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ENGLISH IV 
Date: ____________ 
I. Objective: 
 Identifies stressed syllables 
Values: Love of nature 
II. Subject Matter...
I. Generalization: 
What is a stressed syllable? 
J. Practice Exercises: 
1. Guided exercises: 
(Teacher distributes cut-o...
ENGLISH IV 
Date: ____________ 
I. Objective: 
 Identifies stressed syllables in words 
Values: Forest conservation 
II. ...
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English iv

  1. 1. ENGLISH IV Date: ____________ I. Objective:  Identifies stressed syllables Values: Love of nature II. Subject Matter: Stressed Syllables Poem - "All Things Bright and Beautiful" References: Everyday English 4, Reading p. 5 PELC 1.1 Listening, 1.1 Speaking, 1.1 Reading Materials: pictures, real objects, poem, chart, cut-outs III. Procedure A. Motivation Field trip around the school. We have seen many things around our school. What are these things? B. Presentation: Today, we are going to study a poem about these beautiful things around us. C. Unlocking of Difficulties: Make use of the dictionary to see the stressed syllable in the word and its meaning. 1. beautiful 2. creatures 3. great 4. wise 5. wonderful  Ask pupils to read these words with emphasis on stressed syllables. These words are to be used in sentences by the pupils. D. Reading of the poem by the teacher with stressed syllables. E. 1. What are the things found on the first stanza? 2. Who made all these things? 3. How about the second stanza? What beautiful things are mentioned here? F. Aesthetic Discussion: Did you like the poem? What stanza did you like best? Why? G. Value Focus God has given us beautiful things around. How can we show our appreciation and love to these things? H. Reading of the poem by the teacher. (for the second time) The teacher explains what stress is.
  2. 2. I. Generalization: What is a stressed syllable? J. Practice Exercises: 1. Guided exercises: (Teacher distributes cut-outs of fruits to the pupils) Read the word written on the cut-out and identify the stressed syllable. If the stress is on the first syllable, put the cut-out in Basket A; if its on the second, in Basket B; and if its on the third, in Basket C. 2. Independent Exercises: Read the following words and write first, second or third on your paper to show which syllable is stressed. 1. tiny 2. little 3. will 4. wonderful 5. greenwood 3. Writing Phase Write 2-3 sentence paragraph about the things you have seen around our school, using words with stressed syllables. IV. Evaluation: Listen to the following words. Write 1 if the stress is on the first syllable, 2 if its on the second . and 3 if its on the third. 1. lightning 2. caterpillar 3. volcano 4. forest 5. insect V. Assignment: Underline the stressed syllable in each word. 1. ambulance 4. program 2. community 5. contribution 3. information
  3. 3. ENGLISH IV Date: ____________ I. Objective:  Identifies stressed syllables in words Values: Forest conservation II. Subject Matter: Unstressed Syllables References: PELC1.1Listening,1.1 Speaking, 1.1 Writing Fun in English 4 TM, pp. 2-4, TX pp. 2-6 The Modern Teacher, Vol. L No. 1 June 2001 p. 32 Materials: pictures, cut-outs of different trees III. Procedure A. Preparatory Activities  Review What is a stressed syllable? What is marked with an accent? Go to the board and box the stressed syllable of the following words. beautiful creatures wonderful glowing mountain  Motivation (Teacher shows pictures of a forest and a denuded mountain.) Class, take a look at pictures A and B. What do you see in picture A? In picture B? Are there trees that cover the mountain in picture B? B. Presentation: 1. Unlocking of Difficulties Use the dictionary to see the syllabication, meaning and the pronunciation of the words. 1. forests. 4. generation 2. refreshing 5. support 3. replaced 6. revolution 2. Reading of the poem by the teacher with stressed and unstressed syllables to be given emphasis. 3. Intellectual Discussion 1. What covers forest? 2. What makes a country live and fresh? 3. What makes the environment dean and refreshing? 4. Value Fusion As a good citizen, how can you help maintain the forest? If we plant trees today, who will be benefited? How can we conserve our forests? 5. Generalization What are unstressed syllables? 6. Practice Exercises A. Guided practice
  4. 4. Class let's play the game "Plant a Tree". Get a cut-out of a tree. Read the printed word on it. Say the unstressed syllables then plant it on the mountainside. 1. chlorophyll 2. filament 3. dicot 4. monocot 5. corolla B. Independent Exercises Copy the following words. Cross out the unstressed syllable/syllables in each word. 1. gumamela 4. ornamental 2. stomata 5. photosynthesis 3. pollination IV. Evaluation: Write down the correct spelling of the words that I'll dictate. 1. refreshing 4. forests 2. generation 5. support 3. revolution V. Assignment: Divide the following words into syllables. Box the unstressed syllables and underline the stressed syllable. 1. grasses 4. ramie 2. ampalaya 5. fibrous 3. cabbage
  5. 5. ENGLISH IV Date: ____________ I. Objective:  Recognizes pauses and stops in utterance that signal meaning Values: Honesty II. Subject Matter: Pauses and Stops in Utterance that Signal Meanings Reference: PELC IV 1.2 Listening Fun in English language, pp. 30-32 Materials: flashcards, chart III. Procedure A. Preliminary Activities 1. Checking of assignment on stressed and unstressed syllables 2. Motivation Read the paragraph correctly. Sandra loves to swim. One day, her classmate invited her to Batangas for a weekend holiday. She told her classmate that she had to ask permission first from her father. That afternoon, when her father arrived, she followed him to his room. What punctuation marks are used? What did you do when you see a period? A coma? Do you know that the pauses and stops you make in reading sentences change their meanings? B. Presentation: Class, today we are going to read a dialog. Observe the pauses and stops. Listen as I read the dialog. 1. Comprehension check-up  How many girls are standing at the other side of the street?  What is my sister wearing?  Who is the girl wearing white pants? 2. Developmental Lesson Let us read the sentence. Barbie, that girl in red, is my sister.  Who is Barbie?  What punctuation mark is used after Barbie and red? 3. Read the dialogue by pairs using pauses and stops. 4. Value Infusion What character trait does Gracia possess? 5. Generalization What punctuation mark is used to mean a pause or stop? 6. Practice Exercises A. Guided Practice Read these sentences aloud. Pause briefly at a comma. Put the -sentence which means talking to, in the first box and the sentence which means talking about, in the second box. 1. a. Rey, that boy in a blue T-shirt is 'my cousin. (2"d box)
  6. 6. b. Rey, that boy in a blue T-shirt, is my cousin. (1st box) B. Independent Practice Copy the sentence. Listen and use comma to indicate pauses and stops. 1. Jenny the old man with a cane is my grandfather. (talking to Jenny) 2. Roy the boy with a red cap is my shop teacher. (talking about Roy) C. Writing Write 2 sentences talking to song using pauses and stops. IV. Evaluation: Copy the sentences. Listen and place the comma correctly. 1. Remy that girl in red dress is my friend. (talking about Remy) 2. Josh the handsome boy is my son. (talking to Josh) 3. Jiv the boy singing is my nephew. (talking to Jiv) V. Assignment: Write 5 sentences talking to someone using pauses and stops.
  7. 7. ENGLISH IV Date: ____________ I. Objective:  Recognizes rising and falling intonation in sentences Values: Respect for elders II. Subject Matter: Rising and Falling Intonation Dialogue: Nene and her Friend References: PELC 1 Speaking, Fun in English (Language) TX p. 13 Materials: Chart III. Procedure A. Preparatory Activities  Drill Ask pupils questions such as: Do you like fish balls? Where do you live?  Review What punctuation mark is placed after a question?  Motivation Do you have a friend? Do you often go somewhere with your friend? B. Presentation: 1. Today, we're going to read a dialogue about Nene and her friend. 2. Comprehension check-up  Where did Nene go one Sunday morning? Where does her friend go?  Does Nene want to go with her? 3. Value Infusion Whenever you wish to go some place, do you always ask for your parent's permission? Why? 4. Reading of the dialogue by the pupils (by team) with emphasis on the rising and falling intonation. 5. Development of the Skill Going back to the dialogue, which of the questions have rising intonation? Which of the questions have falling intonation? 6. Generalization What answer can be given to question with rising intonation? 7. Practice exercises A. Guided Exercises Listen to each sentence that I'm going to read. Stand up when you hear the falling intonation. She's coming? You're going? He's hungry? B. Independent Exercises Listen to these sentences. Write R if it is rising and F if it is falling.
  8. 8. 1. You're going to work. 2. I am happy. 3. Is mother coming? 4. She's going to help? 5. The visitors are here. IV. Evaluation: Listen as I read these sentences.Draw  in the box if it has rising intonation, and if it has a Falling intonation. 1. Is it sweet? 2. They're coming. 3. She's resting. 4. He's busy. 5. We're ready. V. Assignment: Write 5 sentences with rising intonation, and 5 sentences with falling intonation. Read them orally to class tomorrow.
  9. 9. ENGLISH IV Date: ____________ I. Objective:  Writes the correct spelling of words with silent letter /k/ Values: Forest conservation II. Subject Matter: Writing Words with Silent Letter /k/ Using Guide Words Reference: PELC 1 Writing, 1.1 Speaking A handbook of Spoken English for Filipino 4 pp. 232, Work Study 4 p. 45 Materials: poem on manila paper, dictionary, cut-outs III. Procedure A. Preparatory Activities  Checking of Assignment  Motivation Have you received a gift on your birthday? Was it placed in a box? Were you excited to open it? B. Presentation: Class, today, we're going to read another poem “A Knick From Kick “. C. Unlocking of Difficulties Unlock the meaning of these words using the dictionary through the use of guide words. Knavery - knock Knick knock D. Reading of the poem by the teacher E. Comprehension Check-up 1. What is the title of the poem? 2. What can you see inside the box? 3. Who send it back? E. Aesthetic Discussion Did you like the poem? Do you think the boy was happy when he received his get? G. Value Do you appreciate someone who gives you a gift? How will you treasure your gift? H. Reading of the poem by the teacher (Second Reading) Identify the words with silent letter /k/ found in the poem. I. Reading of the poem by the pupils giving emphasis on the words with silent letter /k/ J. What words are located in the following guide words?
  10. 10. (Give 3 guide words and words in it for your selection.) K. Generalization Let the pupas formulate a rule about words with silent /k/ by asking them what follows /k/ when it is not sounded? L. Practice Exercises 1. Guided Exercise Distribute balloon cut-outs with printed words with /kn/. Let the pupils read and spell the word orally, then paste the cut-out on a manila paper. knick knob knap-sack know knee knock-out 2. Independent Exercise Complete the sentences using the words in the box below: knocked knight knees knew kneel known 1. Sir Clumsy was an ordinary 2. Sir Clumsy was throughout the kingdom. 3. He his name was not very complimentary. IV. Evaluation: A. Write the following words correctly. Teacher dictates the words as used in sentences. 1. Kim scraped his knuckles. 2. The boy knew he needed his knickers. 3. Sir Lance, a brave knight, rides to a forest. V. Assignment: Use the dictionary. List down 5 new words with silent /k/ using the guide words knavery-knock.
  11. 11. ENGLISH IV Date: ____________ I. Objective:  Selects appropriate meaning from several meanings given Values: Diligence II. Subject Matter: Words with Multiple Meanings Phonetic Analysis soft/th, hard /th/ References: PELC 1.1 Speaking, 1 Reading, Skill Builders for Efficient Reading 4 pp. 139-143, Fun in English Language IV pp. 40-41, Fun in English Reading IV pp. 204-205 Materials: poem chart, dictionary III. Procedure A. Preparatory Activities  Motivation Are you fond of giving excuses? What excuses do you always tell your teacher? Why? B. Presentation: Today, we are going to study a poem about excuses. But before that we will know first the meaning of the following words. C. Unlocking of Difficulties Ask pupils to read the sentence and select the meaning of the underlined words from the options below. 1. Can you reach up to that shelf? a. to arrive at b. to get in touch with c. to extent or distance a person, a thing can stretch 2. Were you able to swim? a. having enough power or skill b. skillful, talented D. Reading of the poem by the teacher while pupils listen. E. Comprehension Check-up 1. Why does Fe like going to market with mother? 2. Why does Fe not want to go to market just now? 3. Why don't like reading and studying my lessons just now? F. Aesthetic Discussion What line of the poem do you like most? Why? G. Value When your mother tells you to do something, are you going to do it? Why? Why not? H. Development of Skills Let's read a story and find out the words with /th/.”Clint's Bird”
  12. 12. Select the appropriate meaning of the underlined words from several meanings given. 1. The bird has a fine feather. a. to fit with a feather, as an arrow c. to join by a tongue and groove b. to cover, adorn with feathers d. covering 2. I cannot think what he said. a. to believe or consider c. to bring to mind/remember b. to expect d. consider I. Generalization How do we get the meanings of a word from several meanings given? What are the sounds of /th/? J. Practice Exercises A. Guided Practice 1. The pupils are grouped into 2. Group I (girls) will get strips with words and Group II (boys) will hold the strips with group of words, the teacher reads the sentence, the pupil who has the correct meaning will match it with the word. 1. cabin a. a small house; hut b. a room on a ship c. a place where passengers are seated in an airplane 1. The captains cabin in the streamer is big. 2. The boys built a cabin in the woods. B. Independent Exercise Select the meaning of the underlined words by writing the letter on your paper. Write also the sound of /th/ in the words. 1. throw a. to put hastily or carelessly b. to direct or projects c. to cause to fall 1. The horse throw its rider. 2. He throws a coat over his shoulders. IV. Evaluation: Write the words that I'm going to dictate. Read the words correctly afterwards. 1. theme 3. faith 2. them 4. weather V. Assignment: Use the dictionary to get the meaning of the underlined word as used in the sentence. 1. We gradually developed a plan for our project. 2. The sickly child developed into a strong youth. Write 5 words with soft /th/ and 5 words with hard /th/ using the dictionary.
  13. 13. ENGLISH IV Date: ____________ I. Objective:  Locates information in a book  Uses the table of contents, titles, sub-titles Values: care of books II. Subject Matter: Using the Table of Contents, Titles, Sub-titles Reference: Basics and Beyond Reading 4, Fun in English IV Reading, pp. 6-7. 65 PELC 1.2 Speaking Science, Health and Environment 3 Materials: chart III. Procedure A. Preparatory Activities  Guessing Game What book helps you solve mathematical problems?  Spelling Mathematics Dictionary Science  Review You have learned the three parts of the book in Grade III, will you enumerate them? B. Presentation: 1. Unlocking of Difficulties Choose the appropriate meaning from the multiple meanings. a. table - an article of furniture with a flat horizontal top - a collection of related numbers, values, signs or items of any kind of arrangement for ease of reference 2. Here is a Table of Contents. Study the Table of Contents. Read the questions about it, the chapter, title, subtitle and page where the answers are most likely to be find. (written on the chart) 1. On what page can we find The Changing earth? 2. On what chapter can we find Sunlight? 3. On what title can we find the sub-title dry season? 3. Discussion and Comparison What do we find in the Table of Contents? How is the Table of Contents arranged? 4. Value Infusion How do you locate the lessons in your book? 5. Generalization What is the Table of Contents about? How does the Table of Contents help the readers of the book?
  14. 14. 6. Practice Exercise A. Guided practice Using the Table of Contents of your Fun in English IV Reading, write after each page number that can be found on it. 1. page 4 2. page 8 3. page 36 4. page 98 5. page109 B. Independent practice With the use of Table of Contents of your Into the Future: Science an Health after each page number the exact title of the topics on it. 1. page 1 2. page 49 3. page 69 4. page 99 5. page133 IV. Evaluation: With the table of Contents given below, copy the title, subtitle and page where you are most likely to find the answer to the questions that follow. (written on the chart) Questions: 1. What does food do to your body? 2. What foods do you need to make your bones healthy and strong? 3. What exercise is good for the heart? V. Assignment: Using your Science Book Table of Contents, answer the following questions. 1. What is the title of Chapter III? 2. What are the sub-titles under this chapter? 3. On what pages will you begin reading about applying first aid?
  15. 15. ENGLISH IV Date: ____________ I. Objective:  Reads orally stories with correct stress and intonation Values: Contentment II. Subject Matter: Oral Reading with Correct Stress and Intonation Words with Silent /w/ Story: A Wise King Reference: PELC 1.1 Reading, 1 Writing Developing Reading Power 4 p. 257 Developing Reading Power (Abadilla) p. 55-58 Materials: chart, strips of paper, cut outs of fish III. Procedure A. Preparatory Activities 1. Review Yesterday, we studied about appropriate meanings of words. Now, let's have a contest. I'll divide you into 2 groups. 2. Motivation Show a picture of a cat. How many of you had watched the cartoon "Tom and Jerry"? Who is Tom? 3. Reading with skimming 4. Comprehension Check-up 1. What was flying up in the air? a. a cat b. a lark c. a rat 2. What was the cat pushing? a. a cart b. a wagon c. a sled 5. Presentation Class, today we're going to read a story orally. This story is about a wise king. But before we read it, let's study the meaning of these words. 6. Unlocking of Difficulties Unlock the meaning of the following words through context clues. 1. He was wearing not ordinary ring - a white band with precious stones. 2. The rich man was greedy. He kept to himself all his wealth. He never shares them with his neighbors. B. Reading Activity: 1. Reading of the story "A Wise King" by the teacher emphasizing on the correct stress and intonation. 2. Reading of the story by the whole class, then by rows, individually. C. Post Reading Activities 1. Comprehension Check-up Where does the king's wisdom come? What were written on his ring? What happened. to him in a battle? How did the people honor their king?
  16. 16. 2. Value Infusion Is it good to be rich like the king? are you contented if you are rich? 3. Developing and Applying Reading Skills 4. Writing Activity Teacher asks the pupils to write the spelling of words with silent /w/ that are found in the story "A Wise King". 5. Generalization How do we read stories? How do we write the spelling of words with silent /w/? 6. Practice Exercise A. Guided Exercise 1. Let's play the game "Let's go Fishing". (The cut outs of fish have words with silent letter /w/.) teacher calls pupils (one at a time) to fish a word. Ask pupil to read the word with silent letter /w/ and write the correct spelling of the word on the board. B. Independent Exercise Complete the following sentences with words found inside the box below. 1. The president places a ______ on the tomb of unknown heroes. 2. _____ are all over the old woman's face. 3. Throw the plastic _______ in the thrash can. C. Enrichment Activity Divide the class into 3 groups. Each group will do any of the following. 1. Act out the story read. 2. Draw a picture of the king. 3. Write as many words with silent letter /w/ on a bond paper. IV. Evaluation: A. Read this story orally, observing correct stress and intonation. B. List down 5 words with silent /w/. One day, Mrs. Wright received a letter from her grandson Wilson. Wilson wanted to visit her after two years of stay in Saudi Arabia. Mrs. Wright's wrinkled face brightened upon reading the letter. Although her wrists are aching due to old age, she managed to write a fetter in response to her grandson. V. Assignment: Write the missing letters of these words. 1. wr_ck_d 4. wr_te 2. w_e_t_e 5. w_e_th 3. w_o_g
  17. 17. ENGLISH IV Date: ____________ I. Objective:  Uses the index in locating the information in a book Values: Sharing with others II. Subject Matter: Locating Information by Using Index Reference: PELC 1.2 Speaking, Fun In English Reading IV, pp. 57, 66, 73 Materials: Books 1mm the library III. Procedure A. Review What are the Pent parts of a book? B. Motivation How are the words in a dictionary arranged? Where else can you find words arranged alphabetically? C. Presentation Look at one back of your book in Language. What are written on it? what do you call this page? D. Developmental Lesson Here is a sample index. Study it and work on the exercises that follow. E. Using your Fun in English Reading IV Textbook, locate the index and answer the following questions. 1. On what page can you read about suffixes? 2. Under what main topics does it fall? 3. What sub-topics are discussed under the topic dictionary? F. Value Infusion Some of you have books, while others don't. What should those who have books do? G. Generalization What is an index? How the words are arranged in the index pages? How can the index help us find words in a book? H. Practice Exercise A. Guided practice (Distribute cartolina strips to the pupils with topics seen on the Table of Contents and Index.) Read your cartolina strips and paste on the manila paper the topics seen on the Table of Contents and tack on the board the topics sees in the index. 1. Listening to an explanation of a pictograph 2. Verbs 3. Diary 4. Journal Entry
  18. 18. 5. Discriminating Between real and fanciful B. Independent Practice Refer to your Fun in English Reading .IV Textbook. Answer the following questions using the Index. 1. On what .page can you read about idioms? 2. What are the sub-topics under story elements? 3. Under what main topic does prefix fall? IV. Evaluation: Study this sample index of a book. Answer the questions that follow. (written on the chart) 1. On what page can you read about bullfighting? 2. Under what main topic does it fall? 3. What subtopics are discussed under the topic Japanese? 4. Where can you read about limericks? 5. You want to know what to do when you have a nosebleed, what topics are you going to look for? In what sub-topic can you find it? V. Assignment: Using your Science book, locate the index and answer the following questions. 1. On what page can you read about skeleton? 2. Under what main topic does pollination fall? 3. What subtopics are discussed under the topic eclipse? 4. You want to know what to do when you have a muscle cramp. What topic are you going to look for? 5. Where can you read about mixtures?
  19. 19. ENGLISH IV Date: ____________ I. Objective:  Decodes words in stories read using phonetic analysis Values: love of freedom II. Subject Matter: Words with /z/ sound and /th/ sound Story: In Search of Peace and Freedom Reference: PELC IV 1. Reading, 1.1 Reading, Fun In English IV, Reading pp. 2-6 Materials: flashcards III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review What is an index? What can you find in an index? 3. Motivation Do you know that earliest known Filipinos were not born in the Philippine soil? How could that be? You might ask. The following story answers the question. 4. Unlocking Difficulties Choose the meaning of the underlined word from the words inside the box. 1. The policemen will seize the robbers. 2. The early Filipinos like to trade with the Chinese. 3. The foreigners tried to wade our country. 5. Reading of Motive Questions What is the story about? When did the story happen? Why did the ten Malay datus leave Borneo? 6. Recall of Standards for Silent Reading. B. Presentation: Read the story "In search of Peace and Freedom" silently. Follow the standards for silent reading. C. Post-Reading Activities 1. Answering of Motive Questions 2. Comprehension Check up Who was the leader of the ten Malay datus? In what part of the Philippines did the datus and their families land? 3. Value Infusion Did our forefathers get their freedom? How? How about us, do we want to have freedom? Why? 4. Applying Reading Skills A. Decoding words using phonetics B. Copy from the story read the sentence/s that tell 1. Who was the leader of the ten Malay datu? 2. Why the Malay datus left Borneo?
  20. 20. 3. How the Malay datus get their land? 5. Generalization How do we decode words from stories read using phonics? 6. Practice Exercises A. Guided Exercise Read the following story. Get 5 words that have the final /z/ and initial /th/ sound. God was pleased with all his creation. He loved all of them but in His heart, He felt a special love for the animals. He loves to gaze at the tattles as they graze along the meadows. He would watch the blaze of sunlight as it fell on the grasses. He could see the tigers and the lions as they seize their prey. He loved them so much that He gave each of them a nice, comfortable place to live in where they would all be happy. Select the sentence from the story above that answers the following questions. a. What does God feel for the animals? b. What does He love to gaze at? c. What does He watch at? d. What does He gave to the animals to show how much He loved them? B. Independent Exercise Read the story and copy the sentence that answer the questions below it. Jose won first prize in a raffle draw so he decided to go to the city megamall to buy a birthday gift for his mother. He didn't recognize the seller. 1. Select from the 3 words with /ze/ which means 1. support 2. a reward 3. identify IV. Evaluation: Read the following story then give the meaning of the underlined words. Select from the box below. immerse in water inability to move to perform the ceremony of V. Assignment: Look for the meaning of these words in. the dictionary and use them in your own sentence. 1. amaze 2. colonize 3. apologize
  21. 21. ENGLISH IV Date: ____________ I. Objective:  Write two to four sentence paragraph using words with stressed and unstressed syllable  Identify stressed and unstressed syllable Values: love of country II. Subject Matter: Stressed and Unstressed Syllable Poem: My Native Land Reference: PELC 1.1.1 Listening, 1.1 Reading Everyday English IV Reading pp. 57-58 Fun in English IV Language pp. 5-6 III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Read the words given below. Underline the stressed syllable and box the unstressed syllable in each word. 1. understand 2. nation 3. station 3. Motivation I have here pictures of beautiful spots of our country. What land forms do you see in the picture? What water forms can you see in this picture? 4. Presentation Today we are going to study another poem. But before we are going to study the poem, let's first give the meaning of the words in the poem. 5. Unlocking of Difficulties Read the following sentences. Circle the letter of the word that gives the meaning of the underlined word in each sentence. 1. Sierra Madre Mountain, which lies from Bicol to Ilocos Region, is grand mountain. a. famous c. small b. large d. tiny 2. The stately Narra tree covers the belfry of Paoay Church. a. tall c. spacious b. wide d. deep 6. Reading of the poem by the teacher while pupils listen. (First reading) . 7. Intellectual Discussion What does the poet say about his native land? What does native land stand for? What things in his country does the poet love? 8. Second reading of the poem by the teacher. (Pupils take note how the teacher says the stressed and unstressed syllable of the underlined words in the poem.) 9. Aesthetic Discussion Do you love your country? How do you show your love to your country? 12. Discussion  How is the title of the paragraph written? The first of each sentence? How is each sentence ended?
  22. 22. 13. Generalization What should you remember when writing a paragraph? 14. Practice Exercise A. Guided practice (Cooperative paragraph writing on the board) Write a paragraph about our school. B. Independent Practice Using four sentences, write a short paragraph about our country. IV. Evaluation: Write a short paragraph about your favorite food using four sentences. V. Assignment: Write two-four sentence paragraph about your pet.
  23. 23. ENGLISH IV Date: ____________ I. Objective:  Identifies parts of a news paper Values: awareness and consciousness II. Subject Matter: Parts of a Newspaper Reference: English for All Times 6 pp. 216-217 Materials: newspaper III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review What is the Table of Contents about? Using the table of Contents of your Fun in English 4, write after each page number the exact title of the topic that can be found on it. 1. page 10 4. page 79 2. page 44 5. page 107 3. page 63 3. Motivation Do you want to know what current local and international are going on? So, everybody needs to read newspaper everyday. B. Presentation: Today we are going to study the parts of a newspaper and what information is found in each part. Bring out your newspaper. 1. The teacher shows the different parts of a newspaper and ask pupils to tell what information is given by each part. 1. Front page - Contains the latest news both local and international. 2. Editorial page - Contains what the editor thinks about the important issues. 3. Classified ad - Contains job available and for sale equipment, cars and others. 4. Sports page - Contains the results of the sports events. 5. Obituary - It is about notices of dead people. 6. Lifestyle - It is about special features of famous people's way of living. 7. Entertainment - Contains special features on Arts, Music, Theater, Show business, etc. 8. Business page - Contains important business news 9. Society page - Contains social events that have just taken place or will take place. 2. Discussion: What information do we get from the following? a. front page b. editorial c. classified ads d. sports page 3. Value Infusion
  24. 24. Is it important for us to be informed about current events here and abroad? What ways could we get information about what is going an? 4. Generalization What are the different parts of a newspaper? 5. Practice Exercises A. Guided Exercises Everybody focus your eyes on the newspaper I'm holding. Tell what part of the newspaper is shown. Write it on the board. Opposite each part, give the information we get from it. 1. sports page 2. editorial 3. lifestyle 4. front page 5. business page B. Independent Exercises Using your newspaper, write the part of the newspaper where you will find the following. 1. important news of the day 2. second hand bicycle for sale 3. death of a friend of the family IV. Evaluation: Here are the parts of a newspaper. Write the part of the newspaper which is being described below: entertainment front page editorial page obituary society page classified ads lifestyle sports page front page 1. It gives the opinion or views of the editor on the latest events. 2. This page gives information on valuable jobs and things for rent or for sale. 3. This page gives all the news of the day. V. Assignment: Use the newspaper to find the part where you will find the following: 1. peso-dollar rate 2. the result of the basketball championship game 3. movies presently shown in the theater near you 4. wedding party of a prominent family 5. advertisement of a new product
  25. 25. ENGLISH IV Date: ____________ I. Objective:  Follows three-step directions heard  Gives series of directions using sequence signals e.g. first, then, next etc. Values: Attentiveness and orderliness II. Subject Matter: Following and Giving Directions Reference: PELC Listening, Speaking 2, p. 16 Fun in English Language TX 4 pp. 39-40, Everyday English (R), pp. 4-5 Materials: Manila paper, chart, crayons III. Procedure A. Preparatory Activities 1. Review pauses/stops in utterances by reading a poem "My Book Holds Many Stories," on pages 4-5 Everyday English (R). 2. Motivation: Lead the pupils to perform the following directions: Clap your hands three times. Raise your right hand. Stand straight Ask: Did you follow the directions correctly? B. Presentation: 1. Have the pupils listen carefully as the teacher reads and gives these directions to one pupil. First, go to the room and open the door. Next, walk to the front and turn right. Lastly, walk towards the corner and get flower pot. 2. Discussion a. What did Ronald do first? What did he do next? Lastly, what did he do? b. What words were used to show the correct order in giving three directions? c. How many steps did you do? 3. Present another' three-step direction. Then further discuss for emphasis. C. Generalization 1. What are the sequence signals used in giving three-step direction? 2. What should we remember when following 3-step direction? D. Infusion of Values What should be the right attitude in listening to directions? E. Practice Exercises 1. Guided Exercise Teacher gives the direction, pupils follow. First, write your complete name on your paper. Next draw a box around your name. Finally, color your boxed name. 2. Independent Exercise
  26. 26. Pupils construct their own 3-step direction. IV. Evaluation: Teacher reads the directions carefully while the pupils do the activities on their answer sheets. 1. First, draw a flower with 5 petals. Next, encircle the flower. Finally, put six rays around the circle. 2. First, add 135 and 210. Then, multiply it by 2. Finally, subtract 210 from your answer. 3. First, draw a rectangle. Next, divide the rectangle into four equal parts. Lastly, shade one-fourth of it. V. Assignment: Write at least 3 three-step directions. Underline the signal words used.
  27. 27. ENGLISH IV Date: ____________ I. Objective:  Follow 4-step direction heard Values: attentiveness and orderliness II. Subject Matter: Following and Giving Directions Reference: PELC 2 p. 16, Fun in English (L) TX 4, pp. 39-40 Materials: chalkboard, chart III. Procedure A. Preparatory Activities  Review Review 3-step direction. Pupils give their own example.  Checking of Assignment  Motivation: Today class, we are going to follow more directions by using other sequence signals as we did yesterday. B. Presentation: 1. Read this paragraph below. First, prepare 2 cups of rice. Next, clean the rice of stones, insects and palay. Then put rice in a pot and wash once or twice without rubbing the grains. Finally, add 2 cups of water, cover pot and place over fire until it boils. 2. Call individual pupils to perform the directions in front of the class or in the Home Economics Room. 3. Discussion: a. What is the first step in boiling rice? What is the second step? Third step? Last step? b. How many step directions are used in the paragraph? c. What are the sequence signals in this paragraph? Can we use other sequence signals? C. Generalization What are the sequence signals that we can use in making a 4-step direction? What should we remember in following 4-step direction? D. Infusion of Values How should you listen to a person giving direction? E. Practice 1. Guided Exercise Write a paragraph on how to fry a fish. Use the connectives: first, then, next and finally. 2. Independent Exercise Group Work One group to give 4-step oral direction. Other group will follow and vice versa
  28. 28. IV. Evaluation: Arrange the sentences into a single paragraph on preparing calamansi juice. Remember to use the proper connectives or sequence signals. 1. Cut crosswise 3 pieces of calamansi. 2. Squeeze the sliced calamansi into a glass. 3. Add water and sugar to taste. 4. Stir gently and add ice cubes to make cool and refreshing drinks. V. Assignment: A Write a single paragraph on how to cook a hard-boiled egg. Use the 4-step direction only.
  29. 29. ENGLISH IV Date: ____________ I. Objective:  Follows series of directions using signals Values: Cooperation II. Subject Matter: Sequence Signals Reference: PELC Speaking 2, Writing 2 Everyday English 4 Reading pp. 66-67 Fun in English 4 Language pp. 44-46, LBP DECSRO, Region III, pp. 20-21 Materials: glasses, spoon, pitcher, chart on directions in making musical instruments III. Procedure A. Preparatory Activities: 1. Drill:T he teacher first gives direction, to be performed or executed by the pupils. Then, the other pupils give more examples of directions to be followed. Examples: Raise your arm Arms down Right face 2. Review on the 3-step directions. Example: First, stand up. Then say "good morning". Finally, sit down. 3. Motivation: Do you love playing musical instruments? What instrument do you play? Do you know the steps in making musical glasses? B. Presentation: Say, today we are going to make musical instrument. Pupils read one by one the steps to be followed. Then, with the teacher's guide, they will make musical instrument. C. Discussion Let the pupils observe how the paragraph is written. Ask the following questions: 1. Is the first sentence indented? 2. Are there margins on both sides? Which side has a wider margin? 3. Does each sentence begin with capital letter and end with punctuation mark? D. Generalization: What are the steps to be followed in writing series of directions in paragraph form? E. Exercises 1. Guided Exercise Write the steps in making chimes. Use sequence signals. Rewrite the sentences into a paragraph form.
  30. 30. First, prepare the needed materials such as 5 nails of different sizes, string about one foot long. Second, divide the string into five different sizes. Then, tie each string to each nails head. The other end of the string should betide to the stick. Finally, follow the same procedure with the rest of the nails, about one inch apart each other. You now have lovely chimes. B. Independent Exercise List down the steps in making Banjo sequence signals. Then rewrite the sentences into paragraph. IV. Evaluation: Write a paragraph about the steps in doing something. You may choose a topic below. Frying Camote Planting Seedling Preparing Calamansi Juice Washing Clothes V. Assignment: Research for an interesting and useful project which you want to share to your classmates. Then copy the steps or directions. Use sequence signals. Finally, rewrite them into paragraph form.
  31. 31. ENGLISH IV Date: ____________ I. Objective:  Follows 3 to 4 step directions in the given game Values: Sportsmanship II. Subject Matter: Writing 3-4 Step Directions References: PELC 2 Writing p. 16; Paragraph - How to Play "Musical Chairs"; Everyday English Language IV, TX pp. 22-25 Materials: cassette tape, chairs and chart III. Procedure A. Preparatory Activities  Drill: Give the following directions to be done by the pupils. First, jog in your place. Then step for a moment. Next, move three steps forward. Lastly, turn around.  Review. Let us give examples of 3-4 step directions. B. Presentation: 1. In your P.E. class, what games do you enjoy to play? 2. Today we are going to read slowly a paragraph on how to play "Musical Chairs", and let us try playing it. a. Paragraph Reading "Musical Chairs" First, select at least five players. Afterwards, arrange four chairs in a circle facing out. Then, play some fast music and walk around the chairs when the music stop. Eliminate the player without a chair and remove one chair. Next, the game starts again until one player who stays on is a winner. Finally, declare this player the winner. b. Content Analysis 1. What is the paragraph about? 2. How many players are needed to play the game? 3. How many chairs are needed? C. Generalization: How do we write your sentences in game direction? D. Infusion of Values: When you play a game, what should be your attitude when you lose the game? E. Practice Exercises: 1. Guided: Arrange the following jumbled sentences into a paragraph using the correct order of the sequence signals. Title: How To Play Bottle Relay Next, players pour the bottle with water in the empty one and rush back. Lastly, the team that has less spilled water will be declared the winner. Then, arrange the bottles without water
  32. 32. in a corner. Afterwards, choose four empty bottles of eight ounce coke. First, group the ten pupils into two teams. 2. Independent Have the pupils write a paragraph about their favorite game using the sequence signals. IV. Evaluation: Fill in the blanks with the correct sequence signals to form a paragraph about the game “Longest Line”. How to Play the Longest Line ______ choose ten players and group them into two, ______fall in lines _____, form straight line (first) (Then) (Next) using materials found in their bodies. ___________, the team with the longest line is declared the (Finally) winner. V. Assignment: Choose a game that you like best, then make a paragraph using the sequence signals: first the, next and finally. Write it in your notebook.
  33. 33. ENGLISH IV Date: ____________ I. Objective:  Does accurate, slow reading in order to follow common directions. Values: Forest conservation II. Subject Matter: Common Directions References: PELC-Reading 2; Fun in English 4, Reading “Make Music” pp. 190-191; Everyday English 4, Reading page 169 Materials: Chart on the steps to make chimes and Banjo, real objects needed in making chimes and Banjo. III. Procedure A. Preparatory Activities 1. Checking of assignment and materials brought. 2. Review on the steps to be followed before crossing the street. 3. Unlock the words chimes and banjo by showing real objects or pictures. 4. Motivation: Did you bring the materials needed today? What project do you think can we do out of these used materials? B. Presentation: Today we are going to make musical instruments. The teacher will group the class into four or more learning barkadas. C. Discussion: Pupils read accurately the steps in making chimes. Then they follow it with the assistance of the teacher. D. Generalization: What should you do in order to follow common directions? Valuing: Which group was the most creative in making chimes? Let's give them a round of applause. E. Practices: 1. Guided Practice: Pupils work by group. Direction: Follow the steps in making a banjo. To Make the Banjo You need: a shoe, box, tape, rubber bands of different thickness Then do these: 1. Cut a round hole as wide as the mouth of a cup in the middle of the lid of the shoe box. 2. Tape the lid on the box firmly. 3. Using rubber bands of different thickness, stretch them across the holearound the abox. 4. Strum the rubber bands. What do you hear? 2. Independent Practice: Direction: Read. Then, follow the directions carefully.
  34. 34. 1. Write the name of the musical instrument that you made out of the shoe box and rubber bands. 2. List down the three materials needed in making the chimes. 3. Do not answer this question: What is your name? 4. Draw how the chimes look like. 5. Copy the correct spelling of your teacher's name. IV. Evaluation: Direction: Carefully follow the written directions below. 1. Read all the directions carefully before doing anything. 2. Write your name on the upper left corner of your paper. 3. List down all the materials needed in making banjo. 4. Copy all the directions in making the banjo. 5. Now that you have finished reading numbers 1-4 carefully follow the directions given in numbers 1 and 2 only. V. Assignment: Write down 5 simple directions to be followed by your classmates tomorrow.
  35. 35. ENGLISH IV Date: ____________ I. Objective:  Gives series of directions using sequence signals. Values: Obedience to traffic rules II. Subject Matter: Sequence Signals References: PELC - Reading 2; Fun in English 4 Language; Poem: To Be Safe - Fun in English 4, Language pp. 44-46 Materials: cartolina or manila paper III. Procedure A. Preparatory Activities • Review the sequence signals: • Motivation: Ask: Have you seen traffic lights in Metro Manila? Do you know why we have traffic lights in the street? (Answer: the traffic lights keep us safe from accident) • Vocabulary Building Direction: Find the other term or name for the words below by completing the letters on the boxes beside each word. Flashed cross turned • Presentation: Today we are going to read a poem. • Motive question: What is the poem all about? B. During Reading: The teacher reads first the poem, then the pupils read. 1. Pupils answer orally the following questions: a. What is the poem all about? b. What does red light mean? c. What does green light mean? d. Where should the people cross? 2. Skill Development 1. From the poem, let us make a four step direction in crossing the street. 3. Discussion:  What sequence signals were used in giving series of direction. What punctuation mark is written after the sequence signals, first, next, then, finally?  Where do we see or find the sequence signals, at the beginning or end of the sentence? 4. Generalization: When three or more directions are given, they are joined by __________. What words? answer first, second, next, afterwards, lastly, and, then, afterwards, finally 5. Practice/exercise
  36. 36. a. Guided Practice Directions: Give the steps in frying camote. b. Independent Exercise Directions: Rearrange and rewrite the correct steps in preparing the bangus for frying. Use the sequence signals first, next, then, at last. ________ , sprinkle salt and fry. ________ , cut into desired size. ________ , wash in clean water. ________ , remove the scales, gills, fins and tail. ________ , remove the internal organs. IV. Evaluation: Choose all the steps to be followed in planting a seedling. Then rewrite in their proper order using the sequence signals, first, second, third, the, finally. ________ , remove the earthworms ________ , plant the seedling ________ , water it. ________ , cover the seedling to protect it from the heat of the sun. ________ , dig a hole ________ , wash the seedling. V. Assignment: Change these sentences into three step directions. Use three sequence signals. 1. Mar wants Luz to prepare breakfast and to ready his shirt and pants to wear and tell the driver to wait for him. 2. The teacher wants Lorenzo to first sweep the floor and then scrub it and in the end, he should sweep it again.
  37. 37. ENGLISH IV Date: ____________ I. Objective:  Does accurate slow reading in order to follow common directions in prescriptions Values: Accuracy, Obedience II. Subject Matter: Directions in Prescriptions References: Everyday English 4 (Reading) p.121-123; Fun in English 4 (Reading) p. 194-195; PELC Reading 2, Speaking 2 Materials: samplesof doctor's prescriptions, pictures III. Procedure A. Preparatory Activities  Drill: Give the following directions to be done by the pupils. First, jog in your place. Then step for a moment. Next, move three steps forward. Lastly, turn around.  Review: Let us give examples of 3-4 step directions. B. Presentation: 1. Checking of assignments 2. Drill on following 3-4 steps directions heard. e.g. Everybody, stand straight. Clap your hands. Stamp your feet. Jump three times. 3. Motivation: When you got sick, where did mother take you? What did the doctor give you? If mother will buy your own medicine, what does she use so she can buy one from the drugstore? 4. Unlocking of difficulties (The teacher uses pictures and real objects) suffering asthma prescriptions teaspoonful adult 5. Presentation: Today class, we will watch a pantomime. Are you ready? 6. Discussion: Discuss the pantomime presented and give emphasis on the prescriptions given by the doctor. 1. In what form is the medicine prescribed? 2. How are you going to administer the medicine? 3. What do you use to measure the amount of the medicine to take? 7. Generalization: What directions are given in prescriptions? 8. Infusion of Values: How should we follow given prescriptions? Why should we follow correctly prescriptions given?
  38. 38. 9. Practice Exercises: a. Guided Exercises (Pupils are asked to bring out the sample prescriptions they brought. From the prescriptions read, the teacher asks questions from it.) b. Independent Exercises: Direction: Read the directions then encircle the letter of the correct answer to complete the sentence. Children under 3 yrs of age a. should never be given aspirin. b. should be given aspirin only on a doctor's advice c. should not be given more than table a day. d. no tablet is to be given. IV. Evaluation: Read the directions inside each box. Then from the choices under each sentence at the right, choose the one that completes the sentence or answer the questions correctly. From this we can tell that ________. a. all coughs are caused by colds b. not all coughs are caused by colds c. a cold should always be treated by a doctor d. all coughs last for a week 1. If cough lasts more than a week, consult your doctor. V. Assignment: Bring the following materials for tomorrow. 1. 1 drinking straw 2. 1 plastic cup or any unbreakable cup 3. mat of grass 4. a lump of soil
  39. 39. ENGLISH IV Date: ____________ I. Objective:  Reads directions on medicine labels  Follows common directions as found in medicine labels. Values: Obedience II. Subject Matter: Directions Found in Medicine Labels References: Everyday English 4 (Reading) pp. 119-122; PELC Reading 2; Writing 2 Materials: medicine boxes, bottles, tubes, tablets, capsules, syrup, ointment III. Procedure A. Preliminary Activities  Free Communication: Riddle: "Mother, mother I am sick, Call the doctor very quick. What will the doctor give the child who is sick?  Spelling (The teacher uses each word in a sentence) medicine bottle wound label poisonous contents  Review: What have you learned about following common directions in prescriptions?  Checking the pupil's homework  Motivation: Ask the children if they had been sick and where their mother brought them. Ask them what ailment they had. What is a stomachache, diarrhea, cough, fever or skin irritation? B. Presentation: 1. Unlocking of Difficulties (contextual clues) a. labels c. poisonous b. external d. orally 2. Presentation (Show samples of medicine labels) a. Raising of motive questions What is seen in a medicine label? b. Setting the standards for oral reading. Direct the pupils to the illustration under "Medicine labels" in their textbook. Tell the pupils to look at the pictures and read the sentences that follow each one. c. Recalling the motive question d. Reading the selection e. Answering the motive question f. Comprehension Check-up What does the illustration with "crossbone and a skull" mean? What other directions are found on the labels of the bottles? 3. Developing and applying reading skills What does "for external use only" mean?
  40. 40. 4. Generalization How do we read medicine labels? 5. Infusion of values What will happen if we do not follow the directions in taking medicine? 6. Practice Exercises a. Guided Exercises (From the medicine bottles, boxes, tablets or tubes which they brought) What are some of the medicine labels? Draw or write them on your paper. b. Independent exercise: Write 1 sentence interpreting the given medicine label. Ex. 1. for external use only 2. Do not take without doctor's prescription IV. Evaluation: Direction: Read the sentence. Then encircle the letter of the correct answer. 1. Dr. Abad gave Andre a medicine with a label "For External Use Only." Where should Andre use it? a. outer part of the body b. any part of the body c. all over his body d. inner part of the body Direction: Answer the following 1. While cleaning the house, you have seen a bottle labeled with a "crossbone and a skull." Should you open the bottle? Why? V. Assignment: Collect at least 3 medicine labels on any medicine box, tube, tablet. Paste it on a white paper. Write 1 sentence about the meaning of the pasted medicine label.
  41. 41. ENGLISH IV Date: ____________ I. Objective:  Does accurate reading in order to follow directions is simple experiments.  Answers wh - questions to directions read. Values: Accuracy, Teamwork II. Subject Matter: Directions in Simple Experiments References: Fun in English 4 (Reading) pp. 199-200; Science and Health 2 txt p. 113; PELC Reading 2, Speaking 2 Materials: pencil, clear tape, typing paper, magnifying hand lens III. Procedure A. Preparatory Activities  Motivation: Class, have you done simple experiments in Science? Can you name some? How did you do it?  Presentation: Would you like to find out how your fingerprints look like? Today let us read directions in performing simple experiment on "Taking Fingerprints." B. Presentation: 1. Prepare the following: pencil magnifying hand lens clear tape typing paper 2. Rub the sharpened end of a pencil across a sheet of paper 15 to 20 times to coliect a layer of graphite on the paper. 3. Rub your left index finger across the graphite on the paper. 4. Tear off about 2 1/2 cm. of clear tape and stick it on the fingertips with graphite. 5. Remove the tape and stick it on a clean sheet of typing paper. 6. You will see your fingerprint. C. Post Reading: 1. Comprehension check-up: 1. What is the experiment about? 2. How many steps are there to follow in the experiment? 3. What is the very first thing you must do in your experiment? Next? Then? 2. Call pupils to perform the simple experiment 3. Developing and applying reading skills: Pupils are asked to use the sequence signals - first, next, then, afterwards and last lastly in giving the different directions to be followed in "Taking Fingerprints." 4. Generalization: Why were you able to follow the directions in our simple experiment? 5. Infusion of values: What trait was common in the group, that made the simple experiment successful?
  42. 42. 6. Practice Exercises: a. Guided exercises: (Pupils are grouped into 4 and are given directions in performing simple experiments. After the activity, they answer the questions given) Procedure: 1. Get some soil. 2. Make a "mountains" on the sand table. 3. Cover one "mountain" with a mat grass. 4. Pour water on both "mountains". Questions: In which "mountain" was soil carried away by the water? Why? b. Independent Exercises: Direction: Read the directions in making another kind of lens - p. 203, Fun in English 4 (Reading). Then answer the following questions. 1. In the experiment, which do you do first? 2. How do you make a round loop? 3. Where will you dip the wire? 4. How will you lift the loop out of the water? 5. How do the letters on the page through the water drop look? IV. Evaluation: Read the directions given and perform it. Use the materials that you brought. Then answer the questions that follow. Procedure: 1. Get a straw 2. Place your hand near the end of the straw as you blow through it. Questions: What is it that you feel? When did you feel the air? V. Assignment: Read and follow the directions given. Afterwards, answer the questions that follow. Materials: a book, a pencil a glass a bag a cup a flashlight Procedure: 1. Close the windows to darken the room. 2. Place a flashlight on the table and turn it on. 3. Hold the book in front of the light. Questions: 1. Does the book block the light? 2. Can light pass through the book? 3. Do you see the shadow of the book? 4. What is its shape?
  43. 43. ENGLISH IV Date: ____________ I. Objective:  Gets information from a conversation listened to. Values: Courtesy in conversation II. Subject Matter: Information from a Conversation Importance of Rain References: BEC PELC, Listening and Speaking PELC 3, Reading PELC 3.3, Writing PELC 3; Fun in English (L) pp. 18-19 Materials: chart, flashcards III. Procedure A. Preparatory Activities  Review What courteous expressions do we use in a telephone corversation?  Motivation Group work: recite a line from a song, poem or rhyme with the word rain. B. Listening Activity: Listen to the dialogue between Larry and Grandpa. T.M. pp.28 C. Speaking 1. What information about he rain do you get from the dialog? Can you give other information about the rain, besides those given from the dialog? 2. Oral Communication: Ask the pupils to give the importance of rain by giving the information from the dialog. D. Reading Activity: 1. Pre-Reading Group Activity Make a short dialog about the importance of forest. Use courteous expressions in your dialog. 2. During Reading Read the dialog made by each group. Using Directed Reading Thinking Activity (DRTA) 3. After Reading a. Comprehension Check-up What are the information about the forest given from your dialog? Why are forest important b. Value Infusions What shall we do then to our forest? Why do we need to use courteous expressions in a conversation? IV. Evaluation: Listen to this conversation and do what is asked, after listening to it.
  44. 44. What to do! 1. Draw the information listened to about the roots of trees. 2. Write the functions of roots of trees from the dialog. 3. List the courteous expressions used in the conversation. V. Assignment: Write the information from the dialog on pages 140-141 of Fun in English (Language).
  45. 45. ENGLISH IV Date: ____________ I. Objective:  Gets information from a poem listened to Values: Love of Country II. Subject Matter: Information from a Poem We Can't All be Heroes. References: PELC p. 153, Fun in English 4 reading p. 95; Everyday English 4 Materials: bottle, flash cards and manila paper III. Procedure A. Preliminary Activities  Review: Recall a poem learned just recently and tell something about it.  Motivation: Let the pupils form a puzzle of a flag. Then, show pictures of heroes. How did they show love to our country?  Presentation: We have mentioned about our heroes. Now, you will hear on how to show love to our country.  Unlocking off Difficulties: Read the sentences and give the meaning of the underlined words thru context dues. 1. The brave katipuneros fight for your freedom. 2. La p u - Lapu showed his courage in the battle of Mactan. B. Developmental Activities: 1. You will going to hear a poem entitled "We Can't All Be Heroes" through a tape recorder. Listen carefully and be sure to answer questions later. 2. Comprehension check-up a. Who cannot fight battles to save our country? b. How can children help their country? c. Why can't we all be heroes? C. Engagement Activity: One of your classmates will read a poem. Listen carefully and be ready to give information from the poem. Use truth or consequence to call pupils. Form a big circle. D. Application: 1. What shall we do when it gets dark? 2. Is there a need to say any prayers before we sleep? Why? E. Practices: 1. Guided Write the short poem that I will dictate. Answer the following questions later. Group the children and present there work.
  46. 46. Questions: 1. How do we make a ring around the world? 2. What is the message of the poem? 3. What other information can we get from the poem? IV. Evaluation: Listen to this poem and answer the questions below. Be the Best If you can't be a pine on top of the hill Be shrub in the valley but, be The best little shrub by the side of the rill; Be a bush if you can't be a tree Just be the best of whatever you may be. 1. What can you do if you can't be a pine tree on top of the hill? 2. Why do we need to do our best always? 3. What information did you get from the poem? V. Assignment: Copy a short poem and write 3 sentences about it.
  47. 47. ENGLISH IV Date: ____________ I. Objective:  Gets information from a diagram shown Values: Cooperation II. Subject Matter: Getting Information from a Diagram. References: PELC: Listening 3, Speaking 3, Reading 3.4, Writing 3, pp. 1617; Blazing Trails 4 tx pp. 148149; Science and Health 4 tx. Pp 254-255 Materials: charts, pictures, diagrams, tomato, pomelo, two pieces of sticks, flashlights III. Procedure A. Preparatory Activities  Motivation: Have you heard about eclipse? When does eclipse occur? Can you describe one.  Unlocking of Difficulties: Unlock the meaning of words through guessing game. ______ 1. It is the natural satellite of the earth which borrows light from the sun. ______ 2. It is the center of the solar system. ______ 3. The place where we live in.  Motive Questions: 1. When does the moon cast shadow on earth? 2. What is the difference between the solar and lunar eclipse? B. During Reading: Let the pupils read the selection about eclipse. (Motivated Oral Reading). C. Post Reading: 1. Comprehension check-up/Discussion Study the diagram. Answer the motive questions and the comprehension questions. 1. What covers the moon during lunar eclipse? 2. What is between the earth and the sun in the solar eclipse? 3. When does the solar eclipse occur? Luna eclipse? 2. Generalization What is a solar eclipse? Lunar eclipse? 3. Application Doing the activity on page 254. Answer the following questions after doing the activity. 1. What does the tomato represent? 2. What does the pomelo represent? 3. What does the flashlight represent? 4. Enrichment Activity Conduct an interview of the adults (parent and teachers) who have observed eclipse. Ask their experience regarding eclipse. Be ready to share the information with your classmates. D. Reading:
  48. 48. Draw the position of the sun, moon, and earth during lunar and solar eclipse. Label your drawings and describe them. IV. Evaluation: Study the diagram showing the sun and the planets. Rank the planets according to their distance from the sun. rank number 1 the planet nearest the sun; No. 2 the second planet nearest the sun, and so on. V. Assignment: Here is a diagram that shows how to read the thermometer. Study it and answer the questions below. 1. What is the thermometer reading for a person with a normal temperature? 2. What is the thermometer reading for a person with fever? 3. What is the thermometer reading for a person with high fever? 4. What line shows the thermometer reading?
  49. 49. ENGLISH IV Date: ____________ I. Objective:  Uses courteous expressions in telephone conversation. Values: Courtesy and Politeness in Telephone Conversation II. Subject Matter: Courteous Expressions in Telephone Conversation: Rotation of the Earth References: BEC, PELC 3 Speaking, 3 Listening, 3 Writing; Fun in English 4, Language pp. 10-13; Growing with Science and Health 4 pp. 239-242 Materials: Toy telephone/cell phone, written models of telephone conversation III. Procedure A. Preparatory Activities  Review: What are the points to remember in a telephone conversation?  Motivation: Do you have a phone? What is the use of a telephone? How do you talk to a person and relay a message using the telephone? B. Listening and Speaking Activities: Listen to the dramatization of the following phone conversation. T.M. pp. 31 C. Engagement Activity: 1. Discussion a. Who is the caller? b. Who answered the telephone? c. What was the time in Manila when Anne called up Nonie in Canada? d. What time is it in Canada? 2. Infusion of Value What do we need to do in making our answering phone call? D. Generalization: What are the courteous expressions use in the telephone conservation? E. Enrichment Activity Game Pass it on. Fill it on the blanks in the sentences from the conservation. 1. Hello, ________ morning. 2. This is Gloria, __________. 3. May I ________ to Nora? F. Application Call pairs of pupils to dramatize the following situations. 1. Inviting a friend to a Saturday informal party to meet one’s counsins. 2. Inviting another classmate to practice for a school program. IV. Evaluation:
  50. 50. Complete the telephone conversation below. Mina: Hello, ______ morning. May I talk to Nona. Nona: This is Nona, _________ Mina: I’m ________ you’re home. How about joining me and my sister in an indoor game at our place on Saturday. Nona: That will be great. I’ll come over at two o’clock in the afternoon. Mina: We will wait for you ____________. V. Assignment: Write a telephone conversation based on the following situations. Choose only one situation. 1. You forgot your assignment notebook in school. Call a classmate ask about your assignment in Mathematics. 2. Answer a call for your father who is not home. 3. Answer the telephone for someone who calls a wrong number.
  51. 51. ENGLISH IV Date: ____________ I. Objective:  Uses courteous expressions in making calls on the telephone.  Gets information from conversation heard. Values: Courtesy in Telephone Conversation. II. Subject Matter: Courteous Expressions - Telephone Conversation: Making Calls References: Fun in English (Language) Balajadia, et al pp. 10-12PELC 3 Materials: toy telephone, written model of telephone conversation III. Procedure A. Preparatory Activities  Motivation: a. Show a picture of two children having a telephone conversation. What are the two children in the picture doing? Can you guess what they are talking about?  Ask some pupils to relate experiences on telephone conversation B. Presentation: 1. Listening to a voice tape and find out the courteous expressions use. 2. Intellectual Discussion - Who called up Dina? - Who received the call of Ali? - What did Ali Tell Dina? 3. Reading the telephone conversation written in the chart. 4. Value Infusion: How do we speak when making telephone calls? 5. Generalization: When making calls what courteous expressions are used? 6. Practice a. Guided Practice Group pupils into 4 groups. Use courteous expressions in acting out the following situations a. making a call to a classmate b. making a call to a friend c. making a call to the teacher d. ending a conversation with a friend - The teacher evaluates the group presentations. b. Independent Practice Fill in the blanks with the correct expression from the box. Teacher dictates. 1. Hello! Good ______. 2. This is Gloria ______. 3. ______. I speak with Nora? 4. See you on Saturday. _______.
  52. 52. IV. Evaluation: Write your answers correctly to the following questions. 1. What word of greeting begins over a telephone conversation? 2. When making a call, what expression is used when asking for someone? 3. Who ends the call, the caller or the receiver? 4. What does he/she say? V. Assignment: Write a telephone conversation asking your classmate about the English Assignment because you were absent the previous day.
  53. 53. ENGLISH IV Date: ____________ I. Objective:  Uses courteous expressions in receiving calls on the telephone. Values: Courtesy On Telephone Conversation II. Subject Matter: Courteous Expressions - Telephone Conversation: Receiving Calls References: Fun in English (Language) Balajadia, et al pp. 10-12 English Communication Arts for the Elementary Gr. 4 pp. 257258 PELC: Speaking 3 Materials: toy telephone, voice tape, written model of telephone conversation III. Procedure A. Preparatory Activities  Review: Which of the following telephone conversation is making the right call? a. Rod: Hello? Voice: Who is speaking, please? b. Angelo: Hello! Good evening. This is Angelo Reyes speaking. May I speak to Mrs. Antipolo? c. Voice: This is Mrs. Santos speaking  Unlocking of difficulties: Give the meaning through context. a. Hold your line, please. I'll call her. b. One moment, please. I'll call her.  Motivation: How many of you have received a call asking for your mother but she is out? What did you tell the caller? B. Presentation: Today we're going to listen to another telephone conversation. Listen carefully to the expressions used by the receiver of the call. 1. Listening to a voice * Intellectual Discussion: - Who answered the phone? - What are the courteous expressions used by the receiver? How about the caller? - What is the message of Mrs. Suarez to 2. Read the telephone conversations between Ali and Dina. (See yesterday's lesson) then let the pupils answer the following questions. 1. Who is the receiver of the call? 2. What courteous expressions did she use? 3. Value Infusion: How do we speak when receiving calls? 4. Generalization: What courteous expressions are used by the receiver of calls? 5. Skill Development: a. Guided Practice
  54. 54. 1. The teacher prepares strips of courteous expressions in receiving calls. Distribute the strips to the pupils and play a game by posting them under the following headings. 1. Receiver is the Person Called 2. Another Person is Wanted 3. Person Wanted is Out b. Independent Practice: Fill in the blanks with the correct expressions. 1. _______ hold your line. 2. One _______ please. I'll call her. 3. I'm. _________ He's out. 4. This is Mario __________. 5. May I take a __________? IV. Evaluation: Copy the courteous expression that is correct for each number. 1. Ana received a call from a friend. How will she answer her? a. Yes, I'm Ana c. Speaking b. Hello! My friend. d. Hi! Good evening. 2. Mr. Reyes calls for your father but he is out. a. Father is not home. b. I'm sorry he's not home. May I take a message? c. I'm sorry. Call him back. d. Please call on another day. V. Assignment: Group the class into 4. Be able to act out situations when receiving calls.
  55. 55. ENGLISH IV Date: ____________ I. Objective:  Decodes meaning of words with inflectional endings through structural analysis. Values: Perseverance II. Subject Matter: Words with Inflectional Endings: Dialogue - Teacher Made: The Moon References: Fun in English 4 Language, Balajadia, et al pp. 13-14; English in a Dynamic World, Pado, et al pp.. 99-100 Materials: strips of sentences, pictures, chart III. Procedure A. Preliminary Activities  Asking questions answerable by yes or no, through pictures. Is the baby crying? Does sister sweep the yard? Are the children playing? Etc. What can you say about our voice when we say the questions?  Unlocking of difficulties: Unlock the following words: 1. explore (give synonyms) 2. telescope (picture) 3. lunar eclipse (illustration)  Motivation: Who is Neil Armstrong? How many of you wants to go the moon? B. Presentation: a. We're going to listen to a conversation of three boys. Let's find out what they say about the moon. (dialogue written on the chart) b. Comprehension check-up 1. Why do people explore the moon? 2. Who invented the first magnifying telescope to study the moon? 3. What helped Columbus save himself and his crew from the Indians? c. Value Infusion: Do you have a dream to explore the moon? How can you be successful in that dream? d. Skill Development: Read what Carlos said about Columbus. Read also what William said about Columbus. Do you recognize the change of voice at the end of the sentence? Who is doubtful? e. Generalization: When does a sentence show an action that is sure or certain? When does a sentence show an action that is not sure or doubtful? f. Practice: 1. Guided Practice: a. Group pupils to present the following dialogues. 1. Cecille: Rosa is coming to Manila? Mother: Rosa is coming to Manila. Everybody, get your bags ready. IV. Evaluation: Write the dictated sentences correctly and opposite write doubtful or certain.
  56. 56. 1. You're alright? 2. You're alright. 3. They're singing. 4. She's writing. 5. Nena's answering the phone? V. Assignment: Write 3 sentences that express doubt and 3 sentences that express certainly.
  57. 57. ENGLISH IV Date: ____________ I. Objective:  Deduces meaning of unfamiliar words through prefixes. Values: Respect for the flag. II. Subject Matter: Using Prefixes Story: The Philippine Flag Tells Its Story References: PELC R. 3.2, Fun in English 4 Reading pp. 815 T.M. pp. 9-10 Everyday English 4 (Reading) pp. 94-97; English in a Dynamic World 4 (Language) pp. 231-232 Materials: flashcards, charts, real object (flag), cut-outs III. Procedure A. Preparatory Activities  Review: (through game) Directions: I'll group you into 4. Each group has 5 members. When is say "go" the member of each group take turn in writing words with prefixes on the board. You can write words as many as you can within 2 minutes. Ex. Unprepared uneasy.  Motivation: The teacher shows a real flag. What is this class? (flag). What comes into your mind when you see a flag? Why do countries have their own flag?  Unlocking of Difficulties: struggle- fight with independence - freedom from the rule of others symbol - used to represent something B. Presentation: 1. The pupils read the motive question. How did our present flag come to be? 2. The teacher reads the story orally while the pupils read silently. 3. Comprehension Check-up a. Why did Bonifacio have a flag made - for the Katipunan? b. Describe the first flag of the Katipunan. What events in Philippine history did this flag play a part in? c. What other flags did the Katipuneros have? 4. Infusion of Value - As a Filipino, how will you prove your loyalty to our flag? Your respect the flag? D. Generalization: What are prefixes? E. Practice Exercises: 1. Guided Exercises Present some words (without prefixes). The pupils will classify the words that can use the prefix un, mis, re, dis, im, ir. Directions: You will be given some cut-outs Then, place each word under the prefix they belong. treat honest behave respect
  58. 58. spell approve 2. Independent Exercises: Give the meaning of each word. 1. unclean — not dean 2. unequal 7. unprotected 3. redirect 8. unfriendly 4. return 9. uneasy 5. incomplete 10. unused 6. incorrect IV. Evaluation: Read the sentence after each number. Write the meaning of the underline word. 1. The boy did not pass the test because he was unprepared for it. ____________ 2. I forgot how many tickets there were so I had to recount them. ______________ 3. The boys did the wrong thing because they misunderstood the directions. ____________ V. Assignment: Add a prefix to each word and write its meaning. 1. kind 3. friendly 5. behave 2. polite 4. correct
  59. 59. ENGLISH IV Date: ____________ I. Objective:  Deduces meaning of unfamiliar words through prefixes - un, in, im. Values: Love for Country; Peace and Unity Prefixes - un, in, im Story: In Search of Peach and Freedom References: Everyday English 4 (Reading) pp. 95-97; Fun in English 4 (Reading) pp. 2-6, T.M. pp. 4-7 PELC, R. 3.3.1 Materials: pictures, cut-outs, flashcards III. Procedure A. Preparatory Activities  Motivation: Teacher shows a picture call on pupils to tell something about the picture.  Unlocking of Difficulties: The pupils give the meaning of each word through action and context clues. unhappy freedom unwilling invade seize foreigner B. Presentation: 1. Reading of the motive question by the pupils. Why did the datus decide to leave their native land? 2. Guide Oral Reading Pupils read the story orally “In search of Peace and Freedom”. 3. Comprehension Check-up:  The pupils answers the motive questions.  Why did the datus decide to leave their native land? 4. Infusion of values: How do we show our love for our country? Why should we love our country? 5. Skill Development: The pupils answer the questions 1. How did the people tell when they were living in Borneo? 2. How did the people in Panay Live? 3. What is the rootword in the word happy? 6. Generalization: What do we call the syllable placed before a word? 7. Practice Exercises:
  60. 60. 1. Guided Exercises: Write the prefix of the following: 1. _____ clean 2. _____ equal 3. _____ complete 4. _____ polite 5. _____ correct 2. Independent Exercises: Write a prefixed word which means the same as the underlined word in each sentence. a. The law is not fair to the workers. ________ b. The treatment to people was not equal. ________ c. Many children get sick because the place is not sanitary. IV. Evaluation: Add in, im, un, re to the following words to form a new word. 1. polite 2. correct 3. view 4. honest 5. complete V. Assignment: List down 10 words with prefixes – in, im, and un then their meaning.
  61. 61. ENGLISH IV Date: ____________ I. Objective:  Decodes meaning of words with suffixes – full and less through structural analysis. Values: Love of Country II. Subject Matter: Word with Suffixes - ful and less Poem: My Native Land References: Everyday English 4, Reading TX pp. 57-58; Fun in English 4 Reading, Balajadia, et al pp. 3035; Blazing Trails, Francisco, et at pp. 88-89, 91 PELC Reading 3.3.1 Materials: flashcards words with suffixes, pictures of scenic places in the Philippines III. Procedure A. Preparatory Activities  Review: The teacher conducts a flashcard drill on the words with prefixes (re, mis, dis, im and un).  Unlocking of difficulties: Unlock the following words through pictures: a. peaceful c. stately b. grand d. restless  Motivation: Show pictures of beautiful scenes in the Philippines. What can you say about the pictures? B. Presentation: 1. Today we're going to read a poem. Let's find out what things the poet loves in his native land. 2. Reading the poem by the teacher. “My Native Land” T.M. pp. 39 Intellectual Discussion What does native land stand for? What things in his country does the poet love? a. in first stanza b. in the second stanza c. in the third stanza 3. Skill Development What word is used to describe lowland plains? Flowering tree? Open sea? The teacher posts on the board the words; peaceful, graceful and careless. The teacher asks: What is the rootword of the word peaceful. 4. Generalization: What is a suffix? What does a suffix do to a word? 5. Practice: a. Guided Practice 1. The teacher posts two big circles on the blackboard each with the syllables -ful and less. The teacher distributes flashcards of rootwords. The pupils will put the rootwords around each circle. The pupil says the completed word them give its meaning. Ex. ful hope hope + ful = hopeful full of hope
  62. 62. b. Independent Practice 1. Add a suffix to the word at the left to mean the underlined phrase. joy 1. Jessica was filled with joy. home 2. After the great food, the people were without home. care 3. Mike made his assignment without care. fruit 4. The mango tree is full of fruits. job 5. My father has no job. IV. Evaluation: Draw a line to match the word and its meaning: 1. fruitless a. without meaning 2. colorless b. without job 3. joyful c. full of meaning 4. jobless d. without color 5. meaningfui e. full of joy f. without fruits V. Assignment: Make a list of 5 words with suffix -less and 5 words with suffix -ful. Write their meaning and use them in sentences.
  63. 63. ENGLISH IV Date: ____________ I. Objective:  Identify the compound words written as one. Values: Friendliness II. Subject Matter: Compound Words Written as One Dialogue Reading - New Classmate for J.J. References: Everyday English IV (Reading) pp. 15-18 PELC L. 3, R. 3.2 W 3 Materials: real objects, dialogue written on Manila paper, cut-outs of heart III. Procedure A. Preliminary Activities  Motivation: Teacher presents some real objects/pictures and pupils name each object. Can we form another word out of these 2 words? Ex. arm + chair - armchair ball + pen - ballpen  Unlocking of difficulties Newcomer (context clues) Ex. Maria is from Manila. She is a newcomer in our place. Handbag (real object) Welcome (action clues) B. Presentation: 1. The teacher reads the dialogue written in a chart. “New Classmate for J.J.” 2. The class reads the whole dialogue. 3. Group pupils into two and read part for Carmela and J.J. C. Discussion: 1. Who is the newcomer? 2. Who is her classmate? D. Value Infusion How did J.J. deal with his classmate? E. Skill Development What words in the dialogue consist of two words? The teacher writes the answer of the pupils on the board. What are the 2 words found in these words? newcomer - new + comer classmate - class + mate classroom - class + room F. Generalization: What are compound words?
  64. 64. G. Practice Exercises: 1. Guided Exercises (using cut-outs of hearts) Read the word then look for the pair to form a new word. Use the Compound words in sentences. board flag shine light room tooth sun story book class pole fly black house moon ache 2. Independent Exercise: Write the compound word described in the sentences below. a. A coat used for the rain is a _______ b. A room where we take a bat is a _______ c. A gown used at night is a _______ d. A store that sells drug is a _______ IV. Evaluation: Listen to the teacher as she reads each sentence. Write the compound word in each sentence in your answer sheet. ______ 1. Jose stepped on an anthill. ______ 2. I forgot my lunchbox at home. ______ 3. Rats and ants live underground. ______ 4. Please, lend me a storybook. ______ 5. The pupils went inside the classroom. V. Assignment: Write 5 compound words written as one and use them in sentences.
  65. 65. ENGLISH IV Date: ____________ I. Objective:  Decodes meaning of unfamiliar words through compound words written as one. Values: Industry II. Subject Matter: Compound Words Written as One Story: When I Grow Up References: Stairways to English 4 (Reading) pp. 22-28; Everyday English 4 (Reading) pp. 15-18; PELC R. 3.2, W3 Materials: real objects, pictures, story written on manila paper III. Procedure A. Preliminary Activities  Checking of Assignment Pupils read the compound words they have written on their paper.  Review: Let's recall what we did yesterday. Using the flashcards used the previous day. Let the pupils do the game-paring words. Ex. shine sun moon light  Motivation: Show some pictures of community helpers. Let the pupils identify each helper and act out his/her work ex. policeman mailman fireman dressmaker  Unlocking of Difficulties Give the meaning of the following words. earn (context clues) peaceful (context clues) ex.: My father earns a living by farming. The policeman helps keep our country peaceful and orderly. B. Presentation: a. Today, we're going to read a story about community helpers. b. Pupils read the motive question. Motive question: What do the children want to be when they grow up? c. Reading of the story by the teacher while pupils listen. “When I Grow UP” T.M. pp. 42 1. Intellectual discussion of the story: a. What does Joey want to be? b. What will Joey have in order to be always ready? c. What does Charlie want to be? 2. Infusion of Values (Industry) When you grow up, what do you want to be? How will you do your work when you have become a __________. d. Generalization: What are compound words? Compound words are 2 words joined together to make a new word. e. Exercises:
  66. 66. Write compound word for each picture. 1. _________ (newspaper) 2. _________ (railroad) 3. _________ (doghouse) 4. _________ (hand bag) 5. _________ (doorknob) IV. Evaluation: Write the meaning of the compound word. 1. If a knob at the door is a doorknob, what is a doormat? ____________ 2. If a store that sells shoes is a shoestore, what is a bookstore? _________ 3. If a necklace is used for the neck, what is a shoelace? __________ V. Assignment: Write the two words and give the meaning of the following words. Ex. bathroom - bath and room room where we take a bath. 1. moonlight 4. schoolhead 2. playground 5. flagpole 3. housefly
  67. 67. ENGLISH IV Date: ____________ I. Objective:  Identifies the compound words written as two words. Values: Patience and Faith in God II. Subject Matter: Compound Words and Their Components References: Fun in English 4, Language, Balajadia, et al - Story: "The Blind Man's Faith" pp.58-61; Everyday English 4 Reading pp.15-18 PELC 3.2 Materials: flashcards, word chart and pictures III. Procedure A. Preliminary Activities  Checking of Assignment  Motivation: Teacher shows picture of blind man. What can you say about the man in the picture?  Unlocking of difficulties: blind beggar - have you seen a blind beggar? - through action cripple walk - through action security guard - use pictures to under B. Presentation: a. Today we are going to read a story of a blind man. (use guided oral reading) b. Intellectual Discussion: 1. In what way was the blind beggar different from the usual beggars we know? - Why was the blind beggar sitting by the roadside? 2"d paragraph - How did the blind beggar show his faith? - What did Jesus do to make the man see? 2. What compound words are found on the first paragraph? Second paragraph? Third paragraph? Etc. C. Infusion of values: Why did the blind man wait for Jesus by the roadside patiently? D. Generalization: How are some compound words written? Some compound words are written as two words and some are written as one word. E. Practice: 1. Guided: Form as many compound words as you can by putting/pairing two different words together. watch altar boy cold scout end double dead evil war water bead 2. Independent Practice
  68. 68. Use these compound words in sentences. - flower girl - waste basket - fountain pen - meat inspector - clay pot IV. Evaluation: Choose the right words to fill the blank in each sentence. bulletin board second cousins blind man light bulb security guard buffalo grass 1. Nico's and Manolo's mothers are first cousins so the boys are ____________ 2. The _________ watched to make sure that no one disturbed the bull. 3. The teacher displayed the pupils are works on the _________. 4. The __________ groped his way towards Jesus. V. Assignment: Write 5 compound words written as two words and use them in sentences.
  69. 69. ENGLISH IV Date: ____________ I. Objective:  Decodes meaning of compound words written as two words. Values: Caring for Natural Resources II. Subject Matter: Compound Words written as two words Dialogue-Field Trip for Noli References: Everyday English IV Reading TX pp. 15-18; PELC L 3, R 3.2, W 3 Materials: flashcards, pictures, dialogue written on the chart III. Procedure A. Preliminary Activities  Review: Compound words written as one. Ex. sun + light = sunlight moon + light = moonlight  Motivation: Have you gone to a field trip? Today, we're going to read about a field trip of a young boy.  Unlocking of difficulties: through pictures, context clues rice terraces — (show picture) mountain side — (show picture) field trip - context clues B. Presentation: 1. The teacher reads the dialogue about a field trip written in chart while pupils read along silently. 2. Comprehension Check-up: o What did Noli see in Baguio? o Where is the terraces found? o What did Noli's family have? 3. Infusion of Values How can we avoid the destruction of our beautiful spots? 4. Group pupils into two and read the part for Noli and Ben. 5. What are the compound words in the dialog? 6. Generalization: What are compound words? How are they written? 7. Practice Exercises a. Guided Exercise - Game 1. Distribute cutouts of vehicles (bus, car, jeep, etc). Read the compound word at the back, then use in a sentence. Drop the cutouts in the appropriate box. Compound words Compound words written as one written as two 2. Pair two words from the list to form compound words. Match them with the definitions below: a. boy who helps a priest b. road closed at one end
  70. 70. c. conflict between two countries b. Independent Exercise Write these sentences, then encircle the compound words. (Dictation) 1. It has been Oscar's dream to be a boy scout. 2. Please drop in at the grocery store and buy me sugar. 3. The French government gave Flores a patent for his electric bulb. IV. Evaluation: Match the words with their meanings. Write only the letter of the correct answer. I II 1. water lily a. a bed large enough for two people 2. double bed b. a water plant with flat floating leaves 3. clay pot c. meaningless syllable made to sound like talk 4. double talk d. pot not durable and made of clay 5. spring time e. a pleasant season of the year. V. Assignment: Look for/give the meaning of these compound words. 1. Vice president 4. fruit tray 2. operating room 5. school building 3. hollow block
  71. 71. ENGLISH IV Date: ____________ I. Objective:  Identifies compound words written as hyphenated. Values: Contentment of Everything We Have II. Subject Matter: Compound Words and Their Components – Hyphenated References: Fun in English 4 Reading, Balajadia, et al pp. 74-75; Poem - Who Needs Aladdin's Lamp; Everyday English IV (Reading) pp. 15-18 PELC L 3, R 3.2, W 3 Materials: pictures, poem on a chart III. Procedure A. Preliminary Activities  Check your assignment Give the meaning of these compound words: operating room, meat inspector.  Motivation: Do you believe in magic? Have you seen a steel-framed bird flying? No, why?  Unlocking of difficulties: steel-framed — (real object) cloud-like — (context clue) Ex. We can see cloud-like path just after the airplane passes by. B. Presentation: 1. The teacher reads the poem written in a chart. 2. Comprehension check-up 1. Who was Aladdin? 2. What was strange about his lamp? 3. In the first stanza what does the steel-framed bird signify? 4. Infusion of Values Be contented of what we have. 5. What compound words are found in the 1St stanza? Second stanza? Third stanza? Etc. The teacher reads the pupils answer. a. steel + framed = steel-framed b. cloud + like = cloud-like c. child + like = child-like 6. Generalization: How are some compound words written? 7. Practice Exercises: a. Guided Write these sentences through dictation. - The good-hearted princess got the magic purse. - The editor-in-chief of Time magazine received an award. - All the cows died of mount-and-foot disease. - Lito's good-for-nothing son was always idle. c. Independent:
  72. 72. Write sentences using the following compound words. a. steel-framed d. mother-in-law b. good-bye e. sister-in-law c. cloud-like path IV. Evaluation: Fill in the blank with the correct compound word in the parenthesis. 1. The _______ here was awarded at last. (goodhearted, good hearted, goodhearted) 2. There is ________ in the group. (goodfellowship, good fellowship,good-fellowship) 3. His father is a well-known ______. (attorney at law, attorney-at-law, attorney at-law) V. Assignment: Give 5 compound words written as hyphenated and use them in sentences.
  73. 73. ENGLISH IV Date: ____________ I. Objective:  Decodes compound words written as hyphenated. Values: Listening to elder's or parent's advice II. Subject Matter: Compound Words and Their Components Written as Hyphenated References: Story- Mayor Rat's Daughter - adapted; English in a Dynamic World pp. 172-174 PELC L 3, R 3.2 W 3 Materials: flashcards, story on a chart III. Procedure: A. Preliminary Activities:  Review: Compound words written as two words (Game) distribute cut-outs of animals. Read the words at the back and tell if the word is written as two words then paste it to the zoo chart/field chart. Cut-outs of Bird, goat and etc. rat, dog cat, snake  Motivation: When your parents or elders give you advice, do you listen and obey? What is the purpose of their advice?  Unlocking of difficulties: (through pictures and context clues.) new — (show picture) cotton-like made-to-order brother-in-law B. Presentation: 1. Today we're going to read a story of disobedient rat. Teacher reads and pupils read along silently. 2. Comprehension Check-up: a. Who is White Rat? Describe her. b. What did Gray Rat give White Rat on his visit? c. Why is Gray Rat not welcome to Mayor's family? 3. Infusion of values: We must listen and follow the advice of our parents. 4. Group pupils into three. Have each group read a paragraph. 5. What are the compound words in the story. made + to + order = made-to-order mother + in + law = mother-in-law father + in + law = father-in-law 6. Generalization: How are these compound words written? 7. Practice Exercises: Read the sentences. Select/Write the hyphenated words. 1. Is a new pair of shoes usually worn-out?
  74. 74. 2. A civic-spirited person works for the common good. 3. Is a make-believe story a true-to-life story? 4. A made-to-order cake is delicious. 5. A would-be actor loves to be an actor. IV. Evaluation: The sentences are incomplete. Select the appropriate words from the box. make-believe, steel-framed, food-and-mouth, guest-of-honor, good-for-nothing . 1. 1 felt very nervous during my first ride on a _______ airplane. 2. Cows in Central Luzon have __________ disease. 3. During the awards night of the Kabataan Legion, President GMA was the _________. V. Assignment: Use these compound words in sentences. 1. made-to-order 2. worn-out 4. would-be 3. civic-spirited 5. editor-in-chief
  75. 75. ENGLISH IV Date: ____________ I. Objective:  Decodes meaning of unfamiliar words using context clues. Values: Conservation Of our Forest II. Subject Matter: Decoding Meaning of Unfamiliar Words Using Context Clues Save Our Forest References: PELC p. 17 3.3. Everyday English 4 (Reading) pp. 155-158; Fun in English 4 (Reading) pp. 168-171; English in a Dynamic World 4 pp. 178179 Materials: illustration boards, bottle, manila paper, pentel pen III. Procedure A. Preliminary Activities  Motivation What is the picture all about? What are found in the forest?  Presentation: Today we are going to read about the importance of forest in our lives.  Unlocking of difficulties: Read the following sentences and get the meaning of the underlined words through context clues. 1. Trees make the soil rich with decayed leaves and branches. 2. The roots of trees help prevent erosion. 3. The twigs of a tree can be used in building a fire. B. While Reading: Use Directed Reading Thinking Activity (DRTA) (Save Our Forest-Everyday English 4 Reading pp. 155-156) C. After Reading: 1. Comprehension Check-up 1. What are the things that we can find in our forest? 2. How do some people destroy our forest? 2. Value Infusion What can we do to save our forest? 3. Engagement activities Select the meaning of the underlined word in the sentence. 1. We can conserve our soil by taking care of our forest. 2. We depend on the soil to make a living. So, we must help preserve our forest. 3. Our forest trees provide homes for our wildlife. 4. The teacher discuss and explain what is context clues. D. Generalization: How do we get meaning of some words? E. Practice: a. Guided:
  76. 76. Write down the following words as I dictate. 1. campaign 4. aim 2. runner 5. bulb 3. landed b. Independent Exercise Give the meaning through context clues. Encircle the letter of the correct answer. 1. The green thing landed inside the basket. a. part of the earth. b. to come down or bring down and settle on a surface 2. The aim of our government is to save our forest. a. reason, purpose b. to direct toward specific goal IV. Evaluation: Find the meaning of the underlined word used in the sentence. 1. The forest supplies us with woods that we need. a. to serve as a substitute b. give things that we need c. school supplies 2. People should train themselves to be responsible enough to save our forest. a. to ride on a train b. give things that we need c. school supplies V. Assignment: Find the meaning of the following in the dictionary. 1. antennae 3. croak 5. germinate 2. cycle 4. chirp
  77. 77. ENGLISH IV Date: ____________ I. Objective:  Uses the dictionary to get the meaning/meanings of a given word. Values: Love of Mother II. Subject Matter: Using the Dictionary to Get the Meaning/s of a Given word. References: PELC Listening 3, Speaking 3, Reading 3.4 Writing 3 pp. 16-17; English in Dynamic World IV TX pp. 178-182; Everyday Poem: Lines for Mother Materials: charts, cassette recorder III. Procedure A. Preliminary Activities  Drill Arrange the following words in alphabetical order. stars shells needle car hospital turtle jewel books  Review: Read each sentence carefully. Encircle the homonyms. 1. Mira beat the dog that bit her. 2. They led the sheep into the ship. 3. The steel post is still very strong. B. Reading: 1. Pre-Reading Activity a. Motivation Show picture of a mother. Ask something about mothers. b. Unlocking of Difficulties Substitute the underline word, in the sentence with a word that have the same meaning in the box. 1. Rita has a sleek hands because she does not wash her clothes. 2. Lino left the spasm and went to bed. 3. Mother began to caress her baby to send him to bed. 2. While Reading: Choral Reading by group with directed Reading thinking ability (DRTA) 3. After Reading: a. Comprehension check-up 1. What did the mother do when her child is sick? 2. What did mother teach her child? 3. Why does mother possess a golden touch? b. Value Infusion: How will you pay the goodness of your mother? c. Skill Development: Group Activity
  78. 78. The class is divided into 4 groups. Each group select 4 words from the poem read. Then use a dictionary to find the meaning/meanings of words. Let each group write the words and also the meaning. d. Generalization: What is a dictionary? What are the necessary information we get in a dictionary. e. Practice Exercise a. Guided Practice Use the dictionary in finding the meaning and meanings of the following word. IV. Evaluation: Read each sentence carefully and write the meaning that fits the underlined word. a. The wood cutter trained his children to gather food. b. The green things landed in the basket. c. Lots of plant sprouted in the land. d. Please try to reach the kite on the branches. V. Assignment: Use your own dictionary to find the meaning/meanings of the following words and use it in sentence. 1. stick 6. down 2. bat 7. drama 3. round 8. head 4. face 9. bridge 5. tear 10. bright

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