English 4
Quarter 2 Week 2
Listening and Reading
1. Note important details of a story/literary text (story grammar)
through;
1.1 Identifying the sequential type of plot
1.2. Identifying the author’s point of view (first person, second person,
third person)
1.3. Inferring setting, theme, and genre
2. Sequence at least 6 events of a story/literary text.
3. Differentiate fantasy from reality.
4. Applying the important story elements to one’s schema through
relating to one’s experiences (make connections)
DAY 1
Short Review:
Use the graphic organizer in the
Lesson 1 Learners’ Takeaways to have
the students recall the concepts
covered.
This is a cover of a story
book entitled “The
Giving Tree” by Shel
Silverstein. Ask pupils
the following questions
to elicit predictions.
a. Why would a tree be
called “The Giving Tree”?
b. Based on the
illustration, what could
the story be about? What
makes you say that?
Unlocking Content Area Vocabulary
a. Author’s point of view
b. Sequential plot
c. Make predictions
d. Denotative meaning
e. Connotative meaning
f. Onomatopoeia
g. Alliteration
DAY 2
Show the story grammar and ask pupils how
it can help in understanding a literary text.
Present the definition of the story grammar
parts through the guide questions that can be
asked to talk about each part. The questions
may also be elicited from the pupils.
Where did the story happen?
Was a time or place mentioned in the story we read?
What type of setting does the story have?
What is the first event that happened in the story?
How did the story begin?
What happened next? How did the story end?
Who is the author of the story?
Who is narrating the story in the story we read?
What are the pronouns used in narrating the story?
Can the events of the story happen in real life?
What of these events have you seen happening
in real life?
Which events do not happen in real life?
Is the story factual? Why say so?
What message does the author want us to
know through the story?
How did the characters grow? What did they
realize at the end of the story?
Guide the class in reading Shel Silverstein’s “The Giving Tree.”
Silent reading and oral reading strategies can be explored.
Activity 1:
Activity 1. Group
Comprehension Check.
Pupils work in small groups
to answer the different sets
of questions.
Activity 2:
Story Grammar: The Giving Tree.
Pupils work in small groups to
complete the story grammar.
Below are the expected answers.
DAY 3
Activity 3:
Story Grammar.
The Northwind and the Sun. Pupils
work in small groups to analyze the
story. A worksheet with the guide
questions below may be provided.
Have pupils note their generalization about
the lesson content by filling up the blanks in
the concept chart below.
Reflection on Learning
▪ How helpful was the story grammar in
understanding the important details in the story?
▪ Was accomplishing the activities in the difficult?
What help do you need to do the activities better?
Evaluation:
Have pupils work on a reading portfolio which may include the following parts:
Part 1. Title page which includes the title of your portfolio, your name, your subject
area and your teacher’s name.
Part 2. The copy of the literary or narrative text that you have read.
Part 3. The graphic organizer which you designed for the story grammar of the
literary or narrative text that you have read.
Part 4. The chart that you have designed shows the application of the tools needed
for deeper understanding of the literary or narrative text that you have read.
Part 5. The chart that you designed shows the text devices used in the literary or
narrative text that you have read.
Part 6. The reflection part where the importance of learning to comprehend a
literary or narrative text is written in a 5-sentence paragraph.
Thank you
for listening!
See you again on Monday.
