School: BULIHAN SITES & SERVICES PROJECT ELEMENTARY SCHOOL Quarter: Quarter 3

Teacher: EVA B. GERMANO Week: Week 1

Grade & Section: IV-GERMANO Date: February 15, 2022

I OBJECTIVES Given several activities, the students will be able to:

a. identify (adverbs of manner, place and time) in sentences (K);
b. use adverbs (manner, place and time) in sentences (S); and
c. exhibit patience when doing things (A).
Most Essential Learning
Competencies Use adverbs (adverbs of manner, place and time) in sentences. (EN4-IIIe-16)
II CONTENT Kinds of Adverbs
III LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages MELC English 4 G4 Q3, PIVOT BOW R4QUBE p. 135.
English Learner’s Packet (LeaP) Quarter 3-Week 1.
2. Learner’s Materials https://www.eslactivity.org/esl-adverb-activities/
From other Learning https://learningattheprimarypond.com/blog/5-fun-activities-for-teaching-adverbs-in-the-primary-grades/
Resources
B. List of Learning https://grammar.yourdictionary.com/for-teachers/adverb-games.html
Resources for Development https://www.eslactivity.org/esl-adverb-activities/
and Engagement Activities Grade 4 K to 12 English Learner’s Material, pages 272-273

IV. PROCEDURES INTEGRATIVE APPROACH

The 4 A’s Activity( Activity-Analysis-Abstraction-Application)
A. INTRODUCTION
Preparatory Activities:
SPELLING ACTIVITY: What’s the word? That’s the word!
Directions: Teacher flashes jumbled letter word. Introduce its meaning to
 the class and the students figure out what is the word.
The student takes turns in giving out their answers.
Note: Right after the spelling activity, reading time follows.

1. sedini – inside 6. seyertayd - yesterday

2. worrmoto – tomorrow 7. lywols - slowly
3. ylippha – happily 8. otusied - outside
4. oudlly – loudly 9. onw - now
5. qietuyl – quietly 10.areyl - early

SIMULATION GAME: What’s underneath? (Values Integration-Patience)

(Pre-prepared strips of papers with adjective or verb words are placed under each chair of the students.)
The teacher gives signal to the students to check underneath their chair. Each student takes turns in
reading the written word on the paper they got and place it under the correct basket with labels “VERB”
and “ADJECTIVE. Remind each student to be patient in giving their answers. After which, the whole class
review and read the words they got with the teacher’s lead.

1. run 6. write
2. pretty 7. seven
3. clean 8. swim
4. kind 9. beautiful
5. eat 10. dance

Say: How was the activity? Did you wait for your turn to answer? How did you read the word you find to
the class? Emphasize in this scene the value of “patience”.
B. DEVELOPMENT ACTIVITY AND ANALYSIS
Say: Aside from learning verbs and adjectives, we shall be learning other parts of speech that will
help us make an effective way to make our speaking and writing clearer and more interesting. Let us find
out what are these.
(Remind the studentsGroup
of theWork
rulesRules:
during a collaborative work.)
1. Assign jobs.
2. Respect each other’s opinion.
3. Take turn answering.
4. Don’t copy. Work together.
5. If you have questions, ask.
ACTIVITY 1: Read and analyze the children’s conversation. The class will be divided to five
groups each representing the students in the dialogue. After reading the conversation the class
will go back to their three-group assignment for the next activity. ((Language Communication
Skills Integration)

John: Peter has been absent since last Monday. I wonder what
happened to him. Has anyone of you seen Peter?
Nathan: He happily ate pancit at our home this morning.
Joseph: I saw him in the playground actively playing Sepak Takraw
yesterday afternoon.
Martha: He quickly bought some cookies at the bakery this morning.
Mary: I saw him near the basketball court during recess.

Group 1:
a. Where did Peter eat this morning?
b. Where did Joseph see Peter yesterday afternoon?
c. Where did Mary see Peter during recess?

Group 2:
a. Since when has Peter been absent?
b. When did Peter eat at Nathan’s house?
c. When did he was seen near the basketball court?

Group 3:
a. How did Peter eat pancit palabok at Nathan’s house?
b. How did Peter play Sepak Takraw at the playground?
c. How did Peter buy some cookies at the bakery?

Note: Each group has an assigned reporter to present their answers to the class, then post it on
the board. Have the students study the group of words posted by group. Elicit from the students
the thought that each group expressed. Introduce the word “adverbs”.
Say: Adverb is a word that describe a verb, an adjective, or another adverb. Adverbs are an
effective way to make your writing clearer and more interesting. Now, let us talk about the
different types of adverbs and learn how we use them.
ACTIVITY 2: SCAVENGER HUNT!

Directions: Track down adverbs in sentences. Write your answer in your notebook.
You will only be given 30 seconds in doing this activity.

1. Marie was born in Silang Cavite.

2. The old woman walks slowly.
3. I spent my Christmas vacation at home due to COVID-19 pandemic.
4. My mother had her vaccination at RHU Bulihan Center.
5. The children are actively playing soccer at the covered court.
6. Luisa cleans her room every day.
7. Pamilya Madrigal goes to church every Sunday.
8. Bruno writes neatly on his notebook.
9. Blank Pink group sings beautifully.
10.We went to SM yesterday.

ACTIVITY 3: “TEACHER SAYS!” ( Listening Skills Integration)

Directions: Students stand up and act as the teacher instructs. You will only do the actions that
have adverbs. Be alert and attentive!
1. Run quickly!
2. You eat your breakfast.
3. Brush your teeth properly.
 4. Pack your things now.
5. Write on your notebook your age.
6. Walk angrily to the kitchen.

ACTIVITY 4: LIGHTS, CAMERA, ACTION!

(MIME THE ADVERB!)
Directions:

1. After a lesson on adverbs, ask students to give you examples of adverbs.

2. Write down these examples on twenty index cards, with one adverb on each card. Try to only write
adverbs which the student will be able to act out, for example "angrily" or "quickly."
3. Ask the students to come up with ten questions for activities (such as "playing soccer" or "eating
dinner with the family") and write them on the strips of paper.
4. After the questions are written down, fold up both the adjectives and the strips of paper, and put
them into the two bags respectively.
5. Have a volunteer choose a strip of paper and an adverb and act out the adverb with the strip of
paper. (For example, if he or she chooses "quickly" and "brush teeth" then the student pretends to
brush their teeth quickly.)
6. The class will guess what his/her classmate is doing. The students are to be prompted to state
his/her answer in a sentence.

C. ENGAGEMENT ABSTRACTION

Say: This time that you are now familiar with what adverbs are and the types of adverbs (manner, time
and place). Remind the student to always bear in mind the “ONE MOUTH RULE” during the entire
activity. Post the GROUP WORK RULES.

Activity 5: TWO HEADS ARE BETTER THAN ONE!

Martha
*Break students up into hurriedly
groups. The went
teacher’s role is toto BSSPES
facilitate for and
each group thecheck
COVID-19
the progress of
vaccination early this morning. She heard the news
what each group is doing.
yesterday that today is the start of vaccination. She waited
Group 1: Listening for Adverbs (Podcast)-(ICT Integration and Localization)
Directions: Studentspatiently inadverbs
take note of the holding room for her turn. The nurses
assisted
heard from hermaterial.
a podcast cheerfully.
After She got
noting thevaccinated
adverbs, on her left arm.
they are Aling
to use Martha
each adverb in a sentence.
happily told her family that she was already
fully vaccinated.
Group 2: Mind-mapping!
Directions: Students in this group think of adverbs than can describe each activity.

Group 3: Mixed-up Sentences

Directions: Unscramble the sentences with adverbs. HIGHLIGHT the adverbs used and PLACE
your final answer on the paper provided for you.

1. properly You should wear your facemask

 2. at the park having picnic We enjoy

3. very well We must wash our hands

stay We should at home when sick

4.

5.
I can everywhere of vendors see a lot

Group 4: PICTURE ANALYSIS

Directions: Study the pictures. Write a sentence about each picture using the type of adverb
asked for each one.

(adverb of place) (adverb of manner) (adverb of time)

GENERALIZATION: What are adverbs? What are the different types of adverbs? Are there cues
that will help us know about each type? What question word does each type of adverbs answer?
Why do we have to study adverbs?

The students, guided by the teacher, state the generalization of the lesson.
The teacher writes/shows on the board what the students say.
D. ASSIMILATION APPLICATION

What have I learned?

Activity 5: ( Reading Skills Integration)
Directions: Use adverbs (manner, place and time) in the box to complete the sentences.

Santos family goes to church every ____________________.

They listen to the word of God ___________________. The preacher reads the
gospel clearly and ____________. Rosalia and Jonathan lead the praise and
worship songs ___________. Josiah plays the organ _____________. After church,
they visited __________ and have some fun. While at the park, Bruno saw and
liked banana sold __________________. The whole family ____________ ate banana
cue and Buko juice while sitting on the bench. From the park, their family
walked

Activity 6: Connecting adverbs to Real Life (Contextualization and Writing Skills

Integration) early every day on the table sometimes
Directions: Select adverbs relevant
neatly to your
patiently inmodular learningalways
the afternoon activities at home. Share your
experiences with how you dealt with the learning tasks done at home. You may choose 5 from the
carefully
list of adverbs below. at home
Write this outside
in a paragraph at night format is the same with
form. The paragraph
what you have in activity 5. Use the rubrics below as your guide in performing this task.
 4 3 2 1 0
Output is Output is NEAT, Output is done Output is done Output is done
incredibly done however, with with several disorderly, with disorderly with
Neatness and
NEATLY, no few erasures, erasures, tears many erasures incomparable
Organization
erasures, tears or tears or or or erasures made.
smudges/stains. smudges/stains. smudges/stains. smudges/stains.
All of the answers Most of the Some of the Few to none of No single
are correct. answers are answers are the answers are item/answer is
Accuracy
correct correct correct correct in the
output.
Sentence Sentence Sentence Sentence Sentence
structured has a structured has a structured has structured has structured has
complete idea, complete idea, an incomplete an incomplete many
uses proper no proper idea, no proper idea, no proper grammatical
Grammar punctuation punctuation punctuation punctuation errors.
(Sentence marks, observes marks, observes marks, marks,
structure) use of use of capitalization is capitalization is
capitalization and capitalization not observed, not observed,
words spelled and words words are most of the
correctly. spelled correctly. correctly spelled. words are
misspelled.

REFLECTION

The learners will write their personal insights and reflection based on what they have learned
from the lesson using the following prompts. Students make use of their Daily Learning Journal.

I understand that ________________________________.

I realized that ___________________________________.

Prepared by:
EVA B. GERMANO
4th Grade Teacher