Eng TG Q3

4
English
Teacher’s Guide
Unit 3
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Department of Education
Republic of the Philippines
i
English – Grade 4
Teacher’s Guide
First Edition 2015
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Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:

Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
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. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
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ii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week

lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the day’s 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
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
above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
iii
Quarter 3: Special People, Places and Days
Table of Specification: Pre Assessment .......................................................... 206
Pre Assessment ............................................................................................. 208
Week 1 ………………………………………………………............................ 214
Week 2 ………………………………………………………............................ 223
Week 3 ………………………………………………………............................ 231
Week 4 ………………………………………………………............................ 239
Week 5 ………………………………………………………............................ 250
Week 6 ………………………………………………………............................ 261
Week 7 ………………………………………………………............................ 275
Week 8 ………………………………………………………............................ 290
Week 9 ………………………………………………………............................ 304
Table of Specification: Post Assessment ........................................................ 320
Post Assessment ............................................................................................ 322
v
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 everyday’s needs; and reads independently and gets relevant
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
demonstrates understanding that English is stress-timed language to
Fluency reads aloud text with accuracy and automaticity
achieve accuracy and automaticity
demonstrates understanding of the elements of informational text for
Listening recalls details, sequence of events and shares ideas on texts listened to
comprehension
Comprehension
demonstrates understanding of text types to construct feedback identifies story perspective and text elements
vi
demonstrates understanding that word meaning can be derived from
uses different resources to find word meaning
different sources
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
demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of
various texts texts for a variety of purposes
Use knowledge of text types to correctly distinguish literary from
Demonstrate understanding of text elements to comprehend various texts
Reading informational texts
Comprehension Demonstrate understanding of writing styles to comprehend the author’s Use diction (choice of words) to accurately analyze author’s 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 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
demonstrates understanding of English grammar and usage in speaking or
Grammar 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
Attitude
demonstrates understanding of verbal and non-verbal elements of
uses paralanguage and non-verbal cues to respond appropriately
communication to respond back
Study
demonstrates understanding of library skills to research on a variety of
Strategies/ uses library skills to gather appropriate and relevant information
topics
Research
vii
views various forms of media in order to gather and share information,
Viewing 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 Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
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 1 Use context clues Analyze a Phonological Locate b-1 1 Show
selection listened Speak clearly to find meaning narrative in terms Read words, information Use plural Write 2-3 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
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
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
to find meanind of in information / poems or using print and irregular about the
3 unfamiliar words. literary text read stories with non-print nouns 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
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 unfamiliar words long vowel o but a different using positively
(poems, sound second letter appropriate during story
4
chants, grammatical reading.
viii
rhymes, structures:
riddles) Kinds of
Nouns-
Mass Nouns
and Count
Nouns
EN4LC-Ie-5 EN4OL-Ie-2 EN4V-Ie-f-2 EN4F-Ie-5 EN4SS-Ie-i-5 EN4G-Ie-4 EN4WC-Ie-f-4
Sequence events Give oral Use context clues Read words, Use graphic Use clear 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 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
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 one’s Infer about Read words, Use graphic Compose - Descriptive
feelings, traits of 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:
Kinds of
Nouns
(Possessive
Nouns)
EN4LC-Ig-1 EN4OL-Ig-4 EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 EN4G-Ig-6 EN4WC-Ig-h- EN4A-IIa-
Infer about Express one’s Use context clues Make inferences Read words, Identify and 5 1
ix
feelings, traits of ideas, feelings to find meaning and draw phrases, use concrete Write a friendly Demonstrate
characters in clearly of unfamiliar conclusions poems, and nouns and letter as a respect for
selections words (definition) based on a stories with abstract response to 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
Read aloud of the text
grade level listened to.
texts with
accuracy and
proper
expression
EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h-
Infer about Express one’s 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
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 one’s 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 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
texts
SECOND QUARTER
x
F
LC OL V RC SS WC
Oral G 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 Restate or meanings of important story automaticity words with Identify and Write respect for the
supporting details retell unfamiliar elements such as grade level different use personal sentences 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
listened to. analysis content area alphabetical the text
1 (compound words. order. mechanics of listened to.
words and capitalization
their and
components: punctuation.
one word
compound
(backyard),
two word
F
LC OL V RC SS WC
Oral G A
Fluency
compound
(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-
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 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 affixes). and
listened to. 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 questions feelings of grade level verbs. friendly letter and react
a story/poem about a story characters frequently using correct positively
3 listened to read/listened EN4RC-IIb-3 occurring format. during story
to. Infer the moods content area reading.
or feelings of the words.
character based 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
4
directions. five step the meaning of expression of verbs that point sentence other texts.
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 one’s 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
presentation.
EN4LC-IIf-6 EN4OL-IIf-6 EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 EN4G-IIf-6 EN4WC-IIf-6 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
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
ending to a story Retell best- use simile and and traits of the with information form of Write a read news
7 heard. liked part of a metaphor in characters in the consonant from the news regular verbs. paragraph page for
story heard. the poem story. blends /tr/, page of a about one’s information of
xii
read. and ,/cr/ school paper. personal a school
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. 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 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.

THIRD QUARTER
F
LC OL V RC SS WC
Oral G A
Fluency
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
famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2 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
xiii
to. meaning of texts map. that show sentences travelogue.
2
words. accurately. degrees of using
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 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 words through accurately. of events. to show the using
talk about restatements. sequence of 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 speaker’s meaning of relationship with meaning of correct order compose clear various
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 one’s 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
expression to content structure. appropriate from sentences. and coherent purposes such
talk about specific words. speed. glossaries sentences 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 one’s 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
6
content appropriate from indices. time in and coherent purposes such
specific words. speed. setences sentences as learning or
using adverbs for pleasure.
of time.
EN4LC-IIIg-7 EN4OL-IIIg- EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- EN4G-IIIg-7 EN4WC-
Give one’s 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 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.
EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4RC-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 EN4WC- EN4A-IIIh-7
Give one’s 5 Use word Use appropriate Read correctly 8 Use a IIIh-8 Browse and
reaction to an Tell / retell associations graphic 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.
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 one’s 6 Use word Read grade 9 Use a 9 Browse and
reaction to an Relate one’s 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
words with
proper
phrasing.
FOURTH QUARTER
xv
LC V RC F WC
OL SS
Listening Vocabulary Reading Oral G 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 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 rate of 95 to from a given fact and used in a texts by
unfamiliar 100% text opinion print/non 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
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
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
story/event story could words with stories read level texts glossary get prepositions sentences connection interest in
3 could really really multiple with meaning of in sentences using between 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
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 Un,in,im,dis, correctly per under and conclusion information reading
mis and re minute above in of a given viewed and available
sentences topic or personal print
xvi
situation experiences materials
EN4LC-IVe-5 EN4OL- EN4V-IVe-5 EN4RC-IVe-5 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
humorous and less correctly per sentences conclusion text reading
5
or minute illustrations available
cumulative contribute to print
poem Read aloud a wht ia materials
heard 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
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
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
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 minute subject and given topic illustarions available
al text simple contribute to print
predicate in what is materials
xvii
giving fact conveyed by
and opinion 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 Express meaning of between fact or level texts Use Use simple Write 5-6 Explain how Express
a narrative text fact or words with opinion in a with 118 strategies in sentences sentence specific 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 compound topic or idea illustarions available
predicate in contribute to 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
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
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CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
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Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
Lowercase Letter/s Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
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

ENGLISH GRADE IV
Quarter 3-Pretest
TABLE OF SPECIFICATIONS
Learning Item Placement No. of Items

Competencies/
Objectives
Note significant details. 1,3 2
(explicit)
Note significant details. 2,4 2
(implied)
Use context clues to find 5,6 2
meaning of unfamiliar
words.
Identify sequence of 7,8 2
events.
Use appropriate word 9 1
signals to show the
sequence of events.
Identify the kind of adverb 10 1
used. (manner)
Distinguish reality from 11,12 2
fantasy.
Point out cause and effect 13 1
relationship.
Identify the meaning of 14 1
content specific words.
Identify different meanings. 15 1
(connotations)
Use correct order of 16 1
adjectives.
Determine the kind of 17 1
adverb used. (time)
Make generalizations. 18 1
Locate information from 19,20,21,22,23 5

glossaries.
Locate meaning of words 24 1
from the dictionary.
Use a thesaurus to find 25 1
synonyms and antonyms of
words.
206
Locate information from an 26,27, 28,29,30,31 6
index.
Identify the kind of 32 1
sentence for a specific
purpose. (request)
purpose. (asking
permission)
Determine the degree of 34,35 2
adjective used in context.
Interpret charts. 36,37,38 3
Determine the graphic 39 1
presentation that is
appropriate for a specific
purpose.
TOTAL 40 1
207
QUARTER 3
PRE-ASSESSMENT
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
Rosa’s Flower Garden
Rosa has a beautiful garden. She was able to grow many flowers
in it. The flowers are of different kinds and colors. She has red, white and
yellow roses. There are gumamelas, santan, sunflower and daisies, too.
Many of them are fragrant. No wonder, butterflies and bees hover around
her garden, with their wings glistening against the sunshine. Indeed, Rosa’s
garden is an attractive spot to behold.
_____1. Who owns a flower garden?

a. Rosa
b. butterfly
c. bee
_____2. She grows different flowers in her garden. Which of these is not found
there?
a. rose
b. ilang-ilang
c. santan
_____3. What two adjectives are used in the text to describe Rosa’s garden?
a. beautiful and wide
b. beautiful and boring
c. beautiful and attractive
_____4. Why do butterflies and bees love to hover around Rosa’s garden?
a. because of the many ornamental plants in it
b. because of the lovely flowers in it
c. because Rosa does not drive them away
_____5. What does the word “hover” in sentence 7 mean?

a. dive
b. fly
c. swim
_____6. Which word in the same sentence does not give a clue to its meaning?
a. butterfly
b. wings
c. garden
208
The Little Red Hen
(Adapted)

The little Red Hen was in the farmyard with her chickens, when she
found a grain of wheat.
“Who will plant this wheat?” she said.
“Not I,” said the Goose
“Not I,” said the Duck.
“I will, then,” said the little Red Hen, and she planted the grain of wheat.
When the wheat was ripe she said, “Who will take this wheat to the
mill?”
“Not I,” said the Goose.
“I will, then,” said the little Red Hen, and she took the wheat to the mill.
Next, she brought the flour home she said, “Who will make some bread
with this flour?”
“Not I,” said the Goose.
“I will, then,” said the little Red Hen.
Then, the bread was baked, she said, “Who will eat this bread?”
“I will,” said the Goose
“I will,” said the Duck
Instantly, the little Red Hen said, “No, you won’t. I shall eat it
myself. Cluck! cluck!” And she called her chickens to help her.
_____7. Which event happened first?

a. The little Red Hen brought the ripe wheat to the mill.
b. The little Red Hen found a grain of wheat.
c. The little Red Hen baked the bread.
d. The little Red Hen ate the bread with her chickens.
_____8. Which event happened last? Choose from the choices in item 7.
_____9. Next, she brought the flour home. Which of the underlined
A B C
words is a time connector?
____10. What kind of adverb is the word “instantly”?

a. time
b. place
c. manner
____11. Which of the following sentences states a fantasy?

a. The little Red Hen found a grain of wheat in the farmyard.
b. The little Red Hen baked the bread.
c. The little Red Hen walked around the farmyard with her chickens.
____12. Which of the following statements is a reality?

a. The goose volunteered to plant the wheat.
b. The duck said he would bring the ripe wheat to the mill.
c. The little Red Hen cares for her chickens.
209
____13. The little Red Hen did not allow the goose and the duck to eat the bread.
What is not a possible cause for this?
a. because they did not help the little Red Hen
b. because they are lazy
c. because they might not thank the hen for that
Caterpillar
by Christina Rossetti
Brown and furry
Caterpillar in a hurry,
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you,
Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.
____14. The word “stalk” in line 4 means_____.

a. follow
b. hunt
c. stem
____15. What does the second to the last line connote?

a. The caterpillar rests in a cocoon for a while.
b. The caterpillar suddenly falls from the leaf.
c. The caterpillar dies after spinning.
____16. Which sentence about the poem follows the correct order of adjectives?
a. The poem is about brown furry one caterpillar.
b. The poem is about one furry brown caterpillar.
c. The poem is about one brown furry caterpillar.
____17. Before becoming a butterfly, it used to be a caterpillar. What kind of an

adverb is the underlined word?
a. place
b. time
c. manner
____18. If you are to complete the graphic organizer below, what will you write at
the center?
brown furry
__________
walks or crawls spins and dies
A. butterfly B. spider C. caterpillar
210
laptop - smaller than a desktop computer
mainframe - a very big and expensive computer
microcomputer - most common type of computer
minicomputer - smaller than a mainframe computer
mobile device - a very small computer that can fit in your pocket
tablet - a mobile computer that works using a touch screen
_____19. What does the given page show?

a. index
b. glossary
c. thesaurus
_____20. What is a glossary?

a. list of difficult words used in the book and their meanings
b. list of topics arranged alphabetically
c. list of synonyms and antonyms
_____21. Based on the given page, what does mainframe mean?

a. a very big and expensive computer
b. most common type of computer
c. a mobile computer with touch screen
_____22. How are the words in the glossary page arranged?

a. according to their order in the book
b. alphabetically
c. according to importance
_____23. If the word “smartphone” is to appear on this page, where should it be

placed?
a. after microcomputer
b. after tablet
c. before tablet
_____24. Like the glossary, the _____also gives the meanings of alphabetically
arranged words together with their correct pronunciation. It has guide
words on top of every page.
a. index
b. map
c. dictionary
_____25. It is a list of words with their synonyms and antonyms.

a. dictionary
b. index
c. thesaurus
_____26. This is also an alphabetical listing but of topics discussed in the book.
The pages of the topics are also indicated.
a. dictionary
b. index
c. timeline
211
Browsers,182 MS PowerPoint, 160

Formatting Tools, 134 Programming, 239
Internet, 172 Rectangles and Squares, 86
Microsoft Word, 122 Social Networking, 196
_____27. What is shown above?

a. glossary
b. index
c. dictionary
_____28. What topic is found on page 239?

a. Browsers
b. Internet
c. Programming
_____29. Which topic comes before Microsoft Word?

a. Internet
b. Browsers
c. MS PowerPoint
_____30. Which of the following topics is not found in the book?

a. MS Word
b. MS Excel
c. MS PowerPoint
_____31. Based on the given page, what do you think is the book about?
a. environment
b. computer
c. social studies
Mother: Ana, I’m going to the market. Please get me one big basket.
Ana: Will this be okay, Mother?
Mother: Well, this one is big but I want a bigger basket since I need to buy
our one-week supply of groceries, too. (Ana gave Mother another
basket.) Wow! This is perfect. I think this is our biggest basket;
enough to hold the supplies I’ll buy for the family.
Ana: Can I to come with you, Mother? I can help you carry the
goodies.
Mother: How sweet of you, dear. But I’ll be fine. Your Kuya is driving me to
the market.
_____32. Which of the sentences states a request?

a. Please get me a big basket.
b. Can I come with you, Mother?
c. How sweet of you, dear.
_____33. Which one is asking permission?

a. Please get me a big basket.
b. Can I come with you, Mother?
c. How sweet of you, dear.
212
_____34. Well, this one is big but I want a bigger basket.
The adjective “bigger” is in the ______degree of comparison.
a. positive
b. comparative
c. superlative
_____35. Which of the following is in the superlative degree?

a. big
b. bigger
c. biggest

_____36. The above pie shows the items bought by mother in the market and
their amount. Which food stuff has the biggest amount?
a. vegetable
b. pork & beef
c. fish
_____37. Which three did Mother buy in equal amounts?

a. vegetable, pork, fish
b. chicken, fish, pork & beef
c. canned goods, chicken, vegetable
_____38. What can you infer from this chart?
a. Mother prefers poultry products to beef and pork.
b. Mother serves her family more vegetables than meat.
c. Mother doesn’t buy canned goods.
_____39. In what other form can these data be possibly presented?

a. map
b. graph
c. timeline
_____40. It is Mother’s first time to go to the market. Which tool will help her
reach the place?
a. map
b. graph
c. timeline
213
Quarter 3
Theme: Special People, Places, and Days (Heroes and their Heroism)
Week 1 - Heroes are Around Us

I. Objectives for the Week
A. Expressive Objective
Admire the selflessness and bravery of the character in the poem
B. Instructional Objectives
Oral Language
Talk about famous events
Fluency
Read aloud a poem with proper expression
Composing
Write a paragraph describing a person, animal, place, thing or event
Grammar
Identify and use adjectives that describe a person, animal, place, thing
or event
Vocabulary and Concept Development

Guess the meaning of unfamiliar words through context clues
Listening Comprehension
Distinguish reality from fantasy
Reading Comprehension
Note significant details in the poem
Attitude towards literacy, literature and language

Show love for reading by listening attentively during poem reading and
making comments or reactions
Study Skill
Use a thesaurus to find synonyms and antonyms of words
II. Subject Matter
A. Topics
Poem : Kabang, A True Hero by Lilibeth A. Magtang
Story : Fetch by Becky Bravo
Adjectives
Synonyms and Antonyms
Reality vs. Fantasy
Using a Thesaurus
Value Focus: Selflessness
214
B. Materials
• Pictures,
• chart,
• thesaurus,
• real objects (ball, pebble, picture of elephant, flower)
C. References
Online Resources, Lampara Books, “Fetch” by Becky Bravo
III. Procedure
Day 1
I. Objectives
1. Admire the selflessness and bravery of the character in the poem
2. Listen attentively to a poem
3. Read aloud a poem with proper expression
4. Guess the meaning of unfamilliar words through context clues.
C. Pre-Listening
1. Vocabulary Development
Find a synonym for the underlined word. Choose your answers from the
words in the box.
brave impressed destroyed nose courageous
1. The fearless soldiers are ready to defend their country against the
enemies. They are not afraid to fight with the enemies.
2. The lion’s snout is similar to that of the dog’s.
3. The strong typhoon wrecked some houses. The men were busy
repairing their houses after the typhoon.
4. When the clown moved his stick, a rabbit appeared. The kids were
awed by the clown’s magic trick.
5. Our ancient heroes were bold enough to fight for our freedom.
2. Motivation
Ask:
What is your dog’s name?
What does your dog love to do?
Where does it love to stay?
215
3. Motive Question
We are about to read a poem about a dog named Kabang. As I read the
poem, find out:
• What did Kabang love to do?
• Where did she love to stay?
D. While Listening (Refer to Read and Learn LM)
Read the poem to the pupils, observing proper phrasing and expression.
Reread it to the pupils and have them follow along.
Group the class into four and assign each a stanza to read.
Day 2
I. Objectives
Note significant details in a poem listened to
A. Post Listening Refer to LM, Read and Learn
Say: Listen as I read to you again the poem that we learned yesterday.
Read the poem by group.
Cooperative Group Activities:
Group 1
Draw the scene in the first stanza, showing the things which Kabang
saw around.
Group 2
Read stanza 2. Dramatize the scene where Kabang greeted the
two girls, who both smiled at her sweetly in return. The others will
act as jeepney, bus, motorcycle. One will act as the screeching
vehicle.
Group 3
Draw Kabang after the accident. Your drawing should show the
bruises on Kabang’s face and the lost snout. Write a sentence or two
under your drawing.
216
After the Accident
This is how Kabang looked after the accident.
Her face ___________________________.
Her snout ___________________________.
Group 4
Pretend that you were one of those saved by Kabang. Write a Thank
You letter to her or dramatize what you will tell Kabang.
Thank You Kabang!
_________________
___________________,
Thank you for ________________________________
__________________________________________________
_______________________________.
Love,
_________________

Discussion of the poem, incorporating the presentation of outputs:
1. What did Kabang love to do?

2. Where did Kabang love stay?
3. What did she see?
Group 1
Present the drawing that you made.
4. Who did Kabang greet?

5. What did the two girls do when Kabang greeted them?
6. Would you do the same if you were the girls?
7. What happened next?
Group 2
Present your dramatization.
8. What happened to Kabang?

9. What do you think did Kabang feel?
10. What do you think did the two girls feel?
11. If you were one of the girls, what would you feel?
12. How do you think Kabang looked after the accident?
217
Group 3
Present your drawing and read the sentences that you wrote.
13. Were the two girls hurt? Why or why not?

14. What do you think would have happened to the girls if Kabang did
not bump the motorcycle?
15. Who should they thank for being saved from the accident?
Group 4
Present the Thank You letter that you wrote to Kabang. (This may be
done as an introductory lesson on composing a thank you letter.)
16. Did Kabang think of herself and of what would happen when she
saved the girls?
17. What trait did Kabang show in this situation?(She did not think of
herself; she thought of the girls and how they would be saved from
the accident.)
18. Think of an incident when you thought of others first before thinking
of yourself.
Poem Study
Refer to LM - Talk About It
• How many stanzas does the poem have?

• How many lines are in each stanza?
• Read the first stanza. What are the rhyming words?
• What is the rhyme scheme?
• Read the second stanza. What are the rhyming words?
• What is the rhyme scheme?
Day 3
I. Objective
Identify and use the adjective that best describes a person, animal, place, thing
or event
Write a paragraph describing a person, animal, place, thing or event
1. Teaching/ Modeling
Read the following sentences.
1 Kabang is a true hero.
2. The two girls saved.
3. They looked frightened.
218
Ask: What are the underlined words?
What do they do in each sentence?
 Adjectives are words that describe nouns or pronouns.
They tell about the kind, color, or number of a noun or
pronoun.
2. Guided Practice
Activity 1: Give words that describe the given pictures.
Activity 2:
• Facilitate a simple guessing game.
• Describe a certain object in the classroom. Mention its color, shape or
kind. Make sure it is easily seen in the classroom.
• Call a volunteer to guess the object that is being described.
• The pupil who is able to give the correct answer takes his/her turn in
asking classmates.
• This goes on until most of the pupils have taken their turns or after the
pupils can confidently give describing words or adjectives.
Activity 3: Go back to the poem and point out all the adjectives used
Write them on the board then let the pupils read them
3. Independent Practice
Refer to LM - Find Out and Learn Try and Learn
A. Underline the adjective in each sentence. (Refer to LM - Find Out and
Learn)
B. Which adjective best describes the picture? Underline your answer. (Refer
to LM Try and Learn - Exercise 1)
C. Copy the correct sentence that will describe the picture. (Refer to LM Try
and Learn - Exercise 2)
D. Look closely at the picture. Write a three to five sentence paragraph with
adjectives to describe anything that you can see in the picture. (Refer to
LM - Write About It)
Day 4
I. Objectives
Distinguish reality from fantasy
Note significant details in the story read
A. Pre-Reading
1. Unlocking of Difficulties
219
 wobble
When she stands, my grandmother’s knees wobble.
(Act it out then ask the pupils to do the same later.)
What does “wobble” mean?
shake dance steady
 fetch
Our grandparents who can hardly move around often call us and
ask us to fetch something for them.
What does “fetch” mean?
buy get throw
 amuse
When my grandparents are sad, we tell jokes, sing, dance or do
something to amuse them.
What does “amuse” mean?
make happy weaken love
 pleased
Yesterday, Lito was sad because his pet was sick. Now that his pet
is well, he is pleased.
What does “pleased” mean?
lonely excited happy
 banduria
My sister plays the banduria.
(Use a picture or a real banduria)
2. Motivation
What good things does your dog do for you?
3. Motive Questions
Refer to LM, Read and Learn
What good things did the pet dog do for the old man?
Listen to this story and find out why Fetch is a good pet for the old man.
Comprehension Check:
1. Who are the characters in the story?
2. Where did the old man live?
3. Who was with him?
4. What gifts did Fetch bring the old man?
5. Which do you think made the old man very happy? Why?
6. Do stories like this happen in real life? Are there parts of the story that
are impossible to happen? What are they?
220
4. Teaching / Modeling
 An event that actually happens in life is reality.
 An event that is impossible to happen is fantasy. It is not real.

It is just a product of the imagination.
B. Introduction
Read the event in this story. Put a check / on the ____ before each sentence
that can happen in real life and X if it can’t happen.
_____1. The old man live with his dog Fetch.
_____2. Fetch got a banduria from a man in the village.
_____3. Fetch told the village people one thing that would amuse the old man.
_____4. The village people build their houses around the old man’s home.
_____5. The old man was very happy when people lived near his house.
5. Guided Practice
Write R if the sentence tells what can happen in real life; F if the sentence
tells what can’t happen in real life.
______1. Many passengers are waiting for a bus.
______2. A fairy came and let them enter a big room.
______3. Many poor people are being helped by the government.
______4. Many students study hard in order to get good grades.
______5. The ghost let the pupil enter the haunted house.
6. Independent Practice Refer to LM, Try and Learn

Directions: Write R if it is Reality and F if it is Fantasy.
Day 5
I. Objective
Use a thesaurus to find synonyms and antonyms of words
A. Oral Language Development

Engage the pupils to join a simple contest
The contest about giving words that will describe some objects.
Objects: ball (round, circle)
pebble (small, tiny)
picture of an elephant (big, huge)
flower (fragrant, sweet)
1. Introduction
Many descriptive words have similar meanings. They also have
corresponding opposite words.
Say: Read the following short sentences.
221
1. There are tiny pebbles in the garden.
2. An elephant is a big animal.
3. The sampaguita flower smells fragrant.
This time, replace the underlined words with the following words.
1. small
2. huge
3. sweet
Words like: round and circle, small and tiny, big and huge, and fragrant
and sweet have the same meaning. These are called synonyms.
Now, try replacing the underlined words with the following.
1. big
2. small
3. foul
When we use these words, the meaning of the sentence is changed.

These words mean the opposite of the underlined words. They are
called antonyms.
Here are more examples of synonyms and antonyms:

Synonyms:
1. cold - freezing
2. large - big
3. trash - garbage
4. shout - yell
5. speak - talk
Antonyms:
1. young - old
2. day - night
3. near - far
4. dry - wet
5. long - short
A book called a thesaurus supplies the synonyms and antonyms of

words. (Show one.)
Take a look at the sample thesaurus entry.

Refer to LM - Learn Some More
Again, what pieces of information are shown in the sample thesaurus

entry?
222
 A thesaurus is a book that gives the synonyms and
antonyms of a word.
 Aside from synonyms and antonyms, a thesaurus also

gives the meaning and part of speech of a word. It also
tells what part of speech a word is.
4. Guided Practice Refer to LM, Learn Some More

Activity 1: Study this thesaurus entry. On the blank, write your answer
to each question.
Activity 2: Using a thesaurus, give the synonym and antonym of each

underlined word.
5. Independent Practice Refer to LM, Learn Some More

Replace the underlined word with a synonym. Be guided by context clues
and the use of a thesaurus.
On the blank, write the antonym of each word. Get your answer from the
box.
Week 2 - Let’s Travel
A. Expressive
Realize the importance of obeying parents and elders
Show appreciation of the remarkable landmarks in the country
B. Instructional
Oral Language
Talk about famous places
Fluency
Read aloud grade level text accurately and with expression
Composing
Write sentences that show comparison of adjectives
Grammar
Identify the words that show the degrees of comparison of adjectives

Identify multiple meanings of words
223
Note details in a story heard
Note significant details in a selection read

Show interest in reading a travelogue
Study Skill
Interpret a map
II. Subject Matter

A. Topics
1. Jose P. Rizal’s Anecdote:“The Moth and the Flame” (adapted)
2. Travelogue: Travel Time
3. Adjectives: Degrees of Comparison
4. Words with Multiple Meanings
5. Paragraph Showing Enumeration
6. Interpreting a Map
Value Focus:Obedience, Pride of National Landmarks
B. Materials
• Pictures of tourist spots chart
• mystery box containing objects
• maps
C. References
Scott Lee Chua’s Top 10 Pinoy Travels Manila to Cebu
Online resources
III. Procedure

Day 1
I. Objective
Note details from a story heard.
A. Pre-Listening
Refer to LM, Think and Tell
Show the meaning of words through
1. pictures
2. action
• hovered
• flapped
• gasping, panting
• hugged
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3. context clues
• A speck of light is not enough to brighten our way.

(bright ray tinyray big piece)
• It was dusk and I was afraid to go out alone in the dark.
(early evening noon time morning)
• The birthday girl is so curious that she is in a hurry to open her gifts.
(disappointed sad interested)
4. Motivation
Are you an obedient child? Why do you need to obey your parents?
5. Motive Question
In the story “The Moth and the Flame“ did Moymoy obey his mother’s
advice?”
B. Listening Text
Refer to LM - Read and Learn
C. Post Listening
Refer to LM -Talk About It
Day 2
I. Objectives
Note significant details
Show interest in reading a travelogue
Talk about famous places
1. Unlocking of Difficulties Refer to LM, Find Out and Learn and Do and Learn
Choose the meaning of the underlined words from the given choices. Be guided
by the pictures and context clues.
2. Motivation
Display pictures of tourist spots. Have the pupils do a picture walk.
Ask: Which of these places have you been to?
3. Motive Question
What tourist spots in Luzon, Visayas and Mindanao are mentioned in the
article?
A. Reading the Article, Refer to LM - Read and Learn
(The reading of the article may be accompanied by a slide show of the

places to be mentioned.)

B. Post Reading Activities
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1. Cooperative Group Activities
Group 1
List down the landmarks mentioned in the article. Put them under
categories: Luzon, Visayas, Mindanao.
Luzon Visayas Mindanao
Group 2
Show the location of the landmarks using the Philippine map.
Group 3
Role play a scene showing your family’s journey to one of the
mentioned places.
Group 4
Through a poster, show a scenic or historical place you have been
to. Present to the class your experience in this place through your
drawing.
2. Discussion
1. What is the article about?

2. What tourist spots are mentioned in the article?
Group 1, present your list of these tourist spots.
3. Describe these places as mentioned in the article.
4. Where are these tourist spots located?
Group 2, show us the exact location of these tourist spots using
your map.
5. Have you been to any of these places?
6. Tell us about your experiences.
Group 3, present to us your role play.
7. What other places have you been to which you consider equally
beautiful?
Group 4, show and tell us about your poster.
8. What did you realize from this article? Refer to LM - Do and Learn
Enumerate your answers.
From this article, I learned that...
I realized that…
Day 3
I. Objectives
Read aloud grade level text accurately
Read words with the consonant blends pl and fl
Use adjectives showing the different degrees of comparison
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1. Introduction / Presentation
Say: We are going to read words with consonant blends /pl/ and /fl/.
Read the following words with emphasis on the initial blends
pl fl
plant flag
plate flow
plug flute
plot flower
place flip
Read the following phrases:

• red flag • big plate
• smooth flow • small plant
• long flute • far place
Words with Consonant Blends
What do we call the underlined words?

What does each adjective describe?
Look at the three sets of pictures. Read the sentence under each picture.
What adjectives are used in each set?
Set A: small - smaller - smallest

Set B: long - longer - longest
Set C: big - bigger - biggest
What common changes happened to the adjectives in the first column?
3. Guided Practice (for fl - and pl -)

Complete each sentence with a word in the box:

flowers flip flute flows flag
1. The water _____ from the waterfalls to the dam,

2. She picked some _____ and placed them in the vase.
3. We sing Lupang Hinirang as the Philippine ________ is raised.
4. The musicians plays the ______.
5. Will you ______ the pages of the book properly?
plants plate play places plot
6. The ______ is full of delicious food.

7. I read the _______ of the story.
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8. Will you ________ the electronic piano.
9. I want to visit different ________ in the country.
10. The gardener watered the __________.
Underline the adjective then on the blank, write whether it shows positive,
comparative or superlative degree.
Refer to LM - Try and Learn
Complete the table with the needed adjectives.

Refer to LM, Do and Learn
Day 4
I. Objective
Identify multiple meanings of words
1. Introduction
Words may have multiple meanings. The meaning attached to the word
will depend on how this word is used in meaningful context.
Say: Let us examine the sentences:
1. The Heritage Village in Vigan, Ilocos Sur mirrors great history and
culture.
The word mirrors as used in the sentence means reflects or something
that shows.
2. There are mirrors around the palace.

The word mirrors in this sentence means a device.
Furthermore, the first sentence shows the word mirrors as a verb while
the second sentence shows the word as a noun.
Here are other examples:
1. People from around the country flock to the Shrine of the Lady of
Manaoag in Pangasinan.
A flock of birds is seen flying in that direction.
The word flock in the first sentence is used as a verb that means to
come to. On the other hand, flock in the second sentence means a
group. It is used as a noun.
2. Right in the Philippines, there are a number of exciting places that truly
serve as important landmarks to all Filipinos and foreign tourists alike.
It is your right to have the case investigated.
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Facing north, you can find the church on the right side of Galvan St.
The first means exact location; the second means privilege; while the
third means the opposite of left.
3. Guided Practice
Refer to LM, Learn Some More
What is the meaning of the underlined word?

What does the highlighted word mean as used in the sentence? Choose
and underline your answer in the parenthesis.
Day 5

Interpret a map
1. Introduction
Show a map to the pupils.
Ask: What is this? What is it used for?
Say: Tell us how you get to school from your house. Name things that you
see as you go to school.
Create a simple map to show the route.
Example:
Interpret the map by answering questions like:

1. Where are you going?
2. Where is the starting point?
3. Which roads are you going to pass? Give the direction. Are you
going straight ahead, turning right or left?
4. Are there buildings and other landmarks along the way? What are
they?
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Teaching Chart
 A map is simply a drawing or picture. Using a map can
help you find the place you want to go to. There are
landmarks and features that will help you get to the place
quickly.
3. Guided Practice
Activity 1:
Take the children out of the classroom. Tour them around the
campus. As you walk, verbalize the directions.
Example:
You are going to the canteen. From this point (classroom), walk a few
steps straight ahead until you reach the flag pole. Then, turn right to
the main building. You are going to pass by two classrooms. The next
room is the library. It is bigger than the other rooms in the school. It is
full of books.
Activity 2:
Post a Philippine map on the wall.
Ask volunteers to point to the three main regions: Luzon, Visayas, and
Mindanao.
Then, ask where a certain place is located in the map. Call a group of at
least four pupils for every place.
Example:
1. Ilocos Norte 6. Tagaytay
2. Ilocos Sur 7. Baguio City
3. La Union 8. Palawan
4. Pangasinan 9. Cebu
5. Manila 10. Davao
Look closely at the map.
Do the following:
1. Color the leaves of the trees green.

2. Color all roads brown.
3. Put an X at the starting point, your house.
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4. Trace the broken lines using a blue crayon.
5. Put a p in front of the sari-sari store.
Answer these questions:
1. How many trees are there in the map?

2. How many houses will you pass from the starting point to the sari-sari
store?
3. Which road will bring you to the sari-sari store?
4. Write the sign found in front of the sari-sari store. ________________
5. What is the name of the sari-sari store?_________________________
Week 3 - Who’s Who
I. Objectives
A. Expressive
Realize how self-confidence and talent can work wonders in the fulfillment
of one’s dreams
B. Instructional
Oral Language
Talk about famous people
Fluency
Read aloud grade level text accurately
Composing
Write about a significant event using sequence signals
Grammar
Use appropriate word signals to show sequence of events

Get meaning of unfamiliar words through restatements
Note significant details from a selection heard
Identify sequence of events

Show interest in reading a biography
Study Skill
Use a timeline to show the order of events
II. Subject Matter
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A. Topics
• Biography: “Who is Randy Halasan?”
• Time Connectors
• Word Meanings From Restatements
• Paragraph Showing Time Order
• Use of Card Catalog
Value Focus: Pride of one’s talent

B. References
Online resources
C. Materials
• pictures
• real objects
• chart
III. Procedure
Day 1
I. Objectives
Talk about famous people

Note significant details from a selection heard
Show interest in listening to a biography
A. Oral Language Activity

Say: What do you think of when you see or hear the word famous?
Complete the semantic map in your notebook.
B. Pre Listening
Give the meaning of the underlined word through context clues.
1. Vic Sotto and Vice Ganda tell humorous stories. They always make
the audience laugh.
a. funny b. wise c. lazy
2. Her career as a talk show host is bringing her a lot of money.

a. car b. job c. life
3. Minda’s talent is singing. She loves to sing and she can do it very well.
a. ability b. work c. habit
4. She is very popular. Almost everybody knows her.
a. poor b. well-known c. talented
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5. My classmate Nida topped the test again. Everyone admires her wit.
a. health b. intelligence c. laziness
2. Motivation
Have you watched “The Voice Kids” on TV? What talents do these kids
showcase?
3. Motive Questions
We shall read the biography of Randy Halasan
What admirable traits does Randy have?
4. Post Listening
Ask: Where does Randy Halasan teach?
How does he travel to school? What does this show of him?
Why did he choose to stay in that very far school for years?
When was he given the Ramon Magsaysay award?
What did he do that made him deserve the award?
Describe his sacrfices mentioned in his biography.
What do you admire most about Randy Halasan?
Try to examine yourself. What qualities do you possess that will
make you popular, too? Explain.
Day 2
I. Objective
Identify sequence of events
A. Recall the important details in the biography of Randy Halasan.

B. Assign group tasks to the pupils.
Group 1:
Make a character web to show important details about Randy Halasan.
When was he born?
Why was he given the Randy Where does he teach?

Ramon Magsaysay Award? Halasan
How did he choose to stay in his school?
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Group 2:
(Give the group an illustration of a timeline.)
Highlight the important events in the life of Randy Halasan. Come up with a timeline
that looks like the given model. Use drawings to show every event mentioned in
the timeline.
Randy Halasan as Randy on his Randy as a teacher Randy as a Head Randy as he

a young boy college graduation Teacher receives the Ramon
Magsaysay Award
Group 3:
Role play a round table interview. One member of the group will play the
role of Randy Halasan. The others will serve as interviewers. Ask questions
about Randy Halasan.
Group 4:
Do you admire Randy Halasan?
I admire Randy Halasan because __________________
___________________________________________
Activity:
In your journal, complete these sentences:
I am proud that I am good at_______________________________.

I will do my best to become __________________ someday.
Day 3
I. Objectives
Read words with the consonant blend dr
Use appropriate word signals to show sequence of events
Write about an event using sequence signals
Phonics Drill on dr
Read the following words:
drag dream drift drop drug
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Let’s read this short poem.
I dream that a star

Would drop from above
I’ll drag you by the hand
We drift then we grab
Wish I could see it spark
A drug it is for an ailing
heart.
Say: Many significant events happened in the life of Randy Halasan.
Let us try to recall them.
Make a list of all responses the pupils will give.
Examples:
Randy Halasan grew up in a poor family.
He studied very hard.
He was able to graduate from college.
He became a substitute teacher.
He became a Head Teacher.
He was granted the Ramon Magsaysay Award.
Have the pupils read the sentences.
Ask:
• Which of these events in Randy’s life happened first? second? third? etc.
• What was his life like as a small child?
At first, Randy lived with his poor family. She could not even afford to have a
birthday party.
• What do you think did he do to finish college?

Then, he did his best to finish college.
• What did hey do next?

Next, he worked on odd jobs.
• What happened after that?
After that, he served as a substitute teacher until he became a Head Teacher.

(All the responses will be written on the board. Don’t forget to use connectors.)
Say: Events do follow a certain sequence. The sequence of events in a

story is the order in which things happen.
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Ask: What words are used to show the order of events in the life of Randy?
(first, then, next, after…)
Say: These are called signal words. They signal time order.
Teaching Chart
The sequence of events in a story is the order in which things happen.Signal
words like first, next, then, after, before, and finally are used to show the order
of events.
3. Guided Practice Refer to LM, Learn Some More

Activity A: Give the order of events. Which came first, second, third, and last?
Activity B: Write 1 – 4 before the items to show the sequence of events.
Activity C: Write the appropriate time connector to complete each sentence.
Activity D: Write the appropriate order of events using signal words.

Rewrite the sentences to form a short paragraph.
Day 4
I. Objective
Use a timeline to show the order of events.
1. Introduction
One effective way of organizing events in the order of their occurrence is
through the use of timelines.
Below is an example of a timeline. It is about the significant events in the
life of Randy Halasan as enumerated in the LM. Try to complete the details.
2003 2006 2007 2006 2014
He became He became
a substitute the Head
Teacher
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Teaching Chart
A timeline is a visual technique. It is an effective way to show a
continuum of events.
This study skill:

• helps you organize dates, numbers, and other information,
• helps you visually remember when events occurred, and
• gives you a framework to add more pieces of information as
they happen.
3. Guided Practice
Say: Bring out your pictures.

Arrange them in proper order, according to your age.
You may draw any of the following on your cartolina.
Paste your pictures on each line.

Tell a story about each picture.
Does your timeline show important events in your life?
What do you realize from the activity?
Keep your timeline and add some future significant events as they happen.
Make a timeline using the given pictures. Write something about the time line.
Refer to LM, Write About It
Day 5
I. Objective
Give the meaning of unfamiliar words through restatements
Say: Tell the class about the things you did at home before coming to school today.
1. Introduction
Learning how to use context clues will greatly increase your reading
ability. Using context clues well can also increase your vocabulary. First,
you need to fully understand how the clues work.
237
The easiest context clue to recognize and use is a definition or restate-
ment clue. If the writer thinks the reader won’t know a word he is using, he
may provide a definition.
Try to get the meaning of the underlined words.
Refer to LM - Do and Learn
The word “or” provides the clue for the given definition or restatement.
Here are other examples, taken from the biography of Randy Halasan:
1. He worked part-time so he could complete or finish his college education.

2. He appealed to the local government and other groups for help or aid.
What is the meaning of afford?

What is the meaning of admiration?
Teaching Chart
 The meaning you get from a context clue is usually enough
to help you understand the sentence. Learning how to use
context clues well is a valuable skill to have.
 Sometimes, the sentence gives the clue or to show the

definition of a word.
3. Guided Practice
Group the class into three. Give each group a set of sentences to work on.
Each group will find out the meaning of the underlined words through
definition or restatement. Each group will present its output.
Circle the meaning of each underlined word.
Refer to LM, Try and Learn
Assignment:
Bring ½ cartolina and some pictures:
1. when you were a baby

2. when you were around 2 or 4 years old
3. when you first entered school, and
4. when you were in grade 2 or grade 3
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Week 4 - Our Culture, Our Pride
I. Expressive Objective
Show appreciation and pride for the family customs and traditions
II. Instructional Objectives for the Week
Oral Language
Use expressions appropriate to the grade level
Vocabulary Development
Identify different meanings of content specific words
Identify cause and effect relationship
Fluency
Read grade level texts with accuracy, appropriate speed, and expression
Study Strategy
Locate meaning of words in the dictionaries
Grammar
Identify and use the correct order of adjectives
Writing Composing
Write / Compose clear and coherent sentences using the correct order
of adjectives
Attitude towards literacy, litrature and lanuage

Browse and read books for various purposes such as for learning or
for pleasure
III. Subject Matter
A. Topics
• Selection:
“Our Family Customs and Traditions” by Mary Jane T. Ganggangan
“Eduardo’s Dream” (Adapted from Soaring High with Reading 4 Abiva,
Josephine M. Calamlam, et.al)
• Using expressions appropriate to the grade level
• Identifying different meanings of content specific words
• Cause and effect relationship
• Locating meaning of words from the dictionary
• Correct order of adjectives
Value Focus: Close family ties, taking pride of our family traditions /
customs / family heritage
B. Materials
• Word Cards poster
• charts
• pictures dictionary
• native delicacies like puto or suman
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C. Reference
English for You And Me–Language Textbook Grade Four Benita N. Miranda
Spectacles 4- Melinda D.C. Jadrin, et.al.
Fun in English 4 Language/ Reading- Justine Balajadia, et.al
IV. Learning Activities
Day 1
I. Objectives
Use expressions appropriate to grade level
Identify different meanings of content words
A. Oral Language
Sharing story / news about family.
Show pictures of family activities like going to church together, having
picnics, family reunions.
Say: What do you do together with your family?
B. Pre-Listening Activities
(excited, native delicacies, family reunion,streamer)
 Say: The Grade IV class of Mrs.Delizo will have a field trip to Baluarte
on Saturday. The pupils are all happy and excited.
Excited means _________.
a. very noisy b. very eager c.very worried
Show a real sample of a streamer.

 Say: This is a streamer. What does it tell? Where do you usually see
streamers?
Show a plate of bibingka, suman,and puto.

 Say: These are some of our native delicacies. They are our local foods.
Can you name other native delicacies?
 Say: We will have our family reunion in December. We will be meeting
our cousins and other relatives. Family reunion means occasion
when many members of a ___________family______________.
a. gather together
b. spend their vacation
c. leave to work somewhere else.
Have the pupils do activity in LM - Think and Tell
2. Motivation Question
Say: Today,we are going to read the story, “Our Family Customs and
Traditions”
Let us find out the different customs and traditions the Ortega family
observes.
3. Motive Question
Say: What did the family do to prepare for the coming of visitors?
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C. During Listening
Refer to LM, Talk About It
Day 2
I. Objective
Use indirect speech to clarify the speaker’s ideas
A. Post listening Activities

1. Preliminary Activities
Say: What do you usually do to prepare for the coming of a visitor?
2. Re- reading of the story by the teacher /pupils
3. Cooperative Group Activities
Divide the class into four groups. Let the groups do the following
activities. (Prepare activity cards for the activities.)
Group 1:
Make a streamer to welcome the Johnson family.
Group 2:
Dramatize the scene ‘The arrival of the Balikbayans’
Group 3:
Write a “Thank You” letter for the pasalubong given to you.
Group 4:
Draw the happy faces of the Ortega and Johnson families and
compose a song or yell about families.
Discussion of the story:

1. Why did the Ortega family get up early?
2. What did the family do to prepare for the coming of their visitors?
3. What did Father mean when he said “Each one of you should
do your assigned work?”
4. What did the Ortega family do to welcome their visitors?
5. Do you think they were happy to see each other? Why? Why not?
6. Pretend that you are a member of the Ortega family. Show your
streamer to welcome your visitors.
Say: Group 1, show your poster.
1. Who kissed the hands of Aunt Rose?
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2. Why did they do that?
3. Why did Aunt Rose say that pagmamano is a sign of respect
given to elders?
4. Do you do the same to your elders? Why? Why not?
Say: Group 2, present your dramatization.
1. What did the Johnson family bring home for the Ortega family?
2. Pretend that you are Mark and Ana. Write a Thank you letter for
the pasalubong given to you.
Say: Group 3, show and read your Thank you letter.
1. What did the relatives of the Ortega and Johnson families cele-
brate?
2. Why were they happy?
3. What did Andrew and Kenneth say about Filipino families?
4. Do you think Andrew and Kenneth enjoyed their stay in the Phil-
ippines? Why? How did they feel?
5. Why did Andrew and Kenneth say that “It’s more fun to stay in
the Philippines”?
6. If you were Andrew and Kenneth, would you like to stay in the
Philippines? Why?
7. Pretend you are Andrew and Kenneth. Draw the happy faces of
the Ortega and Johnson families. Compose a yell or song about
the families.
Say: Group 4, show us your presentation.

1. What kind of families are the Ortegas and the Johnsons?
2. Do you think they show close family ties? Why?
3. How will you keep your family ties close?
Day 3
Grammar: Identify and use adjectives in a series
A. Oral Language
Let the pupils recite the poem (whole class, groups, individual)
MY FAMILY
This is mother, kind and dear,

This is father standing near,
This is brother, see how tall,
This is sister not so tall,
This is baby, sweet and small.
Say: Who are the members of your family?
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What can you say about mother? How about brother? sister? baby?
How do you show your love for your family?
1. Presentation / Introduction
Say: Can you still remember the story “Our Family Customs and Traditions”?
What were the presents the Ortega family received from the
Johnson family?
(Write their answers on the board.)
Possible answers:
A beautiful doll was given to Ana.
Mark had ten small,green toy cars.
Father got three new,blue polo shirts.
Mother received two red, leather bags.
Say: Let’s read the sentences taken from the the story. (Refer to the
above sentences)
Ask: What kind of doll was given to Ana? – a beautiful doll

Describe the toy cars Mark received? – ten ,small,green ,toy cars
Describe the poloshirts father got? – three,new, blue polo shirts
What kind of bag did mother receive? – two, red, leather bags
Ask: What are the underlined words?

How many adjectives are there in each sentence?
What do you notice about the adjectives? How are they arranged?
Teaching Chart
 Adjectives tell about the number, kind, and color of a person,
animal, or thing. When several adjectives are used in one
sentence, the order of adjectives is as follows: number, kind or
quality, and color.
3. Guided Practice
Activity 1 “Show and Tell”
Refer to LM - Find Out and Learn A
Say: Get anything from your bag or in the room and describe the object.
Use several adjectives. Describe its number or quantity, kind or quality,
or color.
Example: pencil
How many pencils do you have? two
What kind of pencils are they? sharp
What colors are your pencils? Yellow
I have two, sharp, yellow pencils.
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Activity 2
Pick out a picture from the box. Say how many objects are there, kind
or quality and color of the picture.
Refer to LM - Find Out and Learn
“Arrange Us Please!”
Arrange the adjectives in the correct order.

Underline the adjectives used in each sentence.

Activity 1
Arrange the adjectives inside the parentheses in correct order.
Activity 2
Choose at least five nouns from the list. Describe each of the following
using the correct order of adjectives. Write a sentence about it.
5. Writing Activity
Write a paragraph describing a person, animal, or thing.

Use 2 or 3 adjectives which are properly arranged.
Read the paragraph you wrote.
Refer to LM, Write About It
Day 4
I. Objectives
Identify the cause and effect relationship
Read grade level texts with appropriate speed and expression
A. Oral Language
Say: Do you have a dream for your family? Explain what it is.
I have a dream for my family. I want my family to _________.
a) Reading of phrases.
Present the following phrases in word cards.
Say: These are phrases taken from the story. Let’s read them.
a jar of basi
kept thinking of the future
a large sum of money
has many sons and daughters
very popular and rich
broke into hundred pieces
laughed with him
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b) Vocabulary Development
Say: Here are some words we will be meeting in the story.

(future, gain,popular, motion)
1) future – Ana wants to become a teacher in the future.

Future means ___________.
a.yesterday b. today c.in the to days to come
2) gain – Eduardo bought the jar of basi for Php 150. He

sold it for Php 250. He gained Php 100 from the sale.Gain
means _______.
a.food b.profit c.friends
3) popular – President Benigno C. Aquino III is a very
popular person. Everybody knows him as the President of
the Philippines. Popular means ___________.
a. well known b.unknown c. friendly
4) motion- (use gesture)

Eduardo threw back his head with a proud motion.
c) Fluency Activities
Say:Today we are going to read the story “Eduardo’s Dream”

We will find out what Eduardo’s dream is and see if he was
able to fulfill that dream.
The whole class reads the story with the teacher’s guidance.
The pupils take turns reading the story aloud.
Discussion questions:
1. What was Eduardo’s dream?
2. How did Eduardo intend to become rich?
3. What were the things he would buy?
4. What happened while he was thinking about his plans?
Why?
5. What important lesson did the mayor give Eduardo?
6. Do you think Eduardo’s dream would come true?
Why or why not?
Skill focus: Cause-Effect Relationship
Present some sentences taken from the story.
Say: “These are sentences taken from the story. Let us read and
analyze them. Identify the cause and the effect.”
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1. When Eduardo threw back his head, the jar of basi fell .
Ask: Why did the jar of basi fall ?
What happened to the jar of basi?
Cause Effect
(Why did it happen?) (What happened?)
2. Eduardo cried because the jar of basi broke into pieces.

What is the cause? What is the effect?
3. Eduardo was able to buy a pig because the mayor gave him
money.
What is the cause?
What is the effect?
Teaching Chart
 The cause is an action or an event that makes something

happen.
 An effect is something that happens as a result of the
action.
Cause is the reason and the effect is the result of an event.

A cause-effect relationship describes something that happens
and why it happens...
Do activity in LM - Think and Tell
2. Guided Practice
Activity 1
Look at each pair pictures. Say something about them. Identify the
cause and the effect.
Refer to LM, Find Out and Learn
Activity 2
Tell whether the underlined group of words is a cause or an effect. Put

a check mark in the correct box.
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1. Andrew got perfect score in the test because he studied his lessons
very well.
Cause Effect
2. Mother prepared much food because there was a visitor.
Cause Effect
3. The children must eat nutritious foods everyday so that they will
become strong and healthy.
Cause Effect
4. Father came home very tired because he worked the whole day in
the farm.
Cause Effect
5. Rita got up very early in order to catch the first trip of the train to
Bicol.
Cause Effect
Activity 1
Match the given effects to their causes.
Activity 2
A. Arrange the adjectives inside the parentheses in correct order.

1. Mother gave Ana (beautiful yellow a) dress on her birthday.
2. I ate ( sweet red ten) strawberries last night.
3. There are (brown seven big) cows on the farm.
4. Father bought (sweet green a dozen) apples for the children.
5. Andrew has (fat white six) rats as his pet.
Complete the following sentences by writing the cause for the given effect.
Choose from the list of sentences in the box.
the fog is very thick

they received a gift from their teacher
she is kind and helpful to everyone
the children clean it everyday
the super typhoon hit the place
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1. The school ground is clean because _______________________.
2. Christine has many friends because _______________________.
3. The children are happy because _________________________.
4. Legaspi City experienced landslides and floods because
_________________________.
5. Mr. Marquez drives his car slowly because
_______________________.
Activity 3
Combine each pair of sentences into one showing cause-effect
relationship. Use the words so that, in order to, or because
Example: We must eat nutritious food everyday.

We will be healthy.
Answer: We must eat nutritious food everyday in order to be healthy.
1. Plants need sun.

They use sunlight in making their food.
__________________________________________________
2. Andrew got high scores in the test.

He reviewed his lessons well.
__________________________________________________
3. Plants must be watered everyday.
They will not wither.
__________________________________________________
4. Jan got very, very tired.

He practiced swimming all day.
__________________________________________________
Day 5
I. Objective
Locate information from dictionaries
Present a dialog.
Say: Let’s read the dialog. We will find out how Jan helped his sister with
her assignment.
Discussions:
1. Why is Christine asking for help?
2. What helps you find the meaning of words?
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3. How are the words arranged in a dictionary?
4. What words in the dictionary help us locate the words on a page faster?
5. What information does one get from a dictionary?
Show a dictionary. Have the pupils observe and tell what are written in it.
Say: “This is a dictionary. What can be found in a dictionary?”
Present a sample page of a dictionary.
cartilage core
cartilage (kär’ti lij) n. firm elastic, flexible substance of a translucent white

color,consisting of connective tissues and forming parts of a skeleton
crater (krā’tərs) n. the area found around the surface of the moon
cloud (klowd) n. masses of water particles that form over the earth;
anything that darkens or threatens
condensation (kon’den sā shon) n. the changed form of a gas to liquid
core (kōr) n. 1.the layer of the earth under the mantle. 2. The center of
the innermost part of a thing 3.the fibrous or membrenous central part of
a fruit, containing the seed.
Questions:
1. What is the first entry word on this page?
2. How many definitions are there in the word cloud?
3. What is the definition of condensation?
4. What word means “the center or innermost part of a thing”?
5. What is the last entry word on this page?
Teaching Chart
A dictionary is made up of entry words listed in alphabetical order.

Each entry states how a word is pronounced and what the word
means. Since words are arranged alphabetically, locating words is
easy.
Two guidewords are printed at the top of each dictionary page.

Guidewords help us find words on that page faster.
The guidewords are printed at the top of each dictionary page. while
the guide word on the right is the last and on the page.
Study the sample page of a dictionary and answer the questions.
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Activity 1
Write the meaning of the italicized word in each sentence. Use the dictionary.
Activity 2
Say: Read the poem “Dictionary”. List at least three words from the poem
that you think are difficult. Opposite the words, write their meanings
and use them in sentences.
Week 5
I. Expressive Objectives
Realize the health benefits that one can get from eating vegetables
Show appreciation of native cuisine in the different regions

Oral Language
Identify various text-types according to structure
Study Strategies
Locate information from glossaries
Grammar
Identify and use adverbs of place
Writing / Composing
Write / Compose clear and coherent sentences using adverbs of place
Attitude
Browse and read books for various purposes such as for learning or for
pleasure
III. Subject Matter
1. Selection : “Pinakbet” Recipe

Dialog : “A Day in the Market” By: Mary Jane T. Ganggangan
2. References
www.filipino.cuisine.com
3. Materials: word cards, pictures, chart of the recipe, real eggplant, okra,
bittermelon
4. Types of texts- Procedural, Informational
5. Adverbs of place
6. Skill: Locating information from Glossary
Day 1
I. Objectives
Show appreciation of native cuisine in the different regions
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A. Oral Language
Have pupils talk about their favorite viand.

My favorite viand is__________ because it is ________.
Pinakbet, an Ilocano dish, is stewed vegetables. The usual vegetables
included in the dish are eggplant, bitter melon, okra and tomatoes. The
dish is seasoned with bagoong isda or fermented fish paste.
• Cuisine means a style of _______________.
a. dressing b. cooking c. eating
• Dish is the ____________ served

a. food b. wine c.water
• Stew means to ________________slowly.

a. fry b. roast c. boil
• Saute the garlic,onions and tomatoes in a pan.

Saute means ________ lightly and quickly.
a. fry b. boil c . bake
Eggplant, ampalaya, okra, and tomatoes are some of the ingredients

in preparing the recipe for Pinakbet.

• Ingredients mean_________________.
a. component of a mixture b. materials c. directions
• Recipe means ___________________ for cooking something

a. directions b. plan c. materials
Say: What dish can you cook? How do you cook it?
3. Motive Question
Say: Today,we are going to read about a vegetable recipe from the
Northern Philippines particularly in Ilocos Region. Find out: How
is pinakbet cooked or prepared?
C. During Listening
Present the recipe for cooking pinakbet written on a chart.
Do the first reading of the recipe for modeling, followed by the pupils.
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D. Post Listening Activities
Discussion:
Infusion of Values:
Say: What health benefits can you get from eating vegetables?
Do you feel proud of the different native cuisines in your region?
Why? Why not?
Writing:
Write two to three sentences in your journal to answer the questions.
Day 2
I. Objective
Give one’s reaction to an event
Learning Activities:
A. Postreading Activities
1. Recall the recipe in cooking pinakbet. Say: “What are the ingredients in
cooking pinakbet? How do you cook it?
B. Engagement Activities
Group 1
Draw the ingredients needed and the utensils used in cooking pinakbet.
Group 2
List the steps or procedures in cooking pinakbet.
Group 3
Make an advertisement of the dish pinakbet.
Group 4
Create a song / poem / jingle about pinakbet.
Group 5
Write a “Thank You” letter to your mother who cooks the dish pinakbet
for you.
Discussion of the recipe, incorporating the presentation of outputs.
1. What is the recipe about?

2. What region does this recipe come from?
3. What are the ingredients and materials needed in cooking pinakbet?
Say: Group I, present your list of ingredients and materials.
4. What is the first step in cooking pinakbet?
5. How do you arrange the vegetables in the pan?
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6. How long will you simmer the vegetables?
Say: Group II, show the steps/procedures in cooking pinakbet?
7. Do you think pinakbet is a good Filipino dish? Why or why not? How
will you advertise it?
Say: Group III, present your advertisement in promoting the dish
Pinakbet.
8. What health benefits do we get from eating vegetables?
Say: Group IV, present your song/poem/jingle that you have
composed.
9. What will you say to the Ilocano people for introducing the dish
pinakbet?
Say: Group V, present your Thank You letter.
10. Do you think pinakbet is a dish that you can be proud of? Why?
Why not?
Writing
In your journal, write about a vegetable dish that is often served in
your home. Give the ingredients needed and how it is cooked.
Day 3
I. Objective
Identify various text-types according to structure (procedural, informational,
narrative)
Say: Let us take a look at the recipe of pinakbet written on a chart.
Have the pupils read.

Talk about the recipe.
Say: Let us study the recipe presented on the chart.
a. What is the purpose for writing the text?

b. What does the text show?
c. How are we going to prepare a recipe?
d. What do you notice about the format of the text?
Teaching Chart
There are different types of texts:
 Texts that tell information about a topic are called informational

texts.
Examples are news articles, travelogues, feature article, content area
materials like Mathematics, Science, etc.
 Some texts tell the procedure, directions or steps on how to do a
process. These are called procedural texts.
Examples: recipe, steps in solving word problems, dance steps, etc.
 Texts that show a list are called texts that enumerate.
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3. Guided Practice
Show different types of texts written on a chart.
Say: Let us read and analyze the following texts.
Identify the kind of text shown.

What type of text is this selection? Text that enumerates
Activity 1
Read each selection and identify the text-type shown.
A. How to cook Carbonara

1. Fry some pieces of bacon in a pan until crisp. Add garlic and
cook until lightly brown.
2. Lower heat and pour in Nestle All Purpose Cream. Add the
cheese.
3. Thin out with water and stir to combine.
4. Toss cooked spaghetti into the sauce until well coated.
5. Serve immediately.

B. What type of text is given here? Procedural Text
Birds build their own nests. They use their bills to build
them. They use grass. They use roots, too. They use
soft things in their nest.
C. What type of text is presented in this selection? Texts that enumerates.
38 Session Road,
Baguio City
October 25, 2015
Dear Mrs. Cruz,
I am sorry I cannot come to school today

because I have a toothache. Please excuse me. I will
try to come tomorrow.
Thank you so much.
Your pupil,
April
What type of text is presented in this selection? Informational Text
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Day 4
I. Objectives
Identify and use adverbs of place
Write / Compose clear and coherent sentences using adverbs of place
Learning Activities
Let the pupils read the dialog. The teacher will ask questions about the
dialogue.
A Day in the Market

by Mary Jane T. Ganggangan
One Saturday morning, Mother and Jenny went to buy the things they
need at the market.
Jenny: Mother, I can see a lot of vendors everywhere.

Mother: Yes, Jenny. They come to sell their products around the town.
Here, please put these fish and vegetables in the basket.
Jenny: Why did you buy plenty of fish and vegetables Mother? Are you
going to cook all of these?
Mother: No,my dear. We will put some in the refrigerator. We can cook
them the following day.
Jenny: Alright, Mother. Let’s go home now. I’m excited to taste the
food you will cook for us today.
Mother: Sure, I will cook your favorite dish, pinakbet!
Questions:
(Teacher writes the answers given by the pupils.)
Say: Let us read the sentences written on the board.
Mother and Jenny buy the things they need at the market.
There are vendors everywhere.
They sell their products around the town.

Put the fish and vegetables in the basket.
Say: What do the underlined words tell? (They tell where an action is done)
What question do these words answer? (Where)
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Teaching Chart
Adverbs of Place
 A word that tells where an action is done is an adverb of

place.
Here are other examples of adverbs of place:
there away here everywhere

behind forward upward around
inside
3. Guided Practice
Activity 1
“Where do things happen?”
Say: Answer the following questions. (Process pupils answers.)
Example:
Where does Mother cook our food?
- in the kitchen
What does -in the kitchen tell?
- It tells where the action is done.
What kind of adverb is it?
- Adverb of Place
1. Where do we buy our snacks?
2. Where do we borrow books?
3. Where do we play?
4. Where do we go to when we are not feeling well?
5. Where can we see our principal?
Activity 2
“Tell Me Where”
Identify the adverbs of place in each sentence. Underline them.
Refer to LM, Do and Learn A
Refer to LM - Do and Learn B
Activity 1
Complete the sentences by writing the appropriate adverbs of place.
Choose your answer from the words below.
in the library outdoors at the park everywhere on the seashore
1. We enjoy having picnic ____________________.

2. Children love to read books __________________________________.
3. It is nice to exercise ______________________________________.
4. We can see God’s creations __________________________________.
5. They enjoyed making sand castles _____________________________.
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Think-Pair-Share
Refer to LM - Learn Some More A
Get a partner. Ask and answer questions about where they will be going
this coming weekend.
Refer to LM - Learn Some More B

Write five sentences using adverbs of place.
Choose the adverbs of place from the list below.
in the office here there

outside behind in the church
on the farm everywhere around
Refer to LM - Learn Some More C

Copy the riddle. Answer it if you can. Encircle the adverbs of place that you
can find.

Riddle
I am inside, outside,
everywhere.
You can’t see me, I know
But I refresh you
Everytime I blow.
5. Writing / Composing
Refer to LM - Learn Some More D
Say: Look at the pictures and write sentences about them using adverbs
of place.
1. (The children buy their snacks at the canteen.)
2. (The farmer plants palay in the ricefields.)
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3. (The children love to play in the playground.)
Day 5
I. Objective
Locate information from glossary
A. Oral Language
Say: Let’s recite the poem Dictionary.
Dictionary
By: Mary Jane T. Ganggangan
Often times I wonder why,

Words are so complicated Oh,my!
They have the same spelling
But have different meanings.
But I have a very special friend

That can help you until the end,
A wonderful book that you should see.
Please meet my friend, Dictionary!
Questions:
Say: Let us recall the lessons we have learned about dictionary.

1. How are the words arranged in the dictionary?
2. What are guide words? Where can we find the guide words?
Say: Look through the last pages of your book. Do you see pages with
words and their meanings? This section is called a glossary.
The entry words in a glossary are arranged in alphabetical order.
Some glossaries include the pronunciation of the words.
Study the sample page of a glossary written on a chart.

258
Glossary
abdomen /abdo’men/ n.
stomach
boundary /bound’ary/ n. limit
captive /cap’tive/ n. a prisoner
depart /depart’/ v. go away
elegant / el’egant’/ adj.
graceful; refined
handsome /hand’some/ adj.
good-looking
2. Teaching/Modeling
Say: What is the first word listed?
What does elegant mean?
What word means “a captive” ?
How many syllables are there in the word “captive” ?
What word comes after “depart” ?
How are the words arranged in the glossary?
What information does the glossary give?
What is a glossary?
Teaching Chart
 The glossary is part of a book which lists key words found in

the book.
 The entry words in a glossary are arranged in alphabetical
order. Some glossaries include the pronunciation of words.
 It is usually found on the last pages of a book.
3. Guided Practice
Activity 1
Say: Study the sample glossary. Answer the questions that follow.
Questions:
1. What is the first word in the list? ________ what is the last word?
__________
a. attendant b. brigade c. exile d. limb
2. How many definitions were given to the word “ exile” ?

a. 1 b. 2 c. 3 d. 4
3. What does “implement“ mean?

a. servant b. carry out c. expel d. large branch of tree
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4. What word means “ a large branch of tree” ?
a. exile b. attendant c. brigade d. limb
5. How many syllables are ther in the word “limb”?

a. 1 b. 2 c. 3 d. 4
Activity 2
Say: Study the sample glossary. Answer the questions that follow.
Refer to LM, Do and Learn A
Questions:
1. Which word means “to bite or chew on with the teeth”?
a. fancy b. fragment c. frantic d. gnaw
2. What is the meaning of “fragment”?

a. a part broken off b. purpose c. to bite or chew d. Aim
3. Does the word goal mean purpose

a. yes b. no c. maybe d. none of the above
4. Which word comes before “frantic”?

a. fancy b. fragment c. gnaw d. goal
5. What is the meaning of “fancy”?

a. emotionally out of control
b. a small detached portion
c. the end toward which effort or ambition is directed
d. an opinion or notion formed without much reflection
Say: “Study this page of a glossary. Answer the questions that follow.”
Glossary
T
tactic \’taktik\ adj. a plan, procedure or system for promoting a desired end
tragic \’trᾰjῐk\ adj. saddeningly or regretably serious or unpleasant; sad;
grievous
trample \’trᾰmpəl\ , v. to tread heavily so as to bruise, crush or injure
V
vigilance \’vῐjələn(t)s\ n. watchfulness;awareness; attentiveness
W
worry \’wur.|ē\ n. mental distress or agitation resulting from concern usually
for something impending or anticipating
260
Questions:
1. What word means “awareness” ? ____________________
2. What part of speech is “trample”? ____________________
3. What is the meaning of “worry” ? _____________________
4. Is tactic a plan? ___________________________________
5. What is the meaning of worry? _______________________
Enrichment Activity
Refer to LM - Do and Learn and Learn Some More B
Week 6 - A Place to Remember
I. Expressive Objectives
Appreciate the beauty of Vigan City as among our National Heritage
Take pride in preserving and promoting Vigan City as one of the World’s New
Seven Wonder Cities

Oral Language
Give one’s reaction to an event or issue

Identify different meanings of content specific words
Make comparison and contrast
Fluency
Read grade level texts with appropriate speed
Study Strategy
Locate information from Indices
Grammar
Use appropriate adverbs of time
Writing / Composition
Write / Compose clear and coherent sentences using adverbs of time
Viewing
Identify the visual elements used in a print / non-print material
Attitude
for pleasure
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III. Subject Matter
1. Selection and References
“Government seeks support for Vigan in Seven Wonder Cities

Competition” (philstar.com) updated July 14, 2014 - 11:00pm
English for You and Me 4 - Language Textbook (Benita N. Miranda)
Stairways to English 4 – Carmelita L. Palabay,et.al
English Matter – Enerita Q. Cruz
• Give one’s reaction to an event or issue

• Adverbs of time
• Comparison and Contrast
• Locating information from indices
2. Materials
• Word Cards
• Pictures of Vigan City
• Charts
Day 1
I. Objectives
Use expressions appropriate to the grade level like ________.
Take pride in preserving and promoting Vigan City as one of the World’s New
Seven Wonder Cities
A. Oral Language
Present a picture of a nipa hut and talk about it.
Say: What can you see in the picture?
What can you say about the nipa hut?
Would you like to live in a nipa hut? Why? Why not?
Vigan City is one of the few Hispanic towns in the country. Its
structures have been wonderfully preserved as a cultural heritage.
It is famous not only for its unique colonial architecture lined by
cobblestone streets but also its distinct cuisine.
Hispanic means derived from _____________.

a. America b. China c. Spain
Governance means ____________________ of the government.
a. action and function b. officials c. people
Cultural Heritage refers to the_________________of a given people
in a given period.
a. houses and land b. skills and arts c. animals and places
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Cobblestone street - (show a picture)

2. Motivation Question / Oral Language development
What do you see in the picture?

What can you say about the buildings or houses?
Do you think these houses or buildings are newly built?
Why do you say so? Can you find these kinds of houses in your place?
Can we say that the houses in Vigan City are unique? Why?
3. Motive question
Say: I am going to read to you an article about Vigan City.

After reading, we will be answering these question:
What made Vigan City unique?
Why was Vigan City nominated as a finalist for the world’s new
seven wonder cities?
During Listening Activities

First reading of the article by the teacher.
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Gov’t seeks support for Vigan in Wonder Cities Competition
(philstar.com) Updated July 14, 2014 - 11:00pm
Manila, Philippines (Xinhua) – The government today called on Filipinos

around the world to support the bid of Vigan City in northern Ilocos
Sur to become one of the world’s new seven wonder cities.
(Have pupils predict: Who do you think is leading this campaign?)
Secretary Ramon Paje of the Department of Environment and Natural

Resources said Vigan needs the same overwhelming support that
made Palawan’s Puerto Princesa Underground River (PPUR) one of
the New Seven Wonders of Nature in 2012.
Paje, who served as the national campaign manager for the PPUR,
said Vigan deserves the Filipinos’ full backing.
(Have the pupils predict: Why do you think Vigan City was able
to preserve its colonial heritage?)
“It has been wonderfully preserved as one of the few Hispanic towns
in the country, with structures intact due to best practices in management,
governance, stakeholder involvement, and awareness on cultural
heritage,” Paje added.
(Have pupils predict: Why do you think Vigan City became a

favorite tourist destination?)
Vigan City is a favorite tourist destination in northern Philippines.
It is famous for its unique colonial architecture lined by cobblestone
streets and distinct cuisine. It is the only Philippine town on the list of
heritage sites declared by the United Nations Educational, Scientific
and Cultural Organization (UNESCO)
UNESCO describes Vigan as “the best- preserved example of a
planned Spanish colonial town in Asia.”

Discuss the selection: Refer to LM - Talk About It
Infusion of Values:
Say: After listening to the article, how do you feel about Vigan City?
Do you feel proud of it? Why? Why not?
How can one help preserve and promote Vigan City as one of our heritage sites?
Day 2
I. Objective
A. Post Listening Activities
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1. Rereading of the article by the teacher / pupils
2. Divide the class into 4 groups. Distribute activity cards for each of the
groups.

Group1
Make a poster campaigning for Vigan City to become one of
the world’s new seven wonder cities.
Group2
Compose a song or yell to advertise Vigan City
Group3
Write a thank you letter to the people of Vigan for preserving
and promoting this city.
Group4
Draw colonial houses and the cobblestone streets found in Vigan.
Write a sentence or two of how you will preserve these houses.
3. Discussion of the selection, incorporating the presentation of outputs.
a) Why is the government calling on Filipinos around the world?

b) Why will we give support to Vigan City?
Group 1, show your poster

c) What is the big role of Secretary Ramon Paje?
d) If you were Secretary Paje, how will you advertise Vigan City?
Group 2, present your song or yell

e) Why did Secretary Paje say that Vigan City has been wonderfully
preserved?
f) Who helped preserve the city?
g) Do you think they did a great job?
Group 3, Read to us your Thank You letter

h) Why is Vigan City a favorite tourist destination?
i) Can we see cobblestone streets everywhere in the city?
j) How will you preserve the beauty of the houses and the cobblestone
streets?
Group 4, show us your drawing.

k) Do you think the Filipino people will respond to the call of the
government to support the bid of Vigan City to become one of the
world’s new seven wonder cities? Why? Why not?
Day 3

Grammar / Writing / Composing
I. Objectives
Identify and use adverbs of time

Write / Compose clear and coherent sentences using adverbs of time
265
A. Oral Language
Let the pupils recite the poem (whole class, group, individual).
Tell Me When
I walk to school every morning

With my best friend Luming
We eat our lunch at noon
and go back home in the afternoon.
Say: When do we go to school? – every morning

When do we eat our lunch? - at noon
When do we go back home? – in the afternoon
Let the pupils read the selection. Refer to LM - Read and Learn
A Trip to Vigan City

by: Mary Jane T. Ganggangan

Last Wednesday, the Flores family from Baguio City decided to visit
Vigan City. They started very early in the morning. They had a stopover
at Candon City to have their snacks at 8 o’clock am. They continued
their trip and reached Vigan City at 10 o’clock am .They had a great time
walking on the cobblestone streets of Calle Crisologo. Andrew and Gina
rode in a kalesa .They were amazed to see the different colonial houses.
In the afternoon, they went to Baluarte and saw different animals. In the
evening, they all went to watch the” Dancing Fountain “at the plaza. They
decided to visit “The Hidden Garden” the following day. That night, they
had a peaceful sleep at Villa Angela.
Discussion questions:
1. Who decided to have a trip to Vigan City?
2. When did they go?
3. When did they watch the “Dancing Fountain”?
4. Do you think the Flores family enjoyed their trip to Vigan City?
Why did you say so?

Present some sentences taken from the selection.
Say: “Let us read the sentences.”
1. Last Wednesday, the Flores family had a trip to Vigan City.
When did the family have a trip to Vigan City? - last Wednesday
2. They decided to visit “The Hidden Garden” the following day.
When will they visit “The Hidden Garden”? - the following day
266
Say: What do the expressions last Wednesday and the following day tell ?
What question do they answer? (They answer the question when)
Words that tell about time are called adverbs of time.
Teaching Chart
 Adverbs of time - tell when an action is done.
Example:
yesterday today tomorrow tonight
last Monday in July in the morning
3. Guided Practice
Activity 1 Refer to LM, Find Out and Learn

Read the words and phrases. on the space before each word or
phrase, write A if it is an adverb of time and NA if it is not.
Activity 2 Refer to LM, Try and Learn Exercise 1

Underline the adverb of time in each sentence.
Activity 3 Refer to LM, Try and Learn

Read each sentence. Choose and write the correct word or phrase to
complete the sentence.
Activity1
Complete each sentence by adding the appropriate adverb of time.

Choose your answer from the group of words in the box.
on Sunday at night once a month
at 8:00 AM early in the morning
1. The family eats their breakfast

______________________________.
2. The children attend their class ______________________________.
3. The family goes to mass __________________________________.
4. They eat their dinner _____________________________________.
5. They watch a movie together ______________________________.
5. Writing / Composing
Refer to LM - Write About It
Say: Write a three sentence paragraph using adverbs of time. Share
what you have written with the class. You may choose from the
following topics:
a) a birthday celebration
b) a visit to the farm

267
Day 4

Objectives
Make a comparison and contrast.
A. Pre-Reading Activites
1. Unlocking of Difficulties:
Choose the meaning of underlined words in the sentence.
1. James was frightened when he heard the thunderstorm.

The underlined word means ________.
a. sad b. disturbed c. afraid
2. The boys wants to win in the sack race so that he immediately
squeeze himself into the sack after the go signal.
Squeeze means _________.
a. dive into b. put himself into c. jump into
2. Motivation
Say: Have you heard a story about the cow and carabao?
What kind of a story you have heard about them?
Today, we will read a story about the cow and the carabao.
3. Motive Question
Say: What do you think will the story be about this two animals?
Who can make a guess?
4. Post Reading
The underlined words both, also, and too are clues that tell a
comparison is being made. It also shows that the cow and the
carabao are alike or similar in some ways.
Words like however, but, while signal that a contrast is being made. They also
show how a cow and a carabao is different.
Let us compare and contrast the two animals. Use the Venn diagram shown
in the LM, Find Out and Learn.
Show a Venn diagram. Say:This is a Venn diagram. We use this graphic

organizer to compare persons,places things,animals, stories, and ideas. The
center portion where the two circles overlap is for attributes that both things
being compared have in common.
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Teaching Chart
 When you compare things, you tell how they are alike.
 When you contrast things you tell how they are different.
 Words such as also, too, both, and similarly show that a
comparison is being made.
 Words such as but, yet, still, although signal that contrast
is being made.
Carabao Cow

Both cow and carabao
6. Guided Practice
Present a dialogue written on a chart.

Say: After reading the dialogue, you are going to compare and contrast the
moon and the sun.
Which Do You Like Better?
Sun: My dear friend Earth, do tell me soon; which do you like more me
or the Moon?
Moon: Think well, dear Earth, I am cooler and prettier.
Sun: But then, good friend, I’m bigger and brighter.
Earth: Dear friends, it’s hard for me to tell: which I like more; let me think well.
Sun: Well, pal, I give you heat and light.
Moon: And I help make the dark nights bright.
Sun: I make all plants and all trees grow .
Moon: And I help make people ‘s hearts glow.
Earth: Dear Sun, you are indeed a helper, but I can’t say I like you better. I
like friend Moon, I like you too. And I love her as much as I love you.
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II. Independent Practice
Activity 1
Have the pupils do the activity in the LM, Do and Learn
(Philippine Heroes)
Say: Read the story, then compare and contrast Jose Rizal and Andres
Bonifacio.
Philippine Heroes
During their time, Rizal and Bonifacio did good things for the
Filipinos. They did good things for our country. They are heroes. Our
heroes were little children like you, once upon a time.
When Andres was a little boy, his parents died. So he took care of
his younger brother and sisters.
Andres worked very hard to earn a living. He made paper fans
and carved toys from wood. He sold them along the streets. He also
ran errands for others.

As a little boy, Jose Rizal used his time wisely. He read a lot of
books. He drew and painted pictures. He molded figures out of clay.
He carved things from wood. He also wrote poems, stories, and
playlets.
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Activity 2
Refer to LM - Learn Some More (The City and the Barrio).
Say: Read the story then compare and contrast the city and the barrio
The City and the Barrio
Many children in the city go to school. They ride on buses or

jeepneys. Some ride in cars or taxis.
Along the way the children see many people.They see many
houses and tall buildings. They feel uncomfortable because the
weather is warm. They hear the loud sounds of the vehicles around.
Oh! How noisy it is in the big city!
In the barrio, many children walk to school. They often pass
ricefields and rivers. On the way they see many things. There are
different trees and plants around. They enjoy the fresh air. They love
to listen to the sounds of the animals especially the song of the birds.
Oh! How wonderful it is in the simple barrio!
Day 5
I. Objective
Locate Information from Indices
A. Oral Language
Present the poem: My Index Finger writtten on a chart.
Say: Answer the quetions after reciting the poem.
What finger do you use to point? Is the index finger useful? Why?
My Index Finger
Will you please point to me There’s a magic finger
The things I want to see That points here or there
To brighten up my day Upward, downward, everywhere
And keep me safe all the way It’s the magic index finger.
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Show a book. Have a review on the parts like the Front and Back cover,
Title Page, Copyright Page, Preface, Table of Contents, Pages and the
Glossary.
Show the Index of a book and say: ‘This is the index of a book. It is
usually found on the last pages of a book. Just like an index finger, it
points to a particular topic.’
Show a sample page of an index written on manila paper.
2. Teaching / Modelling
Say: Let us study the sample Index below.

INDEX
Acronyms, 286
Blended words, 240
Compound words, 6, 103, 277
Denotation,137
Fantasy, 258
Glossary, 244
Parts of a book, 10
Prefixes, 230, 251
Synonyms, 18, 37

1. On what page can you find something about fantasy?
2. If you want to read about blended words, what pages will you read?
3. On which pages can you find information about parts of a book?
4. What is the first topic in the index?
5. How many pages cover the discussion on compound words?
6. What does the index tell? What are found in the index?
Teaching Chart
 The index is a listing of topics in a book, arranged
alphabetically. It has more detailed information than the
table of contents .
 It also gives the pages where you can find these topics.
 An index is located at the back of the book.
3. Guided Practice
Show a part of an index page written on a chart.
Say: Study the given index. Then answer the questions that follow.
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INDEX
Adverbs, 166- 171

Biography, 130
Context clues, 98, 158
Descriptive words, 130
Fact, 242
Following Directions, 12; 18 – 19
Homonyms, 156- 157
News Stories, 45-46, 50
Speech, 47- 49
Writing, 33,68,115-117
1. On what pages can you read about “Following Directions”?

a. 12;18-19 b. 47- 49 c. 166- 171 d. 130
2. Where can you read about the “Context clues”?
a. 115- 117 b. 18- 19 c. 98, 158 d. 45- 46
3. How many pages cover the discussion on “News Stories”?
a. 1 b. 2 c. 3 d. 4
4. On which pages can you read about “Adverbs” ?
a. 130 b. 50 c. 18- 19 d. 166-171
5. What is the second topic in the index?
a. Biography b. Speech c. Homonyms d. Adverbs
6. What is the topic on page 130?
a. Descriptive words b. Fact
c. Writing d. Speech
7. What is the last topic in the index?
a. Writing b. Context clues
c. Homonyms d. Adverbs
8. How many pages can you read about “Speech” ?
a. 2 b. 3 c. 4 d. 5
9. On which page can you read `about “Descriptive words”?
a. 100 b. 110 c. 120 d. 130
10. What topic can you read about on pages 156-157?
a. Following Directions b. Biography
c. Homonyms d. Fact
Say: Study the given part of an index page then answer each of the
questions that follow
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INDEX
Intonation
correct intonation, 130-131
falling, 3-5
rising, 3-5
shift, 3,12, 70, 80
Nouns
count nouns, 47
mass nouns, 46- 48
singular and plural, 40-44
Poems
The Boy Who Never Told a Lie, 123
What We Do, 66
December, 132-133
This Happy Day, 14-15
Sentences
commands, 83-84
declarative , 74-78
exclamatory, 85-88
interrogative, 79-82
requests, 89-90
Questions:
1. How many main topics are there?
_________________________________________________
2. Which main topic has the most number of subtopics?
_________________________________________________
3. Which has the least number of subtopics?
_________________________________________________
4. If you want to read about Interrogative sentences, what pages of

the book will you turn to?
_________________________________________________
5. What page tells us about singular and plural nouns?
_________________________________________________
6. What poem can you read on pages132-133?
_________________________________________________
7. How many subtopics are there under Intonation?
_________________________________________________
8. On which page can you read the poem “This Happy Day”?
_________________________________________________
9. What kind of sentences can you read on pages 85-88 ?

___________________________________________________
10. What is the last subtopic under Nouns?
___________________________________________________
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Week 7 - Holidays and Festivals
I. Objectives
Show respect for the different beliefs of Muslim people
B. Instructional Objectives for the week

Oral Language
Tell / Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences
Identify different meanings of specific content words (Science)
- Denotation
- Connotation
Make generalizations
Fluency
Read grade-four level texts using intonation, expression, and punctuation
marks
Study Strategy
Locate information from indices
Grammar
Use appropriate adverbs of manner
- adverbs of manner
Writing / Composing
Compose clear and coherent sentences using appropriate grammatical
structures:
- adverbs of manner
Viewing
Describe various types of viewing materials
Attitude
for pleasure
II. Subject Matter
Topics
1. Telling/Retelling familiar stories and short conversations by using
appropriate gestures and expressions in complete sentences.
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2. Giving one’s reaction to an event or issue
3. Identifying different meanings of words (Science)
-Denotation
-Connotation
4. Making generalizations
5. Reading grade-four level text using intonation, expression and pronun-
ciation.
6. Locating information from indices
7. Using adverbs of manner
8. Composing clear and coherent sentences using adverbs of manner.
9. Describing various types of viewing materials
10. Browsing and reading books for various purposes such as for learning
or for pleasure
Value Focus: Respect for one’s belief
References
A Muslim Holiday English for You and Me Grade 4 by Benita N. Miranda
One Happy Holiday, 100 Selected Poems for Young and Adults by Cristina
S. Canonigo
The Farmer’s Festival, Adapted from English for You and Me Grade 4 by
Benita N. Miranda
The Index and the Index, Spectacles by Melinda D.C. Jadrin
Materials
• Sentence strips
• syllable cards
• semantic web
• picture cards
• book
III. Learning Activities
Day 1
I. Objectives
Tell/Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences.
Give one’s reaction to an event or issue.
Learning Activities:
A. Oral Language
Refer to LM - Think and Tell
Say: What holidays do we celebrate in our country? What activities do you
do on a holiday? Share your experiences.
B. Pre-Listening
Unlocking/Vocabulary & Concept Development
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Show a picture of a datu.
Say: This is a datu. What is a datu? Say something about a datu.
Show a real object of a paper bunting.

Say: This is a paper bunting. When do you see paper buntings?
Show a picture of Muslims dancing the Dalling-dalling dance during a

Muslim Holiday.
Say: The “Dalling-dalling” dance is the traditional “fingernail” dance of

the Tausug people of the Sulu Archipelago and Sabah.
Say: Look at the sentence strips and read the sentences.

1. Ibrahim did not eat food and drink water the whole day because
he is fasting.
Say: What is the meaning of fasting?
2. There are no classes on a holiday because it is a day of festivity.
Say:What is the meaning of holiday?
Motivation Question
Say: What holidays are celebrated in our country?
When is each holiday celebrated?
How is it celebrated?
Motive Question
Say: I will read a story about a Muslim holiday. Find out: What kind of
holiday do the Muslims celebrate? How do they celebrate it?
(Note: Instead of the Motivation Question-Motive Question tandem, you

can use semantic mapping as an alternative strategy. Have children
think of words that come to their mind when they hear the words Muslim
Holiday. Write their answers as strands around the word, as shown in
the figure. Say: In the story that I will read to you, Muslims celebrate
277
their holiday. Find out how they celebrate it.)
Muslim Holiday
(Possible answers: Ramadan, Hari Raya Puasa, fasting)
C. During Listening
Read the story. Stop at indicated points, to ask the children what they think
will happen next in the story.
A Muslim Holiday
Muslims are religious people. They believe in one God called

Allah. Their prophet is Muhammad whose teachings are found in the
Quran. The Koran is the Bible of the Muslims. Their religion is called
Islam.
Muslims celebrate several holidays. The most colorful of these

holidays is the Hari Raya Puasa. This is the end of the fasting during
Ramadan.
Ask: What is the most colorful holiday celebrated by the Muslim people?
Ramadan is the ninth month in the Islamic calendar. Ramadan

is an Arabic word meaning “to turn.” During the whole month of
Ramadan, Muslims go through thirty days of fasting in order to burn
away their sins. During the day, Muslims do not eat or drink from
sunrise to sunset. After sunset until midnight they can eat and drink.
Then they start fasting again the next day.
During the month of Ramadan, the houses are lighted at

night with lanterns, coconut oil lamps, or seashell lamps. These are
decorated with paper buntings and ribbons. Everybody is happy
especially at night when the people break their fast.
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Have the pupils predict: What do you think the Muslim people do after a
month of fasting?
After the month of fasting, comes a week of happiness. The datu

in a barrio sometimes gives a feast. His house is decorated with lighted
candles and lanterns. There is a display of fireworks that is always a
part of the Hari Raya Puasa celebration. There is much banging of
bamboo guns or lantakas. The datu kills a cow and plenty of meat is
cooked. There is food for everybody.

Whenever a feast is held, dancing goes on to the accompaniment
of beating drums. Muslims do not allow their men and women to dance
close together. They dance far apart, hands out of reach of each other.
Usually it is an all-male group or an all-female group that dances on
the floor. The dalling-dalling is the only dance where men and women
both dance at the same time.
Have the pupils predict: What will the children do on the Hari Raya Puasa day?
On the day of the Hari Raya Puasa, the children go from

house to house kissing hands of the old people and relatives. The
elders themselves greet one another with Assalamu Alaykum which
means “Peace be with you.” The Muslim child is usually taught the
alphabet in Arabic and the Koran as early as four years old. That is
why they celebrate their holidays with great interest. They know when
and why the holiday is celebrated.
English For You and Me Grade 4 by Benita N. Miranda
Discussion:
1. What holiday do Muslims celebrate?
2. How do they celebrate it?
Day 2
I. Objectives
Tell / Retell familiar stories by using appropriate gestures and expressions in

complete sentences
Making generalizations
Let the pupils retell the story “A Muslim Holiday”
B. Post Listening
279
1. Engagement/Enrichment
Divide the class into four groups. Let them do the following activities:
Group 1
Arrange the jumbled syllable cards to form words. Present the

jumbled syllable cards through body movement.
Ra sa ri ya Ha Pua
Group 2
Write the activities done during Hari Raya Puasa using a
Semantic Web
Hari Raya Puasa
Group 3
Act out. What should you do if you are with your Muslim friend
who is fasting?
Group 4
Get the picture cards. Say something about each picture. What
do the picture cards show?
280
2. Discussion Questions
1) What kind of holiday do Muslims celebrate?

(Group 1 will present their work.)
2) When do they celebrate Hari Raya Puasa?
3) How do they celebrate it?
(Group 2 will present their work.)
4) Why do Muslims fast during Ramadan?
5) It is recess time. What will you do with your bread if you have a
Muslim friend who is fasting?
(Group 3 will present their work)
6) How do Muslim people show their faith in Allah?
Skill Development: Making Generalizations

Show the pictures one at a time.
Say: Look at the pictures. Say something about each picture.
Write the answer on the board.
(Muslim people are praying.)

(He is reading the Koran.)
(They go inside the mosque to pray.)
2. Modelling / Teaching
Say: Read the sentences.
1. Muslim people are praying.
2. He is reading the Quran.
3. They go inside the mosque to pray.
Say: “How are the three pictures alike? What do they have in common?
How are we going to generalize?”
(Possible answer: Muslims are religious people.)
Teaching Chart
What you read and what you already know helps you make a general
statement about a person, situation, or an event. This is called
generalization.
In making generalizations, think about the similiraties about the

gathered information and observations. Making generalizations is
important because it helps you know how much you understand
about what you read.
3. Guided Practice Refer to LM, Try and Learn

Read the sentences. Underline the correct generalization.
281
Write in your notebook the correct genralization in each situation.
Day 3
Grammar: Adverbs of Manner
I. Objective
Use Adverbs of Manner
Read words with initial l blends.
Drill:
Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl
clam close clap

club clean cliff
new club big clam Claudia’s clothes
steep cliff old closet clown
black clam flat glad plan
blank class flash glass plant
blue close flag glue plane
blanket closet flute globe planet
blister clip flakes gloves platypus
blood chip
1. Clarence climbs on a steep cliff.
2. Claudia’s clothes are in the old closet.
3. Mother bakes big clams for the party.
Read the tongue-twister by groups then individually.
Refer to Activity at LM - Learn Some More A and B

Claudia closed the closet full of clean clothes.
1. Presentation/Introduction
Say: Let us recall the story A Muslim Holiday.
How is Hari Raya Puasa celebrated?
Write the answer on the board.

(Hari Raya Puasa is celebrated happily)
2. Modeling / Teaching
Read the sentences. Refer to LM - Find Out and Learn and take note of the
underlined words.

Hari Raya Puasa is a happy celebration. Muslims celebrate it happily.
The Muslim women do a silent prayer. They pray silently.
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Say: How is the Hari Raya Puasa celebrated? (happily)
How do the people pray in the mosque? (silently)
These are what we call adverbs of manner.
Give more examples of adverbs.
Teaching Chart
 Adverbs of manner tell us how something happens. They answer
the question how.
 Most adverbs of manner are formed from adjectives.
Ex. happy – happily easy – easily
silent – silently slow – slowly
3. Guided Practice
Divide the class into seven groups. Each group will get a chart. They will
read the stanza of the poem “One Happy Holiday” on the chart.
One Happy Holiday
One happy holiday Annie Lee’s eyes twinkled,

When Mother was away, And her little nose crinkled
A girl named Annie Lee Then she shouted, “Hurray!”
Didn’t want to play “What a happy holiday!”
Father asked merrily, Annie Lee wanted to buy

“What can the matter be Two little dolls that cry
You look so sad today But she remembered this:
On a happy holiday.” “Don’t buy everything you wish.”
“Where is Mommy, Daddy?” So one happy holiday

Annie Lee asked sadly When Mother was away,
We’ll go to the fair A pretty little girl,
To buy something there.” Had a fine day at the fair.
“We will go to the fair,

My pretty little girl,
But please remember this,
Don’t buy everything you wish.”

Say: In the second stanza of the poem “One Happy Holiday”, how did
Father ask what could the matter be? (Father asked merrily.)
How did Annie Lee ask where her mommy was?
(Annie Lee asked sadly.)
Divide the class into six groups. Give the directions for each activity.
Activity 1
(Groups 1 & 2) Show the word cards and have the children read them. Say:
283
Pick the word card that is an adverb of manner.

Answers:
1. lovingly
2. easily
3. hardly
4. instantly
5. truthfully
Reminder: Be sure that the pupils understand what each adverb means.
Exercise 2
(Groups 3 & 4). Present the following sentence cards and have the children
read them.
Say: Underline the adverb of manner in each sentence.
The performers changed costumes People prayed silently before the

quickly. festival started.
They excitedly prepared the paper

I quietly approached the guest speaker.
buntings.
Martha welcomed the visitors warmly. The street dancers danced gracefully.
Activity 3
(Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs
of manner. Write a sentence using each of the adverbs of manner.

A. Box the adverbs of manner in the sentence.
1. Mila joyously watched the fireworks.
2. Mother prepared the food well.
3. Our visitor speaks softly.
4. The children happily go from house to house.
5. The victorious performers marched triumphantly down the street.
B. Write a sentence using each of the following adverbs of manner.

1. happily
2. beautifully
3. well
4. quickly
5. calmly
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5. Enrichment
Choose the letter of the correct adverb of manner and write it on the blank to
complete the sentence.
1. When my leader talks too_______, it’s difficult to understand his cues.

A. slowly B. quick C. quickly
2. The singers ________ followed the directions of their conductor.
A. goodly B. easily C. well
3. The audience cheered __________.
A. loudly B. successfully C. gently
4. Children _________ joined the parlor games.
A. angrily B. well C. eagerly
5. Participants waited for their turn to perform __________.
A. bad B. patiently C. correctly
Day 4
• Define and explore the concept of connotation

• Examine how word choice affects meaning
1.. Presentation/Introduction
Say: I’ll read some sentences and after I read them, I want you to draw what
you imagined based on what you heard. (Teacher reads sentences in Box A).
Sam’s chicken won First Place in the contest. It was the heaviest
chicken in the Fair.
Say: Draw the chicken as described in the sentence.
Teacher reads sentences in Box B.
B
“What’s the matter, are you chicken?” Sam’s friends asked him
when he didn’t join the pole-climbing contest. They didn’t know that
he is afraid of heights.
Say: Draw the chicken as described in the sentence.
2. Modeling/Teaching
Say: Are you ready to show your illustrations? Show your drawing to your
seatmate.
Does your drawing of chicken similar to your second drawing?
You’re right that they are not similar.
Let’s read the sentences.
(Teacher posts the paperstrips where the sentences were written.)
What is the meaning of chicken in Box A? (bird)
How about chicken in Box B? What word in Box B can help you get the meaning
of chicken?
(afraid)
285
What is another word for afraid? (scared, coward)
Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is
the literal meaning of a word. It is the usual dictionary definition of the word.
When chicken refers to the emotion of being afraid or scared, the emotion is the
connotative meaning of chicken. Connotation refers tothe emotional / contextual
/ cultural meaning attached to a word. It also refers to shades and degrees of
meaning of a word.
Look at the two book covers (see LM). Which book cover uses the denotative
meaning of chicken? Which one uses the connotative meaning?
Knowing the connotative meaning of a word can lead you to be more tactful. It
also leads you to use a more appropriate word to narrate what is happening.
Consider this:
That boy is fat.

That boy is healthy.
Which description is preferable?

Think about the connotative meaning of the words in each set:
Set 1 - pretty, cute, lovely, beautiful
Set 2 - small, minute
Set 3 - shower, rain
The words in the set almost have the same meaning. However, each one is
used in different situations.
For example, to describe a flower, would you say a cute flower or a lovely flower?
When do you think classes might be suspended, when there is a shower or
when there is a deluge?
Study the following sentences:
Sentence 1: When the group members discuss, they often disagree about
something.
Sentence 2: When the group members discuss, they often argue about
something.
What do you imagine with Sentence 1? How about Sentence 2? The sentences
seem to mean the same. However, a closer look will tell you that there is a
degree or shade of difference in their meaning. The word argue in sentence 2
shows that the members more than disagree with each other.
Remember
 Denotation – is the specific, exact and concrete meaning

of a word. This is the meaning you will find in a dictionary.
 Connotation- is an idea or quality that a word makes in

addition to its meaning. It can be positive or negative.
3. Guided Practice
What is the connotative meaning associated with the following animals?
286
Connotative Meaning
hen motherly, caring
owl wise, night-person
dove gentle
shark ruthless
snake dangerous, deceptive
* answers given here are the usual meaning however they may vary depending on the
culture;
accept answer as long as the learner can explain/reason out for his/her given answer .
Have learners give examples of other animals that have connotative

meaning.
Encourage learners to give sentences that use the denotative and
connotative meanings of the
word.
Example: Len screamed when she saw the large snake staring at her.
Len knew that a person who is a snake can’t be trusted.
1. home 4. minute
2. starving 5. thrifty
3. antique
Day 5
Study Skill
I. Objective
Locate information from indices

A. Oral Language
Say: Listen carefully to the words. Read the words.
utter emphasize portion
Say: Let us read the poem “The Index and the Index”.
287
The Index and The Index
- Spectacles by Melinda D.C. Jadrin, et.al
We have the index finger

To point at one thing or another;
To emphasize or warn us,
Needing no words to utter.
But to know a book better.

There’s an index to remember;
Topics are alphabetically listed:
To help make locating faster.
What useful pair of indexes,

These finger and book portion;
One to use for body language,
And the other for location.
Questions:
1. What are the kinds of indexes?
2. What is the index finger for?
3. What is the use of the index in a book?
1. Presentation/ntroduction
Say: In the first stanza of the poem, “The Index and The Index”, what
index are we referring to? What index are we referring to in the
second stanza.
Say: Get a book. Open it. Look at the parts of the book. What are the
different parts of the book?
Write down their answers.
2. Teaching/Modeling
Ask: What is an index?
Say: Let us see if you still remember how to locate information from an
index.
Study the sample index below then answer the questions about it.
288
INDEX

Adjectives, 149 Sentences:
comparison, 155-164 commands, 83-84
order of adjectives, 149-150 declarative, 74-75;78
Following directions, 12; 18-19 exclamatory, 85-88
Intonation: interrogative, 74-76;79
falling, 3 requests, 83-84
rising, 2 Verbs:
Nouns: future, 140-145
count nouns, 47 simple present, 120-126
mass noun, 46-48 simple past, 130
singular and plural, 40-44
Ask the following questions:

1. How are the main topics arranged?
2. How are the subtopics arranged?
3. What is the first topic?
4. What is the last topic?
5. What are the numbers after the main topics and subtopics for?
Ask: Do you think an index is an important part of a book? Why? Where

in the book is the index found?
Teaching Chart
 The index is an important part of the book. It is always found at

the back of the book.
 Knowing how to use the index can save a lot of time in locating
the topics in the book.
3. Guided Practice
Say: Let us study the sample Index and answer the questions that follow.
Index
Density temperature, 115-119

liquid, 12-13 volume, 112-115
Regular solid, 10-11 Science
Graphs nature, 5
bar, 27 Scientific methods, 51
line, 26 collecting data, 64-66
pictograph, 29-30 experiments, 60-63
pie, 28 hypothesis, 57-59
Lab Safety, 17-19 looking at data, 53-54
Metric System, 98-130 scientific inquiry, 66-70
length, 100-102 variables, 55-56
mass and weight, 98-100
measurement, 103-105
metric conversion, 106-110
289
1. Where can we read about safety rules in the
laboratory?
2. On how many pages is density discusses?
____________3. What topic is discussed on page 28?
____________4. What is the first subtopic about scientific methods?
____________5. On how many pages will you find information about
metric system?
Study the data in the box Index below. What is wrong with this Index?
Copy this in your notebook and do the necessary changes
INDEX
Pollution, 109-120
Effect, 111-114
Craters, 336-338
Butterflies, 77-79
Animals, 20-46
Habitats, 21-23, 34, 40
Life cycles, 24, 26, 29
Clouds, 310-315
Kinds, 312-314
Climate, 253-268
Earth, 387-406
Air, 400-404
Land, 389-394
Water, 395-399
Week 8 - It’s Christmas Time Again!
Realize the beauty of giving and sharing
Make predictions about a selection listened to
Oral Language
Tell / Retell familiar stories and short conversations by using appropri
ate gestures and expressions in complete sentences
Build vocabulary through word associations
290
Use appropriate graphic organizers for texts read
Study Strategy
Interpret charts
Use a particular kind of sentence for a specific purpose
- Making requests
II. Subject Matter
Topics
1. Story: Hurry, Santa!
2. Word Analogy
3. Graphic Organizer
4. Interpreting charts
5. Kind of Sentence for a specific purpose
- Making requests

Value Focus: Determination in doing something to make others happy
References
“Hurry, Santa!” by Julie Sykes
“Christmas Vacation” by Ma. Rita Teresa V. Riñoza
Materials
• picture cards
• book
• graphic organizer – “Story Star”
Day 1
I. Objectives
A. Oral Language
Sharing experiences
Say: What gifts did you receive last Christmas? Who gave you those gifts?
B. Pre-Listening
1. Unlocking / Vocabulary & Concept Development
Show a picture and let the children tell a story about it. Present the
vocabulary words in word cards while telling the story.
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sleigh snowdrift presents
(Note: vocabulary words are written in word cards)
Santa Claus is going to deliver different kinds of presents to the

children on Christmas eve. Giving gifts to children will make them
happy. He will ride on a sleigh a large, open vehicle usually pulled
by a horse over snow or ice. But the sleigh is stuck on a hill of
snow formed by wind called a snowdrift. He calls for his reindeer,
a large type of deer. So, the reindeer pull the sleigh and off they
go.
Show a toy skateboard and let it skid.

Say: What happened to the skateboard? The skateboard skidded on
the floor.
(skidded – a sudden, uncontrolled sliding movement)
Show a trotting movement.

Say: I am trotting towards the table. What did I do? Did I move faster
than walking?
(trotting – moving at a speed faster than walking)

Say: Have you experienced sleeping before Christmas eve? What was
your feeling when you woke up few minutes before Christmas eve?
What did you do?
3. Motive Question
Say: What did the animals do when Santa woke up late on Christmas
Eve?
4. During Listening
The teacher will first read the story. Stop at set points, to ask the
children what they think will happen next in the story.
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Hurry, Santa!
by Julie Sykes
It was Christmas Eve, Santa’s busiest time of the year. But Santa
was fast asleep, snoring under his blanket.
“Wake up!” squeaked Santa’s little mouse, tugging at his beard.

“Hurry, Santa! You can’t be late tonight.”
“Ouch!” cried Santa, sitting up and rubbing his chin. “Goodness, is
that clock right? The alarm didn’t go off and I’ve overslept.”
Santa leapt out of the bed and began to pull on his clothes. He
was such in a hurry that he put both feet in one pant leg and fell flat
on his face.
(Have pupils predict: What was Santa going to do?)
“Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I
can’t,” agreed Santa, getting back up. “I can’t be late delivering the
presents.
When he was finally dressed, Santa hurried outside to his sleigh.
He picked up the harness and tried to put it on the reindeer.
But the reindeer weren’t there! “Oh no!” cried Santa. “Where can
they be?”
(Have pupils predict: Where do you think were the reindeer?)
“The reindeer are loose in the woods,” called Fox. “You’d better catch
them before they wander off. Hurry, Santa, you can’t be late tonight.”
(Have pupils predict: Who said the reindeer are in the woods?)
“No, I can’t,” agreed Santa, running toward the trees.

Deep in the woods, some of the reindeer were having a snowball fight.
“Aaaaah!” shouted Santa as a snowball hit him in the face.
(Have pupils predict: Who wil tell Santa that he doesn’t have time to play
in the snow?)
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“Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.”
“But I wasn’t playing!” said Santa.
He searched all over for the other reindeer, but they were nowhere to
be found. “I hope you four can pull the sleigh by yourselves,” he said.
“Come on, we’ve got work to do.”
At last, Santa took off, steering the sleigh toward the moon.
“Go, Reindeer, go!” he shouted. “We can’t be late tonight!”
Around the world they flew, delivering their presents.
“Down again,” called Santa, turning the sleigh toward a farm.
“Hurry, Santa!” answered the reindeer. “We’re miles from anywhere,
and the night’s almost over.”
“I’m doing my best,” boomed Santa, flicking the reins.
Before he knew what was happening, the reindeer quickened their
pace.
“Whoa,” Santa cried, but it was too late. Landing with a bump, the
sleigh skidded crazily across the snow.
“Ooooooh deeeaar!” cried Santa.
(Have pupils predict: What do you think happened to Santa?)

CRASH!
The sleigh had gotten stuck in a giant snowdrift. Santa scrambled to
his feet and rubbed his bruised bottom. “Nothing broken,” he said.
“But we must hurry!”
(Have pupils predict: What will Santa and the animals do after they stuck
in the snow?)
When the reindeer had untangled themselves, they tried to dig out the
sleigh. They tugged and pulled and pushed as hard as they could, but
the sleigh was completely stuck in the snow.
“It’s no use,” wailed the reindeer. “We can’t move this sleigh on our
own.”
“We must keep trying,” said Santa. “The sky is getting lighter, and
we’re running out of time.”
Suddenly, Santa heard a loud neigh.
(Have pupils predict: Who would that be?)
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Trotting toward them was a very large horse.
“Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll
help you move your sleigh.”
So they all pulled together, even Santa’s little mouse, but it was no
good. The sleigh was still stuck.
“Hurry, Santa!” called the rooster from the barnyard. “It’s nearly
morning.”
“I am trying to hurry,” puffed Santa. “One more pull, everyone!”
At last the sleigh began to move…
And Santa tumbled backward, cheering loudly.
“Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to
finish your rounds before the children wake up.”
(Have pupils predict: Was Santa able to deliver all the presents?)
“Yes,” agreed Santa. “It is nearly Christmas Day!”

It was a close call, but by dawn Santa had managed to deliver every
present. Finally, he and the reindeer arrived back at the North Pole.
“We did it!” yawned Santa. “I wasn’t ----“
He stopped talking and stared at his sack in dismay. At the very
bottom was a present.
“Oh no, how awful!” he cried. “I’ve forgotten someone!”
Then Santa saw that all the animals were laughing at him.
“That present is for you,” said the reindeer. “It’s from all of us.”
“Hurry, Santa!” added the little mouse. “You should open your present.
It’s Christmas Day!”
“Yes, I should,” chuckled Santa. “Now, I wonder what it is…”
(Have pupils predict: What do you think?)
“It’s an ALARM CLOCK!”
(Group reading follows after the reader reads the story. Group reading may
be done by paragraph)
Discussion:
Say: Let us use the Story Star as a graphic organizer in answering the
questions.
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2. When and where did the story happen?
3. Who woke up Santa?
4. Why didn’t he wake up on time?
5. What was his important job trip night?
6. Why was Santa in a hurry in delivering the presents?
7. Where were the reindeer?
8. What other problems did Santa encounter?
9. Was he able to deliver all the presents?
10. What present did the animals give Santa?
11. Why do you think he was given that present?
Day 2
I. Objectives
gestures and expressions in complete sentences
Drill:
Read the words, phrases and sentences.

sleigh slug sledge slew
slipknot slogan slurp sly
a slipknot slew sideways
quick slurp
1. The boys did a slipknot.

2. He had a quick slurp of his chocolate drink.
3. Their jeepney slewed sideways off the road.
Slippery fish, slippery fish, sliding through the water,

Slippery fish, slippery fish, Gulp, Gulp, Gulp!
Oh, no! It’s been eaten by an ____________?
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Say: Retell the story, “Hurry, Santa!”
B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Form the puzzle (picture of Santa Claus). Write the name of the picture.
Group 2
Act out how Santa put on his clothes.
Group 3
Arrange in sequence the animal pictures based on the events of
the story.
Group 4
Act out how Santa and the animals got out from the snow.
Group 5
Draw an alarm clock.
1. Who woke up late on Christmas Eve?
2. What did he do when he woke up late?
(Goup 2 will act out how Santa put on his clothes)
3. Who told Santa that he couldn’t be late in delivering the presents?
4. How did Santa and the animals get out from the snow?
5. What present did Santa receive from the animals?
6. Why did they give him an alarm clock?
7. If you see your friend stuck in a hole, what will you do?
Day 3
Grammar: Kind of Sentence for a Specific Purpose: Making Requests

I. Objective
Use a particular kind of sentence for a specific purpose.
- Making requests
A. Oral Language
Divide the pupils into five groups. Assign each group based on the
characters of the story. Let the pupils read the dialogue.
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Christmas Vacation
by Ma. Rita Teresa V. Riñoza
James and Pacoy come home from their dance practice. Mother
is cooking dinner.
James: Mother, may we talk to you?

Mother: Sure, what is it?
Pacoy: Our cousin Kuya Linus, called just a while ago. He is
inviting us.
James: Would you mind if we spend Christmas in their home?
Mother: It’s okay. But we have to attend the Christmas party
with our neighbors on December 27.
Pacoy: Can we leave after the Christmas party? We would like
to watch the street dancing.
Mother: Ok, you can take your vacation for three days. Be sure
to be here before New Year’s Eve.
Pacoy: Will you help us tell Father about it?
Mother: Yes, I will tell your father.
James
and Pacoy: Thank you, Mother. We love you!
Mother: I love you too!
Discuss by answering the guidance after the dialogs.
6. Modeling / Teaching Refer to LM, Find Out and Learn

Read the sentences.
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us about? Does the first sentence
state a purpose? What is it? How about the second sentence?
What do you think is its purpose? Look at the third sentence. What
is the purpose of the third sentence?
Give more examples of kinds of sentences that make requests.
Teaching Chart
 There are kinds of sentences that have a specific purpose

such as making requests. They tell us to do something but it is
done politely. We use: can, could, will , would, would you mind
+ ing to make polite requests.
7. Guided Practice
Exercise 1
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Underline the words that show polite requests.
1. Would you please join the Christmas Party?
2. There is a good show at the plaza. Do you mind watching it?
3. Could you call some friends to support the Christmas fund raising?
4. Jane, may we ride in your car to the market to buy some presents?
5. May we join the Reader’s Theater for the Christmas show
Exercise 2 (Oral Activity)

Get a partner. Have a short dialog on how to conduct the school
Christmas program. Use polite request.
Read the telephone conversation. Circle the words that make requests.
Vic: Good morning, Can I speak to Miss Lopez please?

Ramon: May I know who is calling?
Vic: This is Vic Carpio, a pupil of Salapingao Elementary School.
Ramon: Please hold on . I’ll see if Miss Lopez is not busy...Please
speak on. Miss Lopez is on the line.
Vic: Hello, Miss Lopez. Good morning.
Miss Lopez: Hi, Vic. What can I do for you?
Vic: Ma’am, I would like to make a request.
The Pupil Government Officers in our school are planning
to conduct a Children’s Program on December 18.
Miss Lopez: How can I help you?

Vic: Do you think you could lend us the LCD projector?
Miss Lopez: Oh, certainly. Let me know when you are going to you
use it.
Vic: Could we go to your office tomorrow after our class? We
are going to give our request letter.
Miss Lopez: I’ll be waiting for you in my office.
Vic: Thank you, Miss Lopez.
Miss Lopez: You’re welcome. Bye.
Day 4
Vocabulary Development: Analogy
I. Objective
Build vocabulary through word associations
A. Oral Language
Show pictures of things that are associated with the different celebrations.
Say: Share your experience when you encountered these things.
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Say: What are the things associated with Christmas?
Write the answers on the board.
Christmas tree
belen
carols
baby in a manger

Say: Read the words associated with Christmas, New Year and
Valentine’s Day. Put the words in their proper columns.
trumpet heart sleigh
cupid reindeer hat
poinsettia fireworks Christmas tree

clothes with polka dots red rose bow and arrow
Christmas Day New Year’s Day Valentine’s Day

sleigh fireworks heart
reindeer clothes with polka dots red rose
poinsettia heart bow and arrow
Christmas tree trumpet cupid
Say: Look at the chart. How do they relate to each other?
Example:
Gift is to Christmas Day as Red rose is to Valentine’s Day
Trumpet is to New Year’s Day as carol is to Christmas Day
Teaching Chart
An analogy – is a comparison of two things that may have similar

or opposite characteristics or features. A relationship may be noted
when one word is a part and the other is a whole.
3. Guided Practice
Exercise 1
Choose from the box. Write the word that completes each sentence.
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church New Year heart
Santa Claus Christmas
1. A lantern is to Christmas as fireworks is to __________.

2. A carabao is to a farmer as reindeer is to ____________.
3. Christmas is to Christmas tree as Valentine’s day is to _______.
4. Repentance is to Lenten Season as merry making is to _______.
5. Muslims is to mosque as Christians is to __________.
Exercise 2
Interview your seatmate. Ask the following questions:
1. What celebrations do you observe in your school?
2. What activities do you do during such celebrations?
Possible answers:
Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment.
Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags
Choose the word that completes the sentence.
Day 5
Study Skill: Interpret Chart
I. Objective
Interpret charts
A. Oral Language
Say: Share your experience about how you spent your Christmas vacation
last year.

Say: Name the different celebrations in our country.

In what places do we celebrate this events?
Say: This is a chart. Show a chart. When do we use a chart? What does
it contain?
Look at the chart. Let us study the chart. Interpret it by answering the
questions.
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Name of Festival Place Month of Celebration
Bangus Festival Dagupan City April
Mangunguna Festival Bolinao April
Panagbenga Festival Baguio City February
Ansakket Festival Aguilar July
Basi Festival Naguilian May
Mango-Bamboo Festival San Carlos City April
1. When do we celebrate the Panagbenga Festival? February

2. What festivals are celebrated in the month of April?
Bangus Festival Mangunguna Festival Mango-Bamboo Festival
3. In where do are we celebrate the Basi Festival? Naguilian
Teaching Chart
A chart gives information in the form of a table, graph, or diagram.

It is a tool used to make information easy to understand.
3. Guided Practice
Say: Study the chart carefully and answer the following questions.
Country Capital Continent

Philippines Manila Asia
Saudi Arabia Riyadh Asia
Sudan Khartoum Africa
Sweden London Europe
United States Wahington, D.C. North America
__________ 1. What is the capital of United States?

__________ 2. Where is the Philippines located?
__________ 3. Which countries on the chart are located in Asia?
__________ 4. What country is located in Europe?
__________ 5. What is the capital of Sudan?
4. Independent Practice Refer to LM, Do and Learn

Study the given graph. Write the correct answer.
Here is a graph that tells the detailed expenditures of the Herrero family.
Study it and answer the questions that follow.
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1. On which item does the Herrero family spend the most?
A. Rent C. Education
B. Food D. Clothing
2. On which items does the family spend the least?
A. Savings and miscellaneous C. Recreation and light-water
B. Miscellaneous and light-water D. Recreation and savings
3. What percentage is spent on education?

A. 8% C. 25%
B. 15% D. 35%
4. What does the graph show?

A. The debts of Herrero family C. The expenses of Herrero family
B. The savings of Herrero family D. The expenses of Mr. Herrero
5. Which item has 8% expenses?

A. Education C. Clothing
B. Transportation D. Light-Water
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Week 9 - A Special Day

Admire Itoy and his family for understanding Cara’s action
Oral Language
expressions in asking permission.
Classify words
Study Strategy
Interpret graphs
Grammar
Use a particular kind of sentence for a specific purpose
- Asking permission
II. Subject Matter

1) Story: “The Carabao Who Refused to Kneel”
2) Making Predictions
3) Word Classifications
4) Graphic Organizers for texts read
5) Graph
6) Kind of Sentence for a specific purpose: Asking Permission

Value Focus: Love and patience to pet animals
References
“The Carabao Who Refused to Kneel” by Lina Diaz de Rivera
“Mangunguna Festival” by Ma. Rita Teresa V. Riñoza
Materials
• Picture cards
• graphs
• graphic organizer: Story Train
A. During Listening
The teacher will first read the story. Stop at indicated points, to ask the
children what they think will happen next in the story.
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Day 1
I. Objective
gestures and expressions in complete sentences.
Make predictions about a selection listened to.
A. Oral Language
Sharing story / news
Say: What festivals have you attended? What did you see during the festival?
B. Pre-Listening
Show a picture of a coronet.

Say: When do you usually see a person wearing a coronet?
a (coronet - a wreath or band for the head usually worn by women on
formal occasions).
Say: Look at the picture of a carabao. (Pointing to the hooves. These

are hooves. What other animals have hooves?
a (hooves – the hard covering on the feet of an animal)
Say: Look at the sentence strips and read the sentences.

Cara looked stunning in her gown yesterday because of her
impressive beauty.
a (stunning – strikingly impressive especially in beauty or excellence)
Show a picture of a patio. Say: What do people do in the patio?
a (patio – a flat area of ground that is covered with a hard material
usually behind a house)
Say: With a flick of a finger, the magician turned the handkerchief into
a bird. How was it done? Flick your finger.
a (flick – a light sharp jerky stroke or movement; to move something

with a short, quick movement)
Say: Do you have a pet? What is your pet? Has your pet joined any
contest? How did you prepare your pet for the contest?
3. Motive Question
Say: What is Itoy’s pet? What is the name of his pet? What did he do
to prepare Cara for the contest?
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The Carabao Who Refused to Kneel
by Lina Diaz de Rivera
On the feast of San Isidro Labrador, the patron saint of farmers,

the people also honor the carabao, the farmer’s helper. Itoy had a pet
carabao, Cara. He had taken care of Cara since he was old enough to
lead her to pasture when Tatay asked for his help.
Tomorrow, Cara will make her debut at the Carabao Festival.
Decked with lovely ribbons and garlands, the carabaos are first paraded
through the town and taken to the church patio. There, the carabaos
are blessed by the priest and then brought to the town plaza where
awards are given to the strongest and the best-looking carabaos.
(Have the pupils predict: What do you think is the most thrilling
contest in the Carabao Festival?)
But the most thrilling contest is the carabao race. The finish line
is in front of the church where the statue of San Isidro Labrador stands.
As the carabaos reach at the center, the church bells ring and as if on
signal, the carabaos kneel as a sign or respect to their patron saint.
(Have the pupils predict: What do you think Itoy did to prepare
Cara for the contest?)
Itoy spent many hours teaching Cara how to kneel. He was sure
that even if Cara failed to win any award, she would make the best
kneeling ever seen.
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(Have the pupils predict: How do you think Cara looked during
the beauty contest?)
At dawn on the day of the festival. Itoy’s mother and sister

prepared Cara for the “beauty contest.” Cara wore a coronet of pink
paper flowers with blue centers. Cara’s tail was plaited and threaded
with ribbons of different colors. Her hooves had red polish on them.
She looked so serious that Itoy laughed and laughed.
At the parade, Cara looked stunning! She actually won the Best-
looking Carabao Award! Itoy was very proud of her.
Then it was time for the race. Cara and Itoy, the youngest
“jockey” that year, did not make it to another award but they were not
the last either.
When the race was over, the carabaos gathered at the patio for
the famous kneeling show.
(Have the pupils predict: What did Cara do when they gathered
at the patio after the race?)
When the bells rang, all the carabaos slowly made their salute.
All except Cara. Itoy was dismayed. He tried giving Cara their secret
cue: a slight flick in the left ear. Nothing.
(Have the pupils predict: What do you think Itoy felt when Cara
did not kneel? What did Itoy do?)

Although most of the people did not notice Cara’s not having
knelt, Itoy was very embarrassed. He wondered if Tatay, Nanay, and
the rest would blame him. He jumped from the carabao’s back and
flicking her left ear. Itoy whispered in Cara’s ear, “Cara, now!” But
Cara did not listen.
(Have the pupils predict: Why do you think Cara not kneel in the
patio?)
She was looking at a flower that dangled over her nose. During
the race, her coronet loosened and the flower dropped exactly in front
of her eyes. No whisper, nor ringing bells, no flick meant anything to
her. All that mattered was the pink flower tickling her nose.
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(Have the pupils predict: What did Itoy and his family do to Cara
when she did not kneel?)
Disappointed, Itoy led her out of the patio to join the rest at the
fiesta table where finger food was being served.
Itoy’s family was very nice about Cara’s disapppointing
performance. They fixed the offending coronet and even fed Cara as
lovingly as before.
“Itoy”, said his father. “Take Cara home now. She needs rest.
Besides, there will be guests in time for lunch. I’ll be joining you
shortly.”
Itoy climbed on Cara’s back, took Cara’s reins and headed

home. They had to pass the church again and as they crossed the
patio, the bells started to ring to signal the start of the mass.
(Have the pupils predict: What do you think Cara do when they
passed the church?)
To Itoy’s surprise, Cara stopped, faced the church and Itoy felt
the animal slowly bending her knees. She was making her graceful
salute!
Some children playing in the patio saw her and clapped their
hands. Cara flicked her tail. Itoy jumped from his perch and hugged
his carabao around the neck.
“You did it, Cara! That was perfect!” Itoy said happily. Cara
replied with a low grunt.
Discussion:
1. What is Itoy’s pet?
2. How did Itoy prepare Cara for the festival?
3. What did Cara do when they passed the church?
4. What did Itoy do when Cara refused to kneel?
Day 2
I. Objective
Tell / Retell familiar stories and short conversations by using appropriate gestures
and expressions in complete sentences

Say: Arrange the picture cards based on the story “The Carabao Who
Refused to Kneel”. Read the story
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B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Draw the pet of Itoy. Cut out letters and form the name of Itoy’s
pet. Paste it below the drawing.
Group 2
Act out what Itoy taught Cara before the festival.
Group 3
Draw how Cara looks on the day of the festival.
Group 4
Draw how Cara looks after the race.
Group 5
Act out what the family did to Cara even if she did not kneel.
Group 6
Prepare a kind of clap (example: Firecracker clap or Very
Good clap). Make a congratulations placard.
1. What is the pet of Itoy? What is it’s name?

2. What is the thrilling contest of the Carabao Festival?
What did Itoy do to prepare Cara for the contest?
(Group 2 will act out how Itoy taught Cara)
3. How did Cara look during the beauty contest?
4. What did the carabaos do when they were gathered in the patio?
Did Cara kneel? Why?
5. How did Itoy feel when Cara did not kneel?
If you were Itoy, what will you do if your pet will not follow your
command?
What did the family do to Cara when she did not kneel?
(Group 5 will act out what the family did to Cara)
6. On their way home, what did Cara do when they passed the
church?
What did the children do when they saw Cara kneel?
(Group 6 will present their clap and their congratulation placard)
Say: Let us use the Story Train as a graphic organizer.
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1. What is the setting of the story?

3. What is the problem in the story? Why did Cara not kneel?
4. What did Itoy do to prepare Cara for the contest? (Event No.1)
5. How did Cara look during the contest? (Event No.2)
6. What did Itoy do to Cara when she did not kneel? (Event No.3)
7. What did Cara do when they passed the church? (Event No.4)
Day 3
Grammar: Use interrogative sentence in asking permission
Drill:
Read the words, sentences and phrases
fruit friend frill frisky

fragrance fragile frizz freedom
frisky kittens our freedom fresh fruit

1. The frisky kittens are playing in the patio.
2. We owe our freedom to the unknown soldiers who fought for our nation.
Read the tongue-twisters by group. Call the pupils individually to recite the
tongue-twisters.
Fruit french-fry Frisky free Frog Friday friend frisbee
A. Oral Language
Divide the pupils into five groups. Assign each group based on the characters
of the story. Let the pupils read the short story, “Mangunguna Festival”.
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Mangunguna Festival
by Ma. Rita Teresa V. Riñoza
It was summer vacation when Luke and Mandy went to their

grandparents’ place to attend the Mangunguna Festival in Bolinao,
Pangasinan.
Luke: Lolo, why is your festival called Mangunguna Festival?

Lolo Mar: Luke, Mangunguna Festival is a celebration of aquaculture
bounty, fishermen’s vigor, and the rest of the town’s unity.
Mandy: Lola, what are the events of the festival?
Lola Zita: Mandy, there are water sport events such as the carabao-
swimming race and canoe race along the Balingasay River
and Caquiputan Channel.
Luke: May I join Kuya Karlos in the carabao-swimming race?
Lolo Mar: You may go with your Kuya Karlos but you cannot join the
race.
Mandy: Can you please tell us something about the race, Lolo?
Lolo Mar: Six fishermen will ride in a canoe made from used
aluminum parts of World War II planes.
Lola Zita: These canoes are said to be lighter and faster than those
traditionally made from wood.
Luke: Can Mandy and I ride in the canoe?
Lolo Mar: Yes, you can ride in the canoe tomorrow after the race.
Mandy: Please allow us to go and watch these different contests.
Lola Zita: Children, you may go with your Lolo Mar and watch the
different races.
Luke and
Mandy: Thank you, Lolo and Lola.

Luke and Mandy ate their breakfast, prepared themselves and went with
Lolo Mar. They were so excited and happy.

1. Where did the story happen?
2. Why is the festival called Mangunguna Festival?
3. What did Mandy ask her Lola?
4. What are the events in the festival?
5. What did Luke ask Lolo Mar when he wanted to join the carabao-
swimming race?
6. Why do you think didn’t Lolo Mar allow Luke to join the race?
7. When can Luke and Mandy ride in the canoe?
8. If you were Luke and Mandy, would you also want to ride in a
canoe? Why?
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Say: Read the sentences.
May I join Kuya Karlos in the carabao-swimming race?

Can Mandy and I ride in the canoe?
Please allow us to go and watch the different contests.
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us? Does the first sentence state
a purpose, what is it? How about the second sentence, what do
you think is its purpose? Look at the third sentence. What is the
purpose of the third sentence?
Examples:
Do you mind if I join in your group presentation?
Would you mind if I ask you something?
Is it okay if I sit beside you?
Would it be alright if I borrow your costume?
Teaching Chart
 There are sentences that have specific purposes such as

asking permission.
 We usually use the word “please” in these sentences to
show politeness.
 “Please” may be found in different parts of the sentence---at
the start, end, or before the verb.
 We can also use can, could, will, and would with the word
“please” as well as would you mind + v-ing to make polite
requests.
3. Guided Practice
Exercise 1
Circle the words that show asking of permission.
1. Mrs. Santos, can I ask a question?
2. Could you play with us in the playground?
3. Can I borrow this book tonight?
4. May we go out after our seatwork is done?
5. Mr. Torres, may we stay in the school campus until 5 o’clock for
our dance practice?
Exercise 2: (Oral Activity)
Read the situation in the box.
The Grade IV class will participate in the street dancing for the town
fiesta. Costumes are not provided. Practice will be done on Saturdays
and Sundays.
How will you ask permission from your parents for this event? On your
paper, write two sentences about it.
312
Put a check ( / ) if the sentence asks a question, ( x ) if it does not.
_____ 1. Aunt Mila, can I go with my friends to the plaza to watch the
dance contest?
_____ 2. I will join the street dancing.
_____ 3. Luke, can I join your group presentation in the 100 Ways To
Cook Bangus?
_____ 4. I am invited to sing in the opening program for our town
fiesta. May I come home at 9 o’clock in the evening?
_____ 5. My classmates will rent costumes for their play.
_____ 6. Could we join in the street dancing?
_____ 7. Jane, can you go with us to the plaza?
_____ 8. Can you buy our tickets for the ferris wheel ride?
_____ 9. We can ride on the train.
_____ 10. Will you carry my bag, please?
Day 4
Vocabulary Development: Word Classification

I. Objective
Classify words
A. Oral Language
Show pictures of different festivals in our country.
Say: Choose a festival and tell something about it.
Ask: (Write the answers on the board)
What are the activities during your fiesta?
How do you feel while watching street dancing?

Read to LM - Find Out and Learn
Say: Study the web below and answer the questions that follow.
1. Bangus Festival
Ati-Atihan Festival Festival Moriones Festival
Panagbenga Festival

313
2.
feelings
3.
Activities
during
festival
Say: Under what specific heading will you classify Ati-Atihan Festival
and Bangus Festival? joy and merry? street dancing and cooking
contest? Write the word inside the ring.
Add more words associated with the heading.

Say: What can you say about the words in Web A? in Web B? and in
Web C?. Are they arranged in a group? How are they groupe
Say: It is important to classify things to focus on certain ideas and

meanings.
Teaching Chart
 Word Classification – a skill of grouping related words

together. Words can be classified, or grouped together,
according to ways in which they are similar.
 Words can be classified or grouped together according to
kind or use.
For example:
The words walk, run, hop, stretch show action.
3. Guided Practice

Exercise 1
Read the words in each group. Write the classification of the words in
each set.
314
1. engineer 2. Jose Rizal Andres 3. Ferdinand Marcos
doctor Bonifacio Corazon Aquino
lawyer Apolinario Mabini Ramon Magsaysay
_______ ______________ ______________
5. Manny Pacquiao Efren Bata Jr.

4. pupil teacher Paeng Nepomuceno
principal ___________________
________

Exercise 2
Underline the word or group of words that best describes the words in
the box.
1. nephew baby teacher
A. children B. people C. relatives
2. magazine book newspaper
A. things to wear B. things to clean C. things to read
3. April December September

A. holidays B. days C. months
4. drum guitar piano
A. noise B. instruments C. music
5. rainy sunny cloudy
A. climate B. weather C. typhoon
Find the right classification of the words. Encircle the letter of the
correct answer.
1. cupcakes brownies cookies
A. They are made with meat.

B. They are made with vegetables.
C. They are made with sugar, flour, and milk.
2. milk juice tea
A. You can eat them.

B. You can cook them.
C. You can drink them.
315
3. dentist teacher scientist
A. They are mostly men.

B. They are mostly women.
C. They are all professionals.
4. banana santol orange
A. They are all fruits.

B. They are all sweet.
C. They are all vegetables.
5. cream butter cheese
A. They are all sour.

B. They are all dairy.
C. They are all sweet.

6. hammer saw screw driver
A. They are all tools.

B. They are all utensils.
C. They are all instruments.
7. shark dolphin whale
A. They are all fish.

B. They are all birds.
C. They are all farm animals.
8. skirt pants shorts
A. They are all coverings.

B. They are all clothes.
C. They are all pieces of clothing.
9. Independence Day Ramadan Labor Day
A. They are all months.

B. They are all reunions.
C. They are all holidays.
10. shepherd farmer veterinarian
A. They all sail in the ocean.

B. They all live in the desert.
C. They all work with animals.
316
Day 5
Study Skill: Interpret Graph

I. Objective
Interpret graph
A. Oral Language
Say: Retell the story “Mangunguna Festival” through a dialogue.

1. Presentation/Introduction
Say: What were the activities during the “Mangunguna Festival” .
I am going to present to you the number of contestants in the
different contests held during the festival.
How was the number of contestants presented?
2. Modeling / Teaching Refer to LM, Find Out and Learn

Say: This is a graph. Show a graph. Where do you usually see a
graph? When do we use a graph? What does it contain?
Say: Look at the graph. Let us study the graph. To read it, do the
following:
1. Read the title of the bar graph. The title tells you the type of
information in the graph.
2.
Read the labels on the side and bottom of the bar graph.
These labels give you the information you need to understand
the graph.
3.
Choose a bar and read the label below it. Then, go to the top
of that bar and look to the left to see which number matches
the height of the bar.
Let us interpret the graph by answering the questions.
Number of Participants in the Mangunguna Festival

70
68
66
64
62
60
58
56
54
Carabao-swiming Canoe Race Swimming with
Race Bamboo Poles
317
_____ 1. Which race has the least number of participants?
_____ 2. How many participated in the Carabao-swimming Race?
_____ 3. What is the difference in the number of participants between
Swimming with Bamboo Poles and the Canoe Race?
_____ 4. How many participated in all?
_____ 5. Which race ranks second?
Teaching Chart
 A graph provides visual representation of numerical data.

 A line graph, bar graph, and other types of graphs represent
information in different ways.
 It is important to look at the lines, curves, numbers, figures, labels,
and other marks or legends in a graph to accurately interpret it..
3. Guided Practice Refer to LM, Try and Learn, Exercise 1

Say: Study the graph carefully and answer the questions that follow.
Study the given graph. Write the correct answer.
Say: Last actvity.Let us have group work. Look at the graph. Write the
answer on the blank. (Refer to LM - Do and Learn)
Number of Players during the Division Athletic Meet

Swimming X X X X
Basketball X X X X X X
Volleyball X X X X X X
Track and Field X X X X X X X
Badminton X X X
318
Legend: X = 20 players
1. Number of badminton players. 60

2. Sports with the same number of players. Basketball and volleyball
3. Sports with the least number of players. badminton
4. Number of swimmers. 80
5. Difference in number of players between Track and Field and
Badminton. 80
900
800
700
600
500
400
300
200
100
0
Ferris Wheel Caterpillar Octopus Horror Train Bump Car
Ride Ride
1. Which ride was least liked by the pupils? _______

2. Did most of the pupils ride the Horror Train? _______
3. How many pupils took the Caterpillar Ride? _______
4. Which rides were enjoyed by the same number of pupil ________
5. How many pupils rode the Bump Car? ________
319
ENGLISH GRADE IV
Quarter 3-Post Test
TABLE OF SPECIFICATIONS
Learning Item Placement No. of Items

Competencies/
Objectives
Note significant details. 1,2,3 3
(explicit)
Note significant details. 4 1
(implied)
Use context clues to find 5,6 2
meaning of unfamiliar
words.
Identify sequence of 7,8 2
events.
Use appropriate word 9 1
signals to show the
sequence of events.
Identify the kind of adverb 10 1
used. (manner)
Distinguish reality from 11,12 2
fantasy.
Point out cause and effect 13 1
relationship.
Identify the meaning of 14 1
content specific words.
Identify different meanings. 15 1
(connotations)
Use correct order of 16 1
adjectives.
Determine the kind of 17 1
adverb used. (time)
Make generalizations. 18 1
Locate information from 19,20,21, 5

glossaries.
22,23
Locate meaning of words 24 1
from the dictionary.
Use a thesaurus to find 25 1
synonyms and antonyms of
words.
320
Locate information from an 26,27,28, 6
index.
29,30,31
purpose. (request)
purpose. (asking
permission)
Determine the degree of 34,35 2
adjective used in context.
Interpret charts. 36,37,38 3
Determine the graphic 39 1
presentation that is
appropriate for a specific
purpose.
TOTAL 40 1
321
QUARTER 3
Post Test
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
It was a cold morning by the beach. Totoy and some of his friends were
walking along the shore. Their small feet dug small holes in the sand as they
walked. Totoy noticed something moving in one of the holes. Looking closely,
it was a tiny crab trembling in the cold. “Sorry, little crab. Go, get yourself
warmer deep into your haven,” said Totoy.
_____1. Who went walking along the beach?

A. Totoy and his father
B. Totoy and his friends
C. Totoy and his cousins
_____2. What did Totoy see in one of the holes?
A. a shrimp B. a shell C. a crab
_____3. Which adjective is used to describe the crab?
A. tiny B. huge C. brave
_____4. Why was the crab trembling?
A. because it was disturbed
B. because it was very cold
C. because it was dancing
_____5. Looking closely, Totoy noticed a tiny crab trembling in the cold.
Which word means the same as tiny ?
A. deep B. little C. shore
_____6. Which of the following sentences does not refer to Totoy?
A. He is a small boy.
B. He understands the crab.
C. He is dislikes crabs.
The Wind and the Sun

(Aesop’s Fable)

The wind and the sun argued one day over which one was the stronger.
Spotting a man traveling on the road, they sported a challenge to see which one
could remove the coat from the man’s back the quickest.
The wind began. He blew strong gusts of air, so strong that the man could
barely walk against them. But the man clutched his coat tight against him. Then, the
wind blew harder and longer. The harder the wind blew, the tighter the man held
his coat against him. The wind blew until he was tired, but he could not remove
the coat from the man’s back.
It was now the sun’s turn. He gently sent his beams upon the traveler. The
sun did very little, but quietly shone upon his head and back until the man became
so warm that he took off his coat and headed for the nearest shady tree.
322
_____7. Which event happened first?
A. The wind and the sun saw a traveler.
B. The wind and the sun argued which of them was stronger.
C. The wind and the sun challenged each other.
_____8. Which event happened last?
A. The wind and the sun argued which of them was stronger.
B. The wind blew so hard and ended in despair.
C. The traveler took off his coat and looked for a tree.
_____9. Then, the wind blew harder and longer. Which of the
A. Then B. harder C. longer
underlined words is a time connector?
_____10. The sun gently sent his beams upon the traveler. What kind of
adverb is the word “gently”?
A. manner B. time C. place
_____11. Which of the following sentences states a fantasy?
A. The traveler held his coat tighter when the wind was strong.
B. The man took off his coat when he felt very warm.
C. The wind and the sun argued about who was stronger.
_____12. Which of the following statements expresses a reality?
A. The man took off his coat when he felt very warm.
B. The wind and the sun argued who between them was stronger.
C. The sun whispered to the traveler.
_____13. What could be a possible effect of the incident?
A. The wind will agree that the sun is stronger.
B. The wind will boast about his success.
C. The wind will laugh at the sun.
The Rainbow
by Christina Rossetti
Boats sail on the rivers,

And ships sail on the seas;
But clouds that sail across the sky
Are prettier than these.
There are bridges on the rivers,

As pretty as you please;
But the bow that bridges heaven,
And overtops the trees,
And builds a road from earth to sky,
Is prettier far than these.
_____14. The word “pretty” in line 6 means_____.

A. ugly B. beautiful C. strong
_____15. What does the word “bow” in line 7 connote?
A. bridge B. rainbow C. tree
323
_____16. Which sentence about the rainbow follows the correct order of
adjectives?
A. The rainbow is like a lovely, bow-shaped bridge.
B. The rainbow is a bow-shaped, lovely bridge.
C. The poem is about the bow-shaped, lovely rainbow.
_____17. In stanza 2, the poet compared the bridges in the river and in the
sky after comparing the boats and the clouds in stanza 1. What
kind of an adverb is the underlined word?
A. place B. manner C. time
_____18. Based on the poem, what word will complete box 2?
boats - rivers ships - _______ clouds - sky rainbow - heaven
A. treetops B. seas C. sail
axil - the angle formed by a leaf with the stem

axillary - located in an axil
calyx - the collective term for all the sepals of a flower
corolla - the collective term for all the petals of a flower
drupe - a fleshy fruit that contains a single seed
lenticels - raised pores or short lines on the stems of plants
panicle - a loose irregularly branched inflorescence
pedicel - a tiny stalk that supports a single flower
_____19. What does the given page show?

A. glossary B. thesaurus C. index
_____20. What does a glossary show?
A. list of synonyms and antonyms
B. list of topics arranged alphabetically
C. list of difficult words used in the book and their meanings
_____21. Based on the given page, what does calyx mean?
A. collective term for all the petals of a flower
B. collective term for all the sepals of a flower
C. the angle formed by a leaf with the stem
_____22. How are the words in the glossary page arranged?
A. alphabetically
B. according to their order in the book
C. according to importance
_____23. If the word “ligule” is to appear on this page, where should it be placed?
A. after panicle
B. after lenticels
C. before lenticels
_____24. What other reference material gives the meanings of alphabetically
arranged words together with their correct pronunciation. It has
guide words on top of every page.
A. index B. dictionary C. map
_____25. It is a list of words with their synonyms and antonyms.
A. thesaurus B. dictionary C. index
324
_____26. This is also an alphabetical listing but of topics discussed in the
book. The pages of the topics are also indicated.
A. timeline B. dictionary C. index
Communication, 52 Idioms, 160

Debate, 233 Public Speaking, 239
Figures of Speech, 172 Stage Play, 312
Hyperbole, 200 Voice, 404

_____27. What is shown above?
A. index B. glossary C. dictionary
_____28. What topic is found on page 200?
A. Debate B. Voice C. Hyperbole
_____29. In the list, which topic comes before Public Speaking?
A. Voice B. Idioms C. Debate
_____30. Which of the following topics is not found in the book?
A. Panel Discussion
B. Figures of Speech
C. Writing
_____31. Based on the given page, in what subject in school is this book used?
A. Music B. Science C. English
Lina: At last, just one more box and I’m done packing all
these things. Vicky, please help me carry them to
school tomorrow.
Vicky: What are they for? These seem to be things of
no use?
Lina: These are for my project in Science. They may look
useless; however, we can make some new things out
of these empty bottles, old newspapers and maga-
zines, used plastic bags, worn out clothings and others
in my box. Not only that! Doing this, we also help
clean the environment.
Vicky: I see. Can I also help collect similar items? We have a
lot of broken rubber slippers at home.
Lina: Oh, yes. That’s a good idea. Together, we can
collect more rubbish. Eventually, we can make our
community a cleaner and a better place to live in.
_____32. Which of the sentences states a request?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
_____33. Which one is asking permission?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
325
_____34. “We can make our community a better place to live in”.
The adjective “better” is in the ________ degree of comparison.
A. positive B. comparative C. superlative
_____35. Which of the following is in the superlative degree?
A. most B. more C. many
Empty Bottles
plast
ic ba
gs worn-out clothes
Empty Bottles
s old magazines
paper
news
old thes
es
old newspapers
in
ut clo
az
ag
m
-o
plastic bags
d
worn
ol
Lina’s Garbage Collection
_____36. The above figure shows the amount of Lina’s garbage collection.
Which stuff shows her biggest collection?
A. old newspapers
B. plastic bags
C. empty bottles
_____37. Which items did she collect in the same amount?
A. old magazines and worn-out clothes
B. old newspapers and old magazines
C. empty bottles and plastic bags
_____38. What can you infer from this chart?
A. Plastic bags are environment-friendly.
B. Empty bottles are easy to collect.
C. Many people nowadays are using bottled drinks.
_____39. In what other form can these data be possibly presented?
A. graph B. map C. timeline
_____40. If you want to go around a bigger place like the city so you can
collect more garbage, which tool will show you the way?
A. timeline B. graph C. map
326

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4

This book was collaboratively developed and reviewed by educators

We value your feedback and recommendations.

Authors and publishers may email or contact FILCOLS at filcols@gmail.com or

Published by the Department of Education

Consultants and Editors:

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

Printed in the Philippines by Vibal Group, Inc.

This teacher’s 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

Enjoy teaching and make a DIFFERENCE in the pupils’ lives.

Content Standard Performance Standard

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

K to 12 English Curriculum Guide December 2013 Page 7 of 14

CODE BOOK LEGEND

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Alphabet Knowledge AK

K to 12 English Curriculum Guide December 2013 Page 14 of 14

Learning Item Placement No. of Items

Locate information from 19,20,21,22,23 5

Rosa’s Flower Garden

_____1. Who owns a flower garden?

_____5. What does the word “hover” in sentence 7 mean?

_____7. Which event happened first?

____10. What kind of adverb is the word “instantly”?

____11. Which of the following sentences states a fantasy?

____12. Which of the following statements is a reality?

____14. The word “stalk” in line 4 means_____.

____15. What does the second to the last line connote?

____17. Before becoming a butterfly, it used to be a caterpillar. What kind of an

walks or crawls spins and dies

A. butterfly B. spider C. caterpillar

_____19. What does the given page show?

_____20. What is a glossary?

_____21. Based on the given page, what does mainframe mean?

_____22. How are the words in the glossary page arranged?

_____23. If the word “smartphone” is to appear on this page, where should it be

_____25. It is a list of words with their synonyms and antonyms.

Internet, 172 Rectangles and Squares, 86

Microsoft Word, 122 Social Networking, 196

_____27. What is shown above?

_____28. What topic is found on page 239?

_____29. Which topic comes before Microsoft Word?

_____30. Which of the following topics is not found in the book?

_____32. Which of the sentences states a request?

_____33. Which one is asking permission?

_____35. Which of the following is in the superlative degree?

_____37. Which three did Mother buy in equal amounts?

_____39. In what other form can these data be possibly presented?

Week 1 - Heroes are Around Us

Vocabulary and Concept Development

Attitude towards literacy, literature and language

II. Subject Matter

brave impressed destroyed nose courageous

D. While Listening (Refer to Read and Learn LM)

A. Post Listening Refer to LM, Read and Learn

14. The word “stalk” in line 4 means_.