School: Grade Level: IV

GRADES 1 to 12 Teacher: Sir BIENVINIDO C. CRUZ JR Learning Area: ENGLISH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES HOLIDAY
A.Content Standards Demonstrate understanding of Demonstrate understanding Demonstrates understanding of Demonstrates understanding of
various linguistic nodes to that the words are composed of English grammar and usage in writing process
comprehend various texts. different parts an their meaning speaking or writing
changes depending on context.

B.Performance Standards Use linguistic nodes to Use strategies to decode the Uses the classes of words aptly Uses variety strategies to write
appropriately construct meaning meaning of the words in various oral and written informational and literary
from a variety of texts for a discourse compositions
variety of purposes.

C.Learning Competencies/ Realize the value of staying Identify the meanings of Use the pronoun that agrees in Appreciate the different shapes
Objectives together as a family especially in unfamiliar words through gender, number with the of things around.
( Write the LC code for times of difficulties. structural analysis. antecedent. Classify related words, ideas,
Identify the different elements of EN4V-IIb-2 EN4G-Ii-9 and concepts according to
each)
a storyto. certain characteristics and
Note details from news similarities.
reports/selections listened to. EN4SS-IIb-2
EN4LC-Iib-3

Week 2:Making Difference Week 2:Making Difference Week 2:Making Difference Week 2:Making Difference
Story: A Jar of Lollipops (Identify ( Identify words with affixes) (Pronouns that agree with its (Classify related words, ideas,
CONTENT antecedent) and concepts according to
( Subject Matter) the different elements of a story)
certain characteristics and
similarities.)
II.LEARNINGRESOURCES
A.References
1.Teachers Guide pages 129-132 132-133 133-134 134-135

2.Learners Material Pages 124-127 127-130 129-131 132-125

B. Other Learning Resources Powerpoint presentation, Powepoint, flashcards, manila Powerpoint, chart, manila Powepoint ,Paper, pencil, ruler,
coloring materials, manila paper, paper, pentel pen, chart paper pen, chart
 pentel pen

III. PROCEDURES

A.Reviewing past lesson or Recall: Rereading of the News “Can you remember the title of Replace the underlined word a Group the pupils in three (3).
Presenting the new lesson Report about Typhoon Pablo the story we read yesterday? personal pronoun from the Each group will arrange the
(individually and/or by groups) Retell the story.” word box. given words in alphabetical
order.
he it we she
they she it
he it he
1.My brother is tall.
2.The butterfly was pretty.
3.Jean and Sara are friends
4.My mom is a nurse.
5. The giraffe is tall.
B.Establishing a purpose of 1.Drills Say: “Today, we will learn about Say: Say: “Do you know where Unlocking of Words
the new lesson 2. Unlocking of Difficulties words with affixes “un” and bugs live? What do you call their Using pictures, call pupil-
(Unlock the words using pictures “less” homes?” volunteers to read the
and context clues. Show each sentences. Call selected
picture and pupils to read the highlighted
match it with the word as the words. Show the pictures of the
story is read to the class. Present highlighted
the following words. Let pupils talk about
words in flash cards or paper what they know of these things.
strips: journey, bus terminal, Say: “Do you know what a ___
typhoon, is? Have you seen one of these?
storm, roofless, destroyed, Describe.” Refer to TG, page
muddy, lifeless, sealed, supply.) 135
C.Presenting Examples/ Say: Do you prepare for a Have children read the Read the poem Bugs at Home
instances of the new lesson typhoon? Why? Why not? following sentences: and answer the questions that
1. “No, don’t pick it up, Mylene. follow. Refer to LM, Talk About What shapes of things do you
What happens during a typhoon? It’s unsafe,” warned Father. it, page 129 see around?
Why? 2. The children were unwilling
Name the object and its shape.
to let go of the jar.
Motive Let the pupils complete Motive Question:
3. All around they saw roofless
the KWL chart. houses and buildings destroyed What shapes of things are given
by the in the poem?
Refer to TG
typhoon.
Say: “This is a story about a 4. Lifeless bodies of men,
typhoon that hit the city in 2013. women, children, and animals
What happened during the were scattered
along the way.
 typhoon in Tacloban?” Ask pupils to read the
highlighted word in the
sentence.
Say: “Can you separate these
words into parts? How many
parts will you

have? What are these parts?”

unsafe = un + safe

unwilling = un + willing

roofless = roof + less

lifeless = life + less

D.Discussing new concepts Read the story A Jar of Lollipos. Say: “What are the root words Group the pupils into 4 groups. Read the poem carefully. Model
and practicing new skills no.1. (Interactive Reading can be used of each word in the sentences?” Assign one (1) stanza of the reading of the poem. Then call
after reading few paragraphs you (clean, poem for each group. Encircle pupil-volunteers to read one
may ask few questions to check the personal pronouns in the stanza
comprehension of pupils during willing, roof, life)
stanza. Then connect the
the reading activity. Refer to LM Refer to LM - Read and Learn,
“What happens to the meaning personal pronoun with the noun
for the story of the A Jar of The Shape of Things by Melsh
of the words when the words it refers to or replaces.
Lollipops. Goldish.
un- and
For further understanding of
-less were added?” the poem ask comprehension
questions. Referg to Tg, page
135
E. Discussing new concepts Engagement Activities Group Activity: Group presentation: Group the pupils into five
and practicing new skills no.2 Differentiated pupils’ activities groups. Assign one stanza per
for 7 groups. Prepare the task Divide the class into 5-6 groups. Group 1 : (tick/tock – he/his)
group. Fill the
cards for each group. Refer to Let each group think of at least
Group 2 : (ant/Jill – she/her) chart below. Be prepared to
TG four (4)
present output. (Refer to LM -
words with the affix un- and - Group 3 : (family of bees/Clive – Try and
less. Let them give the meaning their) Learn)
of the word
Say: “According to the poem,
and then use the words in a Group 4 : (reader of poem –
what things are shaped like a
sentence. you; author of poem – me;
circle, a square,
Example: family
a rectangle, a triangle? How are
shirtless – without shirt or not
Clive, Jim & Jill – they) the things in each stanza
wearing shirt or no shirt
classified?”
“Pedro was shirtless because
his shirt is wet.”
 unlucky – not lucky
“We were unlucky today
because we did not win any
game.”
F.Developing Mastery Group presentation: Group presentation Identify the personal pronouns
Refer to TG p. 132 for the and their antecedents.
(Leads to Formative Assessment Discussion questions or Refer to Let each member of the group Read the paragraphs on LM, Do
1.Most monkeys don’t like
3.) LM, Talk about it. present the words with affixes and Learn. Classify the
water, but they can swim well
and other members can read underlined words
when they have to.
the sentences formed with
2.The teacher graded the into two groups. Give a name to
affixes on it.
students’ paper last night. She each group.
returned them during the class
today.
3.Nancy took an apple with her
to work. She ate it at lunch time.
4.A dog makes a good pet if it is
properly trained.
5.Yuri’s cat is named Maybelle
Alice. She is very independent
G. Finding practical application of Pretend that you are Aling Gloria Change the underlined words to Refer to LM, Do and Learn Refer to LM, Learn Some More
concepts and skills in daily living will you also share the Jar of new words with affixes. Rewrite “A”
Lollipops with everybody? Why or the sentence with the new
Why not? word formed. Refer to LM Try
and Learn pager 128

H. Making Generalization and What is the story all about? What happens to the meaning -When do we use personal What do you mean by
abstraction about the lesson of the words whenthe words peonouns. classifying?
un- and – less were added to a Personal pronouns are words
Classifying is arranging or
root word?Refer to used in place of nouns in
sorting things according to their
LM“Remember” p. 128 sentences
similarities and characteristics.
-What do we call the words
being replacedby personal
pronounced?
The words being replaced are
called antecedents
-When do we use the personal
pronoun him, her, it and them?
Personal pronouns should agree
with their antecedents in
number
and gender.
 I. Evaluating learning Choose a part of the story that Refer to LM, Do and Learn. Fill in the blanks with the correct Refer to LM Learn Some More
you like best. Draw and color pronoun that will complete the “B”
your work. Talk about it in the story. Refer to LM, Learn Some
class. More

J. Additional activities for Refer to LM, Learn Some More. Write 5 words on each affixes Use the following personal Refer to LM, Learn Some More
application and remediation un- and –less then use it in a pronouns in a sentence: he, she, “C”
sentence. it, we, and they. Underline the
antecedents

V.REMARKS
VI.REFLECTION
A. No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
___ of Learners who earned
who earned 80% above 80% above above 80% above
80% above
in the evaluation
B. No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional activities for additional activities for additional activities for additional activities for additional activities for
additional remediation remediation remediation remediation remediation
activities for
remediation who
scored below
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up
No. of learners the lesson the lesson up the lesson the lesson the lesson
who have caught
up with the
lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
who continue to require remediation to require remediation to require remediation require remediation to require remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
worked well?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
Why did these activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
work? ___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
 ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their
tasks tasks tasks tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
supervisor can __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
use/discover
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
which I wish to used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
share with other __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
teachers? __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures