?

(Group 1, present the drawing that you did. Count to us the fishermen who
went fishing into the sea.)
403
According to one of the fishermen, how many of them came back?
Did one of the fishermen really fell into the sea?
Whats wrong with the way they count themselves?
(Group 2, present your drama.)
What did they do when they thought one of them fell into the sea?
Why were the fishermen crying? What attitude do these fishermen show?
Who helped them find the lost fisherman? Was any of the fishermen really lost?
(Group 3, present your dramatization.)
What did the fishermen give to thank the girl?
If you were the fishermen, what would you do to thank the girl?
Could a little girl carry a basket full of fish? Was there any fish left for the
fishermen?
(Group 4, present your paragraph.)
What incidents in the story seem to be funny? What would like us the story to tell?
What is the purpose of the writer of the story?
PY
What lesson can we get from the story?
Day 3
O
I. Objectives
Distinguish fact from opinion in a narrative.

C
Interpret bar and line graphs.
A. Presentation
D
Say: Here are some sentences from the story, The Five Foolish
Fishermen. Ask: Which are opinions? What makes them opinion?
E
Which are facts? What makes them facts?
1) The five foolish fishermen went to the sea to fish.

EP
2) When they got back, they counted themselves.

3) Maybe one of us fell into the sea.
4) They must be very happy.
D
A fact is a true statement. It is a thing or an event that really

happened or existed. It can be proven by means of observation
and experience.
An opinion is a view or guess which may or may not be
true. It is a feeling or attitude. Clue words like think, believe,
feel, must be, must, probably, seems, and often signal an
opinion.
Ask: Is each sentence a fact or an opinion? Did the first sentence really
happen? What makes it a fact? How about the second sentence? Did it
really happen? Say: Study the third sentence. Ask: Did it really happen?
What words in the sentence makes it an opinion?
404
C. Guided Practice
Say: Read the following paragraph and answer the questions that follow.
Study the bar graph presented.
Refer to Try and Learn, LM

Enrichment Refer to LM, Learn Some More
Below are sentences about different games. Write F on each blank if it

states a fact or O if it states an opinion.
PY
Day 4
I. Objective
Use simple sentence with simple subject and simple predicate
O
II. Learning Activities C
A. Review
Underline the subject once and the predicate twice.
1. Andy does not sleep early.

D
2. Tubby is a pot bellied cat.
3. Andys parents are worried about Andys habit.
4. Grandfather thinks of a clever way to teach Andy to sleep early.
E
5. Andy learns his lesson.
Ask: What is a subject? What is a predicate?

EP
B. Presentation
Study the following sentences. These are examples of simple sentences.

D
1. The five foolish fishermen went to the sea to fish
2. The girl is right.
Say: Underline the subject and encircle the predicate in each of the
sentences.
Ask: What is the subject in sentence 1? What is the predicate in
sentence 1? (Ask the same questions to sentence 2)
Ask: How many subjects has sentence 2? How many predicate has
sentence 2?
405
Subject Predicate
Sentence 1 fishermen - one went - one predi-
subject cate
Sentence 2 girl - one subject is - one predicate
Ask: Using information from the sentences, what composes a simple

sentence?
A simple sentence is composed of simple subject and

simple predicate
C. Guided Practice Refer to LM, Read and Learn
PY
Read the fable, The Tortoise that Wanted to fly. Be ready to answer
the questions that follow.
Ask The following questions and instruct the pupils to write their
answers on the board.
O
Comprehension check-up: C
1. What does the tortoise want to do?
2. Who taught him how to fly?
3. Why cant he fly?
4. What happened when he fell to the ground?
D
5. What lesson did he learn?
6. What is likely the ending of the story?
Expected answers:
E
The tortoise wanted to fly.

EP
The eagle taught him how to fly.

He couldnt fly because he had no wings.
He fell to the ground but he was not hurt.
Do not ask for the impossible but know your limits.

The turtle will be contented.
D
Ask: Which sentences have simple subjects and simple predicates?

Which sentences are simple and which are not?
Group Work Refer to LM, Read and Learn
Work in groups. Read the story once more. Then pick out simple sen-
tences with simple subject and simple predicate. Write them on the
Manila paper. Be ready to post your work on the board.
Say: Look at the pictures. Construct a simple sentence for each picture.
406
Day 5
I. Objectives
Identify meaning of words with suffixes -er and -or
A. Presentation
Say: Read the sentences taken from the story, The Five Foolish
Fishermen. Study the underlined word.
Ask: What is the root word? What syllable is added to the root word?
What does the syllable do to the meaning of the word?
PY
The five foolish fishermen went to the sea to fish. fool - ish
One fisher is missing. fish - er
The smart girl is a thinker. think -er
O
Present the poem, Work.

C
Pick out the words that show roots with suffix er/-or. Write them on the
chart.
Word Root Suffix Meaning Meaning

D
word of the of the
suffix word
driver drive -er one who one who
E
drives
keeper keep -er one who one who
keeps
EP
teacher teach -er one who one who

teaches
sailor sail -or one who one who
sails
D
actor act -or one who one who

acts
Ask: What do the suffixes -er/-or do to a word?

What meaning does the suffix -er or -or bring to the world?
What does each newly formed word mean?
C. Guided Practice Refer to LM, Do and Learn

Write the proper word by adding -er or -or to a root word. The meaning will
help you. The first has been done for you.
D. Independent Practice Refer to LM, Read and Learn

Read the paragraph. Add the suffix -er or -or on the space provided.
407
Week 7
Fun in Summer
I. Objectives
A. Expressive
Realize that one should be proud of speaking out ones reason/s
B. Instructional
Oral Language
Express fact and opinion from an informational text
PY
Identify meaning of words with prefixes de-, dis-
Distinguish fact and opinion from an informational text
O
Study Strategy
Use the encyclopedia to get information
Grammar
C
Use simple sentences in giving facts and opinions
(Compound Subject + Simple Predicate)
D
Writing Composition
Write a 5-to-6-sentence paragraph about a given topic
E
II. Subject Matter

EP
A. Topics
1. Fact and Opinion

2. Prefixes (de-, dis-)
3. Words with ie and ei
D
4. Using the encyclopedia

5. Simple Sentences (Compound Subject and Simple Predicate)
B. Materials
Charts,
calendar
pictures
assessment sheets
408
C. References
Selections:
Will You Go to School This Summer?
(Source: ReadWorks.org)
Summer is the Best Season
(Source:http://sirajibir.blogspot.com/2012/11/summer-is-best-
season.htm)
De-, Dis- Activities
(Source Our World of Reading, On the Horizon Workbook
p.47, Grade 3, Anvil Publishing, Inc.)
Value Focus: Interest in learning
PY
III. Procedure
Day 1
O
I. Objectives
1. Realize that one should feel proud of those who express their own reasons
C
2. Distinguish fact and opinion from an informational text
3. Express fact and opinion from an informational text

D
A. Oral Language Practice
Show and Tell: Show to the class drawing or picture or photo of what
E
you did last summer.

EP
Say: This (drawing / picture / photo) shows what I did last summer.
Last summer, I __________________________________.
D
A. Pre-reading
1. Unlocking of Difficult Words

(all year long / year-round, vacation breaks, boring, summer)
all year long / year-round
Show a calendar. Ask the pupils to name the months in a year.

Ask: How many months are there in a year? What is the first month?
What is the last month?
Say: All year long or year-round means from January to December.
vacation breaks
409
Using the calendar, let pupils mark the start and the end of the school
year.
Say: We go to school from June to March while from April to May is
our vacation break.
boring (Context Clues)
Let the pupils read the sentences.
The movie we saw was boring.

We did not have fun watching it.
We did not enjoy it.
Ask: What is the underlined word? (boring)
PY
What group of words in the second and third sentences tells us
the meaning of the word boring? (did not have fun, did not enjoy)
summer (Semantic Web)
Ask: What can you say about summer?
O
C
D
(Possible answers: hot, beach, swimming, vacation, etc.)

E
2. Motivation
EP
Show these pictures of childrens activities during summer.
a child a girl taking some boys two boys

painting a a piano playing playing
picture lesson basketball kites
D
Ask: What activities do each of the children do?

When do they usually do such activities?
Do a quick survey to find out who among the pupils do any of the
activities shown in the pictures.
Ask: What other activities may children do in the summer?
410
3. Setting of Purpose
Say: The selection we are going to read today offers a different

activity which children may do during the summer. Its title is
4. Motive Question
Ask: Will you go to school this summer? Why or why not?
B. During Reading
Say: Now, you will read the selection silently. As you read, take note if the
reasons given are the same as yours.
PY
Refer to LM, Read and Learn
C. Post Reading
After reading the selection, ask the pupils if their answers / reasons are
O
the same as those in the text.
Ask pupils to raise their hands if their answers / reasons are the same as
the given one in the text.
D. Assignment
C
Show and tell: Drawing / picture / photo of what they did last summer
D
Day 2
E
I. Objectives
EP
1. Realize that one should feel proud of those who express their own
reasons
2. Distinguish fact and opinion from an informational text
3. Express fact and opinion from an informational text
4. Use simple sentences in expressing fact and opinion
D
B. Post Reading
1. Check-up of motive question

2. What do many schools learn about pupils going to school all year
long?
3. What does this mean for pupils?
4. What does the survey show regarding this?
5. According to the survey, why do a number of pupils find it good
to go to school even during summer?
6. Why dont other pupils like to go to school in the summer?
411
7. If a similar survey is taken in your school, what will your answer be?
Be ready to give a reason for your answer.
Will you go to school this summer?
Post on the board:
Distribute small strips of paper and ask pupils to write their answer yes
or no.
Say: On Thursday, we will announce the result of the survey and find out
if many of you would like to go to school this summer or not.
Assign a group of pupils to count the results and report the next day.
PY
C. Small Group Activities
(Engagement Activity #1: If pupils will go to school...Chart)

Say: Group 1 will list down what will happen if the pupils will go to
school in summer.
O
If pupils will go to
_______________
_______________
C
school in summer _______________
_______________
_______________
D
E
Say: Let us go back to the selection. I have divided the text into four parts:
EP
the first two paragraphs and the given good and bad reasons.
Show the text chart as shown.

D
Many schools find that pupils learn better and remem-

ber more when they go to school all year long.
Does that mean pupils wont get a vacation? No.

It means that students will get many short breaks instead of
just a long one.
412
What do pupils say about year-round school?
Its good!
- I can remember more of what I learned.
- I like having more short breaks.
- Summer gets boring, and I miss my friends.
Its bad!
- I cant go to summer activities.
- I like to play outside and swim in the warm weather.
- Its too hot to be in school in the summer.
(Source: ReadWorks.org)
PY
Writing Composition
A. Survey Report
O
Let the assigned group report the results of the survey.
Say: The result says that many of you want / do not want to go to school in
summer. Let us now find out what your parents and neighbors say
about the issue.
C
B. Prewriting (Class)
Ask: What did your parents/neighbors say about you going to school
D
during summer?
Call a number of pupils to give their answers. Write their answers on the
E
board under the appropriate column. In answering, let pupils use the pat-
tern below.
Refer to LM, Write About It (a)
EP
C. Writing (Individual)
Then say: Let us write a short paragraph about the topic we discussed
yesterday. Copy and complete the chart below. Use the ideas
D
written on the board. Allow the pupils enough time to write.

Refer to LM, Write About It (b)
D. Editing/Revising (Individual)
After a few minutes, tell pupils to read the paragraph to themselves. Mark
places where they feel they have to add or change words.
Model Think Aloud as you analyze the text for fact and opinion.
Say: I will model to you the Think Aloud as we look for the facts and opinions
in the text.
413
Text Think Aloud
Will You Go to School Read the first part aloud.
This Summer? Then say: I think the first
sentence is a fact because
Many schools find that it says that Many schools
pupils learn better and find. Finding is a result
remember more when they of studies made. So this
go to school all year long. statement is a FACT. A fact
is a statement based on
truth and can be proven to
be true. It is not an opinion
because an opinion is a
statement based on feelings,
PY
beliefs or emotions.
Ask: Do you agree that this
statement is a fact?
Does that mean pupils Read the next part
wont get a vacation? No. Say: I think this statement
O
It means that pupils will is also a FACT because it
get many short vacation explains what it means by
breaks instead of just a having all year long school.
long one.
What do pupils say about
C Say: Now lets go to the next
year- round school? part.
Its good! Ask a pupil to read each line.
D
- I can remember more of After each line ask the class
what I learned. if it is a FACT or OPINION.
- I like having more breaks. Ask: Why do you say it is a
E
- Summer gets boring, and fact / opinion?

I miss my friends. Say: This line is a fact/opinion.
Ask: Why is it a fact /opinion?
EP
Its bad! Do the same in the last part.

- I cant go to summer
camp.
- I like to play outside and
swim in the warm weather.
D
- Its too hot to be in school

in the summer.
Ask: Can you add more fact/s or opinion/s about this topic?
Say: Answer the Individual Assessment Sheet.
414
A. Guided Practice
Show a diary entry.

Say: Here is a diary entry. As I read it, listen for facts and opinions. Let the
pupils read next.
Refer to LM, Do and Learn, Reading Comprehension: Fact and Opinion (A)
- (B)
Ask: How many sentences are there? Lets identify if they are facts or
opinions. Lets answer the chart.
B. Independent Practice
PY
Say: Now, read the selection silently. Study the sentences in the boxes.
Copy each in your paper or notebook then identify the sentence as
fact or opinion.
O
Refer to LM, Do More and Learn
Grammar
C
Say: Here are statements taken from the selection we discussed yesterday.
Ask pupils to read the sentences.
D
Refer to Find Out and Learn, Grammar: Simple Sentence, LM
E
Give pupils a few moments to study the group of sentences.

EP
Say: Let us now study sentences 1-3.

Ask: What is a subject? What is a predicate?
What is the subject in sentence 1?
What is the predicate in sentence 1?
Put identifying marks to give visual emphasis.
D
Example: I can remember more of what I learned.

How many subjects? How many predicates?
Say: If a sentence has only one subject and only one predicate it is called
a SIMPLE sentence.
Do the same for sentences 2-3.
If there is only one subject, it is called a SIMPLE SUBJECT.

If there is only one subject, it is called a SIMPLE PREDICATE.
Say: Let us now study sentences 4-6.

Ask: What is the subject in sentence 4? What is the predicate?
How many subjects are there?
415
If there are two subjects, it is called a compound subject.
Example: Ana and Jane can remember more of what they learned.
Do the same for sentences 5-6.

Say: If a sentence has a compound subject and a simple predicate, it is
still a simple sentence.
Refer to Try and Learn LM
C. Generalization
What is a compound subject?
PY
Refer to LM Do More and Learn
D. Assignment
Look for two simple sentences with compound subjects in your other
O
subject area books. Copy them in your notebook.
Encircle the subject and underline the predicate.
C
Say: We discovered that students learn better or remember lessons when

they go to school all year long. But in the Philippines, we have a
D
vacation of two months. Think of activities you can do during vacation
break so that your learning activities will continue even during summer.
Do the chart.
E
Refer to LM, Do More and Learn

EP
Day 3
I. Objectives
D
Distinguish fact and opinion in an informational text

Use simple sentences in expressing fact and opinion
Decode words with ie and ei sounded as /iy/
Word Recognition
Read the words in the chart. Let the class read next.
Refer to LM, Find Out and Learn, Words with ie and ei
416
Say: Let us learn the meaning of some of the words with ie and ei.
Study the sentences and look for the word with the same meaning as the
given word.
Refer to LM, Find Out and Learn, Words with ie and ei (b)
Ask: Can you add more examples to our lists?

Let pupils give more examples.
Pupils will read next (by group, by pair, individual)
Say:Sometimes it is difficult to remember whether a word is spelled with -ie-

or -ei-. There is a very simple rule about this:
PY
Use i before e except after c when sounding like ay as in
neighbor and weigh.
Say: Now, let us read the following phrases and sentences.
O
Read first the set of phrases then the sentences. Then let the pupils read
by groups, by pairs, or individrually.
C
Refer to LM, Try and Learn, Phrases and Sentences with Words with ie
and ei
C. Guided Practice
D
Reading a Short Story
Ask pupils to read the short story and then answer the questions.
E
Refer to LM, Try and Learn, Words with ie and ei (a)

EP
Words: Words with ie and ei.
Let pupils complete the chart by looking for the words with ie and ei in the
short story.
D
Refer to LM, Try and Learn, Words with ie and ei (b)
Say: Look for the words with ie and ei sounded /iy/ in the short story.
Write the words on the chart.
(Answers: Charlie, niece, Jackie, believes, piece, shield)
Let the pupils read the words by group, by pair then individually.
Remember:
Say: The words in the left column have ie sounded as /iy/. The words in
the right column have ei sounded as /iy/, too.
417
Say: Here is another short story. Notice the words with ie/ei sound. But
before we read it and answer the questions, read these words.
robbers and thieves
Which of the pictures show robbers and thieves?
PY

A thief usually secretly and the victim becomes aware of the theft only
after something has been stolen.
O
A robber is not only seen by the victim, but also often injures or
threatens to injure the victim (or use some other type of force) during
the robbery.
C
(Source: http://www.english-test.net/forum/topic16595.html)

D
Let the class read the ie/ei list once again.
Assignment
E
Write 2 sentences with ie/ei words.

EP
1. _______________________________________________
2. _______________________________________________
Study Strategy
D
Ask: If we want to learn more about summer, where do we look for the
information that we need?
Show a picture or a sample of an encyclopedia. (Preferably the volume

where the topic summer is found)
(Option: Bring the class to the school library and show sets of encyclopedia.)
418

What information can we find in an encyclopedia? How are different kinds

of information presented in an encylopedia?
B. Teaching / Modelling
PY
Say: An encyclopedia is a reference work (such as a book, series of
books, web site, or CR-ROM) that contains information about many
different subjects or a lot of information about a particular subject.
(Source: Merriam-Webster Dictionary)
O
Show the letters found in each book to indicate the beginning letters of
the topics found in it. Example: Summer is found in the book where S is.
C. Guided Practice
C
D
Assignment
E
Choose any topic that you think is connected with summer. Look for it in
the encyclopedia. Copy 5 facts about it.
EP
Examples: sandcastles, sailboat, beach volleyball, diseases during summer, etc.
Day 4
D
I. Objectives

Decode words with suffixes de and dis
Write a five to six sentence paragraph about a given topic or idea
A. Introduction / Presentation
Read the words aloud. Then let the pupils read the words after you.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (a)
419
Say: The words in the first box are different from the words in the second
box. Although both sets begin with de- or dis-, they are different in
structure.
Ask: Why are they different?
Say: The words in the second box have prefixes while the words in the first
box do not have prefixes. Let us identify the prefixes and the root words.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (b)
Say: The prefix de- means to do the opposite of the action or to do a
completely different action. The prefix dis- means not to or do not.
Ask: What do the words mean without the prefixes? What do they
mean if we add the prefixes de- and dis-?
PY
code secret message
flate put air in
plane get in the plane
rail on the rail
O
allow let
own belonging to
band stay together
engage
C connect
Let the pupils read the words again.

D
Day 5
E
I. Objective
Decode words with the prefixes (de-, dis-)

EP
Write a five to six sentence paragraph about a given topic or idea
A. Reading of Words with the Prefixes de- and dis-

D
Say: Lets read the words.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (a)
B. Guided Practice
Say: Remember that the prefix de- means do the opposite of. The prefix
dis- means not to. Do the following activity.
Add dis- to the root words. Write each new word and its meaning. Use the
meaning of the root word to help you.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (b)
420
C. Independent Practice
Choose the word from the box that best completes each sentence.
Refer to Do and Learn, Vocabulary Development

Let us again read the words with the prefixes de- and dis-.
deform disbelief
debone disrespect
dethrone dissimilar
declog disappear
defrost discontinue
Writing Composition
PY
A. Proofreading (Pair)
Return the edited/revised paragraph. Tell the pupils to exchange papers

with their seatmates to check for misspelled words, proper use of capitalization
in the beginning of the sentence and a punctuation mark at the end.
O
B. Rewriting (Individual) C
Let the pupils rewrite their paragraphs, if needed.
C. Publishing
D
Let the pupils choose another partner with whom they will read their paragraph.
Call some pupils to read their paragraphs to the class.
E
Week 8 Fun with Friends

EP
I. Objectives
A. Expressive
Appreciate the efforts of the three little wolves for repaying with goodness
D
the badness of the big bad pig
B. Instructional
Distinguish fact from opinion in a narrative text
Oral Language
Express fact and opinion from a narrative text
Give the meaning of words with suffixes -ly and y
421
Study Strategy
Use strategies in taking tests
Grammar
Use simple sentences in identifying problem and solution in a given
text and in suggesting solutions to problems
(Simple Subject + Compound Predicate)
Writing Composition
Write a 5-to-6-sentence paragraph about a given topic
II. Subject Matter
A. Topics
PY
Fact and Opinion
Suffixes (-ly, -y)
Test Taking
Simple Sentences (Simple Subject + Compound Predicate)
Words with ue and oo
O
B. References C
Readers Theater: The Three Little Wolves and the Big
Bad Pig by Eugene Trivizas
(Source:Bridges to Communication 2 (Reading Power),
Worktext in Reading 2009, Rex Bookstore
Test-Taking Tips for Elementary Pupils
D
(Source:Single School Culture for Academics)
Test Taking Activities
(Source: Our World of Reading,On the Horizon Work
E
book p. 108-109, Grade 3, Anvil P ublishing, Inc.

UE/OO Activities
(Source: Our World of Reading, Going Places Work
EP
book p.4, Grade 2, Anvil Publishing, Inc.
C. Materials
Charts
pictures
D
realia
worksheets
masks
Value: Kindness; repaying a kind deed
III. Procedure
422
Day 1
I. Objectives
1. Appreciate the efforts of the three little wolves for repaying with kind-
ness the badness of the big bad pig
2. Distinguish fact from opinion in a narrative text
3. Express fact and opinion in a narrative text
4. Give the meaning of unfamiliar words
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the
PY
solution.
A. Pre-reading
O
(cuddly, fluffy, prowling, grunted, scorched, battledore and shuttlecock,
C
battledore and shuttlecock, hopscotch, wheelbarrow)
Look for the word/s that give/s the meaning of the underlined word.
1. The toy is cuddly because it is soft and smooth. Nina always wants to
D
hold it and put her arms around it.
2. The fluffy coat is so nice to touch because its light and soft.
E
3. The wolf was prowling around the place. He was moving quietly to
look for food.
EP
4. The wolf grunted and his deep harsh voice frightened the pig.
5. The animals without houses were scorched by the heat of the sun
which warmed them so much.
D
6. Which game is this?
hopscotch, battledore and shuttlecock
423
7. Which game is this?
hopscotch, battledore and shuttlecock
8. What is this?
PY
calesa, car, wheelbarrow
O
2. Motivation-Motive Question Tandem
C
What will you do if someone is being bad to you?
What did the wolves do when the pig was being bad to them?
B. During Reading
D
Reading of the Story The Three Little Wolves and the Big Bad Pig by
Eugene Trivizas
Refer to LM, Read and Learn, Reading of the Story
E
Ask: Do you think the three little wolves were smart? Why?
EP
Day 2
I. Objectives
D
1. Distinguish fact from opinion in a narrative text

2. Express fact and opinion in a narrative text
3. Use simple sentences in identifying the problem and solution in a given
text and in suggesting solutions to problems
Show and Tell: Show the class a simple Math problem and the solution.
424
A. Post Reading
1. Revisiting the Motive Question
What did the wolves do when the pig was being bad to them?
2. Small Group Activities
Engagement Activity #1 (Character Profile) - Group 1 will draw and de-

scribe the characters in our story.
PY
The wolves are: The pig is:
_________________________ _________________________
O
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________
C _________________________
D
Engagement Activity #2 (Home Sweet Home Before and After) - Group
2 will draw and describe the first house built by the wolves before and
after the bad pig visited them.
E
Home Sweet Home #1

EP
Before After
D
Engagement Activity #3 (Home Sweet Home #2) - Group 3 will draw

and describe the second house the wolves built before and after the pig
visited them the second time.
Home Sweet Home #2

Before After
425
Engagement Activity #4 (Home Sweet Home #3 Before and After) -
Group 4 will draw and describe the third house that the wolves built
before and after the pig visited them the third time.
Home Sweet Home #3

Before After
Engagement Activity #5 (Kindness Award) - Group 6 will complete the

Kindness Award for the little wolves. Write why the award is given.
PY
O
C
3. Discussion of the Text
D
What did the wolves do when the pig was doing bad things to them?
Who are the characters in our story?
E
(Engagement Activity #1: Character Profile)

Describe them.
EP
What did the mother wolf tell the three little wolves?
How did the three little wolves build their first house?
(Engagement Activity #2: Home Sweet Home #1 before and after)
What happened to the first house that they built?
How did the pig destroy the first house?
D
What did the little wolves do when the bad pig destroyed their first
house?
How did the three little wolves build their second house?
What happened to the second house that they built?

How did the bad pig destroy the second house?
What did the little wolves do when the bad pig destroyed their second
house?
How did the little wolves build their third house?

What happened to the third house that they built?
426
What happened to the bad pig?
What had become of the three little wolves and the big bad pig?
If you are one of the three little wolves, will you build your house with
flowers too? Why or why not?
Do you agree with what the little wolves did when they did not fight with
the bad pig? Why or why not?
What trait did they show?
(Engagement Activity #5: Kindness Award)

Have you experienced giving someone a flower?
How did that someone react or feel?
How did you feel when you gave someone flowers?
In what instances or occasions do you give someone flowers?
Aside from flowers, what else can you give someone to show that you
want to be friends?
PY
O
Say: Here is the first part of the story. Let us study and identify the
facts and opinions presented. Remember that facts are
statements based on truth and can be proven while opinions are
C
based on feelings, beliefs and emotions.
Ask some pupils to read the paragraph.
Refer to LM, Try and Learn, Fact and Opinion

D
Say: Let us study each sentence and identify if it is a fact or an opinion.

E
Sentences:
EP
Once upon a time, there were three cuddly little wolves.

They had soft fur and fluffy tails.
They live with their mother.
The first was black, the second was gray, and the third was white.
D
Ask: Is the first sentence a fact or an opinion? What word says it is an

opinion?
Is the second sentence a fact or an opinion? What words say
that it is an opinion? Is the third sentence a fact or an opinion?
What made it a fact? Is the fourth sentence a fact or an opinion?
Why do you say it is a fact?
C. Practice
427
Grammar
Say: This is a Problem-Solution Chart.
Problem Solution
PY
Ask: What is a problem? What is a solution?
Say: A problem is something that is difficult to deal with: something that
is a source of trouble, worry, etc. A solution is something that is
used or done to deal with and end a problem: something that solves
a problem.
O
Say: Let us identify the problems encountered by the three little wolves
and the solutions they made. Ask pupils to read the sentences. After
all the sentences have been read, ask them which the problems are.
C
Post on the board / chart. Then when all problems are identified, ask
them which the corresponding solution to the problem is. Post opposite
the problem.
D
Read the list of problems. Then read the list of solutions.
E
Problems:
The three little wolves must build a house.

EP
The big bad pig destroyed their first house.
The three little wolves must build a house.

D
The big bad pig destroyed their second house.
Solutions:
The three little wolves asked the kangaroo to give them

red and yellow bricks and built their first house.
428
The three little wolves asked the beaver to give them
concrete and built their second house.
The three little wolves asked the flamingo to give them

flowers and built their third house.
Let us study the solutions.
Ask: What is the subject in solution/sentence #1?

What are the predicates in solution/sentence #1?
Do the same in solution/sentence #2-3.
PY
1. The three little wolves asked the kangaroo to give them red and yellow
bricks and built their first house.
2. The three little wolves asked the beaver to give them concrete and
built their second house.
O
3. The three little wolves asked the flamingo to give them flowers and
built their third house.
C
Ask: How many subjects are there in each sentence?
How many predicates are there in each sentence?
Say: If there are two predicates in a sentence, it is called a compound
D
predicate.
Simple Predicate + Simple Predicate = Compound Predicate

E
If a sentence has a simple subject and a compound predicate, it is

EP
still a simple sentence.
Simple Subject + Compound Predicate = Simple Sentence

D
Write a Letter of Advice to the three little wolves or to the big bad pig using
simple sentences with compound predicates.
Ask the pupils to read their letter to their seatmates and call a few to read
to the class.
Refer to LM, Learn Some More
429
Assignment:
Complete the sentences by adding two simple predicates.
1. The wolves and
2. The pig and
Day 3
I. Objectives
PY
Distinguish fact from opinion in a narrative text
Express fact and opinion in a narrative text
Use strategies in taking tests
Use simple sentences in identifying the problem and solution in a given text
and in suggesting solutions to problems
O

C
solution.
D
Word Recognition
E
Refer to LM, Find Out and Learn, Words with ue and oo (a)
EP
Say: Let us learn the meaning of some of the words with ue and oo.
Study the sentences and look for the group of words that gives the
meaning of the words with ue/oo.
D
Refer to LM, Find Out and Learn, Words with ae and ao (b)
Ask: Can you add more to our list of words with ue and oo?
Say: The letters ue have the vowel sound you hear at the end of the word
blue. The letter oo have the vowel you hear in the word pool.
Now, let us read the following phrases and sentences.
Read first the set of phrases then the sentences. Then let the pupils read
by group, by pair and/or individually.
Refer to LM, Find Out and Learn, Words with ue and oo (c)
430
Word Recognition
A. Word List
Let the pupils read the words with ue/oo. (By class, by group, by pair/individually)
Words with ue Words with oo

blue due pool room
clue avenue moon soon
true sue food mood
glue statue proof school
B. Guided Practice
PY
Say: The letters ue make the vowel sound you hear at the end of the word
blue. And the letter oo make the vowel you hear in the word pool.
Now, let us answer the following activities..
Say: Read each sentence and the words under the line. Write the word
O
that makes sense and has the letters ue or oo.
Refer to LM, Try and Learn, Word Recognition: Words with ue and oo
C
Say: Do the next activity on you own.

Write the missing letters to complete the words with ue or oo.
D
E
Assignment:
EP
Say: Write five sentences using the words with ue or oo.
Sentences:
1. _____________________________________________________.
2. _____________________________________________________.
D
3. _____________________________________________________.
4. _____________________________________________________.
5. _____________________________________________________.
A. Guided Practice
Present to the class the paragraph. Call some pupils to read it aloud.
Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion
431
(Work with a partner or a group. Copy the sentences and classify them
as facts or opinions.
Refer to LM, Do and Learn (a)
Work on your own. Copy the sentences and classify them as facts or
opinions.
Refer to LM, Do and Learn (b)
Ask: What did the pig do to solve his problem #1? Was his solution effective?
Study Strategy
PY
Hand out the Survey Questionnaire or post on the board the Survey
Questionnaire Chart.
Say: Before taking a test, there are many things that you should do.
O
Complete the survey.
Let each pupils answer the survey questionnaire. Each pupil may have
a copy each or present the survey questionnaire on a chart. But pupils
C
should answer on their own.
Refer to LM, Find Out and Learn, Study Strategy: Test Taking (a)
Discuss the survey then present the facts.
D
The FACTS
7-12 years old children need 9 1/2 - 11 hours of sleep per day because
E
the average child has a busy day.

Sleep allows your body to rest. Sleep is also important for your brain.
EP
The FACTS
Breakfast provides the energy needed to get through a busy morning!

A healthy breakfast should contain some protein and some fiber.
D
Breakfast made of primarily sugary foods should be avoided. These

might include doughnuts, fruity drinks or softdrinks.
432
The FACTS
Dress for the temperature of your classroom.

Dont wear anything too tight or too loose.
If you are supposed to wear GLASSES, wear them.
The FACTS
Being on time for school is important.

Sometimes when you have to rush it makes you worried.
References:
How Much Sleep Do Children Need? (http://www.webmed.com)
School Nutrition: Nutrition Explorations (http://www.webmed.com)
PY
Test-taking Tips (http:zeinah.com.ashland/test_taking_tips.htm)
Single School Culture (c) for Academics
O
Say: The Test-taking Tips Survey is about the preparations you should do
before a test. Here are other strategies you may use in taking tests.
C
Read and discuss each statement. Ask why they should do as suggested.
Assignment:
D
(Give each pupil a copy of the checklist or make them copy the format in
the board.)
E
Say: Bring home the checklist and ask your parent/s answer it.

EP
C. Guided Practice
Say: We learned that a test measures how much you know about some
thing. To do well on a test, prepare well, read directions carefully, and
D
look over the test before beginning.
Say: Pretend that you are answering a test. Follow the tips and strategies
we have discussed.
Read the questions about how to take a test. Shade the circle beside
the correct answer.
Refer to LM, Try and Learn, Study Strategy: Test-Taking
433
Say: Read and answer the activities carefully.

Read each set of statements. Two are correct. Put an next to
the correct statements.
Give a mock test to pupils. Process the activity afterwards.

How did you fare in the test?
Are you happy with your score? Why? Why not?
What did you do before taking the test? during the test? after the test?
Day 4
PY
I. Objectives
1. Identify meaning of words with suffixes -ly, -y

2. Use strategies in taking tests
3. Write a five to six sentence paragraph about a given topic
O

C
solution.
D
E
Display the chart on the board.

EP
Refer to LM, Find Out and Learn, Words with Suffixes -ly and -y
Read the list. Then ask the pupils to read after you. (Then let pupils read
by group, by pair/ individually)
D
Ask: What do you notice about our words? (The words end in -y or -ly.)
Say: Notice that the first group of words ends in -ly and the second group
of words ends in -y. The letters -y and -ly are suffixes.
Ask: What are the base words or root words of the words in our list?
Ask: What kind of words are in the first box? What kind of words are in the
second box?
Say: The roots of the words in the first column are adjectives. By adding
-ly, the adjectives become adverbs (how an action happened or is done).
Say: The roots of the words in the second column are nouns. By adding
-y, the nouns becomes adjectives (having or like something).
434
Day 5
I. Objectives
1. Identify meaning of unfamiliar words according to structure (suffix -ly, -y)

solution.
PY
A. Word List
Let the pupils read the words with -ly and -y.
(By class/group/pair/individual)
O
orderly properly sunny rainy
sweetly clearly foggy stormy
quickly
quietly
C
loudly
slowly
windy
chilly
cloud
smoggy
kindly smoothly misty breezy
D
B. Guided Practice
Choose from the Word Box the correct word to complete the sentences.
E
Refer to LM, Try and Learn, Words with Suffixes -ly and -y
EP
Answer the questions using the words with -ly.

Answer the questions using the words with -y.

D
Week 9 Fun at Play
I. Objectives
Realize the importance of observing safety precautions and procedures

even when having fun
435
Distinguish fact from opinion in an informational text
Oral Language
Express fact and opinion in an informational text
Identify meaning of words with suffixes -able and ible
Distinguish fact from opinion in an informational text
Study Strategy
PY
Follow steps in a process
Grammar
Use compound sentences to compare / contrast persons / animals /
places / objects / events / ideas
O

Writing Composition
Write a 5 to 6-sentence paragraph about a given topic
Word Recognition
C
Decode words with silent letters
II. Subject Matter

D
A. Topics
E
Fact and Opinion

Words with Suffixes -able and -ible
Follow Steps in a Process
EP
Words with Silent Letters

Compound Sentences
B. References
D
Bicycle, a Wonderful Machine by Lorna B. Castillo, et al.

Source: Vision 2 Integrated Reading and Language
for Communication Arts in English, Sunshine Interlinks ,
Publishing House, Inc. 2012
Silent Letter Activities
(Source: http://www.exodusbooks.com/samples/acsi/
16186sample.pdf)
Sock Puppets by Liza Webber

(Source: www.cjohnson.myexpose.com)
436
Steps in a Process Concept
(Source: http://www.readinginnovations.com/
Comprehensions/StepsinaProcess.html)
Puppets as Actors
(Source: http://www.creativityinstitute.com/puppets---adding
-hunor-and-laughter-to-you-life.aspx)
Fact and Opinion Activities

(Source:Reading Passages That Build Comprehension: Fact &
Opinion Linda Ward Beech, Scholastic Teaching Resources p.8)
How To Make Stick Puppets

(Source: Anvil Publishing ,1997, Me and My World, p. 193)
PY
How To Make Sock Puppet
(Source: Anvil Publishing,1997, Me and My World, p. 192)
Suffixes -able, -ible Activities

(Source: Our World of Reading, On the Horizon
O
Workbook p. 42-43, Grade 3, Anvil Publishing, Inc.)
Overturns Frog
C
(Internet Source: Copyright: Fumiaki Shingu)
C. Materials
Charts, pictures, realia, activity sheets

D
Value: Carefulness
E
III. Procedure
EP
Day 1
I. Objectives
D
1. Realize the importance of observing safety precautions and procedures

2. Distinguish fact from opinion in an informational text
3. Express fact and opinion in an informational text
4. Identify meaning of unfamiliar words
437
Nursery Song:
Nursery Song:
Tune: Row, Row, Row Your Boat
Ride, ride, ride your bike.
Slowly down the street.
Merrily, merrily, merrily
Smile to all you meet.
Show and Tell:
PY
Show a picture of what you think is the best invention made.
Say: For me, the best invention ever made is the __________
because ________________________________________.
O
A. Pre-reading
C
D
(dangerous, inventors, cyclists, helmet, fastened)
dangerous (Structural Analysis)

E
Ask: What is the root word? (danger)

Say: Danger means someone or something that can cause pain, harm
EP
or something bad. From the meaning of danger, what do you

think is the meaning of dangerous?
inventors (Using context clues)
One of the famous inventors was Alexander Graham Bell.

D
He created the first telephone.
438
cyclists (Picture of a cyclist)
Say: This is a picture of a cyclist. What does a cyclist do?
helmet (Picture of a helmet or real helmet)
PY
Say: This is a helmet (or picture of a helmet. How is the helmet worn?
Why do we wear a helmet?
O
C
fastened (Demonstration)
Using the belt of the helmet, demonstrate the word fastened

After fastening the helmet, say: The belt of the helmet is fastened.
D
2. Motivation
Say: Here is an incomplete picture of a bicycle. Let us complete the parts.

E
EP
D
pedal wheel seat handlebars chain brakes
B. During Reading
Now that our bicycle is complete, let us take a bicycle ride!

Let us read the selection about the bicycle.
Refer to LM, Read and Learn, Reading of the Selection
439
Assignment:
Using the encyclopedia, research two things about the bicycle.
Day 2
I. Objectives
1. Realize the importance of observing safety precautions and procedures

3. Express fact and opinion in an informational text
4. Use compound sentences to compare / contrast persons / animals /
places/ objects / events / ideas
PY
O
Nursery Song: C
Nursery Song:
Tune: This is the Way We Brush Our Teeth
This is the way we ride our bike, we ride our bike, we
ride our bike.
D
This is the way we ride our bike very carefully.
E
EP
A. Post Reading
1. Small Group Activities

Engagement Activity #1:
Venn Diagram - Group 1 will answer the Comparison and Contrast
Chart. They will write about how bicycles today are different from
D
bicycles before. The left circle is for the characteristics of the bicycles
before while the right circle is for the characteristics of the bicycle
today. The middle part where the circles overlap is for the same things
they have.
440
Bicycles Before Bicycles Today
Engagement Activity #2
Thank You Letter - Group 2 will write a Thank You Letter to those who
invented and developed the bicycle into what it is today.
PY
Safety Tips Chart- Group 3 will answer the Safety Tips Chart. They will
list down the safety tips when riding a bicycle.
O
Thank You, Bicycle Inventors
C _______________
Dear Bicycle Inventors,
________________________________
D
_________________________________________
___________________________________
_________________________________________
E
___________________________________
EP
Yours,
_______________
D
441
Safety Tips in Riding a Bike
____________________________________
____________________________________
____________________________________
PY
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
O
Dramatization - Group 4 will dramatize giving safety tips to someone
who is just starting to ride a bicycle. Include in your dialogue other
C
safety tips or reminders that you know.
D
Dramatization:
Pretend that your barkada is having a bike ride activity.

One of your friends is just starting to ride a bike. What tips and
E
reminders will you give him/her?

EP
Better Safe than Sorry! - Group 5 will draw a boy or a girl ready to ride
a bike wearing the proper safety gadgets.
D
442
2. Discussion of the Text
Ask: Who among you has a bicycle?

Who among you knows how to ride a bicycle?
Who wants to learn how to ride a bicycle?
Is it easy to learn how to ride a bicycle?
Why? How did you learn to ride a bicycle?
Is it fun to ride a bicycle?
Why do you say it is fun to ride a bicycle?
Is it easier and more fun to ride the bicycles today than those
before?
Say: Let us listen to the report of Group 1.
(Engagement Activity #1: Venn Diagram)

Say: From the very beginning that it was invented, the bicycle
PY
changed a lot. Because of the changes, riding the bicycle has
become more fun and comfortable. And the inventions / changes
were made by many people called inventors. Let us express our
thanks to those people because they made it easier and more fun
riding the bicycle. Let us listen to Group 2.
O
(Engagement Activity #2: Thank You Letter)
Say: Biking or cycling is fun. But there will be times when it will not be fun.
C
Ask: When will biking or cycling not be fun?
Say: If we are not careful, accidents may happen.
Ask: Is it fun meeting an accident? Do you like to have an accident
while riding your bicycle? What should be done so that accidents
will not happen? Say: Let us listen to the report of Group 3 fol-
D
lowed by the dramatization of Group 4 and then the presentation
of the drawing of
Group 5.
E
(Engagement Activity #3: Safety Tips Chart)

(Engagement Activity #4: Dramatization)
EP
(Engagement Activity #5: Better Safe than Sorry!)

Ask: If we follow the safety tips and reminders, what will happen?
Is it good or bad to follow the safety precautions or tips?
If you will ride a bicycle, will you follow the safety tips/advice/
D
reminders?
Why or why not?
Are you now ready to ride a bicycle?
Say: The following are sentences taken from the selection. Let us read /
them and analyze if they are facts or opinions.
Refer to LM, Find Out and Learn, Reading Comprehension: Fact and
Opinion
443
Ask: What are facts? What are opinions?
A. Guided Practice
Read the paragraph. List down the facts and opinions
Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion
Complete eact promt to state a fact or opinion.
PY
Grammar
O
A. Review
Ask: What is a simple sentence?

C
What is a simple subject? What is a compound subject?
What is a simple predicate? What is a compound predicate?
How is a simple sentence formed?
Let us see the examples on the chart.
D
Simple Sentence
E
Simple Subject + Simple Predicate

Bike riding is fun.
EP
Compound Subject + Simple Predicate

Bike riding and exercising can make you healthy.
D
Simple Subject + Compound Predicate

Bike riding can make you healthy and
can be enjoyable at the same time.
B. Introduction / Presentation
Here is a list of Bike Riding Safety Tips taken from the selection.
Let us read and study each sentence.
Refer to LM, Find Out and Learn, Grammar: Compound Sentence
444
C. Teaching / Modelling
Ask: What do you notice about the sentences? What is the word that all of
them have? (and)
Why do you think the word and is used?
Say: Let us study sentence #1.
How many subjects are there? How many predicates are there?
What is the first subject? What is the first predicate?
What is the second simple sentence in #1? What is its subject and
predicate?
Do the same for sentences #2-3. Put identifying marks to give visual
emphasis.
Safety Tips in Bike Riding
PY
1. You should wear a bike helmet and It should fit you properly.
2. A bike helmet has straps and they should always be fastened.
3. The chain must be oiled and the brakes must be checked regularly.
O
Say: These sentences have two simple sentences. They are called
C
COMPOUND sentences. In our examples, the simple sentences are
connected by the word AND. And is a conjunction that connects
similar ideas. We can also use OR or BUT. Or is used to show
choices. But is used to show opposite ideas.
D
Examples:
E
Liza likes biking and Ted enjoys skateboarding.

Given a chance the girls will wear the red helmets or they will borrow the
blue helmets of the boys.
EP
The brothers want to ride a bike but it has started raining.
D. Generalization
Ask: What is a compound sentence?

When do we use and, or and but in compound sentences?
D
Grammar
A. Guided Practice
Put the two sentences together to form a compound sentence.

Refer to LM, Try and Learn, Compound Sentence
Here are two pictures of a bicycle made before and a bicycle made in the
present. Write three compound sentences comparing the two bicycles.
445
Assignment:
Look for one compound sentence in your other subject area books.
Copy them in your notebook.
Day 3
I. Objectives

2. Follow steps in a process
3. Use compound sentences to compare/contrast persons/animals/
places/ objects/events/ideas
PY
4. Decode words with ue/ui
Nursery Rhyme: (Adaptation)

Ride, ride to the city
O
Ride, ride to town
C
Careful when you ride it
And never in your gown.
D
Word Recognition
E
Refer to LM, Find Out and Learn, Words with Silent Letter
EP
Say: Let us read the words and the sentences.

Refer to LM, Find Out and Learn, Words with Silent Letters
D
Say: Some consonants are silent when they come before the consonants
n and r. The second consonant is heard.
g is silent before n.
k is silent before n.
w is silent before r.
446
gn kn wr
sign knife wrist
gnat kneel wrong
knock writing
knotted wrench
unknown wrecker
Say: Some consonants are silent when they come before other consonants.
The second consonant is heard.
c is silent before k.
w is silent before h when wh comes before o.
PY
ck wh
rack whole
knock whom
slick whose
wrecker
O
checking
Assignment:
C
List down two words that have the silent letters.
gn kn wr ck wh
E D
Word Recognition
EP
A. Guided Practice
Mark an X on the silent letter/s in each word. Write each word. The first
one is done for you.
Refer to LM, Try and Learn, Word with Silent Letters
D
Read each word and listen to the sound of the underlined letter. Use the
word box to find a word with the same sound. Write the word.
The bold letters are not scrambled. Unscramble the rest of the letters in
each number and combine them with the bold letters to form a word with
silent letters. Write each word. The first one is done for you.
Assignment:
Guess the word with silent letter/s. Choose from the box.
447
Study Strategy
Sock is a word with a silent letter.

What is the silent letter? (c)
Let us read this selection about how to make sock puppets.
(Note: You may show a sample of a sock puppet.)
Refer to LM, Find Out and Learn, Study Strategy: Steps in a Process
Ask: What are the materials needed in making sock puppets?

Say: These are the steps in making a sock puppet.
PY
Steps in Making Sock Puppets:
1. Put a sock on your hand.

2. Glue cotton balls to the outside to make a lamb.
3. Use markers to draw a face.
O
4. Put a few cotton balls inside.
5. Wrap a string around it and tie a knot.
6. Draw your face and some clothes.
C
Ask: What did we just do?
Say: We identified the steps in doing something. This is giving Steps in a
D
Process.
Remember:
E
What does Step in a Process mean?

EP
The word process means a way of doing something.

The steps is the order in which you complete the process.
FOR EXAMPLE, if you want to wash your clothes, first you should put the
detergent in the water then you put the laundry in, and finally you turn the
washing machine on.
D
Why are Steps in a Process an important reading strategy?

They help us understand how to follow directions when we are completing a task.
They also help us to understand a characters actions in a story.
How do we find Steps in a Process to help us understand what we are
reading?
Look for sequence words like first, next, then, after, before, last, or finally.
Think about the words that answer WHEN.
Decide the task that needs to be completed.
Look for the actions that need to be done to finish a task.
(Source: http://www.readinginnovations.com/Comprehension/Stepsina Process.html)
448
Study Strategy
A. Guided Practice
How do you make stick puppet? Write the steps.

Refer to LM, Try and Learn: Study Strategy: Steps in a Process
Writing Composition
A. Prewriting
Present a word wall or chart of the words to be used. Let the pupils read
PY
the words.
Explain that they will use the words in their writing activity.
Refer to LM, Write About It, Prewriting
O
Demonstrate how to make a frog origami. As you demonstrate, explain
the process or steps. Allow pupils to take down the steps.
C
E D
EP
D
B. Writing
Pupils will write the steps in making an Overturns Frog.

Remind the pupils to use the words on the word chart.
Refer to LM, Writing
449
C. Editing
Let the pupils edit their own work. Remind them to check if they need to add
or change some words. Also, check if the sentences are clear.
Writing Composition
A. Proofreading
Pupils will proofread their own work. Check for wrong spelling, capitalization
and punctuation.
B. Rewriting
If needed, let pupils rewrite their work.
PY
C. Publishing
The pupils will read their work to their group. Later, they may make their
own origami frog to be displayed in the bulletin board.
O
Day 4
I. Objectives
C
1. Identify meaning of words with suffixes -able and -ible
2. Follow steps in a process
3. Write five to six sentence paragraph about a given topic
4. Decode words with silent letters
D

E
Nursery Rhyme (Adaptation)

The wheels on the bike go round and round
EP
Round and round, round and round

The wheels on the bike go round and round
All through the town.
The bell on the bike go ring, ring, ring

Ring, ring, ring, ring, ring, ring
D
The bell on the bike go ring, ring , ring

The rider on the bike go huff, huff, huff

Huff, huff, huff, huff, huff, huff
The rider on the bike go huff, huff, huff
450
Read the list of words.

Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (a)
Which word from the list tells about:
Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (b)
Say: The suffixes -able and -ible can be added to the end of some words
to mean capable of, can be, or able to be. For example, lovable
PY
is able to be loved. Something breakable can be broken.
A. Guided Practice
O
Remember: The suffixes -able and -ible help words describe.
Choose the words from the box to complete the sentences in the paragraph.
Refer to LM, Try and Learn, Vocabulary Development: Words with Suffixes
-able and -ible
C
Find the -able or -ible word in each sentence and write it on the blank.
D
Then choose a base word from the box and write it next to the -able or
-ible word formed from it. The first one is done for you.
E
Day 5
EP
I. Objectives
1. Give the meaning of words with suffixes -able and -ible

D

Nursery Rhyme (Adaptation)
Jack be nimble.
Jack be quick.
Jack jump over
The candlestick.
Jack be careful.
Jack be safe.
Always make sure
That you are safe,
451
QUARTER 4
TABLE OF SPECIFICATION
POST-ASSESSMENT
Competencies Test No. of

Placement Items
1. Distinguish fact from 1 1
opinion
2. Tell whether an action 2 1
or event is a reality or
fantasy
3. Evaluate the 3 1
likelihood that a story
PY
or event could really
happen
realistic fiction
O
humorous or cumulative
poem heard
rative text
C
fact or opinion in a nar-
7
7. Distinguish 8 2
between fact or opinion in 9
D
an informational text
8. Use context clues to 10 1
find meaning of unfamil-
E
iar words (synonyms)

9. Use context clues to 11 1
find meaning of unfamil-
EP
iar words (antonyms)

of words with multiple
meaning
11. Identify meaning of 13 2
D
words with prefixes (un-

, in-, mis-, re-, de-, dis-) 14
12. Identify meaning of 15 4
words with suffixes (-ful, 16
-less, -er, -or, -ly, -y, 17
-able, ible) 18
13. Interpret medical 19 1
prescriptions
14. Take down relevant 20 1
information
15. Use glossary to get 21 1
meaning of words
452
16. Use index to locate 22 1
information
17. Use almanac to get 23 1
information
18. Interpret bar and 24 1
line graphs
19. Use encyclopedia to 25 1
get information
20. Use strategies in 26 1
test taking
21. Use steps in a 27 1
process
22. Identify prepositions 28 1
PY
in sentences
23. Use preposition in 29 3
sentences (to, from, 30
among, between, in, on, 31
under, above)
O
24. Use prepositional 32 1
phrases in sentences
25. Use simple sen- 33 1
C
tence (simple subject +
simple predicate)
tence (compound sub-
D
ject + simple predicate)
E
tence (simple subject +

compound predicate)
28. Use compound 36 1
EP
sentence
29. Decode words with 37 2
ei/ie, ue/oo and silent 38
letter
30. Write 5-6 sentence 39 2
D
paragraph 40
453
QUARTER 4
POST TEST
Listen well as your teacher reads a story then answer the questions that follow.
Once upon a time, there was a farm boy named Danile.

He was an industrious and helpful son. HE always helped his fa-
ther in the farm in tending the animals after his classes. He doesnt
need to be told to do his works. His mother feels very lucky for
having him as a son.
Onde day, Daniel was resting under an old mango tree.

There was a big rock near him. Suddenly, saw a tiny man went up
to this rock. The tiny man knock upon the trunk of the tree, and
PY
then he said the magic word. All at once, a door opened into the
trunk. The man went through the door and it closed behind him.

So Daniel rose up and knocked upon the trunk of the tree
and spoke the enchanted word. The door flew open, he too went
O
into the tree. He learned that inside the tree was a cave, which
was a meeting palce of fairies and elves. They were expecting his
arrival. The faries and elves gave him a bar of gold as reward for
being a helful and industrious son. He thanked them for their won-
C
derful gift and left the cave. He gave the bar of gold to his parents
who were very happy and thankful to their son. Indeed thay are
very lucky for having Daniel as a son.
D
Answer each question with one of the given choices. Choose the letter of the correct
answer.
E
1. Which of the following sentences is a an opinion?

EP
a. Daniel was an industrious son.

b. He always helped his parents in the farm.
c. His mother feels very lucky for having Daniel as a son.
d. One day, he was resting under a mango tree.
D
2. Which of these situations is a fantasy?
a. Daniel doesnt need to be told to do his works.

b. The fairies and elves gave him a bar of gold.
c. Daniels parents are very lucky for having a helpful son like him.
d. Daniel rose up and knock on the trunk of a tree
3. Choose among these sentences which is likely to happen in real life.
a. Daniel rested under the mango tree after helping his father in the farm.
b. An elf suddenly appeared before him.
c. The cave was a meeting place of fairies and elves.
d. The fairies gave him a bar of gold.
454
Read the paragraph.
4. What conclusion best fits the paragraph.
a. Kiya will never be hungry.
PY
b. Kiya loves eating anything.
c. Kiya is a nice bird.
d. Kiya is a such a nice to pet to have.
Below is a stanza taken from the poem, This is the House that Jack Built.
O
C
E D
EP
5. In your own point of view, what is the best conclusion that you can give?
a. The poem is all about the way Jack built his house.
D
b. The poem tells about the house Jack built.

c. The poem does not tell anything.
d. The poem shows relationship of one event to the next event.
455
Read the story then answer the questions that follow.
PY
O
C
E D
EP

__________________________________________________________.
D
a. Snow White did not want her Aunt and Uncle to do this so she decided
it would be best if she ran away.
b. She lived with her Aunt and Uncle because her parents were died.
c. There they found Snow White sleeping.
d. She ran away into the woods.
456
Read the selection then answer the questions that follow.
PY
___________________________________________________________.
a. The ground there is mostly ice.
O
b. The cubs are very cute and they look like teddy bears.
c. Polar bears hunt and eat seals and other ocean animals.
d. Most polar bear cubs stay with their mothers until they are two years old.
C
Read the sentences then answer the questions that follow.
D
10. In this sentence, what does the wordpliablemean?

E
a. bendable c. solid
b. rough d. hard
EP
D
11. What is the antonyms of famous?
a. honest c. popular
b. hardworking d. unknown
457
12. What is the meaning of ring from the given meanings below? Encircle the
letter of the correct answer..
PY
13. If mispronounce means wrongly pronounced, what does misspell mean?
O
a. spell again c. wrongly spelled
b. change the spelling d. write the spelling
C
Study the sentences then answer the question.
D
14. Which of the underlined words has a prefix? Write the word in the box
E
then copy its meaning which is also found in the sentences.

EP
___________________________________________

D
15. Which word will complete the sentence?
a. lovely b. lovingly c. loveless d. lovelier
458
Read the paragraph then answer the question.
16. It could be understood that the suffix ible means ___________ .
a. action or process c. pertaining to

b. capable d. quality
PY
Study the table.
O
C
17. What do suffixes do to words?
a. change the meaning of the words

D
b. add beauty to the words
c. do nothing to the word
d. give meaning to the words
E
18. You were asked to construct sentences using suffixes. The topic is to
describe the experience you had last summer. Which of the following
EP
sentences will you include?
a. The children happily played in the beach all summer.

b. Mother cooked food for everybody.
c. Father checked the car first.
D
d. My brother put the goggles and his swimming trunk in his bag.
459
Study the medical prescription below and answer the questions that follow.
19. How many tablets should the patient take in one day?
a. one b. three c. four d. thirty
PY

20. What is the dosage of the medicine?
a. 500 mg b. 3 mg c. 30 mg d. 1mg

O
Study the entry words taken from a glossary. Then, answer the question that follows.
C
E D
EP
D
21. Which word will produce heat and fire?
a. echo b. fog c. erosion d. friction
460
Study the index.
22. On what page can you find the topic about Suffix?
PY
a. pages 22-23 c. pages 33-34
b. pages 109-110, 169 d. pages 108-109
Study the table/chart.
O
C
E D
EP
23. Which area has the most cases of dengue during the 4th Quarter?
a. Area 1 b. Area 2 c. Area 3 d. Area 4

D
461
Study the graph.
PY
O
24. What is the least favorite book of the pupils as seen in the bar graph?
C
a. horror c. sci-fi
b. funny d. biography
Study the set of encyclopedia then answer the question.

E D
EP
D
25. If you like to learn more about origami or the art of paper folding, in what
encyclopedia volume will you look for it?
a. Volume 1 c. Volume 8
b. Volume 3 d. Volume 12
462
26. In taking tests, why is it important to read and follow the instructions or
directions?
In taking tests, it is important to read and follow the instruction or

directions because _________________________________________

_________________________________________________________.
Study the steps in making a kite then answer the question.
PY
O
C
E D
EP
D
463
27. Which are the correct steps in making a kite?
a.
PY
O
b.
C
E D
EP
D
c.
464
d.
PY
Study the sentence then answer the question.
O
28. The preposition in this sentence is ____.
a. in
C
b. his c. the d. toy

D
29. Sheila brought some chocolates and shared them _____________ her
classmates.
E
a. in b. beside c. between d. among
30. Study the picture then complete the sentence.

EP
D
a. over the net c. through the net

b. under the net d. below the net
465
31. What will your sentence be if you will write about where the the man is in
the picture?
a. The man walks in front of the soldiers
PY
b. The man stands across the soldiers.
c. The man is between two lines of soldiers.
d. The man walks behind the soldiers.
32. What prepositional phrase best illustrates where the birds are?
O
C
E D
a. The birds are on the branch of a tree.

b. The birds are above the branch of a tree.
c. The birds are under the branch of the tree.
EP
d. The birds are behind the branch of the tree.

D
It is a simple sentence because _______________________________

__________________________________________________________.
It is a simple sentence because _______________________________

_________________________________________________________.
466
35. Write a simple sentence with a compound predicate about the picture.

__________________________________________________________
__________________________________________________________
PY

36. Write a compound sentence about the picture.
O
C
D
___________________________________________________________
E
37. Read the set of words. Supply a word that has the same oo sound then
write a sentence about it.
EP
D
___________________________________________________________
___________________________________________________________
38. The following words have silentc letter/s. Give your own word with a silent
letter/s then write a sentence about it.
___________________________________________________________
___________________________________________________________
467
39-40. Choose your favorite food. Write a 5-6 sentence-paragraph about it.
PY
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
O

QUARTER 4: POST-ASSESSMENT KEY TO CORRECTION
C
1. c 11. d 21. d31. c
2. b 12. a 22. b32. a
3. a 13. c 23. c33. It has a simple
subject and a simple
D
predicate.
4. b 14. disinterested, 24. d 34. It has a compound
E
sentences may vary subject and a simple

predicate.
5. d 15. a 25. c 35. Answers may vary
EP
6. Answers may 16. d 26. Answers may 36. Answers may vary
vary vary
7. a 17. a 27. b 37. Answers may
vary
8. Answers may 18. a 28. a 38. Answers may vary
D
vary
9. b 19. b 29. d 39. Answers may vary
10. a 20. a 30. a 40. Answers may vary

468

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VISIT DEPED TAMBAYAN

This book was collaboratively developed and reviewed by educators

We value your feedback and recommendations.

Only institution and companies which have entered an agreement with

Consultants and Editors:

Felicitas Pado, PhD Ofelia Flojo, PhD

Rosalina J. Villaneza, PhD

Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva

Printed in the Philippines by Vibal Group, Inc.

This teachers guide is designed in four quarters with nine-week

In a literature-based curriculum, objectives are classified into

We also want you to use formative assessment results as basis

Content Standard Performance Standard

Vocabulary demonstrates understanding that words are composed of different parts

EN4OL-IIi-8 EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- EN4WC-IIi-9 EN4A-IIh-8

CODE BOOK LEGEND

Learning Area and Alphabet Knowledge AK

Domain Competencies Item No. of

WR ei/ie, ue/oo and silent 38

30. Write 5-6 sentence 39 2

The Sleeping Beauty

After a hundred years, a handsome young prince came to the palace. He

1. Which of the following sentences expresses an opinion?

a. The king and the queen had a daughter named Rosamond.

2. Identify which sentence is a fantasy.

The Rebellious Ant

There was no sign of any beetle or ladybird nests, nor anything

much bigger than any other insect could.

follow rules that enable them to build something much greater.

All doggies go to heaven (or so Ive been told).

5. Based on the poem, what conclusion can you give?

It is a fact because ___________________________________________

7. Which of the sentences is an opinion?

Read the selection. Then answer the questions that follow.

9. Which of the sentences is an opinion?

a. They are both bodies of water.

Study the sentence then answer the questions.

Study the sentences then answer the questions.

10. What does devise mean ________?

11. What is the opposite meaning of gregarious?

The suspects were brought to the police station.

13. If rewrite means to write again, what does retell mean?

Study the sentences.

People around Albert Einstein could not make sense of what he

16. It could be understood that the suffix -able means ___________ .

Study the table.

Root Meaning Suffix Word with Suffix Meaning

17. What do suffixes do to words?

a. A teacher helps the community by teaching.

b. Uncle Bert sweeps the street everyday.

For Veda Simmonds

Dr. N. Wong Assume physicians

20. In what form is the medicine being prescribed?

fax (`faks) n. Facsimile; a machine used to send or receive

fierce (`firs) adj. Violently hostile or aggressive in temperament,

fossil (`fa-sal) n. Remnants; traces or remains of organisms in

Study the index below.

A Boys Dream, 145

Confirmed, Probable and Suspect Ebola Virus Cases

Cases Confirmed Probable Suspect Totals

Study the graph.

Draw diagonal lines on the white side.

Turn the left corner and glue to the center.