ENGLISH IV Date: ____________ I.

OBJECTIVE: Sequence events in the story listened to through groups of sentences Values: Helpfulness

II. SUBJECT MATTER: Sequencing Events of the Story Listened to through groups of sentences References: Materials: Story: Everyday English (Reading IV), pp. 45-47; Dynamic series in English IV p. 65; p. 87 pictures The Lion and the Mouse

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What stories have you heard when you were in Grade ill? Tell about each story in two or three sentences. 2. Motivation: ( Show a picture of a lion and a mouse). Look at the picture. Tell something about it. Based on the picture, what would you like to know about the story? 3. Unlocking of Difficulties: a. The dog gnawed the new basket. b. I can swallow big santol seeds. c. I enjoy reading feable stories. B. Presentation: 1. Reading of the story by the class readers while the class listens. 2. Comprehension Check-up a. Why was the lion caught in a trap? b. How did the mouse help the lion? c. Why did the lion get angry with the mouse? 4. Infusion of Value: How did the mouse help his friend? The mouse gnawed the rope of the trap. What did the mouse prove? The mouse proved that he is a great friend. 5. Development of the Lesson: Number the following sentences in their correct order. ______ a. Please, forgive me this time and I shall never forget it. ______ b. Pardon O King! ______ c. Who knows that I may be able to do you good turn one these days? ______ d. The hunters wanted to carry him alive to the king. ______ e. The they went in search of a wagon to carry him m. ______ f. Was I not right?

6. Generalization: How are sequencing of events done? Sequencing of events is done by arranging the events/happenings in their true/correct order. What kind of sentences did we arrange? What punctuation mark is used in declarative sentence, interrogative sentence, and etc. 7. Retell the story 8. Practice Experiences: a. Guided: Listen. 111 read the story, then arrange the events in the true order. a. They did not find the hidden wealth, but they ~ad find crops of grapes. b. He wanted them to become good farmers. c. His sons thought that their father had buried a treasure in the vineyard. d. A certain farmer had several sons. e. Boys, I am about to leave you, I have hidden my wealth in the vineyard. b. Independent: Listen to the dialogue. Arrange the events in the correct order. a. Will you be free on saturday? b. That's easy. c. I wanted to but I just can't bike yet. d. My father gave me a bicycle for my birthday. e. Why didn't you ride it to school today? IV. EVALUATION: Listen as I read the' selection, then sequence the jumbled events as they happened in the story. Write the sentences correctly. a. Scientists tell us that salt in seawater comes from the salt in it. b. Fresh water from the rivers and lakes does not taste salty. c. Millions of years ago, the seas and the oceans were not salty. d. Because there is very little salt in it. e. Flowing water carry salt from the land to the seas and oceans. V. ASSIGNMENT: Write three to four sentences that tell about "The Lion and the Mouse". Write them in Paragraph form.

ENGLISH IV Date: ____________ I. OBJECTIVE: Sequence events in the story listened to through guide questions Identify the interrogative sentences Values: Patience and Perseverance

II. SUBJECT MATTER: Sequencing Events of the Story Listened to through guide questions References: Materials: Story: Fun in English Language IV Balajadia, et al p. 69, PELC L-7; English in a Dynamic World p. 5; pictures, events in the strips of cartolina, guide questions in the strips of cartolina. The Lion and the Mouse

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Review: Let the pupils arrange the different stages in the life cycle of a mosquito. Which stage comes first?

pupa 1. ______ 2. ______

egg

adult 3. ______ 4. ______

larva

3. Motivation: Do you want to marry a king someday? What should you do in order to have one? a. The man used ax in cutting branches of tree. It is a tool with a bladed head mountain on a handle. b. The farmer used the spade in planting. It is a long handled tool used for digging. B. Presentation: 1. Reading of the story "Juan and his Brothers". The teachers calls n the best readers in the class to read the story, (Fun in English Language, p. 69). 2. Comprehension Check-up a. When and where did the story happen? b. Who are the characters of the story? c. What are the main events in the story? 3. Infusion of Value: Have you dreamed to become rich? How can you be successful in that dream? I will work hard. 'Learn to bear pains calmly. Learn to take bad jokes patiently.

5. Development of the Lesson: Recall the meaning of sequence. Let's sequence the events of the story using the guide questions. Guide Questions a. Who lived in a huge palace? b. What kind of tree' grew in the courtyard? c. What happened to the Kings Well? 6. Skill Development: Listen to another story. Then read the guide Questions that follow and arrange the events in their correct order. A Happy Homecoming. a. Who has come for a visit? b. Where will he story? c. What Filipino custom does he learn? 7. Generalization: How are the events of the story arranged? They are arranged in the order as they happened. What kind of sentence serves as your guide in arranging the events? 8. Practice Experiences: a. Guided: a. What do ants eat? b. Where do they live? c. What do ants protect? b. Independent: a. What's your hobby? b. Why have you chosen it as a hobby? c. When do you d your hobby? IV. EVALUATION: Listen to another selection. Sequence the events in their correct order using the guide questions. The carabao is a useful animal. It gives us milk and cheese. It also give us meat Carabao hoofs are made into buttons, glue, gelatin and decorations. The carabao helps the farmer plow his field. It also pulls farmer's cart and sled. Guide Questions 1. What is the useful animal? 2. What does a carabao give us? 3. does a carabao helps the farmer? 4. What does a carabao pulls? V. ASSIGNMENT: Read the selection The Fox and the Crow, then write 5 questions about the story. (Everday English Reading p.45)

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify the different sentence structures. Construct a variety of sentence structures. Values: Be wise

II. SUBJECT MATTER: Different Sentence Structures References: Materials: Dialog: Fun in English, Language, Balajadia, e al. p. 66, 77; Language Wonders, Gianan, et al, p. 127,153, 237 charts, pictures The Spider and the Fly

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What are the parts of a sentence? What is the subject and the predicate in the following sentence? 2. Unlocking of Difficulties: Give the meaning through context clue. a. Its nice to sleep in a cozy room. b. The chicks are scattered in the yard. A big hawk is hovering by. 3. Motivation: Show a picture of a spider and a fly. What do you think is the spider saying to the fly? 4. Motive Question: What happened to the fly? B. Presentation: 1. Reading of the story The Spider and the Fly (written on a manila paper) 2. Comprehension Check-up a. What is the spider waiting for? b. What came hovering by? c. What did the spider ask the fly? 3. Infusion of Value: Why should we not always believe what others say? 4. Skill Development: Let us study the following sentences in the board. 1. The spider is waiting for an insect to be caught in the web. 2. Are you tired, my friend Fly? 3. Come to my parlor?

6. Generalization: The different sentence structures are declared sentence, interrogative sentence, imperative sentence and imperative sentences. C. Practice Exercises: a. Guided: Picking Fruits - cut out a tree that is full of fruits (where different sentences are written) Divide the pupils into group of 4. Each group will pick 5 fruits each. Read the sentences and tell what kind of sentence it is. b. Independent: Write what kind of sentences are the following. 1. Do you have any hobby? 2. Hobbies are relaxing and rewarding. 3. Collect stamps for a hobby. IV. EVALUATION: Direction: Write D for declarative sentence, IN for interrogative sentence, IM for imperative sentence and E for exclamatory sentence. 1. Does mother cook everyday? 2. Alas, the poor fly was caught in a trap! 3. The spider will have a good dinner. 4. Make your surroundings clean 5. Why was the fly a fool? V. ASSIGNMENT: Write 2 sentences each of the different kinds of sentences.

ENGLISH IV Date: ____________ I. OBJECTIVE: Use a variety of sentence structures in retelling a story Values: Humility

II. SUBJECT MATTER: Using a Variety of sentence Structures in Retelling a Story References: Materials: Story: PELC - Speaking 7 Reading Marvels 3, Bilgera, et al. p. 219-221; Fun in English (Language) Balajadia et al. pp. 66-77 pictures, Xeroxed copies of stories The Lion and the Ant

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What is the story of the Spider and the Fly about? a. A hungry spider was waiting for an insect to be caught in the web. b. A fly came hovering by. 2. Unlocking of Difficulties: a. None of the animals could ~ the worm inside the lion's ear. (like, reach, accept, catch) b. The lion begged the king of ants to help him take out the worm in his ear. (shouted loudly, asked earnestly, talked softly, asked for money) 3. Motivation/Motive Question: Talk about the picture of a lion in pain. Find out in the story why the lion is in pain. B. Presentation: 1. Silent reading of the story. The Lion and the Ant 2. Comprehension Check-up Answer the following questions correctly. a. Who are the characters of the story? b. Where did the story happen? c. What did King Lion say when he sent Little Ant away? 3. Infusion of Value: You maybe strong and healthy, maybe rich and powerful, but you will always need others in time of troubles like King Lion. Have you ever needed help from someone? 4. Skill Development: a. (Teacher uses the answers in the comprehension check-up. Let pupils identify what kind of sentences were used.) These are the main events in the story. (Ask pupils to retell the story in their own sentences using the written answers as their guide.

5. Generalization: In retelling a story, we use different sentence structures and actions. C. Practice Exercises a. Guided: Divide the class into groups. Distribute a short to be read silently. The first group to retell the story is the winner. One red star for the winner. b. Independent: Retell the story using different sentence structures. Write your sentences correctly. IV. EVALUATION: Direction: Retell the story The Nightingaleby using different sentence structures. Write your sentences correctly. V. ASSIGNMENT: Read a short story from any storybook. Be able to retell it to the class.

ENGLISH IV Date: ____________ I. OBJECTIVE: Construct sentences with modifiers and complements Values: Love

II. SUBJECT MATTER: Constructing Sentences with Modifiers and Complements References: Materials: Poem: PELC - L7.1 Fun in English Reading IV by Justine Balajadia et al. p. 95 cut-outs, pictures, flashcards Who Loves Mother Best?

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Drill: Tell what kind of sentence it is. a. Who threw the banana peelings on the ground? b. Wow! Beautiful body. 2. Review: Have them read the following sentences and underline the simple subjects once and the simple predicate twice. 1. Dogs eat. 4. Water evaporates 2. Oil floats 5. Monkeys climb 3. Horses gallop 3. Motivation: Have you ever told your mother you love her? When do you say you love her? Why do you love her? 4. Unlocking of Difficulties: Choose the meaning of the word from the choices below each sentence. 1. Liz was a glow with glee because she was eating an ice-cream. (anger, joy, fear) 2. Ben did not win the battle against Liz (contest, race, fight) B. Presentation: 1. Reading of the motive question. How did the children show their love to their mama? 2. Present the poem Who Loves Mother Best? to the pupils. 3. Comprehension Check-up a. Answering the motive question. b. Answers the questions 1. Why did Bees, Ben and Liz kiss and hug their mother? 2. Why was Liz aglow with glee?

4. Infusion of Value: Do kissing and hugging the best ways of showing our love for our parents? Name ways on how you can show your love for your parents. 5. Development of the Lesson: Box the simple predicate in each sentence. a. Pretty Liz kissed her mother. b. The children sang Happy Birthday with cheer. c. Naughty Ben skipped out to play. 6. Skilled Development: Read the sentences, then box the simple subject, circle the simple predicate, underline the modifiers once and the complements twice. 1. The class formed 2 club. 2. Most children help their mother at home. 3. The pretty dress hangs in the closet. 7. Writing sentences with modifiers and complements. 8. Generalization: How can we make sentences more colorful and interesting sentences can be more interesting if we add modifiers to the simple subject and complements to the simple predicate. a. Guided: Write the appropriate modifiers and complements in the blank to make the sentences interesting and colorful. 1. _________ men build __________ 2. _________ Rizal writes __________ b. Independent: Check the number of those sentences with modifiers and complements, encircle the numbers of those without. 1. Somewhere, these tiny boats will stop. 2. Golden sand is found on the river bank. IV. EVALUATION: Read the sentences. Then box the modifiers and circle the complements. 1. Tall grasses grow in the garden. 2. The nipa roof was blown away by the typhoon. 3. Many buses passed by the highway. 4. My sister picked up shells on the shore. 5. Our forefathers scarified much for our freedom. V. ASSIGNMENT: Write 5 sentences with modifiers and complements.

ENGLISH IV Date: ____________ I. OBJECTIVE: Sequence the major events in a selection read Values: Loving one another

II. SUBJECT MATTER: Sequencing Events References: Materials: Story: Reading Marvels 3 pp. 16-18; Stairways to English 4 (SB) pp. 122-123 PELC-R7.7.1 strips of cartolina, chart, pictures of a family When the Baby Came

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Drill: Read each paragraph and select the title for it. We have many bones in our body. Some of these bones are big. Some of them are small. The bones in our legs are long and big. The bones in our fingers are small and thin. a. Bones in our legs b. Different Kinds of Bones in our Body c. Our Legs and our Fingers d. Our Body 2. Unlocking of Difficulties: Write the letter of your answer on the blank before each number. _____ 1. She ran and slammed the door. She was angry. _____ 2. She helped fix-up the little room for the baby. _____ 3. Mellany realized that her parents loved her. B. Presentation: 1. Reading of the story When the Baby Came. The pupils read the story silently while teacher reads orally. C. Comprehension Check-up Pupils answer each question. 1. Who came in the family? 2. What was the feeling of Melanny before the baby came? 3. Did Melanny feel sad when the baby came? Why? D. Skill Development: Arrange the following events as they happened in the story. - But her Mama and Papa were spending more time with the baby. - She missed a trip to the zoo because the baby was sick. - Melanny liked the baby at first. - The baby spilled a glass of Milo over Melanny's new dress. - Melanny helped fix up the room for the baby. - She felt jealous of the little boy.

E. Generalization: By looking at the major events of a story, we can easily sequence them. F. Practice Exercises: a. Guided Exercise : written on strips of cartolina: ____ A little girl wanted to be a nurse. ____ The little girl was so poor that she could not go to school. ____ A fairy asked the little girl to look for the basket under the tree. ____ The little girl found a big treasure in the basket. b. Independent Exercises: Read the paragraph, then number the events as they come in the story _____ The larvae change into pupae. _____ Soon after, the eggs hatch and young wrigglers appear. _____ First, a mosquito lays its eggs in water. _____ Finally, the pupae become full grown adult. _____ After several days the wrigglers change form and develop into larvae. IV. EVALUATION: Read the story below carefully. Rearrange the following statements in the order they come in the story. _____ Oil is pumped out of the earth. _____ Oil is sent to d refinery. _____ Oil is stored inside the earth. _____ It is heated and other things are done to it. _____ Then gasoline, gas, and other products are produced. V. ASSIGNMENT: Write the sentences in sequence t make a story. _____ He had a gun but he didn't have time to use it. _____ The tiger jumped at the hunter. _____ The hunter was asleep under a tree. _____ The hunter held his gun, ready to fire. _____ Suddenly, he woke up and saw a tiger. _____ The hunter stood up and felt for his gun.

ENGLISH IV Date: ____________ I. OBJECTIVE: Arrange a set of given events in logical order to make a story. Values: Helpfulness

II. SUBJECT MATTER: Sequencing Events to make Story References: Materials: Story: PELC R 7.7.1, Everyday English 4 (Reading) pp. 56-62 flashcards, pictures Why the Ocean is Salty

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Unlocking of Difficulties: Give the meaning of the underlined word. 1. The salt had dissolved in the water 2. The people in the village were running out of salt. 3. The food will get spoiled if we will not put salt. 3. Reading of the motive questions. 1. Where does salt come from? What made the water in the ocean salty according to this Ilocano flolktale? 2. How would things be if the seawater is not salty? B. Presentation: Let the pupils read the story silently. (Why the Ocean is Salty) C. Comprehension Check-up: 1. How did the seawater taste long ago") 2. Where did the people get their salt? 3. Who helped the villagers cross the ocean? D. Skill Development: How are the events arranged in time order or space order? Let the pupils read the event orally. E. Generalization: Time order-the events are arranged according to the order when the events happened. F. Practice Exercises: 1. Guided Exercises: Number these events in order. Use number 1-5. _____ Next, he sailed southward. He was looking for a way the west. _____ Finally, Magellan entered the greatest ocean in the world. _____ First, Magellan stopped at the Canary Island. _____ Then, Magellan discovered the way that connects the Atlantic and Pacific Ocean.

2. Independent Exercises: Read the events. Then arrange them by writing 1-4 to make a story. _____ Marilou ran to the store to buy eggs for mother. _____ Mother wanted to bake a cake a cake but she had no eggs. _____ Andrew helped clean up the broken eggs. _____ As Marilou was bringing the eggs into the kitchen, she tripped over Andrews toy train. IV. EVALUATION: Read the statements in each set below. Indicate the order in which the events took piace by writing 1-5 in the proper spaces provided for. _____ After several days, the eggs hatch. _____ Caterpillars come out of theeggs. _____ A butterfly lays its eggs on leaves of plants. _____ After many days, a young butterfly comes out of the house. _____ When the caterpillar has grown big, it stays in a house of leaves for itself. _____ Then it grows into a pupa. V. ASSIGNMENT: Write the sentences in sequence in a paragraph form. Honesty is the Best Policy 1. I was such in a hurry that I didn't count my change anymore. 2. I was given ten-peso bill. 3. I was sent by mother to buy softdrinks for our visitors. 4. When I was giving the change to my mother, I noticed that there was an extra change of five pesos. 5. How the storekeeper praise me! 6. I quickly ran back to the store to return the extra change.

ENGLISH IV Date: ____________ I. OBJECTIVE: Arrange a set of given events in logical order to make a story. Values: A deep love for ones country

II. SUBJECT MATTER: Arranging Events as to Space Order References: Materials: Story: Everyday English 4 (Reading) pp. 133-138; 144-147; Stairways to English 4 (58) pp. 124-129 charts, flashcards, picture of Antonio Luna General Antonio Luna

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Arrange the sentences in the order that they should come. Write numbers 1-4 to show your answer. The children run to their lines. They go to their rooms at 7:00 o'clock They sing the national anthem and recite the pledge. The bell rings at 6:45 in the morning. 3. Unlocking of Difficulties: Write the letter of the correct answer on the blank. a. of great worth c. for additional or more knowledge b. lively, full of life ride or d. run very fast ___ 1. Antonio would ride his horse in gallop. ___ 2. Playing, riding and swimming made the boys strong and active. 4. Motivation: a. What do you and your brothers or friends enjoy doing together? b. Show the picture of Antonio Luna as a brother, child, student and as a Filipino? B. Presentation: Have the pupils read the selection silently. C. Comprehension Check-up: a. Who were the three boys? b. What did they like doing together? c. What game did Antonio like to play with the other boys? D. Skill Development: Number the events in the order they should come. Use the underlined. words as guide t the correct answer. ______ He would play in the river.

______ ______ ______ ______ ______ ______

He would hunt in the forest. He would ride his horse to town. Antonio would read at home. He studied further in Europe. He studied in his hometown. He studied in Manila.

E. Generalization: Events are arranged according to space order or to where the events happened. F. Practice Exercises: 1. Guided Exercises: Below are places where Old Mother Hubbard went to. Arranged them in the correct order according to the poem by writing 1 to the first place, 2 to the second place, and so on until ail the places have their numbers. ______ To the bakers ______ To the market ______ To the hatter's ______ To the grocers ______ To the shoemaker's ______ To the cupboard ______ To the tailor's IV. EVALUATION: Read the story. Copy and arrange the given events according to space order. Write 1-5 on the blank. ______ In a faraway mountain, there was a little village. The people in the village were unhappy. ______ The monkeys came down from the trees and followed Bulan until he reached the river of boiling water. ______ Bulan went to the forest and started t whistle beautiful music. ______ There were hundreds of monkeys that lived in the forest nearby. ______ All the monkeys that followed him jumped into the river and died. V. ASSIGNMENT: Read the statements then copy and arrange them according to space order. Some schools in the city are comfortable. ______ Individual seats or chairs ha e replaced fixed benches. ______ Electric lights make the rooms bro t ______ They are large and have two or three floors with many rooms.

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify the object pronouns in the given sentences Values: Kindness to Animals

II. SUBJECT MATTER: Using and Identifying Object Pronouns

References:
Materials: Story:

Fun in English Language IV pp. 134-135; 138-139; Adventures in English pp. 101-102 PELC 18.8 Reading manila paper, pictures The Lion and the Mouse

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Drill: Identify the pronoun used in each of the following sentences. a. She is a Mexican actress-singer. b. He is watching movies weekly in Olongapo. c. They are always welcome in our place. 3. Review: Use the following pronouns in sentences I She You We They He 4. Motivation: Have you gone to a pet shop? Can you tell us something abut your experience in the pet shop? B. Presentation: Listen to a funny experience of a young boy like you. C. Comprehension Check-up: a. Who was viewing the animals in a pet shop? b. What did the little boy want to buy? c. How much was the parrot? D. Generalization: What are object pronouns? E. Value Infusion: How do you care for your pet animals? Why do you care for them? Why should you be kind to animals? F. Practice Exercises: 1. Guided Exercises:

Direction: Read the sentences. Identify the object pronoun used: Then put it in the pocket chart. 1. The new student told us about Sulu. 2. The colored vintas interested me most. 3. My classmate thank her. 2. Independent Exercises: Replace the underlined words with the correct object pronoun. 1. I love my parents. 2. I admire Carol Banawa for she's a god singer actress. 3. Edna gave the monkey some ripe bananas. IV. EVALUATION: Read the sentences, then select the object pronoun used in the given sentences. 1. The teachers praised him for topping the National Diagnostic test. 2. My best friend gave me a cell phone on my birthday. 3. The security guard allowed them to enter the refrigerated crypt of the late Ferdinand Marcos. 4. He invited us to see their beach resort in Pundakit. 5. Did Dante Joseff Help you prepare food? V. ASSIGNMENT: Use the following object pronoun in sentences. 1. his 2. her 3. him 4. them 5. it

ENGLISH IV Date: ____________ I. OBJECTIVE: Arrange a set of given events in logical order to make a story using both time and space order Values: Industry

II. SUBJECT MATTER: Arranging Events in Logical Order (Time and Space Order) References: Materials: Story: PECL 7.2 Reading charts, strips of manila paper A Tale of Two Brothers, Basics and Beyond Reading 4 pages 912

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Unlocking of Difficulties:: Choose the meaning of the underline word: 1. The man looked at him meticulously. (silently, carefully, worriedly) 2. He helped his father in the farm-flowing and harrowing. (removing weeds, removing sand) 2. Motivation: Can fortune tellers really look into the future? 3. Presentation: Today, let us read a story of two brothers. Find out what happened to them. B. Reading the story silently. (A Tale of Two Brothers) C. Post Reading Activities: 1. Comprehension Check-up: Who were the two sons of Mang Pablo? What did the father think of when his sons were in the early teens? What were the habits of each son? 2. Value Infusion: Do you rely your future on destiny or luck? What things are you going to do to have a good future? 3. Generalization: How do we arrange a set of given events in logical order using both time and space order? 4. Practice Exercises: a. Guided Exercises: Let the pupils read the story of Emilio Jacinto on the chart. Write the events into a paragraph in logical order.

IV. EVALUATION: Read these events in the life of Lorenzo Ruiz. Number them from 1--6 in logical order. _____ Lorenzo Ruiz was declared by the Pope as Saint of the Catholic Church in October 18, 1987. _____ Lorenzo Ruiz was born in Binondo, Manila in 1600. _____ He left Manila in 1636. He went to Japan wherein the Christians were captured and being punished or maltreated. _____ When he was still a young boy, he worked at a church in Binondo. _____ He was imprisoned in Japan and was hanged. After two days, he died. _____ He was recognized as a martyr in February 19, 1981. V. ASSIGNMENT: Arrange these events to make a good story. _____ When the Americans took possession' of the Philippines in 1898, Tandang Sora returned to the Philippines _____ Melchora Aquino was born in Banilad, Caloocan, on January 6, 1812. _____ In 1896, she was tending a small sari-sari store in Balintawak. Her store became a refuge for sick and wounded Katipuneros

ENGLISH IV Date: ____________ I. OBJECTIVE: Outline events of a story read Answer wh-questions correctly from a story Values: Bravery

II. SUBJECT MATTER: Outlining Events of a Story Answering wh-questions References: Materials: Story: PELC 7.3 Reading, 7.1 Reading charts, with written stories The Story of Lightening Developing Reading Power 5 (Abadilla) p.112

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: How do we arrange a set of given events. 2. Unlocking of Difficulties: Match column A with the meaning on column B. A B 1. qualm a. race 2. tribe b. offered 3. monster c. doubt, misgiving 4. volunteered d. large frightening creature 3. Motive Question: Why is lighting a problem to the whole tribe? B. Reading the Story Silently: The Story of Lightning C. Post Reading Activities: Let the pupils read the story silently. (Why the Ocean is Salty) 1. Comprehension Check-up: Who was Lightning? Why did the people hate him? What did the chiefs of the tribe decide about Lightning? 2. Value Infusion: Do you think lightning is really brave7 Why? Would you do the same? 3. Applying Reading Skills: Making an Outline 1. What does the first paragraph tell about Lightning? Why did the people hate him? 2. What did the chiefs of the tribe decide abut Lightning? This should be the second main

idea of the outline. What was the chiefs first decision about Lightning? Why did they make this decision? 4. Generalization: How do we outline events in the story? IV. EVALUATION: Read the story about "Whales Study the outline on the left side of the chart. Put the idea asked for in the outline. I. First Main Idea _____________________________ A. A. Smaller Idea _____________________________ 1. an example _____________________________ 2. another example _____________________________ II. Second Main Idea _____________________________ A. A. smaller idea _____________________________ B. Another example _____________________________ III. Third Main Idea _____________________________ A. A Smaller Idea _____________________________ B. Another example _____________________________ V. ASSIGNMENT: Copy 2 short paragraph - story. Then make an outline of it.

ENGLISH IV Date: ____________ I. OBJECTIVE: Use the outline as a guide in retelling or summarizing the story Values: Faith in God

II. SUBJECT MATTER: Retelling of Summarizing the Story Using Outline References: Materials: Story: PELC 7.4 Reading , Basics and Beyond Reading 4, pp. 240-241 charts Obando Fertility Festival

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What are the parts of an outline? 2. Unlocking of Difficulties: Unlock the meaning of these words through context clues. 1. Childless couples go to Obando to ask God's help. They have been praying hard asking God to bless them with a child. B. Reading of the story silently: Obando Fertility Festival C. Post Reading Activities: 1. Comprehension Check-up: Where is Obando found? Who visit their place during summer? 2. Value Infusion: There are many childless couples in our country. Filipinos are very religious and show deep faith in God. Sometimes their faith create miracles. 3. Applying Reading Skills: Outline the Story I. First Main Idea A. A. Smaller Idea 1. an example 2. another example II. Second Main Idea A. A. smaller idea B. Another example III. Third Main Idea A. A Smaller Idea B. Another example

4. Generalization: How do you retell or summarize stories read? You can retell our summarize a story read by the help of an outline. 5. Practice Exercises: a. Guided Practice: Read the story The Bundle of Sticks silently. Retell the story by using these questions: Who had two sons? How did he advise his sons? What happened one day? b. Independent Practice: Write the summary of the story The Bundle of Sticks using this outline: I. First Main Idea A. Smaller Idea II. Second Main Idea A. smaller idea III. Third Main Idea A. Smaller Idea 1. Support details IV. EVALUATION: Read the story Aling Sela then summarize it and retell it to class. V. ASSIGNMENT: Read a short story other books. Write a brief story from other books. Write a brief summary and read it to class tomorrow.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write a friendly letter using a variety sentences. Values: Neatness and Orderliness

II. SUBJECT MATTER: Writing a Friendly Letter Using a Variety of Sentences References: Materials: Fun in English IV Languages pp. 7-8; PELC 7 Writing friendly letter in a manila paper

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Motivation: Do you have a friend in other places? What do you do to communicate with her? 2. Review: What are the parts of a letter? What are the things found in the heading? Greeting? Body? Closing? Signature? 3. Presentation: Present a letter from Cyrene to Christine. B. What kind of letter is this? Who wrote the letter? To whom was the letter addressed to? C. What are the parts of the letter? Where do you write the heading? Where can you find the greeting? Where do you write the body of the letter? D. The letter uses different kinds of sentences. What kind of sentences is. 1. You know what? 2. My family and I went the zoo. E. Cooperative letter writing on the board. 1. What address do you want to write? What name are we going to write? What message are we going to write in the body of the letter? F. Generalization: What should you remember when writing a friendly letter? What kind of sentences will you use? How are the events written? G. Value: How do you make your letter nice and readable? I. Practice Exercises: Rewrite the following parts of a friendly letter. Use correct indention, capitalization and punctuation marks.

1. Dear Chris 2. Bobulon Elementary School Sn Felipe, Zambales 3. Clint 4. We have formed a storytellers club in our school. The club meets once a week. All of the pupils in our room belong. When the club meets, we read or tell stories. We read poetry and sing songs. 5. Your Friend? IV. EVALUATION: Write a friendly letter similar to the letter on the independent practice using a variety of sentences. V. ASSIGNMENT: Rewrite the following parts of a Friendly letter. Then copy a sentence from the body and identify the kind of sentence used. 1. Jessica 2. Dear Jane, 3. Your cousin, 4. Last Friday, we went in a hike to study trees. Today we began to make a booklet about trees. Have you gone on a hike recently? If you have, write to me abut it. 5. 004 Luna Street Amagana, San felipe September 24, 2002

ENGLISH IV Date: ____________ I. OBJECTIVE: Write a paragraph/story about a favorite character Values: Gratefulness

II. SUBJECT MATTER: Writing a Paragraph/Story about a Favorite Character. References: Materials: Building English Skills 4 Book 2 pp. 65-74 PELC Writing charts, pictures

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What are the things you should remember in writing a paragraph. 2. Unlocking through context clues: Choose the correct meaning of the underline expressions. 1. Every girl in the group tried solving the problem, but each one failed. So they all decided to put their heads together and after five minutes the problem was solved. a. stay close to one another in a circle. b. think together and share ideas. c. make their heads touch. 3. Motivation: (Showing pictures of elves and shoemaker) Like the fairies, elves can have magical powers. They even visit the homes of people and do magic tricks. One person they visited once was a shoemaker. B. Presentation: 1. Comprehension Check-up: Who are the characters in the story? What are the events that took place in the story? 2. Value: What did the shoemaker and his wife show when they make shirts, coats, pants and shoes for the elves for the good things they have done? 3. Who among the characters in the story do you like best? Why? 4. Generalization: In writing a paragraph about a character what should you remember? 5. Practice Exercises: a. Guided Exercises: Recall the story you have read that you like best. Write a paragraph about the character you like. b. Independent Exercises: Write a paragraph about your favorite Television Show Character. IV. EVALUATION: Peer checking of paragraph made in Guided Practice V. ASSIGNMENT: Rewrite the corrected paragraph.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write riddles using a variety of descriptive words. Values: Honesty

II. SUBJECT MATTER: Writing Riddles Using Descriptive Words. References: Materials: Everyday English (Reading IV), pp. 73 BEC 7 Writing. make-believe aquarium with the pictures of fishes with adjectives, a magnetic fishing rod, pictures, flashcards of adjectives

III. LEARNING ACTIVITIES: A. Preliminary Activities: Fish an adjective from the make-believe aquarium, then match the adjective to the picture with such characteristics. B. Presentation: 1. I have here a riddle. Let us read the riddle correctly and guess what it is. a. I am a large animal With ears that look like a fan. I have long trunk. My two tusks are very sharp. Im Tarzans frind. Who am I? 2. What are the underlined words on the first riddle? 3. Value: What value should a person possess to be able to describe things truthfully? 4. Generalization: What is a riddle? C. Practice Exercises: a. Guided Exercises: Fill in the blanks with adjectives to describe the objects. 1. Banana My color is _________. I'm _____ like the fingers of your hand. You will surely like my ____ taste. 2. Sun It's a ______ ball of fire. You can feel its ______ rays during daytime. It can't be reached for its so _____ . It's the _____ star to the earth.

b. Independent Exercises: Compose riddles about the following objects using the phrases below. 1. dog likes to eat bones bark at strangers a brave guard man's best friend 2. chicken has fine feathers scratches the ground lay eggs IV. EVALUATION: Write a riddle using descriptive words similar t the Guided Exercise A V. ASSIGNMENT: Write a riddle of your own about something commonly found at home or school.

ENGLISH IV Date: ____________ I. OBJECTIVE: Give a news report from a news item read Values: Helpfulness, Unity and Cooperatives

II. SUBJECT MATTER: Giving news report References: Materials: PELC IV p.18-8 Speaking Fun in English Language 4 pp. 76-77, 89-90; newspaper

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Drill: Write E before the number if the utterance is an expression, and S if it is a sentence. _____ 1. A pleasant day. _____ 2. A very exciting show. _____ 3. In the city and on the farm. 3. Unlocking of Difficulties: Choose the correct meaning of the underlined word in each sentence. 1. Our government gives aid to the victims of disasters specially after a destructive typhoon. a. calamity on terrible accident b. to tear to pieces c. to break up the organization 4. Motive/Presentation: Do you know that some parts of our country are very much affected by haze? Haze is a fog of smoke. Let's find out in the news you'll read if where does this haze come from and which place in the Philippines is affected by the haze. 5. Comprehension Check-up: a. What did the former President talk about? b. What did he tell the people? c. Who should join campaign and help prevent environmental disasters. 6. Skill Development: Read the news again. What is the news about? Where did it happen? When did it happen? How did it happen? 7. Generalization: How can you report a news you have read in mews papers or magazines?

8. Practice Exercises: a. Guided Exercises: (Divide the class into 4 learning teams) Read the news below. Make a report about it using different kinds of sentences. News: GMA Renews Commitment Terror War. b Independent Exercises: Read the news item Make a report about it. A 15 year old boy drowned, Wednesday, after he was swept by strong waves that brought him to deep waters off Barangay Yapac, Boracay. Police said Joseph dela Cruz was swimming with his relatives when the tragedy happened. Boatman rescued the victim and brought him immediately to a nearby hospital. Doctors tired to save the victim. After 45 minutes, Dela Cruz was declared dead.

IV. EVALUATION: Read the following news. Make a report about the news. News: The Nightingale V. ASSIGNMENT: Read a news from any local newspaper. Write a report about it.

ENGLISH IV Date: ____________ I. OBJECTIVE: Give a news report from a radio broadcast heard Values: Helpfulness and Generosity

II. SUBJECT MATTER: Giving New Report from a Radio Broadcast Heard. References: Materials: PELC p. 18-8 Listening; Fun in English Language 4 pp.76-78; textbooks, pictures, newspapers

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment: 2. Drill: Who do you get some news? Who can give a sample of a news? 3. Review: Underline the verb used in the following sentences. 1. The demons in Philippine myths are tall men. 2. They live in big trees with thick leaves. 4. Unlocking Difficulties: 1. extensive extended widely in space, or scope, wide 2. ascertain find out, determine 5. Motivation: Are you aware of what is happening or what is going on here and abroad? How can you be informed of whats going on in the Philippines and in other countries? B. Presentation: 1. Listening Activity 2. Comprehension Check-up: a. What was the news broadcast about? b. Where did the events happen? 3. Discussion: a. What is the form of the underlined verbs in the news? b. What kind of verbs are: 1. flattened? 2. devastated? 3. killed? 4. Generalization: What are the things that you should remember for you to be able to report a news broadcast, you have heard? 5. Value Infusion: On of your friends is victim of fire. They were not able to save their personal belongings and useful properties 6. Practice Exercises:

a. Guided Practice: Get the main idea of the news and take note of the events of the news. News: Babac, Ilocos Norte pp. 105 Discussion: 1. What is the news about? 2. Where did the event happen? b. Independent Practice: Listen carefully to the news cast. Get the main idea of the news. News: Guard Slain in Rob pp. 105 Discussion: 1. What is the news about 2. Where did it happen IV. EVALUATION: Listen to the news. Then write a news report using the past form of regular and irregular verbs. News: Quake Jolts Metro 1. What is the news about? 2. When did the event happen? 3. Where did the event happen? V. ASSIGNMENT: Read the news from local newspapers. Then give the main idea of the news.

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify object pronoun in a story Values: Helpfulness

II. SUBJECT MATTER: Object Pronoun (Us, Them, You) References: BEC-PELC 8 Speaking; Everyday English Reading 4 p. 131; Fun in English 4 Language p. 134

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: Name the object pronoun in each sentence. 1. The new student told him about Sulu. 2. My classmates thanked her. B. Presentation: 1. Motivation: Who among you here would like to be a soldier? 2. Motive Question: Who are the enemies in the story? 3. Presentation: Listen to the short story. 4. Comprehension Check-up: Who do you think were the enemies? What do you think will the boys decide to do? 5. Valuing: If you were the boys would you fight the enemies? Why? 6. Discussing on the Skill focus: Read the sentences a. The Principal called the boys to this office. He told them to come closer to his table. b. They eat and destroy our things. They make us sick. C. Generalization: The object pronoun you, us and them replace the plural nouns. D. Application: Direction: Use the object pronouns, you, us, them in sentences. Individual pupils use these objects pronoun. E. Guided Exercise: Replace the underlined word with the correct object pronoun. 1. I love my parents. (them, us, you) 2. I admire Pops and Rica for they are good singer-actress. (you, us, them)

IV. EVALUATION: Read the story The Gift, then identify the object pronoun to be used to replace the underlined noun. V. ASSIGNMENT: Use one of the object pronouns below fer each uncierlined word or words and write it in a piece of paper. her it us them him 1. Mother gave Tina and me some apples. 2. Uncle Roy joined father and mother for dinner. 3. The male bird builds the nest. 4. I saw Norma in the garden. 5. We are helping Rolly work on his basket.

ENGLISH IV Date: ____________ I. OBJECTIVE: Use the object pronouns us, you, them that agree in number with its antecedent. Values: Safety in Scouting Activities+

II. SUBJECT MATTER: Object Pronouns Us, You, Them References: Materials: PELC-BEC 8.1 Speaking p.18 English for Life 6, pp. 17-22 story in a manila paper

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Drill: Identify the pronouns used in the following sentences a. She is Filipino actress singer. b. He works in the farm. 2. Review: What kind of pronouns have you identified? What are subject pronouns? 3. Motivation: There are different kinds of pronouns and they change according to their use. Today, we will study another one, the object pronoun. Let us read first a story. B. Presentation: 1. Motive Question: What did they boy scouts of San Pascual Elementary Schoo do? What happened to the boy scouts. 2. Answering motive questions by the pupils. 3. Discussion: The teacher asks: a. What did the scout master do to them? b. What did the doctor give them? c. What did the doctor remind them? 4. Skill Development: Identify the antecedents and the pronouns used after the verb. a. The teacher supplied us with the new notebooks. b. Mary will show you the dictionary. c. The girl scout made them happy in the camp. 5. Generalization: How should the object pronouns be used? 6. Valuing: When joining a camping, how should you behave? 7. Practice Exercises: a. Guided Underline the object pronoun in each sentence. Write its antecedent on the blank provided.

______ 1. The girl scout leaders brought them in the campsite. ______ 2. Our parents gave us extra allowances for the camping b. Independent: Read this story carefully, then copy the sentences with object pronouns. Encircle its antecedents and underline the object pronoun. It was October, the start of the Scouting month. There were girl scouts in the room busy preparing their things. Some parents..pp.108 IV. EVALUATION: Make 2 sentences each using the following object pronouns: 1. them 2. us 3. you V. ASSIGNMENT: Replace the underlined word/words with the correct object pronouns. 1. My brothers called my parents. 2. The visitors gave the girl scouts some logbooks. 3. Grace helps yourself in your assignment. 4. Our parents treated ourselves in the canteen. 5. The manager guides you and I in the new jobs.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write a short story form ones experience Values: Cleanliness and Orderliness

II. SUBJECT MATTER: Writing a Short Story References: Materials: PELC Writing 8; Speaking 8.1 Fun in English Language 4 pp. 132-133 real objects, pictures, manila paper

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What are the object pronouns? When do we use the object pronoun us? Them? You? 2. Unlocking of Difficulties: a. necessary It is necessary to keep our surroundings clean. b. durable Mother bought a durable sofa for the family. 3. Motivation: (Showing pictures of pupils doing their projects in EPP class) a. What are the pupils doing? b. Have you done on like this before? B. Lesson Proper: 1. Presentation: Class, study the model short story. C. Skills Development: 1. Discussion: a. What are the object pronouns used in the short story? b. Read them. c. How was the first sentence of every paragraph of the short story written? 2. Infusion Values: What will you do to make your work clean? 3. Generalization: What should be remembered when writing a short story? 4. Practice Exercises: a. Guided Exercises: You are going to write a short story about your experiences last All Saints Day. Have a cooperative composition writing on a manila paper. b. Independent Exercises: Call 1 or 2 pupils to read their own short story. IV. EVALUATION: Peer checking of short story made in Guided Exercises. V. ASSIGNMENT: Rewrite the corrected short story.

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify statements/events that show cause-effect relationship. Values: Love for Parents

II. SUBJECT MATTER: Statements/Events that Show Cause-Effect Relationship. References: Materials: PELC Reading 8.1 Fun in English Reading p. 97 pocket charts

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Motivation: Have you ever told your mother you love her? When did you tell you love your mother? 3. Unlocking of Difficulties: Choose the synonym of the underlined word from the choices below each sentence. 1. The boy was aglow with glee because hes playing a kite. (anger, joy, fear) 2. Brenda did not win the battle against Bryan. (contest, race, fight) B. Presentation: Today, we will read a poem entitled Who Loves Mother Best. C. Motive Question: Find out how the children showed their love for their mother. E. Teacher reads the poem first. Followed by the pupils F. Answering the motive question G. Comprehension Check-up: 1. Why did Jess, Ben and Liz kiss and hug their mother/ 2. Why was Liz aglow with glee? 3. What made Liz cry out, For that youll pay? H. Valuing Infusion: What is the best way to show your love for your parents? I. Generalization: What is the cause-effect relationship? How do we identify statements/events that show the cause? How do we identify statements/events that show the effect?

J. Practice Exercises: 1. Guided Exercises: Write C before the statement that shows the cause and E before the statement that shows

the effect. 1. ________ Most children help their mother at home. ________ They What to prove their love for her 2. ________ The grass did not get any water. ________ The grass turned brown. 2. Independent Exercises: Copy the statements/events that show cause-effect relationship. 1. The crow called the fox back because she wants the fox to hear what she was going to tell. 2. The crow shared its cheese with the fox so that the fox would not go away. IV. EVALUATION: Which statements/events show cause-effect relationship? Copy them on your paper. 1. Emma was sick last Satuday so she missed the picnic. 2. Ereich was eating buko salad because its his cousins birthday. 3. I love to swim in the river. Anna loves it too. V. ASSIGNMENT: Write possible effects. 1. Your sister left the faucet open without anyone using the water. 2. Some people are cutting down almost all trees in the forest.

ENGLISH IV Date: ____________ I. OBJECTIVE: Give cause-effect relationship in paragraph read Values: Kindness

II. SUBJECT MATTER: Cause-Effect Relationship References: Story: BEC-PELC 8.2 Reading Everyday English 4 Reading pp. 59-65, 151; Fun in English Reading 4 pp.101 Why the Ocean is Salty.

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Riddle: It runs all day but never walks It has mouth but never eats It has be but never sleeps What is it? 2. Unlocking of Difficulties through pictures and action a. village (picture of houses smaller than town) b. folktale (picture of a mother telling a story to her child/children) 3. Motivation: Do you know that long ago the ocean was not salty? Why did the ocean become salty? Find out in the story. 4. Presentation: Read the story Everyday English B. Reading Activities: 1. Answer the motive question: Why did the ocean salty? 2. Answer the other questions Where and when did the story happen? What did Ang-ngalo do to help the village people? 3. Valuing: If you were the giant, would you let the people cross the ocean through your feet? Legs? Why? 4. Skilled Development: 1. Why did the ocean become salty? 2. Why did the men fall into the ocean? 5. Generalization: The cause is usually introduced by ________ (because) The effect is usually introduced by ________ (so that) (Why) ______ questions bring about sentences showing cause and effect relationship.

IV. EVALUATION: Read the paragraph, then give the cause-effect relationship by completing the sentences below. Choose the answer from the choices that follow. 1. Long ago, the Philippines did not have a flag that stood for the nation because __________. 2. The Spaniards mistreated many Filipinos, so many ___________. 3. Because the Spaniards did not listen the wish of the Filipinos, __________. V. ASSIGNMENT: Copy the incomplete sentences and finish them at home. 1. Ana took a bath because _____________. 2. She looks clean so that ______________. 3. Carlos got high scores in reading because __________. 4. Yellow vegetables are good for the eyes so that children ______________. 5. Mother bought Liza a new dress because __________.

ENGLISH IV Date: ____________ I. OBJECTIVE: Give cause-effect relationship in passage read Values: Focus

II. SUBJECT MATTER: Cause Effect Relationship References: BEC-PELC Reading 8 Improving Your Life and C.areer, Published by lighthouse Inspirational, Books and Gifts, pp. 30, 39, 56, 67

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Direction: (Brain Teaser) Fill-in the blank with the correct word. Choose the correct answer inside the parenthesis. 1. Try and try until you __ (die, succeed) 2. Health is __ (poverty, wealth) 2. Unlocking of difficulties through contextual clues. Direction: Choose the meaning of the underlined word from the choices given. 1. A burning wood can scorch fish. a. burn b. throw c. chop 2. Listening to a mellow music can soothe your bad feelings. a. to make you angry b. to make you calm or peaceful c. to make you sad 3. Motivation: Are you sensitive to words? What are the words that can make you happy? What are the words that can make you sad? angry? B. Lesson Proper: 1. Presentation: Read this passage: "Cold words freeze people, Hot words scorch them ... Kind words also produce their own image in men's souls; and a beautiful image it is. They soothe, quiet and comfort the hearer" 2. Discussion/Analysis: a. What do cold words do to people? To the hearer? What do you think are the cold words? Why can't they make people move? b. What are hot words? Why can they scorch people? C. Generalization: What does a cause tell? What does an effect tell? D. Application: Read the passage then give a cause-effect relationship. 1. Whoever can be trusted with little can be trusted with much and whoever is dishonest with very little will also be dishonest with much.

E. Guided Exercise: Direction: Read the passage. Give your interpretation. Give also cause-effect relationship. (group work) 1. Humility and the fear of the Lord brings wealth, honor and life. (Proverbs 22:4) 2. A good name is more desirable than great riches. (Proverbs 22:1) F. Independent Exercise: Read the passage. Give your interpretation by giving cause-effect relationship. 1. A man's character can be know for his work. 2. Beauty is useless, character is the best. IV. EVALUATION: Give the cause-effect of the passages. Choose the letter of the correct answer. 1. Never put off till tomorrow what you can do today. a. If one do her/his work early, one 'vii! be more successful. b. If you work late, you will be more successful. c. If you d your work, wait until tomorrow. 2. Cleanliness is next to Godliness. a. If one is clean in everything he does and says, God is with him. b. If one is always cleaning, God will be happy. c. If one is dirty, God is away from him/her. V. ASSIGNMENT: Copy passages or sayings with cause-effect relationship.

ENGLISH IV Date: ____________ I. OBJECTIVE: Use the word because/so that in statements that show cause-effect relationship Values: Love of Nature

II. SUBJECT MATTER: Use of the word "Because/So That" References: Materials: PELC Reading 8.3 Fun in English Reading p. 98; 101-102;124; pictures, photocopies of printed exercises.

III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Unlocking of Difficulties: (contextual clues and picture clues) a. atmosphere - The room cools our atmosphere. b. florist - I will sell these flowers to the florist. 2. Motivation: Do you have flower gardens at home? What do you do with so many flowers in bloom? 3. Presentation: Today, we will read a dialogue between Grandpa and Larry while walking around a garden. 4. Motive Question: Why does Grandpa like the rain? 5. Pupils read silently the dialogue: Fun in English Language pp. 18-19. 6. Answering the motive question. 7. Comprehension Check-up: a. Who are taking a walk around the flower garden? b. Why is Grandpa gathering some flowers? 8. Value Infusion: If raising flowers is a profitable business, how can you help in the business? 9. Skill Development: (Go over the sentences taken from the conversation) 1. Grandpa likes the rainy season because the rain cools our atmosphere. 2. How many parts are there in the sentence? 3. What is the first part? What is the second part? 10. Generalization: When do we use the word "because"? When do we use the word "so that"? 11. Practice Exercises: a. Guided Exercises: Complete the blanks with because or so that. 1. She uses the umbrella __ its raining hard. 2. Father removes the weeds in the garden __ plants will grow well. b. Independent Exercises: Write complete sentences that answer the following why Questions: 1. Why do we drink milk? 2. Why do we take a bath everyday? IV. EVALUATION: Use the words because/so that to combine each pair of sentences into one sentence: 1. The vase was broken. It fell or. the floor.

2. Nick slept early. He was tired. 3. Linda studies her lessons very well. She wants to get a high mark in the test. V. ASSIGNMENT: (Read the story on pp. 24-26, Fun in English Reading "The Las Pinas Bamboo Organ") Then write complete sentence-answers to the following questions: 1. In the. story 'The Las Pinas Bamboo Organ", why did they bury the bamboos in sea sand for a year? 2. Why did it take many years before the organ was repaired? 3. Why is the bamboo organ considered unique?

ENGLISH IV Date: ____________ I. OBJECTIVE: Construct a paragraph using words because/so that Values: Safety measures in eating marine products.

II. SUBJECT MATTER: Paragraph with the Word Because/So That References: BEC 8 Writing page 18 English for Life 6, pp. 156-161 Materials: Paragraphs in manila paper III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment:: 2. Review: Complete the blanks with because or so that. 1. She uses the umbrella __ its raining hard. 2. Father removes the weeds in the garden __ plants will grow well 3. Motivation: Today class, we are going to construct a paragraph with the words because/so that. B. Presentation: 1. Ask: Have you ever heard of the problem "Red Tide?" Show a picture. 2. Motive Question: What is red tide? 3. Answering the motive question. 4. Discussion: a. Say: Read the sentences with the word because/so that in the paragraph. The teacher rewrites the sentences on the blackboard. Write these: 1. Eating marine products specially ''tahong'' can be dangerous because red tide may be present. 5. Infusion of Values: What are the precautionary measures in red tide poisoning? 6. Generalization: How should you construct a sentence with the words because/so that? 7. Application: Construct a paragraph by arranging first the jumbled sentences with the word because/so that. Sequence the sentences in logical order. Then provide a title. a. because/there are brownouts in the country/plants break down/the electric power b. overuse electricity/electric consumers/ because/breaks down/the electric power c. because/Electric consumers are more today/than twenty-five years ago/there are many electric appliances being produced. d. so that/We need to conserve energy at home and in school/we will prevent brownout IV. EVALUATION: Pupils exchange their paragraph with their seatmates and make the necessary corrections. V. ASSIGNMENT: Write a short paragraph about the given topic below. Why is there a Fire Drill in School?

ENGLISH IV Date: ____________ I. OBJECTIVE: Give appropriate ending to a given situation and give justification for such ending Values: Be Good

II. SUBJECT MATTER: Giving an Ending to a Given Situations References: PELC 9.1 Reading, 9 Listening Fun in English 4, Reading pp. 128-234 Materials: charts, flashcards III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: Make one sentence out of the two sentences in each number. Use connecting words like because, so that and so. a. Guillermo Tolentino won the National Artist Award. His Bonifacio monument in Caloocan and the Oblation at UP topped all the other Filipino sculptors works. 2. Unlocking of Difficulties: Choose the correct meaning of the underlined word in each sentence from the words in the parenthesis. a. If only I headed Karen's advice; if I had not run on the street. (following, fought, disobeyed, listened) b. A fast moving car was approaching. (starting, ending, running, leaving) 3. Motivation: Have you done anything which you regretted afterwards? How did you feel? What thoughts came to your mind afterwards? Motive Question: Do you want to know, what kind of girl the child. in the story is? Let's find out what happened to her.

4.

B. During Reading: Let the pupils read the story silently. "If Only . " in Fun in English 4, Reading, pp. 128130. C. Post Reading: 1. Answering the motive question. 2. Comprehension check-up: a. Who is narrating the story? What kind of child is she? b. What statements show that she is such? 3. Discussion: 1. Does the story has an appropriate ending? 2. How can you give the appropriate ending to a story? 4. Infusion of Value: What lessons can we got from the story?

D. Generalization: How can you give an appropriate ending to a story and justify it? E. Practice Exercises: 1. Guided Exercises: Give the appropriate ending of each situation and justify for such ending. A group of Grade IV pupils went to a field to gather different insects for their experiment. Sonny, one of the pupils, caught a big dragonfly. He played with it. He plucked. is wings out and tied its legs with thread, so it wouldn't get away. Maria saw what Sonny did. 2. Independent Exercises: Let the pupils read the short story A Joke written on the chart. Let, them choose the answer to the questions below. 1. What must have happened to his sister? a. She got sick. b. She was frightened. c. She laughed and laughed. IV. EVALUATION: Read each situation. Then choose an appropriate ending for each. Write the letter only. 1. The girl in the story is the most spoiled among the three children in the family. She gets everything she wants. a The girl grow up into a problem child to her parent". b. The girl grow left the family when she grew older. c. The girl became the richest among the three. 2. The girl's friends did not follow her when she wanted to cross the street. They crossed where there is a pedestrian lane. a. The friends could not cross the street. b. The friends were nearly run over by vehicles. c. The friends were able to cross the street easily and safely. V. ASSIGNMENT: Give the possible ending of the given situation. Justify your answer. Hrs. Quinto gave a long test to her pupils In English. Liza was not able to study her lessons because she took care: of her mother who is very sick. When rv1rs. Quinto checked the test papers, she found out that Liza got the lowest score. The fatter explained to her teacher the reason behind it.

ENGLISH IV Date: ____________ I. OBJECTIVE: Draw conclusions based on given information. Values: Taking care of ones eyesight

II. SUBJECT MATTER: Drawing Conclusions References: BEC-PELC Reading II p. 19 Everyday English 4 Reading pp.180-182 Materials: flashcards, pictures III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of Assignment 2. Review Choose the best ending for the paragraph/sentence. A fly was caught in a spider's web. a. The spider will eat it. b The spider will make another cobweb. c. The spider will grow big. 3. Unlock of Difficulties: Unlock the following words through context clues or through pictures. a. handicap through pictures b. lumber through pictures 4. Motivation: How did Flora's Uncle Rufo lose his eyesight? 5. Motive Question How did Uncle Rufo help Flora, the children and himself? B. Reading the Story: C. Post Reading: 1. Answering the motive question 2. Comprehension Check-up: a. How did Uncle Rufo help the children? b. Why was Uncle Rufo called Unusual Man? 3. Engagement Activities Drawing of conclusion based on information given. a. He is an old man whose source of living is being a carpenter. He is shy and blind. He is Floras uncle. b. A very serious handicap which makes a man considered disable because he/she could not see anything around him/her. 4. Infusion Value What should one do to prevent or avoid lose of eyesight? 5. Generalization: What can one do after gathering information from a selection read? 6. Practice Exercises:

a. Guided Practice: Write a short paragraph about the effect of being blind to our lives. b. Independent Practice: Read and draw conclusions. 1. - gleaming floors - ladies in white caps - trays of medicine - smell of alcohol V. ASSIGNMENT: Can you make correct conclusions? Do the following. 1. He uses hands and whistles. He blows the whistle and hold up his hands to stop the cars and trucks. He signals to people on sidewalks telling them to cross the street at once. 2. It is used when there is no policeman. There may be a sign saying "Drive safely, School Ahead, Watch for Children". These help children get the school safely.

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify adjectives in a selection. Values: Hardwork and Industry

II. SUBJECT MATTER: Identifying Adjectives in a Selection References: BEC-PELC Speaking 9 p.19 Everyday English IV, (Reading) pp. 101-102 Materials: charts of poem, flashcards, pictures Selection: The Little Brown Hands III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Phonetic Drill: Pronounce the following words correctly C as / s / C as / k / celery climb centavo scountry cement committee 2. Review: What is an adjective? 3. Motivation: Teacher will show pictures of children doing something. Let the children describe what they see. 4. Unlocking Difficulties: Supply the missing word to complete the sentence. Select from the list below. 1. Lito has sore eyes. His doctor advice him to wear ________ eyeglasses. 2. Katrinas favorite color is _____________. B. Developmental Activities: 1. Presentation: Today we are going to read a poem. Find out what it is all about. 2. Reading of the Poem by the Teacher 3. Comprehension Check-up: 1. What opportunities await boys and girls who are willing to work? 2. What is describe in the first stanza? 3. In the second stanza, what three things are done by the little brown hands? 4. Reading of the Poem by the Teacher. 5. Skill Development: a. What are the adjectives. used in the poem? b. What words described hands? Whistles? Hay? Rulers? Mother? Grapes? Etc. 6. Generalization What do you call the words that describe nouns?

7. Infusion of Values: What should one do to become successful in life? 8. Practice Exercises: a. Guided Practice Play a guessing game in class. The leader will describe a classmate. Be sure to choose adjectives that will not hurt feelings. The person who can guess who is being described will be the next leader. b. Independent Practice: Give as many adjectives as you can to describe the following noun. Write them on the lines around the word.

IV. EVALUATION: Read the paragraph carefully. Then pick out the adjectives used and the noun being described. Luneta is a big park in Manila where most people in the crowded city go for relaxation. It is called now Rizal Park which named after Dr. Jose Rizal, our national hero. Every Sunday, there is a free concert at the park; Everyday many people go there for its fresh air and wide space to stroll on. V. ASSIGNMENT: Read this poem and then pick out all the adjectives. We love Our Country, The Philippines We love our country, the Philippines We love our tall, green trees and mountains, We love our green and golden fields, We love our deep, blue seas. We are proud of our brave heroes We are proud of our pretty costumes, We are proud of our beautiful dance, We are proud of our polite ways.

ENGLISH IV Date: ____________ I. OBJECTIVE: Identify the degree of comparison of the adjective. Values: Be health conscious

II. SUBJECT MATTER: Identifying the Degree of Comparison of the Adjective References: PELC 9.1 Speaking, 9 Listening, 9 Writing; Stairways to English 4, pp. 111-115 (Language) Materials: pictures, charts, flashcards real object. III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: Encircle the words that describe the underlined word in each sentence. 1. There are about a hundred small islands in a long body of water. 2. You'll have a comfortable and enjoyable trip. 2. Motivation: "Health is Wealth" Do you agree? Why? The children in the picture try to keep fit and healthy. B. Presentation: 1. Listening to the conversation. 2. Answer the following questions. a. What did the two girls see on the bulletin board? b. What did Cheryl ask Lynn to do? 3. Infusion Value What do we need to do to keep our body fit and healthy? 4. Skills Development Read the following sentences on the board. 1. Lyn is healthy girl. 2. But Cathy is healthier than Lynn. 5. Generalization: What are the three degree of comparison of the adjective? 6. Practice Exercises: a. Guided Exercises: Underline the correct form of adjective in the parenthesis to complete each sentence and identify the degree of comparison. 1. The (small, smaller, smallest) fish in the Philippines is found in Lake Buhi. 2. Pangasinan is (near, nearer, nearest) to Baguio than Manila. b. Independent Exercises: Encircle the adjective in each sentence and identify the degree of comparison. 1. Carabao is the biggest animal in our country. _________________. 2. Lucban Bridge in Cagayan is a long bridge. ______________.

IV. EVALUATION: Write the correct form of adjective in the parenthesis to complete each sentence and identify the degree of comparison. 1. The Intercontinental Hotel is (tall) than the Garden Hotel. 2. The Philippine has the (long) Christmas season in the world. 3. The dictionary is the (thick) of all the books. V. ASSIGNMENT: Copy the adjective in each sentence and identify the degree of comparison. 1. Which is heavier a kilo of rice or a pound of sugar? __________ 2. Moriones is the most colorful festival. __________. 3. Sharks look the meanest of all fish. _________ 4. Ostrich is a tall bird. _________ 5. Which is more delicious mango or caimito? ___________

ENGLISH IV Date: ____________ I. OBJECTIVE: Use the positive comparative and superlative form of regular adjective. Values: Love of Country

II. SUBJECT MATTER: Using the Positive, Comparative and Superlative Form of Regular Adjective References: PECL 9.1 Speaking, 9 Listening, 9 Writing Materials: pictures, flashcards, real objects III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: What are adjectives? What are the 3 degrees of comparison of the adjective? 2. Motivation: Show pictures of. tourist spots, costumes, dances and heroes. let them describe each picture. What made our country beautiful? B. Presentation: 1. Let them read the poem. We Love Our Country, the Philippines 2. Comprehension Check-up a. What made our country beautiful? b. What are the things that we need to be proud of? 3. Infusion of Value What value were shown in preserving and conserving our natural resources of our country's wealth? 4. Skills Development Read these sentences on the board. 1. Laguna is a cool place. 2. It is cooler in Tagaytay than in Laguna. 3. But the coolest among the three places is Baguio. 5. Generalization: When do we use the positive, comparative and superlative degree of comparison of the regular adjective? 6. Practice Exercises: a. Guided Exercise: Group Activity: Distribute flashcards in each group. Let them read the sentences on the board. Choose the flashcards that contains the correct form of adjective to complete each sentence. 1. Sharks are the ______ fish of all. 2. The San Agustin Church in Manila is the _________ church in the Philippines. b. Independent Exercise Choose the correct form of adjective to complete each sentence. Write the letter of the correct answer. 1. The Marcos Bridge, which is more than 2 kilometer is the _________ in Asia a. long b. longer c. longest

IV. EVALUATION: Read the following situations. Write the correct form of the adjective in the parenthesis to complete the sentences. 1. Cheryl puts one cube of ice in her calamansi juice. Edmund puts two. But Cathy puts three cubes. Cathy's juice is (cold). Cheryl's juice is ,(cold) than Edmund's juice. 2. Cathy is (heavy). She weighs 30 kilos. Cheryl weighs 25 kilos. She is (light) than Cathy. Edmund is 35 kilos. He is the (heavy) of the three children. . V. ASSIGNMENT: Give the er and est form of the following words. Use in sentences. Posivite Comparative Superlative 1. safe ______________ ______________ ______________ 2. nice ______________ ______________ ______________ 3. clear ______________ ______________ ______________ 4. noisy ______________ ______________ ______________ 5. white ______________ ______________ ______________

ENGLISH IV Date: ____________ I. OBJECTIVE: Write a one or two sentence ending to a given real situation. Values: Orderliness

II. SUBJECT MATTER: Writing a One or Two Sentence Ending to a Given Real Situation. References: BEC p. 21, Fun in English 4 Reading 144-145 Materials: chart, sentences on strips of paper. III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: Recall how stories show by episodes either on radio/TV end episode. The viewers guess what will happen next. 2. Motivation: Did you watch the last episode of Pangako Sa lyo? Did you have the right guess to its ending? B. Presentation: 1. Present pupils to act out the play. a. a boy who cut his class b. Lina fixed her toys after playing 2. Comprehension Check-up a. Who fixed her toys? b. What will happen to Lina, the teacher and the boy? 3. Write their answers on the board and let them give justification. 4. Here are other situations. Write down a one or two sentence about its ending. a. The girl is the most spoiled among the three children. b. Marla's teacher noticed that she was not answering her text. 5. Discuss their answers and decide what is possible ending. C. Generalization: How will you know the ending of a given situation? D. Exercises: Divide the pupils into six group then as A and B. A group will three situations and group B will write a one or two sentence ending IV. EVALUATION: Write a one or two sentences ending to a given real life situation. 1. There is a heavy rain for 2 consecutive days and streets are flooded. 2. A boy was caught stealing food in the store. V. ASSIGNMENT: Watch your favorite TV program and write its possible ending.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write possible about given situations. Values: Health Consciousness

II. SUBJECT MATTER: Writing Possible Effects About Given Situations References: BEC p. 21 Fun in English IV Reading pp. 97-98 Stairways to English Reading pp.42-43 Materials: things for rainy season III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Review: Underline the cause and encircle the effect in each sentence. 1. Nida brushes her teeth, she has a set of beautiful and healthy teeth. 2. Nick slept early, he was tired. 2. Motivation: Show pictures of objects for rainy season. Let the children tell something about it. B. Presentation: 1. Today you are going to listen to a story "A Stormy Day". 2. Reading of the story by the class best reader. (Stairways to English 4 Reading pp. 42-43) 3. Comprehension Check-up 1. What happened because of the following: a. flood b. rain 2. How can you prevent sickness during rainy season? C. Generalization: What is cause? Effect? D. Exercises: a. Guided Divide pupils mw groups. Write sentences showing effects. 1. The Old Man needs money. 2. The yard is free from stagnant water. b. Independent Exercise Write possible effect about the given situation. 1. Randy didn't brush her teeth. 2. The grass did not get water. IV. EVALUATION: Write possible effect of the given situation. 1. The school is too far away from home. 2. Tony answered , his assignments. 3. She forgot her camera.

V. ASSIGNMENT: Write sentences that show causes or effects.

ENGLISH IV Date: ____________ I. OBJECTIVE: Compose riddles from a given stimuli Values: Alertness of mind

II. SUBJECT MATTER: Composing Riddles Descriptive Words References: PELC 9, p. 19 Materials: chars III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Guessing Game About our heroes - Who was the Brain of Katipunan? - Who was the Hero of Tirad Pass? - Who was the author of Noli and Fili? B. Presentation: 1. Study the semantic web. can you guess what is being described? 2. Let us compose a riddle out of this semantic web. It is a tiny fragrant flower. It is white as snow. It is used in making lei. It is our national flower. C. Skill Development: 1. Discussion What words are used in composing the above riddle? D. Generalization: How do we compose riddles? E. Practice Exercises: Group Activity: 1. Make a semantic web on any occupation. 2. Compose riddles based from your semantic web. IV. EVALUATION: A. Make a semantic web on the following: 1. stone 2. Jose Rizal B. Compose riddles based from your semantic web. V. ASSIGNMENT: Make two semantic web and compose 2 riddles out of it.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write slogan from a given stimuli Values: Conservation of Forest Resources

II. SUBJECT MATTER: Writing Slogan Save Our Forests References: PELC 9, p. 19; Everyday English 4 (Reading) p. 155-157 III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Brainstorming Why is forest important? B. Presentation: 1. Group Activity Divide the class into 3. let them prepare a skit about forest conservation and importance of forest based from the selection on pp. 155-157 2. Group Presentation of skit 3. Evaluation of skit Are the importance and conservation of forest portrayed in the skit? 4. Value Infusion How do we conserve our forest? C. Skill Development: 1. Discussion What is a slogan? It is brief. Not more than 10 words. Presence of rhyming words. This is a catch word about a topic giving message to a reader. 2. This is an example of slogan based from the activity presented. 3. Group Activity Make your own slogan based from the activity presented. (to be written in Manila paper) 4. Presentation of Slogan by group. D. Generalization: What is a slogan? How do we write it? E. Practice Exercises: Group Activity 1. Write slogan about the pictures in the board. (Picture of seas and rivers with fisherman catching fish) 2. Illustrate your slogan in a poster. IV. EVALUATION: 1. Write a slogan based from the celebration of Nutrition Month. 2. Draw a poster about this slogan. Green Mind, Green Heart, Green Thumb

V. ASSIGNMENT: Write a slogan about Alay Lakad. 1. A fish (can. May) swim. 2. (Can, May) I read your book? 3. Boys (can. May) run faster than girls. 4. Mother (can, may) I join the field trip? 5. (Can. t-1ay) you go home alone?

ENGLISH IV Date: ____________ I. OBJECTIVE: Write an announcement from a given stimuli Values: Being Up to Date

II. SUBJECT MATTER: Writing an Announcement References: BEC PELC Writing 9, p. 19 Stairways to English 4 Language pp.49-54 Materials: cartolina, pentel pen, crayons, ruler III. LEARNING ACTIVITIES: A. Preliminary Activities: 1. Checking of assignment 2. Review Writing slogans about the UnitedNation's Day Celebration. 3. Motivation What important announcements are in the school bulletin board today? B. Presentation: Present and read these announcements There will be a practice of all rondalla members on Wednesday, December3 in Room 107 at 2:00 o'clock p.m. Bring the necessary instruments. C. Generalization: What are the information items in writing an announcement? D. Practice Exercises: a. Guided Practice Write an announcement on this situation. You would like to let everybody know that the English Club will hold a declamation contest for Grades IV, V and VI while recitation for Grades I, II and III. Put any date, time and place you want. Follow any format. IV. EVALUATION: Write an announcement on this situation. Give the complete information (answer to wh-question) You would like to get the names of pupils who will join toe school outing to any beautiful spot in your province, mention the name of the place as well as the date and time of departure from school. State also the amount for transportation or fare. V. ASSIGNMENT: Write your own announcement somebody or attend your birthday-party.

ENGLISH IV Date: ____________ I. OBJECTIVE: Write a composition for the third formal theme Values: Cleanliness of the surroundings

II. SUBJECT MATTER: Formal Theme Writing References: BEC PELC 9 p.19 Materials: chart III. LEARNING ACTIVITIES: A. Preliminary Activities: Group Activity Game Leader: When I point at your group and say riddle recite a riddle. When I say slogan, give an example of slogan and when I say announcement shout an announcement. B. Presentation: 1. Read the paragraph The Clean and Green Contest pp.130 2. Comprehension Check-up: What is the theme of the paragraph? What were used in the paragraph? C. Skill Development: 1. Vocabulary Development. 2. Discussion on the parts of a composition 1. What are the parts of a composition? 2. What should be your title if the topic is family? 3. Composition Writing Group Activity Write a composition using these Juide questions. 1. What is a family? 2. Who are included in the family? 3. What is the role of each member of the family? 4. Group presentation of composition in Manila paper. D. Exercise Write a composition using these gUide questions. 1. Who was Jose Rizal? 2. What are his characteristics? 3. What makes him famous? IV. EVALUATION: Transfer your composition in your formal theme notebook. V. ASSIGNMENT: Write a composition about your favorite teacher.