Lesson Plan in English Grade 4

ENGLISH 10:30-11:20

I. Objective: Sequence events in the story listened to through groups of sentences/guided questions.

II. Subject MatterA. Sequencing events from selections heard.B. PELC- A. 1C. Ref: English For You and Me (Teacher’s Manual)

pp. 114-117 English For You and Me (Reading) pp.103-109

III. Procedure A. Preliminary Activities 1. Drill Do you like monkey as your pet? Why or why not? 2. Review What are the kinds of sentences according to structure?

B. Developmental Activities 1. Motivation Look at the picture (evolution of man). Do you agree that we came from monkey? Why or why not? 2. Presentation of the Story Today you are going to read about this Filipino folk tale that tells about a clever monkey. 3.Unlocking of Difficulties (through picture clues)

thorn-sharp spike on a plant razor- sharp cutting instrument used to shave

hair bundle- gather into one4. Reading the Story (See pp. 108-109 of English For You and Me-Reading) Answer these questions:

On whom did the monkey play his first trick?

What happened to the monkey at the end of the story?

Which of the following events happened first in the story?a. The monkey met a dog.b. The monkey went to the barber.c. The old woman broke the razor.

Which of the following events happened last in the story?a. The dog ate all the cakes.b. The monkey died.c. The old woman gave him all the cakes.

5. Generalization How importance is arranging the events in the story? (Arranging the events in the story helps to test us if we really understand the story)

6. Fixing Skills Do ACTIVITY 1 on p. 105 of your book.Arrange these sentences in proper order as they happened in the story. Tell which happened first, second, third, and so on by numbering them from 1 to 10. Do this in your notebook.

IV. EVALUATION Read the short story entitled PEPE and The Guavas( See p.2 of Developing Reading Power 4)

Arrange these sentences in proper order as they happened in the story. Write 1-5.____ While he was eating, he felt the branch break.____ When he woke up, he was in a hospital bed.____ Pepe climbed the guava tree.____ Then he sat on a branch and began eating them.____ He picked as many as he could and put them in his pockets.

V. Assignment Rewrite the story about the monkey you have just read according to the sequence it happened.

Pepe climbed the guava tree near his house . It had many ripe fruits. He picked as many as he could and put them in his pockets. Then he sat on a branch and began eating them.

While he was eating, he felt the branch break. He did not know what happened. When he woke up, he was in a hospital bed. His two arms were in cast

ENGLISH 10:30-11:20

I. Objective: Use a variety of sentences as to structure in oral and written communication.

II. Subject MatterA. Construct Simple Sentences with Modifiers and

Compliments.B. PELC- B. 1C. Ref: English For You and Me (Teacher’s Manual)

pp. 114-117 English For You and Me (Language) pp.96-102

III. Procedure A. Preliminary Activities 1. Review What is a sentence? What are the parts of a sentence? 2. Checking of Assignment (Call some students to read their assignments) 3. Spelling (Pre-test)

argue- (v)disagree in words boast-(v) praise oneself reply-(v) answer tightly-(adv) held close/firmly between-(prep) used in making a choice

B. Developmental Activities 1. Motivation Tell a sentence or two about the importance of sun and air in us.

Listen as I read to you the story about the wind and the sun. Try to remember the important events in the story.

*What is the story about? What is the moral lesson of the story? 2. Presentation Study these sentences taken from the story:

The sun shines brightly in the sky. The man wears a thick jacket.

3.Discussion What is the subject in the first sentence? In the second sentence? What is the predicate of the first sentence? Of the second sentence?

What word or phrase is used to make a clearer description of the sentence? What do you call words such as “brightly” and “in the sky” which are used to give clearer and meaningful meaning of the sentence?

4. Further Exercise Add word/words to make a clear picture of what the dog is doing.

The dog _____(barks). The dog barks_____( loudly). The black dog barks loudly

___________(at the stranger.) 5. Generalization How importance are modifiers and complements in sentences?

6. Fixing Skills Do ACTIVITY 1 on p. 98 of your book.Read the group of words in Column A and Column B. Look for the words in Column B that will go with Column A to make a sentence. Write your answer in your notebook

IV. EVALUATIONExpand the sentences by using modifiers and compliments. (See p.99 of you book)

V. Assignment Think of the moon and the rain and their importance to us. Write several sentences about them using modifiers and compliments.

November 5, 2013 (Tuesday)ENGLISH

I. Objective: Identify words or ideas correctly for a given heading.

II. Subject MatterA. Reading: Sub-heading for a given HeadingB. PELC- C. 1C. Ref: English For You and Me (Teacher’s Manual)


III. Learning Procedure A. Pre-reading Activities 1. Review Make the sentences clearer by adding appropriate modifiers and complements.

a. The___ (healthy/cute) baby is sleeping ____ (in the crib/soundly/now)

b. The ____(beautiful/seven) girls dance__(gracefully/happily)

2. Drill The teacher asks the pupils to read the following words:

cave animal skin cliff sideladder stones woodbranches framework bricksgrasses carpenters wood and grassmud and clay poles in making

a square

3. Unlocking of DifficultiesRead the sentences carefully. Then match the underlined words in column A with their meanings in column B.

A B1. Our house is made of bricks.

a. shelter made by digging

2. He looks at the sceneries from the cliff.

b. high steep face of a rock

3. The mouse made a dug-out in the soil.

c. building block of baked clay

4. Motivation Describe your dream house. We see houses everywhere we go. Some are big and made of wood while others are made of concrete. What is your house made of? Do you know

what the first houses of our ancestors looked like? Find out from the following story. B. During Reading Activities 1. Presentation The teacher asks the pupils to read the selection on pp.81-82 of their textbook- The Story of Houses.

2. Answering Guide Questions What kinds of houses mentioned in the story? What did the early people use for building

houses? What do people today use for building their

houses? Why do people need houses?

3. Values Infusion Are you glad you have a house to protect you from the rain, the sun, and the wind?

C. Post Reading Activities1. Discussion Accomplish this chart based from the story.From the words presented in the drill, write the words under proper heading. An example is given for each heading.

Dug-out Tent House Permanent Houses

cliff animal carpenter

Then ask this questions: How did you group words or ideas? What are the things you should consider

when grouping words/ideas?

2. Analysis Why do we classify/group words or ideas? 3. Practice Study the list of words. On your paper make four columns and copy the headings for each column as shown in the chart. Copy the words from the list that will fit the correct heading.

airplane boat fish miningautomobile bus fishing pantsbelt cart fruit weavingblouse canning lumbering vegetablesbread farming meat trucktrain socks skirt shoesegg salt making

4. Generalization Why do we classify things?

5. ApplicationThink of words or ideas that can be associated with the given headings.Write at least 5 words (Group Activity)

Provinces in Luzon

Heroes Symbols of the Philippnes

Animals that live in land

IV. EVALUATIONSelect an appropriate heading for all the ideas from the given choices. Do this orally.

1) reading stories, reciting poems, singing and dancing, drawing picturesa. At the Marketb. In Schoolc. In the Church

2) funny clowns, six white horses, dancing monkeys, a big gray elephanta. Religious Processionb. At the Zooc. A Circus Parade

3) bands going around, church bells ringing, parade of beauties, entertaining visitorsa. Town Fiestab. A Paradec. A Beauty Contest

4) Wearing clean clothes, eating nutritious food, keeping the body clean, drinking enough water.a. Health Habitsb. Good Foodc. New Clothes

V. Assignment Read the selection about animals that are not common on pp.86-87 of your book English for You and Me (Reading) then accomplish the chart on p. 88 on headings. Do it on a paper.

November 6, 2013 (Wednesday)ENGLISH

I. Objective: Outline a story/selection read correctly.

II. Subject MatterD. Reading: Reading a story/other selections for

outlining.E. PELC- C. 3F. Ref: English For You and Me (Teacher’s Manual)


III. Learning Procedure A. Pre-reading Activities 1. Review How do we group words/ideas according to headings?Give words/ideas under each headings:

Household chores Activities in school

2. DrillRead these ideas about dolphin.

It looks like a fish but it’s not a fish. It can live on land. It has no scales. It is cold.

3. Unlocking of DifficultiesUnlock the following words through picture clues.Look at the picture word.

4. Motivation Describe your dream house. We see houses everywhere we go. Some are big and made of wood while others are made of concrete. What is your house made of? Do you know what the first houses of our ancestors looked like? Find out from the following story. B. During Reading Activities 1. Presentation The teacher asks the pupils to read the selection on pp.81-82 of their textbook- The Story of Houses.

2. Answering Guide Questions What kinds of houses mentioned in the story? What did the early people use for building

houses? What do people today use for building their

houses? Why do people need houses?

3. Values Infusion Are you glad you have a house to protect you from the rain, the sun, and the wind?

C. Post Reading Activities1. Discussion Accomplish this chart based from the story.From the words presented in the drill, write the words under proper heading. An example is given for each heading.

Dug-out Tent House Permanent Houses

cliff animal carpenter

Then ask this questions: How did you group words or ideas? What are the things you should consider

when grouping words/ideas?

2. Analysis Why do we classify/group words or ideas? 3. Practice Study the list of words. On your paper make four columns and copy the headings for each column as shown in the chart. Copy the words from the list that will fit the correct heading.4. Generalization Why do we classify things?

5. ApplicationThink of words or ideas that can be associated with the given headings.Write at least 5 words (Group Activity)

Provinces in Luzon

Heroes Symbols of the Philippnes

Animals that live in land

airplane boat fish miningautomobile bus fishing pantsbelt cart fruit weavingblouse canning lumbering vegetablesbread farming meat trucktrain socks skirt shoesegg salt making

IV. EVALUATIONSelect an appropriate heading for all the ideas from the given choices. Do this orally.

5) reading stories, reciting poems, singing and dancing, drawing picturesd. At the Markete. In Schoolf. In the Church

6) funny clowns, six white horses, dancing monkeys, a big gray elephantd. Religious Processione. At the Zoof. A Circus Parade

7) bands going around, church bells ringing, parade of beauties, entertaining visitorsd. Town Fiestae. A Paradef. A Beauty Contest

8) Wearing clean clothes, eating nutritious food, keeping the body clean, drinking enough water.d. Health Habitse. Good Foodf. New Clothes

V. Assignment Read the selection about animals that are not common on pp.86-87 of your book English for You and Me (Reading) then accomplish the chart on p. 88 on headings. Do it on a paper.

November 6, 2013 – WednesdayENGLISH1:40-2:30

I. Objective Classify related ideas/concepts under proper

headings

II. Subject MatterIdeas or Concepts Under Proper HeadingsReferences: BEC-PELC Reading 23 p.16

Basic English Skill Builders 3 pp. 178-181

Materials: recipe procedure, chartsValue Focus: Keeping Things in Order

III. ProcedureA. Preparatory Activities

1. MotivationAsk the pupils if they have seen a cook book and what is their favorite dish. Tell them that you are going to read a recipe called “Hot Chicken and Bacon.

2. Unlocking of DifficultiesFind the meanings of the underlined words through context clues.a. Tony is stirring his orange juice to mix

it well.b. The waiter serves pizza which is good

for six persons.c. Mother slices the apple into four

equal parts.d. Aling Cita sautés vegetables in a pan.

B. Development of the Lesson1. Presentation

(Have the pupils read the recipe)HOT CHICKEN AND BACONIngredients: Salad base for 4 plates4 tbsp. olive oil4 slices bacon, chopped2 chicken breast, skinned and cubes2 tbsp. lemon juiceProcedure Put the salad base into the 4 plates. Heat the oil in a frying fan and fry

(sauté) the bacon and chicken, stirring occasionally until both are lightly browned – about 7 minutes. Add the lemon juice and spoon unto salads. Serve straight away.

2. Analysis and DiscussionAsk the pupils about the recipe being read by them. Afterwards, ask the pupils what ingredients are solids and what are liquid.

3. Practice ExerciseWrite 3 words which fall under each heading.

Places Fruits Months

4. GeneralizationHow do we organize ideas?Grouping related ideas or concepts under proper heading will help us organize our ideas better.

5. Values IntegrationKeeping our things in order is a sign of disposition.

C. Post Activity1. Application

Cross out the idea that does not belong to the groupa. ship banca train yachtb. mountain valley plain oceanc. cooking jogging washing dishesd. fly grasshopper butterfly cat

IV. EvalutaionWrite the following words in their proper columns

Movement

Animals Mountains Body Parts

Heavenly Bodies

V. AssignmentGive 5 related ideas for: Books, Superheroes, Events

November 7, 2013 – ThursdayENGLISH1:40-2:30

I. Objective Classify related ideas/concepts under proper

heading

II. Subject MatterIdeas/Concepts Under Proper HeadingsReferences: PELC Reading p. 14., 6.2

III. ProcedureA. Preparatory Activities

1. MotivationHave you gone to a zoo? What did you see there? Which animals are you afraid of? Why?

2. Unlocking of DifficultiesMatch the meaning of the underlined words in Column A to the meanings in Column B. Write the letter of your answer____1. The snake moved wiggly on the ground.____2. A woodpecker peeps on a hole of a tree.____3. Chickens and turtles are hatched from eggs.____4. The bank of banana tree is used as herbal medicine.____5. Alligator crawls on the ground.

a. to emerge from eggsb. move slowly by drawing the body

along the groundc. an openingd. moving to and fro with quick jerky

movemente. tough covering stem or roots.

B. Development of the Lesson1. Presentation

run heart gorilla Sierra Madre

stars tiger planets jump

Apo Banahaw glide zebra

lion moon Makiling asteroid

small intestine walk lungs kidney

2. Analysis and Discussiona. Where do snakes like to live?b. How do snake differ?c. Where do mother snake lay their

eggs?d. What happens to the snakes as it

growse. What do snake eat?

3. Say: Let us look back to the paragraphs of the reading selection. Each paragraph has a main idea.These ideas can be grouped or classify into one. (paragraph 1 – Where do snakes live)(let them read the 1st paragraph of the story.

4. Practice ExerciseWhich paragraph does each heading belong?Snakes’ FoodsWhere snakes lay their eggsDifferent Colors of SnakesHow do snakes grow?

5. GeneralizationHow do we classify ideas?

C. Post Reading Activity1. Application

Complete the details in the web.

IV. EvaluationRead the following ideas carefully. Write each word according to its proper heading.piano American FilipinoJapanese celebration violinclarinet program meetingcontest Chinese guitar

Musical Instruments

Events Nationality

V. AssignmentWrite five related ideas for each of the following heading: Country, Gadget, Street

November 13, 2013 (Wednesday)ENGLISH 12:00-12:50- St. Raphael

12:50-1:40- St. Gabriel1:40- 2:30- St. Michael

3:30- 4:20 -St. SelaphielI. Objective: Use object pronoun correctly.

II. Subject MatterA. Speaking: Object PronounsB. PELC- B. 2C. Ref: English For You and Me (Teacher’s Manual)

pp. 129-135 English For You and Me (Language) pp.111-117 Trailblazers pp. 53-61

III. Procedure A. Preliminary Activities 1. Drill Read these words

I it you hershe they them hishe we him us

2. Review What is pronoun? From the drill words, which pronouns can be used for girls? For boys? ...... 3. Spelling (Re-test)

newspaper-(n)- report of recent events occasion-(n)- special event information-(n)- knowledge from study advertisement-(n)- event-(n)-happening

(Use each word in a sentence) B. Developmental Activities 1. Motivation Do you pray? Why do you pray? 2. Presentation Let them read this prayer.

3.Discussion Who is praying?

flowers

Our Lord in heaven, Bless my brother,help him I praise and glorify You. to be kind.Forgive us, oh Lord, Bless my sister, help her from the sins we have to be helpful. done against You. And bless me, oh LordBless my papa, help him help me to be a good to be responsible. child. Amen.Bless my mama, help her to be strong.

To whom is he praying? What special does he pray for his father,

mother, brother, sister, and himself? What does these words stand for- me, her,

him, us? What do we call these words?

4. Values Infusion Do you believe in prayer? Why? 5.Further Exercise

Choose the correct pronoun in the parentheses.1) I pray for (they, them).2) (I, Me) pray everyday.3) (They, Them) also believe in prayers.4) Please help (I, me) during these difficult

times.5) God can help (we, us)

6. Generalization What is object pronoun? (They are used after the verbs). What object pronoun do we use with boy?girl? thing?group of person? 7. Fixing Skills Circle the object pronouns.

IV. EVALUATIONGive an object pronoun for the underlined noun.1. Father gave Joey a new cellphone.2. He bought the cellphone in Singapore.3. Joey thanked his father for the new cellphone.4. Joey told Ana about his new cellphone.5. He allowed his friends to use his cellphone.

V. Assignment Do Activity 5 on pp.107-108 of English for You and Me (Language).

November 14, 2013 (Thursday)ENGLISH 12:00-12:50- St. Raphael

12:50-1:40- St. Gabriel1:40- 2:30- St. Michael

3:30- 4:20 -St. SelaphielI. Objective: Use object pronoun that agrees in number with its antecedent.

II. Subject MatterA. Speaking: Using object pronoun and its

antecedentB. PELC- B. 2C. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Review What is an object pronoun? Give sentences using object pronouns. 3. Spelling (Mastery Test)

1) We celebrated an ______ to remember.2) Christmas is an _____ we are all awaited for.3) Father reads _____ everymorning.4) We can get many ____from newspaper.5) The ____about the new product made us

bought it. B. Developmental Activities 1. Motivation Where do we get information? Listen as your teacher reads the news report on p. 111 of English for You and Me (Language). If you have the book, read it with me silently.

What is the news story about? What is the purpose of the sportsfest? Give a brief summary of the information that

you got from this news item. 2. Presentation Read these sentences.

1. The mayor was glad to meet the players.

1. The mayor gave them reminders .

2. The barangay captain helped the injured player.

2. He brought him to the hospital.

3. Discussion What words are being replaced by the

underlined pronouns? What are antecedents? What should we

remember if we replaced them with object pronouns?

A Child’s PrayerFather, we thank you, for Help me share my blessing everything. to those in need.Help us to do things fairly. Help me to love them, as In all we do, in all we say. love me. Amen.

4. Further Exercise Give an object pronoun that replaces the underlined noun.1.) I received a new toy car. Father gave _ to me. 2.) My cousins came. Mother gave them gifts. 3.) Rona wrote ___ report in HEKASI. 4.) Did Gina tell Gino that mother asked ___ to water the plants. 5. Values Infusion What value should we observe during sportsfest? 6. Generalization What is antecedent?(the noun or subject pronoun being replaced by an object pronoun) What should we remember when replacing an antecedent with object pronoun? 6. Fixing Skills Answer ACTIVITY 2 p. 114 (Language) Rewrite these sentences using correct object pronouns.Sample entry:1. Myra told (her friends) about her new pet.

IV. EVALUATIONThink of the correct object pronoun to complete the sentence. (please refer to p.117 of the book)Sample entry:1. Roel loves his pets. He gives _____ food.

V. Assignment Answer ACTIVITY 2 on pp. 118-119.

November 18, 2013 (Monday)ENGLISH

I. Objective: Identify statements/events that show cause-effect relationship.

II. Subject MatterG. Reading: Identifying cause-effectH. PELC- C. 7I. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Drill

Say these words correctly. wisdom hastened get a chance settle the matter seemed pleased

2. Review Present these sentences to the pupils let them identify the object pronoun and its antecedents.

1.) A merchant was inside the restaurant. The waiter asked him what he wants.

2.) The judge sat beside the merchant. The waiter served him coffee.

3. Unlocking of Difficulties Give the meaning of the underlined words in each sentence. Choose your answer from the given choices. (please see p.123 of English for You and Me-Reading)

B. Developmental Activities 1. Motivation Have you ever forgot to pay for something you bought for? Have you experienced not received the thing that is due to you? What do you feel with the two situations? 2. Presentation Let them read the story entitled the Wise Judge on pp. 119-122 of the book.3. Answering Guide Questions Look for the answers to these questions from the story and read them aloud. (Please see pp. 123-124 of English for You and Me –Reading)Sample Question:

Why did the merchant ask for three fried eggs only?

Where did they go to settle their problem?3. Values Infusion What would you do if you forgot to do something for a person?4. Discussion -The merchant asks for three fried eggs only because he has bread with him.(Why did the merchant ask for three fried eggs ony?-The answer to this question gives the reason why. This is the effect) _- The restaurant owner called the merchant a cheat because he left without paying his bill.(What is the effect in this sentence? The cause?)5. Further Exercise Answer ACTIVITY 3 on p. 126.

Give the possible effects of the given causes in the left column. Do these orally. 6.. Generalization What does cause-effect relationship describe? 7. Fixing Skills Complete the ff. sentences by writing a cause for the given effect. (Please see THINK AND WRITE p.127)Sample entry:1. The streets and sidewalks are clean because _____.

IV. EVALUATIONRead the ff. situations. Then answer the questions that follow. (Please see DO IT RIGHT pp.126-17)Sample entry:When Miko’s raincoat was torn, he did not use it. Why didn’t Miko wear his raincoat?

a. It was not raining.b. It was an old raincoat.c. It was torn.

V. Assignment 1. Answer numbers 1 to 3 of ACTIVITY 1 and ACTIVITY 2 on p.125 of your book.

November 19, 2013 (Tuesday)ENGLISH

I. Objective Give cause-effect relationship in passages read.

II. Subject MatterD. Reading: Cause-effect relationship in passages

read.E. PELC- C.9F. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities1. Spelling (Pre-test)

genuine (adj)- real, being the same in fact ginger (n)- spice from a tropical plant glimpse (v)- take a brief look grieve (v)- sorrow

grumble (v)- mutter in discontent2. Checking of Assignment 3. Review Review on cause-effect relationship.

B. Developmental Activities 1. Motivation Ask: Why the Sky Is Blue? Read this passage Why the Sky Is Blue (Refer to the teacher’s manual p. 141) Answer these questions:

What does the sun give us? What happens to the light rays? Why does the sun appear to be blue?

2. Presentation Complete this phrase with phrases from the passage you read:

The sky is blue because _____________ 3. Discussion What do you call to the phrases you added to the given phrase? Say: You can use one or more possible effects or causes in a situation. 4. Further Exercise

Give possible causes for this situation:I got low scores in quiz because__________Possible causes:

5. Generalization What is the importance of cause-effect relationship? 6. Fixing Skills Give one or two possible causes or effects for the following situations. (Please see p. 131 of the book)Sample entry:Effect: Mario can’t walk on his feet alone. He walks on his crutches.Causes: He fell from a stair. He met a car accident.

IV. EVALUATION Do ACTIVITY 3 of the book. Directions: Read each paragraph and pay attention to the explanations of why or how something happened. Complete the pair of cause and effect by filling in blanks. Write your answer on your paper.Sample entry:

Nilo’s team and Andy’s team were playing volleyball. A strong wind carried the ball much farther than Nilo could toss it. Andy’s team made a try to catch the ball but it went over the fence and into the street.Effect: The ball went over the fence and into the street.Cause: ____________________________________

V. Assignment Study these standards set in writing a paragraph for our paragraph writing activity tomorrow. 1. Indent the first margin.2. Observe margins on both sides.3. Sentences must be related to the main idea.4. Use capital letters when necessary.5. Use correct punctuation marks in sentences.

Bring intermediate papers.

November 20, 2013 (Wednesday)ENGLISH

I. Objective: Write paragraphs using variety of sentences.

II. Subject MatterG. Speaking: Using different kinds of sentences in

writing paragraphH. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Drill Read these sentences:

Philippines was hit by Typhoon Yolanda. Who were affected by the typhoon? Oh, It was the strongest typhoon ever hit our

country!

Please be safe. 2. Review What are the kinds of sentences according to function? 3. Spelling (Re-test)1. genuine (adj)- real, being the same in fact2. ginger (n)- spice from a tropical plant3. glimpse (v)- take a brief look4. grieve (v)- sorrow5. grumble (v)- mutter in discontent

B. Developmental Activities 1. Motivation Ask the pupils if they have been to the zoo? Ask them what animals they have seen. 2. Presentation Let them read again the story entitled the Wise Judge on pp. 119-122 of the book. 3. Discussion Present these questions on the board and let the pupils answer them in complete sentences:

Where was the merchant? What did he tell the writer? Why did he forget to pay the fried eggs? What expression did he call the merchant to

show his anger?Ask: What kinds of sentences are the answers to the presented questions?

4. Further Exercise Give sentences about the picture of a dinosaur using the different kinds of sentences.

5. Generalization What are the kinds of sentences? How important they are in writing a paragraph. 6. Fixing Skills Identify the kinds of sentences.1. Monkeys are the funniest animals.2. Oh, how fast they climbed a tree!3. Would you like to have a funny pet?4. Please don’t make fun of them.5. Monkeys are said to be the missing link.

IV. EVALUATION From the variety of sentences you gave about dinosaur, let write a short paragraph. Do it in your intermediate paper.

V. Assignment Write a short paragraph about your father using different variety of sentences.

November 21, 2013 (Thursday)ENGLISH

I. Objective: Write an informal theme about a given topic observing the standards correctly.

II. Subject MatterD. Writing: Informal ThemeE. Ref: English For You and Me (Reading) pp.117

III. Procedure A. Preliminary Activities 1. DrillRead these standards set in writing a paragraph.1. Indent the first margin.2. Observe margins on both sides.3. Sentences must be related to the main idea.4. Use capital letters when necessary.5. Use correct punctuation marks in sentences. 2. Spelling ( Mastery test)1. genuine (adj)- real, being the same in fact2. ginger (n)- spice from a tropical plant3. glimpse (v)- take a brief look4. grieve (v)- sorrow

5. grumble (v)- mutter in discontent

B. Developmental Activities 1. Motivation What does your mother do to you? How do you show appreciation to your mother? 2. Presentation Read these sentences about the work of a mother.

Mother is always busy. In the morning, she prepares breakfast for the

family. Then she washes the dishes, fixes the bed,

and takes the children to school. She also cleans the bedrooms, kitchen, and

bathrooms. At noon, she fetches her children and

prepares lunch for them. While the children have their rest, she scrubs

the floor and cleans the windows. At 6:00 pm., she starts preparing dinner for

the family. They have their dinner at 7:00 p.m. After dinner, she washes the dishes. She teaches her children with their

assignment in school. Then she puts her children to bed. How busy a mother is! Would you believe it? Children must help their mothers.

3. Writing Activity Proper Now write those sentences in paragraph

form.

IV. EVALUATIONTell the class to exchange papers with their seatmate.Let them check the papers following the standards set in correcting paragraph, which are the following:1. Is the first word of the paragraph indented?2. Is there a margin on both sides of the paper?3. Do the sentences begin with a capital letter?4. Is there a punctuation mark at the end of every sentence?

V. Assignment Study for your quiz tomorrow.

November 22, 2013 (Friday)ENGLISH

I. Objective: Answer correctly 85% of the quiz.

II. Subject MatterA. Cause-effect relationship

III. Procedures1. Preparations

a. Reviewb. Short reminders on proper behavior

during the quiz proper.2. Giving Instructions of the test3. Test Proper4. Checking5. Recording

Wk5November 25, 2013 (Monday)ENGLISH 1:40-2:30

I. Objective: Use correctly verb that agrees with the subject in number.

II. Subject MatterJ. Speaking: Present form of regular and irregular

verbsK. PELC- B. 3L. Ref: English For You and Me (Teacher’s Manual)

p.136 English For You and Me (Language) pp.120-124

III. Procedure A. Preliminary Activities1. Spelling (Pre-test)1. harsh (adj)- rough2. hire (n)- payment for labor3. hygiene (n)-health practices4. hymn (n)- song of praise 5. horizon (n)- the space bet. Earth & sky

2. Drill Say these phrases correctly.

in the morning every other day at night twice a year during holidays everyday during summer every afternoon once a month every morning

3. Review What are verbs? Give examples. B. Developmental Activities 1. Motivation What do you want to be when you grow up? 2. Presentation Let the class listen to the poem, Working Time on p. 120. 3. Answering Guide Questions Where are the characters in the poem? How do they feel when they are working? Read all the action words in the poem. 4. Values Infusion What should you do now to achieve what do you want to become someday? 5. Discussion Have the students read and study the chart on p. 121 of the English for You and Me (Language) Discuss the correct usage of verbs in simple forms. 6. Further Exercise Present pictures showing verbs. Ask the pupils to make a simple sentence using verb in simple form. 7. Generalization What kind of verb is to be used if the doer of the action is singular? What kind of verb is to be used if the doer of the action is plural? 8. Fixing Skills Search horizontally, vertically, diagonally for action words. Use these actions words in a sentence, observing correct subject-verb agreement.

L A N S W E RA I K R O Q IY U K C R G DH L S E S E EZ E E Z H A NX B L E I V MA G F P U T P

IV. EVALUATION Answer ACTIVITY 1 on p. of the book (Language)Sample entry:

1. Mang Pedro is a fisherman. He (go, goes) fishing everyday.V. Assignment Give appropriate verb in simple form for the following nouns.

1. teachers ______2. students _______3. mother ________4. father _________5. classmates ______

November 26, 2013 (Tuesday)ENGLISH 1:40-2:30 I. Objectives: 1. Note details in a selection listened to. 2. Use verb that agrees with the subject in number.

II. Subject MatterI. Listening: Noting Details in a selection heard.

Speaking: Present form of regular and irregular verbs

J. PELC- B.3K. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Spelling (Review orally) 2. Checking of Assignment 3. Review Write these sentences on the board. Let the pupils read and note down the difference in form of the action words used.

A crocodile lives near the pond. A crocodile and a crab live near the pond. A jackal lives in the nearby forest.

B. Developmental Activities 1. Motivation Ask them if they are familiar with the word jackal. Teacher will show picture of a jackal. 2. Presentation Have the pupils open their book on p. 128 and read the title of the story to be read. 3. Unlocking of Difficulties Select the words inside the parentheses that have the same meaning as the word on the left.

1) clever (bright, lazy, intelligent, sleepy)2) stupid ( dull, crazy, foolish, active)3) pond (ocean, small body of water, lake, canal)4) huge (small, big, tiny. Large)

4. Reading of the Story Read the story aloud on pp. 128-129 and let the pupils follow silently. 5. Discussion

Who are the characters in the story? What do you call to the story in which the

characters are animals? Discuss the usage of simple form of verb as it

is used in the story. (Ex. A dead crocodile moves his tail.

5. Values Infusion When should you show cleverness? 6. Further Exercises Tell whether these sentences are true or false. (pp. 129-130)

Sample entry:1) At the end of the story , the crocodile was

dead. 7. Fixing SkillsAccomplish THINK and DISCUSS on p. 130 of the book. (Reading)Sample entry:Choose the best answer from the given choices.

1.) The crocodile could not eat the crab. Why couldn’t he?a. The crab was his friend.b. The crab had a hard shell.c. They lived in the same pond.

IV. EVALUATION Choose the correct word inside the parentheses to complete these sentences.1. The crocodile (sleep, sleeps) the whole day.2. The crab (watch, watches) the crocodile.3. The crab and the crocodile (go, goes) to the pond.4. Crabs (walk, walks) sideways.5. A jackal (look, looks) at the dead crocodile.

V. Assignment Make a summary of the story THE CLEVER JACKAL. Write it on a paper.

November 27, 2013 (Wednesday)

ENGLISH 1:40-2:30

I. Objective: 1. Note details in a selection listened to. 2. Use verb that agrees with the subject in number.

II. Subject MatterA. Listening: Noting Details in a selection heard.

Speaking: Present form of regular and irregular verbs

B. PELC- B.3C. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Drill Present these riddles and let the class guess what it is all about.

If it is sitting, it is tall; if it is standing, it is short. What is it?

If it is night, it hides; if it is day, it is out. What is it?

2. Review What is riddle? 3. Spelling (Re-test)

B. Developmental Activities 1. Motivation Ask the pupils to share the riddles they knew. 2. Presentation Ask them to listen to a story entitled The Clever Rabbit. (Please refer to the teacher’s manual p.138) 3. Answer Comprehension Check-up

What did the lion say about himself? Why did the rabbit came late? What happened to the lion? Is the rabbit a clever animal?

4. Values Infusion Why we should not be boastful? 5. Discussion Present these sentences to the class and ask them identify the subject and the verb used.

The lion claims to be the king of the forest. The lion asks food from the animals everyday.

The animals bow before the lion before they look for food,

Ask: How do we use the verbs with singular and plural subjects?

6. Further Exercise Do you know the action done by these animals?

From the pool of words, copy the words that tell the action done by these animals. (p.123)Sample entry:1. The cats ____ when the dogs ran after them. 7. Generalization If the subject is singular, what kind of verb do we use? If the subject is plural, what kind of verb do we use? 8. Fixing Skills Do you know the action done by these animals? From the choices tell the action done by these animals. (p.123)Sample entry:

1. The cats ____ when the dogs ran after them.

IV. EVALUATION Copy the correct verb form in the parentheses to complete the sentence. (p. 122)Sample entry:

1. Mang Pedro is a fisherman. He ( go, goes) fishing everyday.

V. Assignment Give sentences using the verbs and time expressions listed below to show habitual action.

Verb Time Expressionwalk

watchcollectgatherrecite

everydayevery morning

during weekendsin the eveningevery month

November 28, 2013 (Thursday)ENGLISH 1:40-2:30 I. Objective: Write a variety of texts such as riddles, rhymes, and slogans.

II. Subject MatterF. Writing: Variety of texts-riddles, rhymes, slogansG. PELC- B.3H. Ref: English For You and Me (Language) p.127

English For You and Me (Teacher’s Manual) p.137-140

III. Procedure A. Preliminary Activities 1. Drill Read these words.

riddle rhyme slogan

*Do you know the words you have just read? What is your idea about riddle? rhymes? and slogan? 2. Spelling (Follow-up) B. Developmental Activities 1. Motivation Guessing game:

I think of a word that starts with s and ends with n, which means a motto or a saying. An example of this is “Health is wealth”.

I think of a word that starts with r and ends with e, which means a puzzling question. An example of this is “If it is night, it hides; if it is day, it is out. What is it?

I think of a word that starts with r and ends with e, which means a poem. An example of this is “ Star light, star bright. I wish I were a star tonight”.

Ask: Did you guess the answer? 2. Presentation Read the variety of texts.

Riddle Rhyme SloganIf it is sitting, it is tall; if it is standing, it is short. What is it?

The big yellow moon.Looks like a balloon.

I saw a kingWith a golden ring.

Reading makes you a great person.

3. Discussion What is riddle? What is rhyme? What is slogan? 4. Further ExerciseIdentify whether the text is a riddle, a rhyme, or a slogan.

1. Honesty is the best policy.2. Cleanliness is next to Godliness.3. If there is peace, there is order.4. Children go to school. To learn and not to be

fool.5. Rain, rain go away. Come again another day.

Little children want to play.

6. Early to bed, early to rise. Makes the children better and wise.

7. What has a face and two hands but no arms or legs? A clock

8. What has a neck but no head? A bottle

9. Which letter of the alphabet has the most water? The C

5. Generalization Slogan- is a short catchy sentence. It can be a motto or a saying. Riddle- it is puzzling question, which made into a game. Rhyme- it is a short poem. 6. Fixing Skills Share a riddle to the class. Give a sample slogan. Make a short rhyme similar to the ones presented to you.IV. EVALUATIONAccomplish this activity:

Riddle Rhyme SloganWrite a riddle about these object:1. eyes2. cashew

Complete these rhymes:-Mother bake will bake.A big brown___-Father brought home a toy forhis good little _

Complete these rhymes:- Time is _____-It is better to give than to ___

V. Assignment The children will be grouped: Group 1 will write 3 riddles. Group 2 will make a rhyme. Group 3 will make a slogan on making the community clean.

November 29, 2013 (Friday)ENGLISH 1:40-2:30


II. Subject MatterA. Verb that agrees with the subject in number.B. Riddle, rhyme, and slogan


c. Reviewd. Short reminders on proper behavior

during the quiz proper.7. Giving Instructions of the test

8. Test Proper9. Checking10. Recording

Week 7December 9 , 2013 (Monday)ENGLISH 1:40 – 2:30

I. Objective: Use words that describe persons or places.

II. Subject MatterM. Speaking: Using adjectives to describe persons

or placesN. PELC- B. 4O. Ref: English For You and Me (Teacher’s Manual)

pp.162-168 English For You and Me (Language) pp.126-134

III. Procedure A. Preliminary Activities 1. Spelling(Review Spelling#1) 2.Drill Read these words: bright shiny pretty little soft winding good beautiful different beautiful tall small

B. Developmental Activities 1. Motivation Show real objects to the class and ask them to describe them. 2. Presentation: From the pupils’ description of the objects, the teacher will form sentences and write them on the board. 3. Discussion What words were used to described the objects? What do you call words that describe? 4. Further Exercise Teacher will show more real objects/pictures and let pupils give as many adjectives to describe each object/picture. 5. Generalization What are adjectives? How do adjectives describe a person/ an object? 9. Fixing Skills Which of the following words are adjectives. Choose the letter.

1) a. shape of the bodyb. walked along the roadsc. tall and slenderd. the animals in the farm

2) a. bright and beautifulb. trees in the forestc. birds on the treesd. along the seashore

IV. EVALUATION Pick out the adjective and the noun being described in each sentence. (Language book p. 51)Example: We watched the wonderful sunset at Manila Bay.

wonderful -sunsetV. Assignment Give 3 adjectives for each column.

Number

Quality(kind) Shape Size Color

December 10 , 2013 (Tuesday)ENGLISH 1:40 – 2:30

I. Objective: Arrange the adjectives in the correct order.

II. Subject MatterL. Speaking: Order of AdjectivesM. PELC- B.3N. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review Identify the adjectives used in these sentences.

a) The flashing lights look like fireflies.b) The moon shines bright.c) The noisy children are playing in the big yard.

B. Developmental Activities (Continuation of the lesson) 1. Presentation Read these sentences.

a) The fly has wings.b) The fly has two wings.c) The fly has two shiny wings.

2. Discussion Is there an adjective in the first sentence? What are the adjectives used in the second

sentence? How many adjectives were used in the third

sentence? What did you notice about the order of adjectives?

4. Further Exercises Teacher shows pictures/real objects. Pupils will complete the chart observing the correct order of adjectives.

Number Kind/Quality Color Noun (object) chalks

bagnotebooks

5. Generalization What are order of adjectives when describing a noun?

6. Fixing Skills Choose the sentence with the correct order of adjectives.Sample entry:1). a. There are three, big, red, roses on the table. b. There are big, three, red, roses on the flower vase.

IV. EVALUATION Arrange the adjectives in the correct order. Use each set in a sentence (see p. 151)Sample entry:

1. green-tall-trees There are tall green trees along the highway.

V. Assignment Read a paragraph or a short story from a book or magazine and list the adjectives used and the words being described.

December 11 , 2013 (Wednesday)ENGLISH 1:40 – 2:30

I. Objective: Use adjectives in comparing two objects or persons.

II. Subject MatterA. Speaking: Comparative Degree of AdjectivesB. PELC- B.3C. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review Arrange the adjectives in correct order to complete the sentences. (Oral Activity)Sample entry:

The guests enjoyed the dance number of the ____ (young-two-pretty) girls.

B. Developmental Activities 1. Motivation Ask two boys, one tall and one short, to stand and ask the pupils to give sentences comparing the height of the two boys. 2. Presentation Read these sentences.

a) Dina is big .Noli is bigger than Dina.

b) Dina is nine years old.Noli is twelve years old.Noli is older than Dina.

c) Egg pie is delicious.Egg pie is more delicious than buko pie.Egg pie is less delicious than ice cream.

3. Discussion How many persons are compared in the

sentences? What are the adjectives used? What is the adjective used in the third set of

sentences? 4. Further Exercises Follow up:Study the chart. Find out how the adjectives showing comparative degree are formed.

POSITIVE(no comparison is made)

COMPARATIVE(2 persons or objects are

compared)young younger

fat fatterold older

beautiful more beautifulintelligent more intelligent

industrious less industriousspacious less spacious

* Choose one adjective in comparative form and use it in a sentence.5. Generalization How do we form comparative degree of adjective?

6. Fixing SkillsShow pictures or display real objects . Ask the pupils to make a sentence comparing two objects/pictures.

IV. EVALUATION Write the correct form of the adjectives in parentheses to show comparison in the following sentences.(Language book- pp. 157-158)Sample entry:1. Vegetables are (rich) in vitamins than meat.

V. Assignment Give the comparative form of the following adjectives.

1. dirty 6. industrious2. difficult 7. talkative3. pretty 8. graceful4. thin 9. wild5. healthy 10. small

December 12 , 2013 (Thursday)ENGLISH 11:40 – 2:30

I. Objective: Use adjectives in comparing three objects or persons.

II. Subject MatterD. Speaking: Superlative Degree of AdjectivesE. PELC- B.3F. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review How do we form comparative degree of adjectives? Give examples. B. Developmental Activities 1. Motivation Ask three boys and give sentences comparing the height of the three boys. 2. Presentation Read these sentences.

A. My brother is old.My uncle is older than my brother.among them.

B. Ana’s dress is expensive.Leni’s dress is more/less expensive than Ana’s dress.Gina’s dress is the most/least expensive among the girls’ dresses.




POSITIVE(no

comparison is made)

COMPARATIVE(2 persons or objects are compared)

SUPERLATIVE(3 or more objects are compared)

young younger youngestfat fatter fattestold older oldest

beautiful more beautiful most beautifulintelligent more intelligent most intelligent

industrious less industrious least industriousspacious less spacious least spacious

* Make a sentence using one adjective in different degrees.5. Generalization How do we form superlative degree of adjective?

6. Fixing SkillsDescribe some people using the following expressions.Example: Meagan Young was the most beautiful among the contestants in the Ms. World Contest.

1. the most handsome2. the tallest3. the most helpful4. the earliest to arrive in school5. the youngest

IV. EVALUATION Fill in the blanks with the correct form of the adjective inside the parentheses. ( p. 162)Sample entry: 1. Gold is ____ than silver, but diamond is the ____of all. (precious)

V. Assignment Give the superlative form of the following adjectives.


* Study for a quiz on Monday.Note: No classes on Friday-Dec. 13 (Navotas Teachers’ Day

Week 8December 16 , 2013 (Monday)ENGLISH 1:40 – 2:30

I. Objective: Predict the outcome of stories heard.

II. Subject MatterP. Listening: Listening to selections on predicting

outcomes.Q. PELC- B. 3R. Ref: English For You and Me (Teacher’s Manual)


III. ProcedureA. Preliminary Activities

1 .DrillRead the ff. situation and finish them.a. People throw trashes anywhere……………..b. We will have quiz tomorrow, I am studying hard….c. I always obey my parents…… 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb?3. Unlocking of Difficulties pail- water container with handlehatched- came out from an eggpoultry- domesticated chicken /birdenvy- jealous*Use each word in a sentence.B. Developmental Activities 1. Motivation The teacher asks the pupils to study the two pictures on p. 139 of their Language book. Ask: What can you say about the pictures. 2. Presentation: Let the pupils read the story on p. 139 of their Language book.Answering Guide Questions:

What do you think will happen to the pail of milk?

What will the girl do? What will happen to her plans?

3. Values Infusion How should you do/perform the task/work given to you? 4. Discussion A while ago we reviewed future tense form of the verb, let’s use this form in predicting outcome of the following situations based from the stories heard or listened to through this chart.

She is going to sell the milk……………With the money, she will buy a dozen eggs…………Soon she will have poultry………With the money, she will buy a new dress…….As she was walking, she accidentally stepped on a banana peel………

5. Analysis How do we predict outcome of the stories? 6. Further Exercise Ask the pupils to give their own opinion what the girl will do after losing the milk.

7. Generalization What are the things we consider in predicting outcome of the stories heard or listened to? 9. Fixing Skills Pair the students. Give them strips of paper with situation (see Teacher’s Manual p. 157) . Tell them to discuss the situation and they should give a good ending for it.Sample situation:- The prince met a beautiful princess. He fell in love with the princess. The princess fell in love with the prince, too. But the wicked witch did not want the two to get married…… IV. EVALUATION Read each situation. Choose the letter that will give good ending. (see Teacher’s Manual p. 158)Sample entry:It was raining. The wind was blowing hard.

a. Leaves of tress will be blown away.b. There will be flood.c. People will run away.

V. Assignment Let the class to do their activity. Let them write their own plans on what they will do this coming weekend.December 17 , 2013 (Tuesday)ENGLISH 1:40 – 2:30

I. Objective: Give an appropriate ending to a given situation.

II. Subject MatterO. Reading: Reading Selections for Predicting

OutcomesP. PELC- B.3Q. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Drill Read these words:fairness- ruler- internal organ of the body-a wiseman 2. Checking of Assignment Ask some pupils to share their assignment in class. 3 .Review What are the parts of the story? 2 .Review

How do we form the future tense form of the verb? When do we use the future tense for m of the verb?3. Unlocking of Difficulties Direct the pupils’ attention to the WORDS for Study on p. 159 (Reading)B. Developmental Activities 1. Motivation Do you know what the people of India are called? 2. Presentation: Let the pupils read the story on p. 142 of their Reading book.Answering Guide Questions:

What do you think will the Sultan did? Was the boy killed?

3. Values Infusion Are you also willing to do good things to others? Why? Why not? 4. Discussion A while ago we reviewed the parts of the story, one of them is the ending, the story you have just read is incomplete- it has no ending, give possible ending to the story by answering these questions.*Was the boy killed?*What do you think happened to the Sultan?5. Analysis Why does a story need a good ending ? 6. Further Exercise The teacher shows pictures and ask the pupils to describe the situation of each picture, then give an ending for it. 7. Generalization What are the characteristics of a good story ending? 9. Fixing Skills Group the students into four. Give them strips of paper with situation (see Reading book pp. 144-145) . Tell them to discuss the situation and they should give a good ending for it.Sample situation:- EtongEtong is a mountain boy. He lived in a house near a forest. There were wild pigs in the forest. When he was ten years old, his father gave him a bow and an arrow as a gift. ( What do you think he said? Do you think he expressed surprise and pleasure?) IV. EVALUATION

Read each situation. Choose from the given items the appropriate ending for each. (see p. 146 Reading)Sample entry:Rumbles can be heard from the volcano. The smoke comes out from the crater. Sparks of fire can be seen around the crater. The people living near the volcano are afraid.a. The volcano shows signs of eruption.b. The volcano is active.c. The people will leave their homes and go to a safer place.

V. Assignment Copy a short story with a good ending.

December 11 , 2013 (Wednesday)ENGLISH 1:40 – 2:30

I. Objective: Give an ending to a given situation.

II. Subject MatterG. Reading: Reading selections for predicting

outcomes.H. PELC- B.3I. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities (Continuation of the lesson) 1. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review What are the characteristics of a good story ending?

B. Developmental Activities 1. Motivation Who is your favorite Filipino hero? Describe him/her. 2. Presentation Read this paragraph about Jose Rizal.

Jose Rizal is our national hero. When he was a boy, he used to go with his uncle into the river. One day, he and his uncle went boating. They rode on a banca. One of his slippers fell into the water. “What will I do with this slipper now? I cannot use it anymore,” ha said. “ if someone finds that other slipper he won’t be able to use it too. What shall I do now?” Jose was quiet for a while. “Ah, now I know what to do.” “ If somebody finds two slippers, he can use them,” he

3. Discussion What would be a good ending for this story? Which of this is an opinion?

a. Jose Rizal is our national hero. b. Jose Rizal enjoys riding a banca.c. Jose went boating with his uncle.

Which of these is a fact?a. Jose Rizal enjoys boating with his uncle.b. Jose Rizal is our national hero.c. Jose loves to wear slippers.

5. Generalization What is a fact? What is an opinion?

IV. EVALUATION Answer DO IT RIGHT on p. 147 of the Reading book.Read the following story and answer the questions in between some parts of the story. Write your answer on your paper.

V. Assignment Read a story about our heroes with good ending.

Note:Dec. 19- Christmas Program PTA Raffle Draw

Dec. 20- Christmas Party

Week 9 January 6 , 2014 (Monday)

ENGLISH 1:40- 2:30- Zadkiel

I. Objective: Use adjectives in comparing three objects or persons.

II. Subject MatterJ. Speaking: Superlative Degree of AdjectivesK. PELC- B.3L. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review How do we form comparative degree of adjectives? Give examples. B. Developmental Activities 1. Motivation Ask three boys and give sentences comparing the height of the three boys. 2. Presentation Read these sentences.

C. My brother is old.My uncle is older than my brother.among them.

D. Ana’s dress is expensive.Leni’s dress is more/less expensive than Ana’s dress.Gina’s dress is the most/least expensive among the girls’ dresses.




POSITIVE(no

comparison is made)

COMPARATIVE(2 persons or objects are compared)

SUPERLATIVE(3 or more objects are compared)

Jose Rizal is our national hero. When he was a boy, he used to go with his uncle into the river. One day, he and his uncle went boating. They rode on a banca. One of his slippers fell into the water. “What will I do with this slipper now? I cannot use it anymore,” ha said. “ if someone finds that other slipper he won’t be able to use it too. What shall I do now?” Jose was quiet for a while. “Ah, now I know what to do.” “ If somebody finds two slippers, he can use them,” he

young younger youngestfat fatter fattestold older oldest

beautiful more beautiful most beautifulintelligent more intelligent most intelligent

industrious less industrious least industriousspacious less spacious least spacious

* Make a sentence using one adjective in different degrees.5. Generalization How do we form superlative degree of adjective?

6. Fixing SkillsDescribe some people using the following expressions.Example: Meagan Young was the most beautiful among the contestants in the Ms. World Contest.

6. the most handsome7. the tallest8. the most helpful9. the earliest to arrive in school10. the youngest

IV. EVALUATION Fill in the blanks with the correct form of the adjective inside the parentheses. ( p. 162)Sample entry: 1. Gold is ____ than silver, but diamond is the ____of all. (precious)

V. Assignment Give the superlative form of the following adjectives.


January 7 , 2014 (Tuesday)ENGLISH

1:40- 2:30- Zadkiel

I. Objective: Predict the outcome of stories heard.

II. Subject MatterS. Listening: Listening to selections on predicting

outcomes.

T. PELC- B. 3U. Ref: English For You and Me (Teacher’s Manual)


III. ProcedureA. Preliminary Activities 1 .DrillRead the ff. situation and finish them.a. People throw trashes anywhere……………..b. We will have quiz tomorrow, I am studying hard….c. I always obey my parents…… 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb?3. Unlocking of Difficulties pail- water container with handlehatched- came out from an eggpoultry- domesticated chicken /birdenvy- jealous*Use each word in a sentence.B. Developmental Activities 1. Motivation The teacher asks the pupils to study the two pictures on p. 139 of their Language book. Ask: What can you say about the pictures. 2. Presentation: Let the pupils read the story on p. 139 of their Language book.Answering Guide Questions:

What do you think will happen to the pail of milk?

What will the girl do? What will happen to her plans?

3. Values Infusion How should you do/perform the task/work given to you? 4. Discussion A while ago we reviewed future tense form of the verb, let’s use this form in predicting outcome of the following situations based from the stories heard or listened to through this chart.

She is going to sell the milk……………With the money, she will buy a dozen eggs…………Soon she will have poultry………With the money, she will buy a new dress…….As she was walking, she

accidentally stepped on a banana peel………

5. Analysis How do we predict outcome of the stories? 6. Further Exercise Ask the pupils to give their own opinion what the girl will do after losing the milk. 7. Generalization What are the things we consider in predicting outcome of the stories heard or listened to? 9. Fixing Skills Pair the students. Give them strips of paper with situation (see Teacher’s Manual p. 157) . Tell them to discuss the situation and they should give a good ending for it.Sample situation:- The prince met a beautiful princess. He fell in love with the princess. The princess fell in love with the prince, too. But the wicked witch did not want the two to get married…… IV. EVALUATION Read each situation. Choose the letter that will give good ending. (see Teacher’s Manual p. 158)Sample entry:It was raining. The wind was blowing hard.

d. Leaves of tress will be blown away.e. There will be flood.f. People will run away.

V. Assignment Let the class to do their activity. Let them write their own plans on what they will do this coming weekend.

January 8 , 2014 (Wednesday)ENGLISH

1:40- 2:30- Zadkiel

I. Objective: Give an appropriate ending to a given situation.

II. Subject MatterR. Reading: Reading Selections for Predicting

OutcomesS. PELC- B.3T. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities 1. Drill

Read these words:fairness- ruler- internal organ of the body-a wiseman 2. Checking of Assignment Ask some pupils to share their assignment in class. 3 .Review What are the parts of the story? 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb?3. Unlocking of Difficulties Direct the pupils’ attention to the WORDS for Study on p. 159 (Reading)B. Developmental Activities 1. Motivation Do you know what the people of India are called? 2. Presentation: Let the pupils read the story on p. 142 of their Reading book.Answering Guide Questions:

What do you think will the Sultan did? Was the boy killed?

3. Values Infusion Are you also willing to do good things to others? Why? Why not? 4. Discussion A while ago we reviewed the parts of the story, one of them is the ending, the story you have just read is incomplete- it has no ending, give possible ending to the story by answering these questions.*Was the boy killed?*What do you think happened to the Sultan?5. Analysis Why does a story need a good ending ? 6. Further Exercise The teacher shows pictures and ask the pupils to describe the situation of each picture, then give an ending for it. 7. Generalization What are the characteristics of a good story ending? 9. Fixing Skills Group the students into four. Give them strips of paper with situation (see Reading book pp. 144-145) . Tell them to discuss the situation and they should give a good ending for it.Sample situation:- Etong

Etong is a mountain boy. He lived in a house near a forest. There were wild pigs in the forest. When he was ten years old, his father gave him a bow and an arrow as a gift. ( What do you think he said? Do you think he expressed surprise and pleasure?) IV. EVALUATION Read each situation. Choose from the given items the appropriate ending for each. (see p. 146 Reading)Sample entry:Rumbles can be heard from the volcano. The smoke comes out from the crater. Sparks of fire can be seen around the crater. The people living near the volcano are afraid.a. The volcano shows signs of eruption.b. The volcano is active.c. The people will leave their homes and go to a safer place.

V. Assignment Copy a short story with a good ending.

January 9 , 2013 (Thursday)ENGLISH

1:40- 2:30- Zadkiel

I. Objective: Give an ending to a given situation.

II. Subject MatterM. Reading: Reading selections for predicting

outcomes.N. PELC- B.3O. Ref: English For You and Me (Teacher’s Manual)


III. Procedure A. Preliminary Activities (Continuation of the lesson) 1. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review What are the characteristics of a good story ending?

B. Developmental Activities 1. Motivation Who is your favorite Filipino hero? Describe him/her. 2. Presentation Read this paragraph about Jose Rizal.

3. Discussion What would be a good ending for this story? Which of this is an opinion?

a. Jose Rizal is our national hero. b. Jose Rizal enjoys riding a banca.c. Jose went boating with his uncle.

Which of these is a fact?a. Jose Rizal enjoys boating with his uncle.b. Jose Rizal is our national hero.c. Jose loves to wear slippers.

5. Generalization What is a fact? What is an opinion?

IV. EVALUATION Answer DO IT RIGHT on p. 147 of the Reading book.Read the following story and answer the questions in between some parts of the story. Write your answer on your paper.

V. Assignment Read a story about our heroes with good ending.

Jose Rizal is our national hero. When he was a boy, he used to go with his uncle into the river. One day, he and his uncle went boating. They rode on a banca. One of his slippers fell into the water. “What will I do with this slipper now? I cannot use it anymore,” ha said. “ if someone finds that other slipper he won’t be able to use it too. What shall I do now?” Jose was quiet for a while. “Ah, now I know what to do.” “ If somebody finds two slippers, he can use them,” he said.

January 10, 2013 (Friday)ENGLISH

1:40-2:30 Zadkiel


II. Subject MatterC. Quiz


e. Reviewf. Short reminders on proper behavior

during the quiz proper.12. Giving Instructions of the test13. Test Proper14. Checking15. Recording

Documents

Lesson Plan in English Grade 4