Grade 4 English DLL 1st Quarter Week 6-9 - Anna Pearl Darling Rupisan

Republic of the Philippines
Department of Education
Region XII
Division of Kidapawan City
Kidapawan City
Daily Lesson Log in English 4
Grade __4___
Quarter First
Week 6 Day 1
I.OBJECTIVES
A. Content Standards Demonstrates understanding of text types to construct feedback.
B. Performance Identifies story perspective and text elements.

Standard
C. Learning 1. Understand that one should listen only to sound advice EN4LC-If-
Competencies/ 1
Objectives 2. Infer about feelings, traits of characters from situation listened to.
EN4LC-If-1
II.CONTENT Inference (Feelings and Traits)
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s P64-66
Guide
2. Learner’s P54
Materials
3. Textbook
pages
4. Additional Story: The Old Man, His Son and The Donkey an adaptation
Resources from Aesop TG pp. 66
Refer to LM pp. 60 Read and Learn: Poem/Song: Happiness
5. Other Learning Pictures, smileys, charts, audio-visual presentation, flashcards
Resources
IV.PROCEDURES
A. Reviewing Who usually gives you some advice? Do you listen to him/her?
previous lesson
or presenting the Show a drawing of an old man, his son, and a donkey. Ask: “To
new lesson whom did the old man and his son listen to?”
B. Establishing the Motive Questions:
purpose for the Show a drawing of an old man, his son, and a donkey. Ask: “To
lesson whom did the old man and his son listen to?”
C. Presenting Ask: “What do you think the old man and his son did?”
examples Before you read the story, let’s answer this activity first to help you
/instances of the understand the story better.
new lesson Unlocking of difficulties
a.fool
Say: “The man is fool to wear a jacket on a hot summer day. People
laugh at him and think he is stupid. What word in the second
sentence means the same as fool?
b. loose
Say: “The rope that tied the chicken got loose. So, it set itself free.
What word in the second sentence gives a clue to the meaning of
loose?”
c. please
Say: “Yesterday, I prepared to surprise my mother. I tried hard not

to make her angry by doing all chores. I want to
please her. I want her to be happy on her birthday. What words in
the fourth sentence give the meaning to please?
D. Discussing new Read the story: The Old Man, His Son and The Donkey an
concepts and adaptation from Aesop
practicing new
skills #1
E. Discussing new Read the story to the pupils. Ask prediction questions at some parts
concepts and of the story.
practicing new
skills #2 “The Old Man, His Son and a Donkey”
F. Developing Retell the story using the story star. Say something about the
mastery feelings and traits of characters in the story from the sentences your
teacher will read.
Refer to LM “Do and Learn”
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making What are you going to do in order to have good fortune?
Generalization
I. Evaluating Direction: answer the question below.
learning
*If you were the character in the story, what will you do in order to
have a good journey to the market?
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of learners ___ of Learners who earned 80% above
who earned 80% in
the evaluation
B. No. of learners ___ of Learners who require additional activities for remediation
who require additional
activities for
remediation/ scored
below 80%
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require remediation
E. Which of my Strategies used that work well:
teaching strategies
worked well? Why did ___ Group collaboration
these work?
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did __ Bullying among pupils
I encounter which my
principal or supervisor __ Pupils’ behavior/attitude
can help me solve?
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils

G. What innovation or Planned Innovations:
localized materials __ Localized Videos
did I use/discover __ Making use big books from
which I wish to share views of the locality
with other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Flashcards
__Pictures
Region XII
Kidapawan City
Grade __4___
First Quarter
Week 6 Day 2
I.OBJECTIVES
A. Content Demonstrates understanding that reading is a wide range to texts
Standards provide pleasure and avenue for self-expression and personal
development.
B. Performance Write a comic strip, news report in response to a story listened to.
Standard
C. Learning Tell the feelings of characters in the story listened to
Competencies/ EN4OL-If-3
Objectives
II.CONTENT Inferring feelings of characters in the story
III.
LEARNING
RESOURCES
A. Reference
Guide
2. Learner’s P54-56
Materials
3. Textbook
pages
4. Additional Continuation: Story: The Old Man, His Son and a Donkey.”
Resources The Lion and the Mouse (for guided practice) TG pp. 68
5. Other Learning Chart, flashcards, pictures
Resources
IV.PROCEDURES
A. Reviewing Review the Story The Old man, His Son and a Donkey if possible try
previous lesson or to ask questions from the story to refresh the pupil’s mind.
presenting the new
lesson
B. Establishing the Read the poem to the pupils and afterwards let the pupils read it, this
purpose for the will help them in short and long vowel sounds words.
lesson I’m Home
(anonymous)
Wearing earrings made of acorn

Mom puts in the oven eggplants with a corn
She washes my school uniform
And brush the umbrella I used for the storm
I told her about the leaf of a grass

Carried by the ants I saw in the overpass
I asked if ants has an igloo
And do they have their own island in the zoo?
Unlocking of difficulties
Picture Clue. Match the name from column B to it’s picture to column
B.
Column A Column B
1. Anxious
2. Scared
3. Lonely
4. Happy
C. Presenting B. Post Listening

examples 1. Engagement Activities
/instances of the
new lesson Divide pupils into groups.
Group 1 Show in a comic strip when the old man, his son, and the
donkey met the different people
Group 2 Show a live news report about what happened to the old
man, his son, and the donkey.
Group 3 Make a card that will make the old man and his son feel
good.
Ask: How do you feel about the Story?
D. Discussing new Say: “Listen to the following sentences from the story The Old Man,
concepts and His Son and a Donkey’.
practicing new
skills #1 1. As they were walking along, a countryman passed them and said,
“You fools, what is a donkey for but to ride upon.”
Ask: “What did the man say about the old man and his son?” (fools)
2. But soon, they passed a group of men, one of whom said. “See that
lazy boy; he lets his father walk while he rides.”
Ask: “What did one of the man say about the boy?” (lazy)
3. They thought and they thought till at last they cut down a pole, tied
the donkey’s feet at it, and raised the pole and carried the donkey on
their shoulders. They continued walking in the middle of the middle of
the laughter of all who met them.
Ask: “What did the old man and his son do to the donkey?
What does this action tell about the old man and his son? (foolish,
stupid, simple-minded)
What did the people think about this action or scene? (funny, foolish,
stupid)
E. Discussing new Ask: “How were you able to tell or guess the trait or the characters?
concepts and What did you look for in the statements or texts that helped you guess
practicing new the trait or feeling of the characters in the story?”
skills #2
We can infer or guess the traits and feelings of characters
by what they say, what others say about them, by what they
think and feel, and by what they do.
Ask: Show smiley of different feelings (happy, sad, surprised, excited,

etc.)
Ask: “When do you feel happy?”

“When do you feel sad?”
“When do you feel excited?”
Speaking Prompts: I feel happy….

I feel sad….
The last time I feel excited was…
Read the story “The Lion and the Mouse” refer to TG pp. 68
F. Developing Choose the best word that completes the sentence.

mastery 1. The lion roared at the mouse, put his paws over her and said, “I
will eat you.” The lion was ____________
A. playful B. powerful C. tearful
2. The mouse was ______ the lion.
A. afraid of B. angry with C. ashamed of
3. The lion laugh and said, “I am strong. How could you ever help
me?” The lion thought that the mouse was ______.
A. foolish B. selfish C. serious
4. The lion tried to break the net, but the rope was strong. The lion
felt ____
A. Careless B. friendly C. helpless
5. “You saved my life. Thank you,” said the lion to the mouse. The
lion was ____.
A. cheerful B. thankful C. thoughtful
G. Finding practical In life we should not be full of ourselves. We have to think that
applications of everyone small or big, fat or thin has it’s own strength that might be
concepts and skills helpful to others or to us later in out life.
in daily living
H. Making From the story what can you say about the Lion? The mouse?
Generalization What character did the lion bestowed in the story?
How can we infer or guess the traits and feelings of characters?
I. Evaluating Tell the feeling or trait of the character.
learning • “You must be very tired, Father. You have worked all day. May
I help you row the big boat?” said the child. What does the
child feel? (angry, sad, worried). We can tell that the child is
(respectful, concerned, kind).
• “Snake! Snake!” cried Blanca who jumped out of the barn.

Blanca was (happy, afraid, angry).
• “Oh! Father,” said the little frog. “I just saw the biggest animal
in the world. You have never seen an animal that was as big as
a hill. It had horns on its head.” The little frog was (surprised,
tired, ashamed).
• “I can make myself as big as he is,” said the old frog. The old
frog is (excited, proud, terrific). We can tell that the old frog
was (helpful, boastful, shameful).
• “I cannot fly! I shall fall! I know I shall fall!” said the little hawk.
The little hawk was (sad, weak, nervous).
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of ___ of Learners who earned 80% above
learners who
earned 80% in the
evaluation
B. No. of learners ___ of Learners who require additional activities for remediation
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lessons work? No.
of learners who ____ of Learners who caught up the lesson
have caught up with
the lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require remediation
E. Which of my Strategies used that work well:
teaching strategies
worked well? Why ___ Group collaboration
did these work?
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction

___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties __ Bullying among pupils
did I encounter
which my principal __ Pupils’ behavior/attitude
or supervisor can
help me solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils

G. What innovation Planned Innovations:
or localized __ Localized Videos
materials did I __ Making use big books from
use/discover which I views of the locality
wish to share with __ Recycling of plastics to be used as Instructional Materials
other teachers? __ local poetical composition
__Flashcards
__Pictures
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 6 Day 3
I.OBJECTIVES
A. Content Standards Demonstrates command of the convention of standard English
grammar and usage when writing or speaking
B. Performance Speaks and writes using good command of the conventions of
Standard standards English.
C. Learning Write possessive for of the noun.
Competencies/ EN4G-If-5
Objectives
II.CONTENT Using possessive nouns
III. LEARNING
RESOURCES
A. Reference
1.Teacher’s Guide P69-70
Materials
3. Textbook pages VIBAL RAINBOW ENGLISH GR. 4 pp.248-250
4. Additional
Resources
5. Other Learning Chart, flashcard, pictures
Resources
IV.PROCEDURES
A. Reviewing Do the activity in LM: Find out and Learn pp. 54-56
previous lesson or
presenting the new (Answer the activities for application from previous lesson)
lesson
B. Establishing the Show a picture of a child holding something like bag, shoes etc.
purpose for the Better use realia showing possession/ownership.
lesson
Example: Whose bag is this? (with picture)
- This is Ana’s bag.
Ask: Whose paid of shoes is this? With picture)

- This pair of shoes is Pedro’s.
C. Presenting Let the pupils read the following words:

examples /instances
of the new lesson 1. Today is Josid’s birthday
Ask: Whose birthday today?
2. I went to Aling Nina’s Sari-sari Store in the corner of the street

to buy food.
Ask: Whose sari-sari’s store is in the corner of the street?
3. I bought my new clothes at Lopue’s Department Store.

Ask: Where did you buy your new clothes?
D. Discussing new Possessive Pronouns express ownership or possession.

concepts and
practicing new skills  To make most singular nouns show possession, add an
#1 apostrophe s. (‘s)
 However, for singular nouns that ends with -s, add an
apostrophe after -s to show possession. (s’)
For plural nouns that ens in -s, add an apostrophe after the s to
show possession. (s’)
E. Discussing new Write the correct possessive form of the given noun in the blank.
concepts and
practicing new skills It will be (birthday of Mika)_________ next Saturday. Her
#2 parents are preparing a party for her. Mother ordered the
birthday cake at (the bakeshop of Agnes) ________. She has the
invitations printed at (the print House of Macy)__________
F. Developing Tell something about each of the family members’ favorite things
mastery or activities. Use possessive nouns.
” Example: “My father’s favorite shirt is a red polo shirt.” “My
mother’s chocolate cake is everybody’s favorite.” My brother’s
toy car is a gift from his friend.”
G. Finding practical
applications of
concepts and skills
in daily living
H. Making How are we going to show possession to express ownership?
Generalization
I. Evaluating
learning Direction: Write the possessive form of the following:
1. license of driver-
2. hose of firefighter-
3. baskets of vendors-
4. keys of clerk-
5. dress of Sheila-
J. Additional Write the correct possessive form of the given noun in the blank.
activities for
application or She will be preparing (favorite of Mika) ________ party food.
remediation Meanwhile, Father bought some pink and white balloons at (the
Toy Balloons of Coco)___________. All of the (friends of the
children) ___________ are invited. Mika cannot seem to wait for
Saturday. She is very excited.
V.REMARKS
VI.REFLECTION
A. Number of learners
who earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 6 Day 4
I.OBJECTIVES
A. Content Demonstrates understanding of writing as a process
Standards
B. Performance Uses a variety of strategies to write informational and literary
Standard compositions.
C. Learning 1. Use context clues to find the meaning of unfamiliar words
Competencies/ EN4WC-Ie-f-5
Objectives 2. Write a poem/note as a response to the poem read. EN4WC-Ii-6
II.CONTENT Using Context Clause and writing notes from poem
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional Chart, flashcard
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing Refer to LM p. 59 Think and Tell
previous lesson
or presenting the
new lesson
B. Establishing Refer to LM, p. 60, Read and Learn.

the purpose for
the lesson
C. Presenting 1. Unlocking of Difficulties
examples a. secret
/instances of the Say: “Marie is preparing a surprise gift for her mother. She wants to
new lesson keep it a secret. She sees to it that nobody would know about it
except her. If somebody would know about it, is it still called a
secret?”
b. whistle Make a whistling sound.

Say: “What sound did I make? It is called a whistle. Try to whistle
too.”
c. firefly Show a picture of fireflies.

Say: “These are fireflies. When do we usually see fireflies? Why do
you see fireflies in the dark?”
2. Refer to LM. P. 61 Find out and Learn
D. Discussing Say: “Today, we are going to read a poem/song entitled Happiness.

new concepts This is a song from the TV special You’re a Good Man Charlie
and practicing Brown. What things make the person in the poem/song happy?”
new skills #1
Present the poem/song in a chart by reading it aloud while the pupils
listen, then later let the pupils read/sing it aloud too. Refer to LM,
Read and Learn.
Divide participants into 3 groups. Group 1: In picture cards,

draw meanings of happiness.
Group 2: Draw the happiest place/s for you. Say something
about it. Group 3: Sing a happy song.
Ask: According to the poem, what is happiness? (Group 1 will

show their picture cards)
Why does the poem say that all of these make people happy?
What makes you happy? Why do these make you happy?
(Group 2 will show and say something about their drawing)
What do you do when you are happy? (Group 3 will sing a
happy song)
Does everything that you love make you happy? Do you love
doing the things that make you happy? Why? Why not? Who
makes you happy? How can you make others happy in return?
Let the class do a choral recitation.
E. Discussing An acrostic is a poem in which the first letter of each line

new concepts spell out a word or phrase.
and practicing
new skills #2
Example:
Keeping a friend
In good times and
Never leaving them
During bad times
F. Developing Direction: Write an acrostic poem about “Happiness”. Think of a word
mastery or phrase using the letters in the word “TELL”
TELL
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making What is acrostic?
Generalization
I. Evaluating Direction: Write an acrostic poem about “Happiness”. Think of a word
learning or phrase using the letters in the word “Shoes”
SHOES
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require additional
activities for
remediation who
scored below
80%
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 6 Day 5
I.OBJECTIVES
A. Content Demonstrates understanding of the elements of informational text of
Standards comprehension
B. Performance Read words, phrases, poems, and stories with compound words
Standard
C. Learning Identify meanings of unfamiliar words through structural analysis
Competencies/ (compound words and their components) EN4A-IIa-1
Objectives
II.CONTENT Compound Words
III. LEARNING
RESOURCES
A.Reference
1. Teacher’s 73-74
Guide
2. Learner’s 63-64
Materials
3. Textbook
pages
4. Additional Chart, pictures, flashcards
Resources
5. Other Learning Audio-visual presentation
Resources
IV.PROCEDURES
A. Reviewing Recitation of poem Happiness
previous lesson
or presenting the
new lesson
B. Establishing Refer to LM, Find Out and Learn. Say: “Let us read these words.”
the purpose for
the lesson ice cream nighttime
anyone firefly
anything daytime
C. Presenting Ask: “What do you notice about the words?”

examples “How many words make up each word?”
/instances of the “What two words make up the word ice cream, firefly, daytime,
new lesson nighttime, anyone, and anything?”
“Does each word that makes up the compound word give a different
meaning?”
“When combined, does the meaning of the word change?”
Say: “The words we have read are called compound words.” “What
are compound words?”
D. Discussing A compound word is made up of two words. Its meaning is different
new concepts from the meaning of each word that makes up the compound word.
and practicing
●Some compound nouns are made up of two short words that
new skills #1
appear together as one.
Examples: backyard grandmother wallpaper doormat
●The hyphenated compound noun is formed when two or more

words are connected by a hyphen.
Examples commander-in-chief father-in-law
●Some compound nouns are written as two words.

Examples: lawn tennis water lily fairy tale
E. Discussing In a group. Read the poems. Identify and underline the compound
new concepts nouns.
and practicing 1. My house is at the hillside.
new skills #2
Where a tree nearby has a beehive
One day, a careless passerby
Bumped into it and let the bees fly
Why he did it
I don’t know why.
2. I’m always happy to take a walk with my Lola
Near her house is a path that leads to marvelous sights:
Grasshoppers jumping on a sea of sunflowers
Butterflies fluttering over bluebells, buttercups, and sweet peas
A sunbeam catching a ladybug hiding in a rose bush
A pair of love birds playing in a bird bath
F. Developing Form compound words from the word pairs.
mastery
1. class + mate =
2. tooth + paste =
3. meat + balls =
4. sugar + cane =
5. home + work =
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making What is compound nouns?
Generalization
I. Evaluating Creating Compound Words
learning
Remember that a compound word is make up of more than one word.
A compound word has a different meaning than the words that make
it up.
Example = lunch + room = lunchroom (a room where you eat lunch).
Make a compound word by using a word from the first list and a word
from the second list. Write your word on the line provided, and write
the meaning of the word. Make 12 words.
List One:
Foot Rain Fire Snow Hair
List Two:
Ball Bow Storm Man Spray
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________
9. __________________________
10. _________________________
11. _________________________
12. _________________________
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of learners
who require
additional
activities for
remediation/
scored below
80%
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: Anna Pearl Rupisan

Region XII
Kidapawan City
Grade __4___
Quarter First
Week 7 Day 1
I.OBJECTIVES
A. Content Demonstrates understanding of the elements of informational
Standards text of comprehension
B. Performance Recall detail, sequence of events and shares ideas on texts
Standard listened to
C. Learning Sequence the events from the story or Narrative.
Competencies/ EN4LC-Ig-1
Objectives
II.CONTENT Literature Story: The Mouse at the Seashore by Arnold Lobel,
Me and My World I
Short Poems: Shakira Shepherd (Adaptation) Sheila sells
Seashells (Adaptation) The “Ch” Food Song
Sequencing Events from the Story
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional Chart, flashcards
Resources
5. Other Audio-visual presentation
Learning
Resources
IV.PROCEDURES
A. Reviewing Unlocking of Difficulties.
previous lesson Read the words. Figure out the meaning of these
or presenting words/phrase as
the new lesson used in the sentences.
journey decided seashore bruised and bloodied
It was summer. The Solomon family wanted to go on a

journey. Dad wanted to go to Cebu. Mom wanted to go to
Bohol. Mark and Benedict wanted to go to Boracay. They
love going to the ocean.
In the end, the family decided to go to Boracay. They
went to the seashore right away. The sand on the beach
was fine and white. There were boats with white sails on
the blue sea.
Mark built a sand castle. Benedict decided to ride a
bike but he bumped into a rock and fell. He got all bruised
and bloodied.
Benedict was sad. He could not swim that day.
Refer to LM p. 65 Think and Tell
B. Establishing Say: What comes to your mind if you see the word seashore?
the purpose for What are the things you can see in it?
the lesson
C. Presenting Say: “You are going to listen a story about a mouse who wants
examples to go to the seashore. Will it be easy for him to reach the
/instances of seashore? Let us find out the answers to these questions after
the new lesson listening the story The Mouse at the Seashore.
D. Discussing Say: “I am going to read to you the book entitled Mouse at the
new concepts Seashore by Arnold Lobel. Listen carefully. Be ready to
and practicing answer the questions I will ask at certain parts to check
comprehension.”
new skills #1
Refer the story, “Mouse at the Seashore” in TG p. 76
E. Discussing Answer the following questions:
new concepts
and practicing 1. Who was going on a trip to the seashore?
new skills #2
2. What did his parents say?
3. . Did he still push through his plans?
4. What happened to him on his journey to the seashore?
5. What happened in the first light of dawn?
6. What happened by the afternoon?
7.When and how did he reach the ocean he has been

dreaming to see?
F. Developing Answer the following questions:
mastery
1. What kind of mouse is he? If you were the mouse, would
you take same action as he did? Why or why not?
2. What have you learned from the story “The Mouse at the
Seashore?”
G. Finding Answer the following questions:

practical
applications of 1. Do you have a dream/an ambition in life? What is it?
concepts and
2. What will you do to achieve your dream/ambition?
skills in daily
living 3. If you meet a challenge along your way, will you give up?
Why or why not?
H. Making What will you do to achieve your goals in life?
Generalization
I. Evaluating Sequence the events from the story write the numbers 1, 2, 3,
learning 4, 5 inside the heart before each number.
1. “We are very alarmed”, they cried. “The world

is full of terrors. You must not go!”
2. A mouse told his mother and father that he

was going on a trip to the seashore.
3. By afternoon, the Mouse had been attacked

by birds and dogs. He had lost his way several times.
4. Early the next day, the Mouse began his

journey. Even before the morning had ended, the Mouse came
to know trouble and fear.
5. The moon and the stars began to appear over

the ocean. The Mouse sat silently on top of the hill. He felt very
happy and peaceful.
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
H. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
I. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 7 Day 2
I.OBJECTIVES
A. Content Demonstrates understanding of verbal and non-verbal
Standards elements of communication to respond back
B. Performance Uses paralanguage and non-verbal cues to respond
Standard appropriately.
C. Learning Make inferences and draw conclusions based on a literary or
Competencies/ expository text.
Objectives EN4RC-Ig-5
II.CONTENT Making Inferences and Drawing conclusions

III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional Chart, flashcards, activity card
Resources
Learning
Resources
IV.PROCEDURES
A. Reviewing Recall the story about The Mouse at the Seashore.
previous lesson
or presenting
the new lesson
B. Establishing Ask questions to track pupils comprehension.
the purpose for
the lesson
C. Presenting Group the pupils into four groups. Act out the some of the
examples major scenes in the story. Assign roles to pupils and
/instances of encourage them to be as expressive as the characters in the
the new lesson story.
D. Discussing Presentation by group:
new concepts
and practicing Group 1: Draw Me
new skills #1 Ask: “Have you tried going to the beach/sea?”
Say: “Draw a beach/sea and say something about it.”
E. Discussing Presentation by group:

new concepts
and practicing Group 2: I See
new skills #2
Ask: “What are the things you’ll see in a beach/sea?”
Say: “Write the things that you can see in a beach/sea and
show them to the class”
F. Developing Group 3: My Checklist

mastery
Ask: “What are things that you bring when going to a picnic at
the beach/sea?”
Say: “Draw and write a checklist of the things you might bring
when going on a picnic at the beach. Explain the reason of
bringing these things.”
Group 4: Listen to Me
Ask: “What will be your advice to your sibling/friend if he will

go to the beach one day?”
Say: “Write a letter of advice to your sibling/friend. Read you

letter to the class.”
G. Finding Process the group outputs.
practical
applications of
concepts and
skills in daily
living
H. Making What can you say about the activity we just did a while ago?
Generalization What do you do to express your self or your ideas with others?
I. Evaluating Use rubrics/assessment tool in evaluating learning.
learning
J. Additional Assignment:
activities for Direction: Write a friendly letter about your trip to any
application or destination or if you haven’t been to any place, you may share
remediation your experiences of how you spent your summer vacation at
your own place.
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation/
scored below
80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 7 Day 3
I.OBJECTIVES
A. Content Demonstrate understanding of text elements to comprehend
Standards various texts
B. Performance Use knowledge of text types to correctly distinguished literary
Standard from informational texts.
C. Learning Read words, phrases, poems, and stories with accuracy.
Competencies/ EN4F-Ig-7
Objectives
II.CONTENT Diagraph
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
Resources
Learning
Resources
IV.PROCEDURES
A. Reviewing Recall the details of the story The Mouse at the Seashore.
previous lesson
or presenting
the new lesson
B. Establishing Tongue Twister Refer to LM. P 68, Think and Tell
the purpose for 1. There was a fisherman named Fisher
the lesson Who fished for some fish in a fissure.
Then a fish with a grin pulled the fisherman in and now they’re
fishing the fissure for Fisher!
2. Sherman shops at cheap chop suey shops.
C. Presenting Teaching chart
examples
/instances of the A diagraph is a single sound or phoneme which is represented
new lesson by two letters.
-/sh/
-/ch/
D. Discussing Compare how the following words are pronounced.
new concepts Listen as the teacher reads the word. Then, read after the
and practicing teacher.
new skills #1 /sh/ /ch/ /k/ /sh/
(Explicit shore change choir chemise
Teaching) wish church chorus chic
shoreline chores choral parachute
shell children chaos chandelier
shop chant school Chantal
shepherd chart schedule Chicago
E. Discussing Refer to LM p69 DO and learn
new concepts
and practicing
new skills #2
F. Developing Read the phrases and underline the words with sh and ch
mastery properly. Tell whether the word has /ch/, /k/, and /sh/ sound.
a wide shoreline
wish for the best
change for the better
a good shepherd
studious children
a hectic schedule
a choir of angels
an old church
a parachute ride
a beautiful school
G. Finding Process the group outputs.
practical
applications of
concepts and
skills in daily
living
H. Making How are we going to read words, phrases, poems, and stories
Generalization with accuracy?
I. Evaluating Direction: Look for words in the poem with sh and ch sounds.
learning Classify these words according to their sound. Write them on
the appropriate column. Refer to LM pp. 70
sh sound ch sound
J. Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 7 Day 4
I.OBJECTIVES
A. Content Demonstrates understanding of the conventions of standard English
Standards grammar and usage when writing or speaking..
B. Performance Speaks and write using good command of the conventions of
Standard standard English..
C. Learning Identify and use concrete and abstract nouns.
Competencies/ EN4G-Ig-6
Objectives
II.CONTENT Abstract and Concrete Noun
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
Resources
Learning
Resources https://www.havefunteaching.com/resource/second-grade/common-
abstract-concrete-abstract-nouns-worksheet-1/
IV.PROCEDURES
A. Reviewing Direction: Read the words inside the box.
previous lesson
or presenting Beach mouse cat tree
the new lesson dogs peace fear seashore
trouble birds
-What do you call these words?
-Which nouns can be seen, heard, smelled, Which nouns can

be seen, heard, smelled, tasted?
-Which words can be felt?
B. Establishing Show 2 kinds of picture: Abstract and Concrete. Use graphic

the purpose for organizer. Compare and contrast.
the lesson Ask: “Compare the two pictures. What can you say about the
pictures?”
C. Presenting A. Go back to the story. Ask few questions to check pupil’s skill
examples in recalling/retelling details of the story.
/instances of B. Have pupils read the words inside the box.
the new lesson Ask: “Can you find these words in the story? What can you say
about these words?” Pupils will say – they are nouns. Refer to
LM, Think and Tell
D. Discussing Ask: “What were the animals did to the Mouse when they met
new concepts along his way to the ocean?” The words cat, birds and dogs
and practicing are examples of concrete nouns.
new skills #1
Concrete nouns can be seen, heard, smelled, tasted, or felt.
“How did Mouse feel when at last he saw the beach/ocean?”
The words deep, peace, and contentment are words that

cannot be seen, heard, smelled or tasted. They can be felt.
These words are abstract nouns.
E.Discussing Pick out the concrete nouns in each sentence. Write your
new concepts answers in your notebook.
and practicing
new skills #2 1. On Benedict’s 7th birthday, he received a new bicycle, a
remote control toy car, and a ball.
2. John Mark’s mother bought apples, grapes, and mangoes

for him and his brother.
3. Miss Datuin loves reading books, magazines, and

newspapers.
4. Which do you prefer to eat— a banana cake or a chocolate

cake?
5. Do plants need good soil, water, and sunlight in order to

grow?
F.Developing Look for the abstract noun in each sentence. Write them in
mastery your notebook.
1. I should have patience while waiting for Christmas.
2. 2. Bogart had a happy childhood.
3. Humility is seen in her words and actions.
4. Alberto has much pride in his heart.
5. My grandfather Solomon has great wisdom.
G.Finding Tell whether the underlined word is an abstract noun or a
practical concrete noun. Write your answer in your notebook.
applications of 1.I will bring a glass of milk and cookies for my morning snacks
concepts and
tomorrow.
skills in daily
living 2. A new baby brings joy to a family.
3. “Juan Tamad” is a story that speaks of the laziness of the
main character.
4. Courtesy and discipline should be observed when we go to
sacred places.
5. The team Gilas Pilipinas won a trophy for being the first
runner-up during the FIBA Asia Championship 2013
competition.
H.Making What is an abstract noun and a concrete noun?

Generalization
I.Evaluating Read each sentences below. Underline the noun, and
learning determine if it’s an abstract or concrete noun. Write the abstract
or concrete noun on each blank before the number.
______1.My grandfather likes to reminisce about his childhood.
______ 2. Mom and my sister are heading to the dentist.
______3. Sissy gave her uncle a new coffee mug for his
birthday.
______4. If you always tell the truth, you will be trusted by

others.
______5. There are three kittens in the pet store and they are
cute.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
H. Number of
learners who
earned 80% in
the evaluation
I. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
K. No. of
learners who
continue to
require
remediation
L. Which of my
teaching
strategies
worked well?
Why did these
work?
M. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Region XII
Kidapawan City
Grade __4___
Quarter First
Week 7 Day 5
I.OBJECTIVES
A. Content Demonstrate understanding of the conventions of standard
Standards English grammar and usage when writing or speaking..
B. Performance Speaks and write using good command of the conventions of
Standard standard English..
C. Learning Write a letter of apology
Competencies/ EN4G-Ig-6
Objectives
II.CONTENT Abstract and Concrete Noun
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
Resources
Learning
Resources
IV.PROCEDURES
A. Reviewing Review concrete and abstract nouns.
previous lesson
or presenting
the new lesson
B. Establishing The teacher will introduce a new game entitled, Show and Tell
the purpose for to the pupils. Show and Tell will focus on concrete/abstract
the lesson nouns. A pupil will show an object noun to the class and ask
somebody to name it.
C. Presenting Guided activity refer to LM , Learn Some More. Read the
examples sentences carefully. Identify the concrete or abstract noun
/instances of inside the box that fits the noun. Complete the sentence.
the new lesson
D. Discussing Discuss the parts of the letter. Guide the pupils on how to write
new concepts a letter. Better show example of a simple letter.
and practicing
new skills #1
E.Discussing The teacher should tell the Bible story about Noah to the pupils
new concepts if the pupils are not familiar with it.
and practicing
new skills #2
F.Developing Discuss the story refer to LM, talk about it.
mastery
G.Finding
practical
applications of
concepts and
skills in daily
living
H.Making Ask: Do you always follow your parents’ advice? Are there
Generalization some instances in your life when you disobeyed them? Do you
feel sorry after you have done wrong?
I.Evaluating Write a letter of apology to your parents saying how sorry you
learning are for disobeying them.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 8 Day 1
I.OBJECTIVES
A. Content Demonstrate understanding of non-verbal cues to communicate
Standards with others
B. Performance Applies knowledge of non-verbal skills to show respect when
Standard communicating with others.
C. Learning 1. Express feeling and traits of characters in selections listened
Competencies/ toEN4RC-If-4
Objectives 2. Express one’s ideas and feelings clearly EN4A-A-IIa-1
II.CONTENT
III. LEARNING
RESOURCES
A.Reference
1. Teacher’s p82-85
Guide
2. Learner’s P75
Materials
3. Textbook
pages
4. Additional Picture, charts
Resources
5. Other Power point presentation
Learning
Resources
IV.PROCEDURES
A. Reviewing Unlocking/Vocabulary and Concept Development
previous lesson
or presenting A. enchantress
the new lesson
Say: “Maria Makiling is a known enchantress of Mount
Makiling. It is said that she casts bad spells to people who destroy
the mountain. These people either get lost or sick. She also casts
good spells to good people. She does magical things. What words in
the previous sentences above can we associate with the word
enchantress? Can ordinary people do these?”
B. brat
Say: “Lino is a spoiled brat. He disobeys his parents. He does

things his parents do not like him to do. When he wants something,
he wants to get it by all means. Do you know of anyone who is a
brat? Is it good to be a brat?”
d. wreck
Say: “Very strong winds can wreck a house. It can destroy
an entire field and even a big village. What word in the sentences
above is a synonym of wreck?”
e. littering
Say: “Some people litter the ground. They throw garbage

anywhere. What do you mean by littering? Is it a good deed? Why?
Why not?
B.Establishing Have you ever been to a beautiful place? Can you describe the
the purpose for beautiful place you have been to?
the lesson Refer to LM, Think and Tell
C.Presenting Say: “You are going to listen to the story Ema the Enchantress and
examples the Three Brats. How does Ema ‘s place look like?”
/instances of
the new lesson
D. Discussing Present the story Ema the Enchantress and the Three Brats.
new concepts
and practicing
new skills #1
E.Discussing Say: This story was written by Rene Villanueva and illustrated by
new concepts Alfonso Onate and Wilfredo Pollarco.
and practicing
new skills #2
F.Developing Complete the oval diagram to show important elements of the story.
mastery Then, say two or three sentences about it. Refer to LM Try and
Learn p75
G.Finding
practical
applications of
concepts and
skills in daily
living
H.Making How do you feel about the story?
Generalization
I.Evaluating Answer the following questions.
learning
1. Who are the characters in the story?
2. When did the story happen?
3. Where did the story happen?
4. What is the conflict/problem in the story?
5. How was the problem solved?
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 8 Day 2
I.OBJECTIVES
A. Content Demonstrates understanding of writing as a process

Standards
B. Performance Use a variety strategies to write informational and literary
Standard compositions.
C. Learning Write forms of simple composition as a response to stories/poems
Competencies/ read or listened to
Objectives
-notes/letters
-descriptive paragraph
EN4WC-Ig-h-6
II.CONTENT
III. LEARNING
RESOURCES
A.Reference
Guide
6. Learner’s P76
Materials
7. Textbook
pages
8. Additional
Resources
7. Other
Learning
Resources
IV.PROCEDURES
D. Reviewing What story did you listen yesterday?
previous lesson
or presenting
the new lesson
E. Establishing Group activity (4 groups)
the purpose for
the lesson Group 1: draw Ema the echantress’ garden.
Group 2: Make a “wanted” poster for the brats. Describe what each
of them did to Ema’s garden.
Wanted Wanted Wanted

Pat Kalat Pol Putol Paz Waldas
F. Presenting Group 3: Show a charade of how the three brats react and feel
examples when they were punished by Ema the Enchantress.
Group 4: Write an open letter about taking care of the environment.

/instances of
the new lesson
D. Discussing * how does Ema’s garden look like?
new concepts
(group 1 show a drawing of Ema’s garden and describes it)
and practicing
new skills #1 *Who are the three brats? What did the three brats do to Ema’s
garden?
(Show a poster of three brats)
*In what ways do we also destroy our environment?
*How did Ema feel about what they have done to the garden?
E.Discussing *how did Ema punished the three brats?

new concepts
and practicing * how did pol feel about having no plants and water around? Why?
new skills #2
* How did Pat feel about being in a garbage dump? Why?
* how did Paz feel about being in a dark city? Why?
(group 3 shows through a charade how Pol, Pat and Paz react and
feel about their situations.)
F.Developing *Did Ema the enchantress forgive the three brats?

mastery
* if you were Ema would you forgive the three brats? Why? Why
not?
*did the three brats change their ways? How did they show it?
G.Finding *How can we also change our ways towards the environment?
practical
applications of (group 4 reads the open letter about taking care of the
concepts and environment)
skills in daily
*why is it important to take care of the environment?
living
H.Making Can you say something to the three brats about there bad deeds
Generalization based on the story? Let us put it into writings.
I.Evaluating Direction: write a letter of advice to the three brats to help them avoid
learning their bad deeds.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 8 Day 3
I.OBJECTIVES
A. Content Demonstrates understanding of various linguistics nodes to

Standards comprehend various texts
B. Performance Use linguistic cues to appropriately construct meaning from a variety
Standard of texts for a variety of purpose.
C. Learning Read words, phrases and poems with diphthongs oy, ow and oi with
Competencies/ accuracy.
Objectives EN4VRC-Ig-5
II.CONTENT
III. LEARNING
RESOURCES
A.Reference
Guide
2. Learner’s P76
Materials
3. Textbook
pages
4. Additional Chart, pictures, Power point presentation
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing Direction: listen as the teacher reads the paragraph. Notice how
previous lesson he/she pronounces the words in boldface.
or presenting
the new lesson Pol Putol is a big boy. He is one of the three brats. Instead of
playing with toys, he destroys things around him. He cuts trees in a
row.
He does not know about taking care of the environment. He does

not show concern for it.
One day, he he learned a big lesson. He started to change his

ways. He no longer spoils other people’s days. People smile at his
ways. He now enjoys being with people. He has learned to help
Mother earth grow trees.
B. Establishing Direction: Read the words with oy, ow, and oi sounds.
the purpose for
the lesson /oy/ /ow/ /oi/
Boy row spoil

Enjoy know voice
Toy show choice
Roy grow soil
C. Presenting DIPTHONG
examples
A Dipthong is a vowel sound that begins with the sound of one vowel
/instances of
and ends with the sound of another vowel as in /oy/,/ow/, /oi/
the new lesson
D. Discussing Direction: Read phrases with /oy/
new concepts
A boy and his toy
and practicing
new skills #1 Joy and Roy
Roy the young boy
Joy the young girl
E.Discussing Direction: Read phrases with /ow/

new concepts
and practicing A long row
new skills #2
Don’t know how
A good show
Plants to grow
F.Developing Direction: Read phrases with /oi/

mastery
Spoiled brat
Fertile soil
Right choice
Golden voice
G.Finding Direction: read, copy underline and the word with /oy/, /ow/ and /oi/ in
practical the sentence.
applications of
concepts and 1. Pol Putol is a big boy.
skills in daily 2. He destroys things around him.
living
3. He does not show concern to the environment.
4. He now enjoys being with people.
5. He learned to help Mother Earth grow trees.
H.Making *What do you call a word with a vowel sound that begins with the
Generalization sound of one vowel and ends with the sound of another vowel?
-dipthong
* what dipthongs have we learned today?

I.Evaluating Direction: Read aloud the sentences. Pronounce the words with oy,
learning ow, and oi sounds correctly.
1. Roy, the young boy has a new toy car.

2. Show your smile to everyone.
3. Poy told his friends that he has seen a long row of trees.
4. Now you can make a choice to join our club.
5. Plants grow well in fertile soil.
*what words in the sentences have oy, ow, and oi sounds?
*what other words have oy, ow and oi sounds?
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Region XII
Kidapawan City
Grade __4___
Quarter First
Week 8 Day 4
I.OBJECTIVES
A. Content Demonstrates command of the conventions of standard English

Standards grammar and usage when writing or speaking.
C. Learning Use collective nouns properly
Competencies/ EN4G-Ih-7
Objectives
II.CONTENT
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing Refer to LM pp. 77 Think and Tell
previous lesson
or presenting
the new lesson
B. Establishing Show a video presentation of ants looking for food while falling in
the purpose for line.
the lesson
Ask: “What can you say about the ants in the video?”
“Why do you think they have to crawl in line?”
C. Presenting Present the poem entitled, The Flies and the Ants. Ask: “Have you
examples seen a group of flies? Have you also seen a group of ants? What
/instances of the have you noticed with these groups of creatures?” Show a picture
new lesson of ants and flies. Then unlock the underlined words. Refer to LM,
Think and Tell
D. Discussing COLLECTIVE NOUN
new concepts
and practicing *Collective noun refers to a group or a whole unit of persons, animals,
new skills #1 places, or objects.
*Squadron, battalion, band, and choir are examples of collective

nouns.
Example of collective nouns
An army/ battalion of ants.
A rank of dishes
A swarm of bees
A parliament of owls
A chain of mountains/ islands
A series of victories
A bed of oysters
A squadron of flies
A pride of lions.
A flock of tourist/guest
A flock of birds
A choir of angels/singers
A bouquet of roses
A tribe of monkeys
A school of fish/whales
A gang of hoodlums
A bunch of bananas
A bunch of grapes
A cast/troupe of actors
E.Discussing Direction: Which sentence has collective nouns?

new concepts
and practicing 1. A. The waiter served us fruit juice and oatmeal.
new skills #2
2. A crowd of children and adults watched the street dancing.
3. Her gems are expensive.
4.A. The students were amazed at the performance of the orchestra.
5. The secretary is responsible for writing the minutes of the meeting.
6. The tourists love to visit Hundred Islands in Pangasinan
F.Developing Direction: Which sentence has collective nouns?

mastery
1. A. Summer vocation is a fun time for everyone.
B. I love watching movies, collecting old coins, and travelling abroad.
C. A battalion of soldiers marched to the gate.
2. A. Rence, Mark and Benedict like watching Gilas Pilipinas

basketball team play.
B. Teachers aim the best for thier pupils.
C. As Bambina hears the bell ringing, she enters the room

immediately.
3. A. At last, I found my diamond ring.

B. Renato Reviewed for the examinations last night.
C. Mr. Romyrick Dela Cruz taught Music in our class last Friday.
G.Finding Direction: Fill in the blanks with the appropriate collective nouns.
practical
applications of 1. a ___________ of lions
concepts and 2. a ___________ of oxen
skills in daily
living 3. a ___________ of cattle/ goats
4. a ___________ of gorillas
5. a ___________ of soldiers
H.Making *What is a collective noun?

Generalization
*How and when do we use it?
I.Evaluating Direction: Read the words inside the box. Use these collective nouns
learning to complete the paragraph below.
Audience crowd choir band troupe
A big ______ of people where in the theater in the Rizal Park,

Kidapawan. They were watching a musical performance. Everyone
in the _______ of musicians played a lilting number. This was
followed by some songs sung by _______or singers.
The dance _____ presented some folk dances. All the numbers
where well applauded. The people enjoyed the show.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation who
scored below
80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 8 Day 5
I.OBJECTIVES
A. Content Demonstrates command of the conventions of standard English

Standards grammar and usage when writing or speaking.
C. Learning Write the correct collective noun in the word puzzle to complete the
Competencies/ sentence.
Objectives EN4G-Ih-7
II.CONTENT Collective Nouns
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing Review on collective nouns.
previous lesson
or presenting
the new lesson
B. Establishing
the purpose for
the lesson
C. Presenting Refer to LM, Learn Some More A. Ask pupils regarding the lesson
examples on collective nouns. Say: “What is the appropriate collective noun
/instances of for the following? Choose the right collective noun in the box.”
the new lesson
D. Discussing Refer to LM, Learn Some More B.
new concepts
Say: “I have here set of pictures inside the mystery box. Each group
and practicing
will choose one picture and tell what the picture is all about. Use
new skills #1 three to five sentences in describing the picture. Use a collective
noun suited for the picture.
E.Discussing Say: “This is a pride of lions.” “The lions are ferocious.” “They live in
new concepts the jungle. “ “They are wild animals.” (The same pattern will be used
and practicing by all pupils to enhance fluency in the language.)
new skills #2
F.Developing Refer to LM, Talk about It. Say: “Do you enjoy playing with word
mastery puzzles? Copy the following on your paper. Then read the clues for
each puzzle. (The teacher may explain what a crossword puzzle is
and explain how to do it).
G.Finding
practical
applications of
concepts and
skills in daily
living
H.Making
Generalization
I.Evaluating Say: “Think of the missing letters to complete the word. Then write
learning the complete word on the space provided for.”
1. The English ______won in the choral

c s s competition.
2. Did all of you cheer for our _____ in

t e m volleyball?
3. The labor_______ was not allowed to

u i n
enter the Malacanang Palace.
c a i 4. The Sierra Madre is the longest ___

of mountains in the Philippines.
c o e c o n
5.I have a ___of old coins.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 9 Day 1
I.OBJECTIVES
A. Content VOCABULARY DEVELOPMENT

Standards
Demonstrate understanding that word meaning changes based on
context.
B. Performance Uses strategies to decode the meaning of words in context.
Standard
C. Learning 1. Use context clues (exemplification) to find the meaning of
Competencies/ unfamiliar words.
Objectives 2. Express one’s ideas and feeling clearly
EN4V-Ii-5
II.CONTENT Week 9: Helping Around
Story: A Lesson for John Benedict
(Context Clues: Exemplification)
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional picture/illustration of foods and drinks • picture of a girl returning the
Resources wallet she found to a police officer
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing *What is your favorite food? Do you think it’s healthy?
previous lesson *Give examples of nutritious food.
or presenting Show pictures of nutritious foods afterwards.
the new lesson
B. Establishing Show pictures of different kinds of food for snacks. Say: “Which do
the purpose for you like to eat a pack of chips or boiled corn on the cob? Which do
the lesson you like to drink, soft drinks or water? Why?”
Say: “We are going to read a story entitled “Food and Drinks That
Make Me Sick”. Be able to identify the food and drinks that make the
boy sick. What food and drinks make one sick?” Let us find the
answer to this question as we read the whole story
C. Presenting 1. Unlocking of Difficulties
examples a. nutritious food (through pictures) –
show some pictures of go, grow and glow food
/instances of the Say: “Do you eat these foods? These are nutritious food. They make
new lesson us healthy and strong.”
Ask: “What are the health benefits of eating nutritious foods?”
b. junk food / processed food (through pictures) - Show pictures of

junk/processed food
Say: “Do you eat/drink this food? These are junk food/processed
food. Eating junk/processed foods will make you sick. They are not
good for your health.”
Explain further how one can get sick by eating and drinking junk
foods.
c. hospital (picture of a hospital) - show a picture of a hospital. Ask:
What is the importance of a hospital in the community?
Say: “A hospital is a place where sick persons are brought. “ Ask:
“What care is given sick persons in a hospital?”
D. Discussing Present the book entitled, Food and Drinks That Make One Sick.
new concepts
Say: Look at the picture on the cover and read the title. What do
and practicing
you think is the story about?
new skills #1
Refer to TG. P.93 for the story.
*Pause at some parts and ask prediction questions.

(See TG, p.93)
*Have some pupils to read the story by part.
*Ask some questions while story reading is ongoing.
E.Discussing Comprehension Check-Up

new concepts 1. What did John Benedict bring to his mother and his father when
and practicing he arrived home from the school? What kind of young boy was he?
new skills #2 2. What happened to him one day?
3. What did the doctor do to find out the cause of his sickness?
4. Why did he have to stay in the hospital?
5. Would you like to be sick and be brought to the hospital like John
Benedict? Why? Why not?
6. Is it proper for children to eat junk food? What will happen if you
continue eating junk food?
7. What kind of food should children eat everyday?
F.Developing Give the characters in the story. Describe them.
mastery
G.Finding What kind of food should you eat?
practical
applications of
concepts and
skills in daily
living
H.Making What are the new words that you learned today? What does it
Generalization mean? Give examples for each.
I.Evaluating Give the word that is referred to by the following examples and
learning pictures. The answers are taken from the story.
____1. Corn, fruits, bread, milk
____2. Burgers, hotdogs, bacon
____3. Singing, dancing, reciting a poem.
J.Additional
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation who
scored below
80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 9 Day 2
I.OBJECTIVES
A. Content Demonstrate understanding of the elements of informational texts

Standards for comprehension
B. Performance Recalls details, sequence of events and share ideas on texts
Standard listened to.
C. Learning 1. Express one’s ideas and feeling clearly EN4LC-Ii-2.8
Competencies/ 2. Infer the theme of a literary text.
Objectives
(Inferring Theme)
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional Powerpoint, manila paper, pentel pen, chart
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing What story did you listen to yesterday?
previous lesson
or presenting
the new lesson
B. Establishing Today, you are going to perform a group activity.
the purpose for
the lesson What are the things that you should do when performing a group
activity?
C. Presenting Proceed to your groups now.
examples
/instances of the
new lesson
D. Discussing 1. Recall the story about The Food and Drinks That Make One
new concepts Sick. Ask questions to track pupil’s comprehension.
and practicing
2. Engagement Activities/Enrichment Activity
new skills #1
Divide the class in three groups. Each group will do a specific
activity.
Group 1: “Draw Me” Say: “Do you know some nutritious food you
need to eat? Name them then list their names in your notebook.
Draw this nutritious food that you need to eat to grow strong and
healthy. Then answer this: Why do you like to eat them? ”
Group 2: “Lights… Camera… Action!” Say: “What is the difference

between a healthy child and a sickly child? What thing can a
healthy child do that a sickly child can’t?” Act out how a healthy
child and a sickly child move.
Group 3: “Tell Me and I will Listen” Say: “If you had the chance to
talk to John Benedict when he was still eating junk food, processed
food, and still drinking soft drinks, what would you to tell him?”
Let the pupils talk, and let the class listen to the advice that some
of the pupils will give.
E.Discussing Group presentation:

new concepts The teacher explains using the following questions;
and practicing a. Why do you like to eat these food?
new skills #2 b. What is the difference between a healthy child and a sickly child?
F.Developing Let the pupils do the class activity. Refer to LM, p. 95.
mastery
G.Finding Play the game “Bring me Im nutritious”
practical
applications of (The pupils look for healthy food in their snack box)
concepts and
*boiled banana, camote cue, milk, bread.)
skills in daily
living
H.Making What is the theme of our story today?
Generalization
I.Evaluating Give the theme of the story you listened to today. Explain why it is
learning the theme of the story.
J.Additional Assignment: List nutritious food the a child like you should eat.
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation who
scored below
80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 9 Day 3
I.OBJECTIVES
A. Content ORAL LANGUAGE

Standards
Demonstrate understanding of verbal cues for clear expression of
ideas
B. Performance Actively creates and participate sin oral-theme based activities
Standard
C. Learning 1. Recognize words with silent letters h and gh in phrases,
Competencies/ sentences, poems
Objectives
2. Read words, phrases, sentences with silent letters h and gh.
EN4OL-Ii-6
(Words with silent letters h and gh)
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional
Resources
5. Other Powerpoint, manila paper, pentel pen, chart
Learning
Resources
IV.PROCEDURES
A. Reviewing Recall the details of the story, The Food and the Drinks That Make
previous lesson One sick.
or presenting
the new lesson
B. Establishing Read the following words with the silent letters g, gh taken from the
the purpose for story.
the lesson (Refer to LM, Try and Learn, p. 88)
C. Presenting Read the phrases with silent letters g and gh. Refer to LM, Do and
examples Learn, p.87
/instances of the
new lesson
D. Discussing *Have the pupils read the poem Haira the Honest Girl.
new concepts
*Let them identify the word with phrases with silent letters g and gh.
and practicing
new skills #1
E.Discussing Comprehension check up:
new concepts
and practicing 1. What kind of girl is Haira?
new skills #2
2. Why do you say that?
3. If you have found something, are you going to return it? Why? Why
not?
4. What did she do to the wallet? Did she keep the wallet for herself?
5. Where did Haira go when she found the wallet?
6. What did the police say to her? What did she tell the police?
7. What did she want the police to do with the wallet she found?
8. If you were Haira, would you do the same thing? Why? Why not?
F.Developing Let the pupils do the activity in LM, Do and Learn, p.89)
mastery
G.Finding Give more examples of words that have silent letters g an gh.
practical
applications of
concepts and
skills in daily
living
H.Making What are the words with silent letters g and gh? How do you
Generalization pronounce them.
I.Evaluating Identify the words in the following sentences that have silent letters g
learning and gh.
1. Honesty is the best policy.
2. You are gaining weight.
3. Tell me your height.
4. Laugh until you’re done.
5. My mother is sick. She is coughing.

J.Additional Assignment: List down 5 more examples of words with silent letters
activities for g and gh.
application or
remediation
V.REMARKS
VI.REFLECTION
H. Number of
learners who
earned 80% in
the evaluation
I. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
K. No. of
learners who
continue to
require
remediation
L. Which of my
teaching
strategies
worked well?
Why did these
work?
M. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region XII
Kidapawan City
Grade __4___
Quarter First
Week 9 Day 4
I.OBJECTIVES
A. Content Demonstrates understanding of English grammar and usage in

Standards speaking or writing
B. Performance Uses the classes of words aptly in various oral and written
Standard discourse
C. Learning Identify and use simple present tense of the verbs in sentences.
Competencies/ EN4G-IVh-8
Objectives
(Present tense of the Verb)
III. LEARNING
RESOURCES
A.Reference
Guide
Materials
3. Textbook
pages
4. Additional Powerpoint, pictures
Resources
5. Other
Learning
Resources
IV.PROCEDURES
A. Reviewing Give some words that have silent letters g and gh.
previous lesson
or presenting
the new lesson
B. Establishing Go back to the story Haira, the Honest Girl. Ask questions about the
the purpose for poem.
the lesson
C. Presenting Have the pupils read the sentences:
examples a. He recites poems that he learned in school.
b. They go to the hospital.
/instances of c-e. (See LM, p.90)
the new lesson
D. Discussing *Ask the questions that will let the children give the verbs in the
new concepts sentences:
and practicing
1. What does he do with the poems he learned from school?
new skills #1
*List the verbs recites, go, gets , shakes and buy.
*Explain that these words are action words.

E. Discussing Discuss the content of teaching chart about Subject verb agreement.
new concepts
and practicing Subject – Verb Agreement Verbs are action words We use the
new skills #2 s form of the verb with singular subjects. Examples: Mama Annie
cuddles her baby with much love and care. Jovie reads his favorite
book. We use the base form of the verb with plural subjects.
Examples:
The teacher will show different pictures to pupils. Let each pupil
choose a picture and say something about. Refer to LM, Try and
Learn
a. Myra dances gracefully.
Ask: “Who dances gracefully?
b. Eric and Ismael join the newly organized basketball team.
Ask: “Who joined the newly organized basketball team?”
F.Developing Answer Try and Learn, p.91

mastery
G.Finding Give some verbs or action words that you do every day in school.
practical
applications of
concepts and
skills in daily
living
H.Making What are verbs?
Generalization
Give examples of verbs that are in the present tense.
When do we use the s-form of the verb?
When do we use the base form of the verb?
I.Evaluating Answer Learn Some More in your LM, p. 92.

learning
Underline the correct verb form
1. Vince (eat, eats) his breakfast everyday)
2. They ( dance, dances) during school programs)
3-5.
J.Additional Assignment: Answer Try and Learn, p.93.
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Region XII
Kidapawan City
Grade __4___
Quarter First
Week 9 Day 5
I.OBJECTIVES
A. Content Demonstrates understanding of writing as a process.

Standards
B. Performance Uses a variety strategies to write informational and literary
Standard compositions
C. Learning Write a 5-sentence paragraph using the present tense of the verb.
Competencies/ EN4WC-IIIh-8
Objectives
(Present tense of the Verb)
III. LEARNING
RESOURCES
A.Reference
1. Teacher’s 99
Guide
Materials
3. Textbook
pages
4. Additional Powerpoint, pictures,
Resources
5. Other https://www.123rf.com/photo_80640141_stock-vector-group-of-
Learning children-playing-in-a-playground-with-a-teacher-or-mother-
Resources looking-at-them-vector-illustrati.html
IV.PROCEDURES
A. Reviewing What are verbs? Give some verbs that are in the present tense.
previous lesson
or presenting
the new lesson
B. Establishing Refer to LM, Think and Tell.
the purpose for
the lesson “Who are in the picture? Where are they? What are they doing?
(See TG, p.99 for the questions and possible answers)

C. Presenting Present the following sentences:
examples 1. The teacher teaches the children.
2. The children cleans the room.
/instances of the 3-5.
new lesson
D. Discussing Guide the pupils in doing the activity in LM, Try and Learn, p.94.
new concepts
and practicing
new skills #1
E. Discussing Using a picture, help the children write a sentence paragraph using
new concepts present tense of the verb.
and practicing
new skills #2
(Ex:
The teacher reads a story to the children. The children listens

to the story………….)
F. Developing Let the pupils do the activity in LM, Do and Learn, . 95

mastery
G.Finding Write sentences that have verbs that you do every day in school.
practical
applications of
concepts and
skills in daily
living
H.Making What are verbs?
Generalization
Give examples of verbs that are in the present tense.
When do we use the s-form of the verb?
When do we use the base form of the verb?
I.Evaluating
learning
Present a picture of some kids playing at the playground. Let the

pupils write a 5-sentence paragraph about the picture using present
tense of the verb.
J.Additional Answer Learn Some More, p.,96
activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

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Republic of the Philippines

Daily Lesson Log in English 4

B. Performance Identifies story perspective and text elements.

Say: “Yesterday, I prepared to surprise my mother. I tried hard not

___ Power Point Presentation

___ Answering preliminary

___ Case Method

___ Think-Pair-Share (TPS)

___ Rereading of Paragraphs/

___ Differentiated Instruction

___ Role Playing/Drama

___ Discovery Method

___ Lecture Method

___ Complete IMs

___ Availability of Materials

___ Pupils’ eagerness to learn

___ Group member’s Cooperation in doing their tasks

__ Additional Clerical works

__Lack of Interest of pupils

Daily Lesson Log in English 4

Wearing earrings made of acorn

I told her about the leaf of a grass

C. Presenting B. Post Listening

Ask: How do you feel about the Story?

Ask: Show smiley of different feelings (happy, sad, surprised, excited,

Ask: “When do you feel happy?”

Speaking Prompts: I feel happy….

F. Developing Choose the best word that completes the sentence.

• “Snake! Snake!” cried Blanca who jumped out of the barn.

___ Power Point Presentation

___ Answering preliminary

___ Case Method

___ Think-Pair-Share (TPS)

___ Rereading of Paragraphs/

___ Differentiated Instruction

___ Discovery Method

___ Lecture Method

___ Complete IMs

___ Availability of Materials

___ Pupils’ eagerness to learn

___ Group member’s Cooperation in doing their tasks

__ Additional Clerical works

__Lack of Interest of pupils

Daily Lesson Log in English 4

Ask: Whose paid of shoes is this? With picture)

C. Presenting Let the pupils read the following words:

Ask: Whose birthday today?

2. I went to Aling Nina’s Sari-sari Store in the corner of the street

Ask: Whose sari-sari’s store is in the corner of the street?

3. I bought my new clothes at Lopue’s Department Store.

D. Discussing new Possessive Pronouns express ownership or possession.

Daily Lesson Log in English 4

B. Establishing Refer to LM, p. 60, Read and Learn.

b. whistle Make a whistling sound.

c. firefly Show a picture of fireflies.

D. Discussing Say: “Today, we are going to read a poem/song entitled Happiness.

Divide participants into 3 groups. Group 1: In picture cards,

Ask: According to the poem, what is happiness? (Group 1 will