School: Domingo M.

Locsin ES Grade Level: IV

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LC- The learner demonstrates an V- The learner demonstrates an G – The learner demonstrates SS – The learner demonstrates
understanding of the elements understanding that word an understanding of English an understanding of library skills
of literary and informational meaning can be derived from grammar and usage in speaking to research on a variety of
texts for comprehension different sources and writing topics
A. CONTENT OL – The learner demonstrates RC – The learner demonstrates WC – The learner demonstrates
STANDARDS an understanding of verbal cues an understanding of text an understanding of the
for clear expression of ideas elements to comprehend importance of using varied
A – The learner demonstrates various texts sources of information to
an understanding of nonverbal ORF –The learner demonstrates support writing.
cues to communicate with an understanding that English is
others stress-timed language to
achieve accuracy and
automaticity
LC – The learner recalls details, V – The learner uses different G – The learner uses the classes SS – The learner uses library
B. PERFORMANCE sequence of events, and shares sources to find word meaning of words aptly oral or written skills to gather appropriate and
STANDARDS ideas on texts listened to RC – The learner uses discourse relevant information
OL – The learner actively creates knowledge of text types to WC – The learner uses a variety
and participates in oral theme- correctly distinguish literary of strategies to write
based activities from informational texts informational and literary
A - The learner uses ORF – The learner reads aloud compositions
paralanguage and nonverbal text with accuracy,
cues to respond appropriately automaticity, and prosody

C. Learning Competencies/ LC – Identify elements of V – Identify multiple meaning of G – Identify and use the correct SS – Use graphic organizers to
Objectives. Write the LC informational text (feature words order of adjectives in a series in organize information obtained
Code for each story) EN4LC-IIId-27 EN4V-IIID-37 sentences EN4G-IIId-15 from various sources in
OL – Use appropriate expression RC- Identify various text types WC – Write/compose clear and preparation for reporting, etc.
to talk about issues/current according to structure coherent sentences using the EN4SS-IIId-12
events (description) EN4RC-IIIc-36 correct order of adjectives
EN4OL-IIId-16 ORF – Read grade-level texts EN4WC-IIId-12
A – Show interest in reading a with appropriate speed,
feature story accuracy, and expression
EN4A-IIId-30 EN4F-IIId-15
II.CONTENT
III.LEARNING RESOURCES Chart, Pictures, PPTx, foldables, Flashcards, Chart, paper strips, Pictures, chart, flashcards, Chart, PPTx, foldables, pictures
stories PPTx, dictionary PPTx, stories, foldables
A. References
1.Teacher’s Guide pages TG pp TG pp. 228 - 229 TG pp. 242-244 TG pp.
2.Learner’s Materials pages LM pp. LM pp. 242 LM pp. 255-257 LM pp.
3.Textbook pages
4.Additional Resources from
Learning Resources (LR)
Portal
Modern Teachers 2012 Skill Builders for Efficient
B. Other Learning Resources November issue Reading 4 tx. Pp. 139-143
IV.PROCEDURES
A. Review previous lesson or Have you read a newspaper or Tell: Words may have multiple Let the pupils recite the poem Show different pictures to
presenting the new lesson. any school paper? meanings. The meaning My Family pupils. Let the pupils use a
What are the parts of the attached to the word will This is mother, kind and dear, series of adjectives in describing
newspaper that you have read? depend on how this word is This is father standing near those pictures.
The pupils will identify the used in meaningful context. This is brother, see how tall,
parts of the newspaper or the Let the pupils study the This is sister not so tall,
school paper. following. This is baby, sweet and small.
There is a specific section about Able – a. having enough power Say: Who are the members of
opinions. What do you call that or skill the family?What can you say
part? b. skillful; talented about mother? Father?
Let the pupils know about that ______Jose is an able pupil Brother? Sister? Baby?
part which is the feature page. ______Are you able to swim. How do you show tour love to
your family?
B. Establishing the purpose Show a newspaper or school Explain the meaning of the two Get anything from your bag or Let the teacher show an
to the lesson. paper to pupils. Browse the words. in the room and describe the example of a graphic organizer.
feature page which has the Show again examples. object. Use several adjectives. Describe it. Where do we use
feature articles. Cabin – a. a small house Describe its number, or the graphic organizer?
b. a room on a ship quantity, kind or quality, color.
c. the place where Pencil
passengers are seated in an How many? Two
airplane What kind? Long
______The captain’s cabin in What color? Yellow
the steamer is big. Two long yellow pencils
______the boys built a cabin in That is the series of adjectives.
the woods.
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C. Presenting examples/ Informational text are literary Explain about the multiple Do pick and tell Let the pupils know this:
instances of the new lesson nonfiction, personal essays, meaning of words. Pick out a picture from the box. Graphic organizers are charts or
opinion pieces, speeches, etc. Wrong – a.not correct, Describe the number, the kind, visuals which are used to
Tell: Today our informational inaccurate or quality of the objects in the represent what we think of.
text will be about feature b. something that is unjust or picture. They can help us understand
articles.. What are the parts of a bad Let the teacher show different what we read. In sequencing
feature? ( introduction, body, c. to do a wrong to; to treat pictures then the pupils will events, we use organizers like
conclusion) unjustly make sentences out of the the storyboards, flowcharts,
 Let the pupils listen to the d. out of order picture shown story train, chain of events
feature article the teacher will ____This clock shows the wrong Use the correct series chart and sequence charts
read TEXTING:ITS time. Number, kind, color
CONSEQUENCES TO LEARNERS’ ____Something is wrong with
SPELLING ABILITY this lock.
( see attached sheet ) ____He apologized for the
wrong he did to her.
D. Discussing new concepts Ask questions about the feature Discussion about the multiple Let the pupils do the activity on Let the pupils read the
and practicing new skills # 1 article listened to. meaning of words. Try and learn exercise I LM pp. selection.
1.What is the tile of the feature Fit – a. well-suited; proper; right 256 Mother has some hens.
article? b. to be right in shape or size Sometimes she gives them corn
2.How did the writer begin his c.in good health to eat. Sometimes she gives
article? ____He is fit again after his long them palay. Baby likes to see
3.What are the facts included in illness. them pick up the palay. When
the feature article heard? ____These shoes fit very well. she is bigger, she will feed the
4.What kind of feature article is hens.
it? One day, Mother was
working in the yard. She was
cleaning the yard with a broom.
Mother heard the hens in the
garden. They were hungry.
Mother said, “I did not feed my
hens. I did not give them their
palay.” Then, she went into the
house, She came out with a
basket. The
hens had palay
to eat and they
were happy.

E. Discussing new concepts Guided Practice Guided Practice Guided Practice Guided Practice
and practicing new skills # 2 Let the pupils listen to the By group do the ff: Do Exercise 2 on LM pp. 256 Let the pupils answer LM p. 53
article the teacher will read Group I –reach Story C
ROAD SAFETY AMONG a. To arrive at THE BUNDLE OF STICKS
CHILDREN (see attached sheet) Use chain
1.What is the title of the feature b. To get in touch with
article?
2.How did the writer begin his c. To go as far as
feature article?
d. To extent or distance
3.Read the body of the feature
article. a person or thing can stretch
4. What is the feature all about? e. To stretch out or
5.How did the writer end his extend
article?
____The sound of music
reached my ears
 _____The kichen was out of the
baby”s reach.
_____Can you reach to that top
shelf?

F. Developing Mastery Independent Practice Independent Practice Independent Practice Independent Practice
(Leads organizer
Use the graphic to Formative
for the Let the pupils listen again to Each pupil will answer this. Let the pupils do Do and Learn
Assessment 3) teacher
Paragraph or article the another feature article. Power- a.strength;force on LM pp. 257 letter A
Will show on chart EDUCATION:KEY TO BETTER LIFE b. the ability to do or act
(see attached sheet) c. a person, group, or thing
Let the teacher ask questions having great strength, influence
about the feature article. d. authority; control
e. physical force or energy used
to do work
_____The new dam produces
electric power.
_____The president has the
power to grant pardons.
_____The United States and
Russia are great powers.

G. Finding practical In our everyday life, there are The dictionary helps you learn We can use adjectives in We can use graphic organizers
applications of concepts and many stories that we can write. three important facts about describing persons that we in doing our presentations in
skills in daily living words: how to spell it, how to meet, places that we have been seminars, meetings, reporting in
pronounce it and what it means. to, and things that we use. school.

H. Making generalizations Feature articles are windows Words have multiple meanings. Adjectives are words that Graphic organizers are charts or
and abstractions about the into the human experience, describe nouns or pronouns. visuals which are used to
lesson giving more detail and They tell about the kind, color, represent what we think of.
description than a hard news or number of a noun or They can help us understand
story, which typically relies on pronoun. what we read. In sequencing
the style of writing. Features Adjectives tell about the events, we use organizers like
focus on an event or individual, number, kind. Color of a person, the storyboards, flowcharts,
giving the reader a chance to animal, or thing. When several story train, chain of events chart
more fully understand some adjectives are used in one and sequence charts
interesting dimension of that sentence, the order of
subject. Writing a feature article adjectives is as follows: a
can be a highly creative and fun number, kind or quality, and
activity, but it does take hard color.
work and planning to write an
effective and engaging article.
I. Evaluating learning Directions: Listen to the feature Directions: Choose the correct Directions: Underline the Directions: Arrange the
article the teacher will read. letter of the best answer. correct answer. following events using a graphic
CHRISTMAS: A NATIONAL Public- a. of or having to do with Let the pupils do letter B on LM organizer.
FIESTA (see attached sheet ) people as a whole p. 257 and Write about it on Lm With a wild cry, Princess Mitzi
1.What is the title of the feature b. for the use of all the people p. 257 leapt into the fire.
article? c. generally known A circle of leaping flames
V.REMARKS

VI.REFLECTION
2.Which country has the longest d. having to do with the appeared in the center of the
A. No. of learners who earned 80%
time ___ of LearnersChristmas?
for celebrating who earned activities of people in the ___ of Learners who earned ___ of Learners who earned
stage.
80% above ___ of Learners who earned 80% above 80%
in the evaluation 3.During Christmas season, how government Theabove
lights went out and the
80% above Park is a public
did the Filipino celebrate it? ______Rizal audience cheered and stamped
B. No. of learners who require 4.How didofthe
___ writer who
Learners end up his park.
___ of Learners who require ___ of Learners who require their
___ feet.
of Learners who require
additional activities for feature article?
require additional activities ______The news for
additional activities was made additional activities for The audience
additional activitiescould
for see the
for remediation public at once.
remediation remediation frenzied dance of death through
remediation
remediation who scored below
_____Officials are elected to the encircling walls of flame.
80% hold public office.
Remain- a. to stay;continue in a
C,. Did the remedial lessons work? ___Yes ___No ___Yes ___No
place;stay after others are gone ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who ____
b. of Learners
to continue who on
or keep caught ____ of Learners who caught up ____ of Learners who caught
up with the lesson caught up the lesson up the lesson
______The weather remained the lesson up the lesson
warm.
C. No. of learners who continue to ___ of Learners who ______A few leaves
___ of Learners who remain on ___ of Learners who continue ___ of Learners who continue
require remediation continue to require the tree.
continue to require to require remediation to require remediation
remediation remediation
D. Which of my teaching strategies Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work
worked well? Why did these work? well: well: ___ Group collaboration well:
___ Group collaboration ___ Group collaboration ___ Games ___ Group collaboration
___ Games ___ Games ___ Power Point Presentation ___ Games
___ Power Point ___ Power Point Presentation ___ Answering preliminary ___ Power Point Presentation
Presentation ___ Answering preliminary activities/exercises ___ Answering preliminary
___ Answering preliminary activities/exercises ___ Discussion activities/exercises
activities/exercises ___ Discussion ___ Case Method ___ Discussion
___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Case Method
___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/
___ Rereading of Poems/Stories ___ Differentiated Instruction Poems/Stories
Paragraphs/ ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction
Poems/Stories ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
___ Differentiated ___ Discovery Method ___ Lecture Method ___ Discovery Method
Instruction ___ Lecture Method Why? ___ Lecture Method
___ Role Playing/Drama Why? ___ Complete IMs Why?
___ Discovery Method ___ Complete IMs ___ Availability of Materials ___ Complete IMs
___ Lecture Method ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
Why? ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
___ Complete IMs ___ Group member’s Cooperation in doing their ___ Group member’s
___ Availability of Materials Cooperation in doing their tasks Cooperation in doing their
___ Pupils’ eagerness to tasks tasks
learn
___ Group member’s
Cooperation in doing their
tasks
E. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/