Lesson Plan In English Grade 4 5a4b6v

ENGLISH 10:30-11:20 I. Objective: Sequence events in the story listened to through groups of sentences/guided questions. II. Subject Matter A. Sequencing events from selections heard. B. PELC- A. 1 C. Ref: English For You and Me (Teacher’s Manual) pp. 114-117 English For You and Me (Reading) pp.103-109 III. Procedure A. Preliminary Activities 1. Drill Do you like monkey as your pet? Why or why not? 2. Review What are the kinds of sentences according to structure? B. Developmental Activities 1. Motivation Look at the picture (evolution of man). Do you agree that we came from monkey? Why or why not? 2. Presentation of the Story Today you are going to read about this Filipino folk tale that tells about a clever monkey. 3.Unlocking of Difficulties (through picture clues)  thorn-sharp spike on a plant  razor- sharp cutting instrument used to shave hair  bundle- gather into one 4. Reading the Story (See pp. 108-109 of English For You and MeReading) Answer these questions:  On whom did the monkey play his first trick?  What happened to the monkey at the end of the story?  Which of the following events happened first in the story? a. The monkey met a dog. b. The monkey went to the barber. c. The old woman broke the razor.

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Which of the following events happened last in the story? a. The dog ate all the cakes. b. The monkey died. c. The old woman gave him all the cakes. 5. Generalization How importance is arranging the events in the story? (Arranging the events in the story helps to test us if we really understand the story) 6. Fixing Skills Do ACTIVITY 1 on p. 105 of your book. Arrange these sentences in proper order as they happened in the story. Tell which happened first, second, third, and so on by numbering them from 1 to 10. Do this in your notebook. IV. EVALUATION Read the short story entitled PEPE and The Guavas( See p.2 of Developing Reading Power 4) Pepe climbed the guava tree near his house . It had many ripe fruits. He picked as many as he could and put them in his pockets. Then he sat on a branch and began eating them. While he was eating, he felt the branch break. He did not know what happened. When he woke up, he was in a hospital bed. His two arms were in cast

Arrange these sentences in proper order as they happened in the story. Write 1-5. ____ While he was eating, he felt the branch break. ____ When he woke up, he was in a hospital bed. ____ Pepe climbed the guava tree. ____ Then he sat on a branch and began eating them. ____ He picked as many as he could and put them in his pockets. V. Assignment Rewrite the story about the monkey you have just read according to the sequence it happened.

ENGLISH 10:30-11:20 I. Objective: Use a variety of sentences as to structure in oral and written communication. II. Subject Matter A. Construct Simple Sentences with Modifiers and Compliments. B. PELC- B. 1 C. Ref: English For You and Me (Teacher’s Manual) pp. 114-117 English For You and Me (Language) pp.96-102 III. Procedure A. Preliminary Activities 1. Review What is a sentence? What are the parts of a sentence? 2. Checking of Assignment (Call some students to read their assignments) 3. Spelling (Pre-test)  argue- (v)disagree in words  boast-(v) praise oneself  reply-(v) answer  tightly-(adv) held close/firmly  between-(prep) used in making a choice B. Developmental Activities 1. Motivation Tell a sentence or two about the importance of sun and air in us. Listen as I read to you the story about the wind and the sun. Try to the important events in the story. *What is the story about? What is the moral lesson of the story? 2. Presentation Study these sentences taken from the story:  The sun shines brightly in the sky.  The man wears a thick jacket. 3.Discussion What is the subject in the first sentence? In the second sentence? What is the predicate of the first sentence? Of the second sentence?

What word or phrase is used to make a clearer description of the sentence? What do you call words such as “brightly” and “in the sky” which are used to give clearer and meaningful meaning of the sentence? 4. Further Exercise Add word/words to make a clear picture of what the dog is doing.  The dog _____(barks).  The dog barks_____( loudly).  The black dog barks loudly ___________(at the stranger.) 5. Generalization How importance are modifiers and complements in sentences? 6. Fixing Skills Do ACTIVITY 1 on p. 98 of your book. Read the group of words in Column A and Column B. Look for the words in Column B that will go with Column A to make a sentence. Write your answer in your notebook IV. EVALUATION Expand the sentences by using modifiers and compliments. (See p.99 of you book) V. Assignment Think of the moon and the rain and their importance to us. Write several sentences about them using modifiers and compliments.

November 5, 2013 (Tuesday) ENGLISH

what the first houses of our ancestors looked like? Find out from the following story.

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

B. During Reading Activities 1. Presentation The teacher asks the pupils to read the selection on pp.81-82 of their textbook- The Story of Houses.

II. Subject Matter A. Reading: Sub-heading for a given Heading B. PELC- C. 1 C. Ref: English For You and Me (Teacher’s Manual) pp. 98-105 English For You and Me (Reading) pp.90-97 III. Learning Procedure A. Pre-reading Activities 1. Review Make the sentences clearer by adding appropriate modifiers and complements. a. The___ (healthy/cute) baby is sleeping ____ (in the crib/soundly/now) b. The ____(beautiful/seven) girls dance__ (gracefully/happily) 2. Drill The teacher asks the pupils to read the following words: cave animal skin cliff side ladder stones wood branches framework bricks grasses carpenters wood and grass mud and clay poles in making a square 3. Unlocking of Difficulties Read the sentences carefully. Then match the underlined words in column A with their meanings in column B. A B 1. Our house is made of a. shelter made by bricks. digging 2. He looks at the b. high steep face of a sceneries from the cliff. rock 3. The mouse made a c. building block of baked dug-out in the soil. clay 4. Motivation Describe your dream house. We see houses everywhere we go. Some are big and made of wood while others are made of concrete. What is your house made of? Do you know

2. Answering Guide Questions  What kinds of houses mentioned in the story?  What did the early people use for building houses?  What do people today use for building their houses?  Why do people need houses? 3. Values Infusion Are you glad you have a house to protect you from the rain, the sun, and the wind? C. Post Reading Activities 1. Discussion Accomplish this chart based from the story. From the words presented in the drill, write the words under proper heading. An example is given for each heading. Dug-out Tent House Permanent Houses cliff animal carpenter

Then ask this questions:  How did you group words or ideas?  What are the things you should consider when grouping words/ideas? 2. Analysis Why do we classify/group words or ideas? 3. Practice Study the list of words. On your paper make four columns and copy the headings for each column as shown in the chart. Copy the words from the list that will fit the correct heading. airplane automobile belt blouse bread train

boat bus cart canning farming socks

egg

salt making

fish fishing fruit lumbering meat skirt

mining pants weaving vegetables truck shoes

4. Generalization Why do we classify things? 5. Application Think of words or ideas that can be associated with the given headings. Write at least 5 words (Group Activity) Provinces Heroes Symbols of Animals in Luzon the that live in Philippnes land

IV. EVALUATION Select an appropriate heading for all the ideas from the given choices. Do this orally. 1) reading stories, reciting poems, singing and dancing, drawing pictures a. At the Market b. In School c. In the Church 2) funny clowns, six white horses, dancing monkeys, a big gray elephant a. Religious Procession b. At the Zoo c. A Circus Parade 3) bands going around, church bells ringing, parade of beauties, entertaining visitors a. Town Fiesta b. A Parade c. A Beauty Contest 4) Wearing clean clothes, eating nutritious food, keeping the body clean, drinking enough water. a. Health Habits b. Good Food c. New Clothes V. Assignment Read the selection about animals that are not common on pp.86-87 of your book English for You and Me (Reading) then accomplish the chart on p. 88 on headings. Do it on a paper.

November 6, 2013 (Wednesday) ENGLISH

I. Objective: Outline a story/selection read correctly. II. Subject Matter D. Reading: Reading a story/other selections for outlining. E. PELC- C. 3 F. Ref: English For You and Me (Teacher’s Manual) pp. 98-102 English For You and Me (Reading) pp.96-100 III. Learning Procedure A. Pre-reading Activities 1. Review How do we group words/ideas according to headings? Give words/ideas under each headings: Household chores Activities in school

2. Drill Read these ideas about dolphin.  It looks like a fish but it’s not a fish.  It can live on land.  It has no scales.  It is cold. 3. Unlocking of Difficulties Unlock the following words through picture clues. Look at the picture word.

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

2. Answering Guide Questions  What kinds of houses mentioned in the story?  What did the early people use for building houses?  What do people today use for building their houses?  Why do people need houses? 3. Values Infusion Are you glad you have a house to protect you from the rain, the sun, and the wind? C. Post Reading Activities 1. Discussion Accomplish this chart based from the story. From the words presented in the drill, write the words under proper heading. An example is given for each heading. Dug-out Tent House Permanent Houses cliff animal carpenter

Then ask this questions:  How did you group words or ideas?  What are the things you should consider when grouping words/ideas? 2. Analysis Why do we classify/group words or ideas? 3. Practice Study the list of words. On your paper make four columns and copy the headings for each column as shown in the chart. Copy the words from the list that will fit the correct heading. 4.airplane Generalizationboat fish mining Why do we classify things? automobile bus fishing pants belt cart fruit weaving 5.blouse Application canning lumbering vegetables Think ideas that meat can be associated breadof words orfarming truck with the given headings. train socks skirt shoes Write (Group Activity) egg at least 5 words salt making Provinces Heroes Symbols of Animals in Luzon the that live in Philippnes land

Basic English Skill Builders 3 pp. 178181 Materials: recipe procedure, charts Value Focus: Keeping Things in Order

IV. EVALUATION Select an appropriate heading for all the ideas from the given choices. Do this orally. 5) reading stories, reciting poems, singing and dancing, drawing pictures d. At the Market e. In School f. In the Church 6) funny clowns, six white horses, dancing monkeys, a big gray elephant d. Religious Procession e. At the Zoo f. A Circus Parade 7) bands going around, church bells ringing, parade of beauties, entertaining visitors d. Town Fiesta e. A Parade f. A Beauty Contest 8) Wearing clean clothes, eating nutritious food, keeping the body clean, drinking enough water. d. Health Habits e. Good Food f. New Clothes V. Assignment Read the selection about animals that are not common on pp.86-87 of your book English for You and Me (Reading) then accomplish the chart on p. 88 on headings. Do it on a paper.

November 6, 2013 – Wednesday ENGLISH 1:40-2:30 I.

Objective  Classify related ideas/concepts under proper headings

II. Subject Matter Ideas or Concepts Under Proper Headings References: BEC-PELC Reading 23 p.16

III. Procedure A. Preparatory Activities 1. Motivation Ask the pupils if they have seen a cook book and what is their favorite dish. Tell them that you are going to read a recipe called “Hot Chicken and Bacon. 2. Unlocking of Difficulties Find the meanings of the underlined words through context clues. a. Tony is stirring his orange juice to mix it well. b. The waiter serves pizza which is good for six persons. c. Mother slices the apple into four equal parts. d. Aling Cita sautés vegetables in a pan. B. Development of the Lesson 1. Presentation (Have the pupils read the recipe) HOT CHICKEN AND BACON Ingredients: Salad base for 4 plates 4 tbsp. olive oil 4 slices bacon, chopped 2 chicken breast, skinned and cubes 2 tbsp. lemon juice Procedure  Put the salad base into the 4 plates.  Heat the oil in a frying fan and fry (sauté) the bacon and chicken, stirring occasionally until both are lightly browned – about 7 minutes. Add the lemon juice and spoon unto salads. Serve straight away. 2. Analysis and Discussion Ask the pupils about the recipe being read by them. Afterwards, ask the pupils what ingredients are solids and what are liquid. 3. Practice Exercise Write 3 words which fall under each heading. Places Fruits Months

4. Generalization How do we organize ideas? Grouping related ideas or concepts under proper heading will help us organize our ideas better. 5. Values Integration Keeping our things in order is a sign of disposition. C. Post Activity 1. Application Cross out the idea that does not belong to the group a. ship banca train yacht b. mountain valley plain ocean c. cooking jogging washing dishes d. fly grasshopper butterfly cat IV. Evalutaion Write the following words in their proper columns run

heart

gorilla

stars

tiger

Apo

Banahaw

lion

moon

small intestine

Movement

Animals

Sierra Madre

planets

jump

glide zebra

Makiling asteroid walk

lungs

Mountains

Body Parts

kidney

Heavenly Bodies

V. Assignment Give 5 related ideas for: Books, Superheroes, Events

November 7, 2013 – Thursday ENGLISH 1:40-2:30 I.

Objective  Classify related ideas/concepts under proper heading

II. Subject Matter Ideas/Concepts Under Proper Headings References: PELC Reading p. 14., 6.2 III. Procedure A. Preparatory Activities 1. Motivation Have you gone to a zoo? What did you see there? Which animals are you afraid of? Why? 2. Unlocking of Difficulties Match the meaning of the underlined words in Column A to the meanings in Column B. Write the letter of your answer ____1. The snake moved wiggly on the ground. ____2. A woodpecker peeps on a hole of a tree. ____3. Chickens and turtles are hatched from eggs. ____4. The bank of banana tree is used as herbal medicine. ____5. Alligator crawls on the ground. a. to emerge from eggs b. move slowly by drawing the body along the ground c. an opening d. moving to and fro with quick jerky movement e. tough covering stem or roots. B. Development of the Lesson 1. Presentation

2. Analysis and Discussion a. Where do snakes like to live? b. How do snake differ? c. Where do mother snake lay their eggs? d. What happens to the snakes as it grows e. What do snake eat? 3. Say: Let us look back to the paragraphs of the reading selection. Each paragraph has a main idea. These ideas can be grouped or classify into one. (paragraph 1 – Where do snakes live) (let them read the 1st paragraph of the story. 4. Practice Exercise Which paragraph does each heading belong? Snakes’ Foods Where snakes lay their eggs Different Colors of Snakes How do snakes grow? 5. Generalization How do we classify ideas? C. Post Reading Activity 1. Application Complete the details in the web.

flowers

IV. Evaluation Read the following ideas carefully. Write each word according to its proper heading. piano American Filipino Japanese celebration violin clarinet program meeting contest Chinese guitar Musical Events Nationality Instruments

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

November 13, 2013 (Wednesday) ENGLISH 12:00-12:50- St. Raphael 12:50-1:40- St. Gabriel 1:40- 2:30- St. Michael 3:30- 4:20 -St. Selaphiel I. Objective: Use object pronoun correctly. II. Subject Matter A. Speaking: Object Pronouns B. PELC- B. 2 C. Ref: English For You and Me (Teacher’s Manual) pp. 129-135 English For You and Me (Language) pp.111-117 Trailblazers pp. 53-61 III. Procedure A. Preliminary Activities 1. Drill Read these words I it you her she they them his he we him us 2. Review What is pronoun? From the drill words, which pronouns can be used for girls? For boys? ...... 3. Spelling (Re-test)  newspaper-(n)- report of recent events  occasion-(n)- special event  information-(n)- knowledge from study  ment-(n) event-(n)-happening (Use each word in a sentence) B. Developmental Activities 1. Motivation Do you pray? Why do you pray? 2. Presentation Let them read this prayer. Our Lord in heaven, Bless my brother,help him I praise and glorify You. to be kind. Forgive us, oh Lord, Bless my sister, help her from the sins we have to be helpful. done against You. And bless me, oh Lord Bless my papa, help him help me to be a good to be responsible. child. Amen. 3.Discussion Bless my mama, help her  strong. Who is praying? to be

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To whom is he praying? What special does he pray for his father, mother, brother, sister, and himself?

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What does these words stand for- me, her, him, us?  What do we call these words? 4. Values Infusion Do you believe in prayer? Why? 5.Further Exercise Choose the correct pronoun in the parentheses. 1) I pray for (they, them). 2) (I, Me) pray everyday. 3) (They, Them) also believe in prayers. 4) Please help (I, me) during these difficult times. 5) God can help (we, us) 6. Generalization What is object pronoun? (They are used after the verbs). What object pronoun do we use with boy?girl? thing?group of person? 7. Fixing Skills Circle the object pronouns. A Child’s Prayer Father, we thank you, for everything. Help us to do things fairly. In all we do, in all we say.

Help me share my blessing to those in need. Help me to love them, as love me. Amen.

IV. EVALUATION Give an object pronoun for the underlined noun. 1. Father gave Joey a new cellphone. 2. He bought the cellphone in Singapore. 3. Joey thanked his father for the new cellphone. 4. Joey told Ana about his new cellphone. 5. He allowed his friends to use his cellphone. V. Assignment Do Activity 5 on pp.107-108 of English for You and Me (Language).

November 14, 2013 (Thursday) ENGLISH 12:00-12:50- St. Raphael 12:50-1:40- St. Gabriel

1:40- 2:30- St. Michael 3:30- 4:20 -St. Selaphiel I. Objective: Use object pronoun that agrees in number with its antecedent. II. Subject Matter A. Speaking: Using object pronoun and its antecedent B. PELC- B. 2 C. Ref: English For You and Me (Teacher’s Manual) pp. 129-135 English For You and Me (Language) pp.111-119 III. Procedure A. Preliminary Activities 1. Review What is an object pronoun? Give sentences using object pronouns. 3. Spelling (Mastery Test) 1) We celebrated an ______ to . 2) Christmas is an _____ we are all awaited for. 3) Father reads _____ everymorning. 4) We can get many ____from newspaper. 5) The ____about the new product made us bought it. B. Developmental Activities 1. Motivation Where do we get information? Listen as your teacher reads the news report on p. 111 of English for You and Me (Language). If you have the book, read it with me silently.  What is the news story about?  What is the purpose of the sportsfest?  Give a brief summary of the information that you got from this news item. 2. Presentation Read these sentences. 1. The mayor was glad to 1. The mayor gave them meet the players. reminders . 2. The barangay captain 2. He brought him to the helped the injured player. hospital. 3. Discussion  What words are being replaced by the underlined pronouns?  What are antecedents? What should we if we replaced them with object pronouns? 4. Further Exercise Give an object pronoun that replaces the underlined noun.

1.) I received a new toy car. Father gave _ to me. 2.) My cousins came. Mother gave them gifts. 3.) Rona wrote ___ report in HEKASI. 4.) Did Gina tell Gino that mother asked ___ to water the plants. 5. Values Infusion What value should we observe during sportsfest? 6. Generalization What is antecedent?(the noun or subject pronoun being replaced by an object pronoun) What should we when replacing an antecedent with object pronoun? 6. Fixing Skills Answer ACTIVITY 2 p. 114 (Language) Rewrite these sentences using correct object pronouns. Sample entry: 1. Myra told (her friends) about her new pet. IV. EVALUATION Think of the correct object pronoun to complete the sentence. (please refer to p.117 of the book) Sample entry: 1. Roel loves his pets. He gives _____ food. V. Assignment Answer ACTIVITY 2 on pp. 118-119.

November 18, 2013 (Monday) ENGLISH

I. Objective: Identify statements/events that show cause-effect relationship. II. Subject Matter G. Reading: Identifying cause-effect H. PELC- C. 7 I. Ref: English For You and Me (Teacher’s Manual) pp. 129-135 English For You and Me (Reading) pp.119-127 III. Procedure A. Preliminary Activities 1. Drill Say these words correctly.  wisdom  hastened

 get a chance  settle the matter  seemed pleased 2. Review Present these sentences to the pupils let them identify the object pronoun and its antecedents. 1.) A merchant was inside the restaurant. The waiter asked him what he wants. 2.) The judge sat beside the merchant. The waiter served him coffee. 3. Unlocking of Difficulties Give the meaning of the underlined words in each sentence. Choose your answer from the given choices. (please see p.123 of English for You and MeReading) B. Developmental Activities 1. Motivation Have you ever forgot to pay for something you bought for? Have you experienced not received the thing that is due to you? What do you feel with the two situations? 2. Presentation Let them read the story entitled the Wise Judge on pp. 119-122 of the book. 3. Answering Guide Questions Look for the answers to these questions from the story and read them aloud. (Please see pp. 123-124 of English for You and Me –Reading) Sample Question:  Why did the merchant ask for three fried eggs only?  Where did they go to settle their problem? 3. Values Infusion What would you do if you forgot to do something for a person? 4. Discussion -The merchant asks for three fried eggs only because he has bread with him. (Why did the merchant ask for three fried eggs ony?The answer to this question gives the reason why. This is the effect) _- The restaurant owner called the merchant a cheat because he left without paying his bill. (What is the effect in this sentence? The cause?) 5. Further Exercise Answer ACTIVITY 3 on p. 126. Give the possible effects of the given causes in the left column. Do these orally. 6.. Generalization

What does cause-effect relationship describe? 7. Fixing Skills Complete the ff. sentences by writing a cause for the given effect. (Please see THINK AND WRITE p.127) Sample entry: 1. The streets and sidewalks are clean because _____.

Review on cause-effect relationship.

II. Subject Matter D. Reading: Cause-effect relationship in ages read. E. PELC- C.9 F. Ref: English For You and Me (Teacher’s Manual) pp. 129-135 English For You and Me (Reading) pp.131-132

B. Developmental Activities 1. Motivation Ask: Why the Sky Is Blue? Read this age Why the Sky Is Blue (Refer to the teacher’s manual p. 141) Answer these questions:  What does the sun give us?  What happens to the light rays?  Why does the sun appear to be blue? 2. Presentation Complete this phrase with phrases from the age you read:  The sky is blue because _____________ 3. Discussion What do you call to the phrases you added to the given phrase? Say: You can use one or more possible effects or causes in a situation. 4. Further Exercise Give possible causes for this situation: I got low scores in quiz because__________ Possible causes:    5. Generalization What is the importance of cause-effect relationship? 6. Fixing Skills Give one or two possible causes or effects for the following situations. (Please see p. 131 of the book) Sample entry: Effect: Mario can’t walk on his feet alone. He walks on his crutches. Causes: He fell from a stair. He met a car accident.

III. Procedure A. Preliminary Activities 1. Spelling (Pre-test)  genuine (adj)- real, being the same in fact  ginger (n)- spice from a tropical plant  glimpse (v)- take a brief look  grieve (v)- sorrow  grumble (v)- mutter in discontent 2. Checking of Assignment 3. Review

IV. EVALUATION Do ACTIVITY 3 of the book. Directions: Read each paragraph and pay attention to the explanations of why or how something happened. Complete the pair of cause and effect by filling in blanks. Write your answer on your paper. Sample entry: Nilo’s team and Andy’s team were playing volleyball. A strong wind carried the ball much farther than Nilo could toss it. Andy’s team made a try to catch the ball but it went over the fence and into the street.

IV. EVALUATION Read the ff. situations. Then answer the questions that follow. (Please see DO IT RIGHT pp.126-17) Sample entry: When Miko’s raincoat was torn, he did not use it. Why didn’t Miko wear his raincoat? a. It was not raining. b. It was an old raincoat. c. It was torn. V. Assignment 1. Answer numbers 1 to 3 of ACTIVITY 1 and ACTIVITY 2 on p.125 of your book.

November 19, 2013 (Tuesday) ENGLISH I.

Objective Give cause-effect relationship in ages read.

Effect: The ball went over the fence and into the street. Cause: ____________________________________ V. Assignment Study these standards set in writing a paragraph for our paragraph writing activity tomorrow. 1. Indent the first margin. 2. Observe margins on both sides. 3. Sentences must be related to the main idea. 4. Use capital letters when necessary. 5. Use correct punctuation marks in sentences.  Bring intermediate papers.

November 20, 2013 (Wednesday) ENGLISH

I. Objective: Write paragraphs using variety of sentences. II. Subject Matter G. Speaking: Using different kinds of sentences in writing paragraph H. Ref: English For You and Me (Teacher’s Manual) pp. 129-135 English For You and Me (Language) pp.111-117

III. Procedure A. Preliminary Activities 1. Drill Read these sentences:  Philippines was hit by Typhoon Yolanda.  Who were affected by the typhoon?  Oh, It was the strongest typhoon ever hit our country!  Please be safe. 2. Review What are the kinds of sentences according to function?

3. Spelling (Re-test) 1. genuine (adj)- real, being the same in fact 2. ginger (n)- spice from a tropical plant 3. glimpse (v)- take a brief look 4. grieve (v)- sorrow 5. grumble (v)- mutter in discontent B. Developmental Activities 1. Motivation Ask the pupils if they have been to the zoo? Ask them what animals they have seen. 2. Presentation Let them read again the story entitled the Wise Judge on pp. 119-122 of the book. 3. Discussion Present these questions on the board and let the pupils answer them in complete sentences:  Where was the merchant?  What did he tell the writer?  Why did he forget to pay the fried eggs?  What expression did he call the merchant to show his anger? Ask: What kinds of sentences are the answers to the presented questions? 4. Further Exercise Give sentences about the picture of a dinosaur using the different kinds of sentences. 5. Generalization What are the kinds of sentences? How important they are in writing a paragraph. 6. Fixing Skills Identify the kinds of sentences. 1. Monkeys are the funniest animals. 2. Oh, how fast they climbed a tree! 3. Would you like to have a funny pet? 4. Please don’t make fun of them. 5. Monkeys are said to be the missing link. IV. EVALUATION From the variety of sentences you gave about dinosaur, let write a short paragraph. Do it in your intermediate paper. V. Assignment Write a short paragraph about your father using different variety of sentences.

November 21, 2013 (Thursday) ENGLISH

I. Objective: Write an informal theme about a given topic observing the standards correctly. II. Subject Matter D. Writing: Informal Theme E. Ref: English For You and Me (Reading) pp.117 III. Procedure A. Preliminary Activities 1. Drill Read these standards set in writing a paragraph. 1. Indent the first margin. 2. Observe margins on both sides. 3. Sentences must be related to the main idea. 4. Use capital letters when necessary. 5. Use correct punctuation marks in sentences. 2. Spelling ( Mastery test) 1. genuine (adj)- real, being the same in fact 2. ginger (n)- spice from a tropical plant 3. glimpse (v)- take a brief look 4. grieve (v)- sorrow 5. grumble (v)- mutter in discontent B. Developmental Activities 1. Motivation

What does your mother do to you? How do you show appreciation to your mother? 2. Presentation Read these sentences about the work of a mother.  Mother is always busy.  In the morning, she prepares breakfast for the family.  Then she washes the dishes, fixes the bed, and takes the children to school.  She also cleans the bedrooms, kitchen, and bathrooms.  At noon, she fetches her children and prepares lunch for them.  While the children have their rest, she scrubs the floor and cleans the windows.  At 6:00 pm., she starts preparing dinner for the family.  They have their dinner at 7:00 p.m.  After dinner, she washes the dishes.  She teaches her children with their assignment in school.  Then she puts her children to bed.  How busy a mother is!  Would you believe it?  Children must help their mothers. 3. Writing Activity Proper  Now write those sentences in paragraph form. IV. EVALUATION Tell the class to exchange papers with their seatmate. Let them check the papers following the standards set in correcting paragraph, which are the following: 1. Is the first word of the paragraph indented? 2. Is there a margin on both sides of the paper? 3. Do the sentences begin with a capital letter? 4. Is there a punctuation mark at the end of every sentence? V. Assignment Study for your quiz tomorrow.

November 22, 2013 (Friday) ENGLISH

I. Objective: Answer correctly 85% of the quiz. II. Subject Matter A. Cause-effect relationship III. Procedures 1. Preparations a. Review b. Short reminders on proper behavior during the quiz proper. 2. Giving Instructions of the test 3. Test Proper 4. Checking 5. Recording

Wk5 November 25, 2013 (Monday) ENGLISH 1:40-2:30 I. Objective: Use correctly verb that agrees with the subject in number. II. Subject Matter J. Speaking: Present form of regular and irregular verbs K. PELC- B. 3 L. Ref: English For You and Me (Teacher’s Manual) p.136 English For You and Me (Language) pp.120-124 III. Procedure A. Preliminary Activities 1. Spelling (Pre-test) 1. harsh (adj)- rough 2. hire (n)- payment for labor 3. hygiene (n)-health practices 4. hymn (n)- song of praise 5. horizon (n)- the space bet. Earth & sky 2. Drill Say these phrases correctly.  in the morning every other day  at night twice a year

 during holidays everyday  during summer every afternoon  once a month every morning 3. Review What are verbs? Give examples. B. Developmental Activities 1. Motivation What do you want to be when you grow up? 2. Presentation Let the class listen to the poem, Working Time on p. 120. 3. Answering Guide Questions Where are the characters in the poem? How do they feel when they are working? Read all the action words in the poem. 4. Values Infusion What should you do now to achieve what do you want to become someday? 5. Discussion Have the students read and study the chart on p. 121 of the English for You and Me (Language) Discuss the correct usage of verbs in simple forms. 6. Further Exercise Present pictures showing verbs. Ask the pupils to make a simple sentence using verb in simple form. 7. Generalization What kind of verb is to be used if the doer of the action is singular? What kind of verb is to be used if the doer of the action is plural? 8. Fixing Skills Search horizontally, vertically, diagonally for action words. Use these actions words in a sentence, observing correct subject-verb agreement. L A N S W E R A I K R O Q I Y U K C R G D H L S E S E E Z E E Z H A N X B L E I V M A G F P U T P IV. EVALUATION Answer ACTIVITY 1 on p. of the book (Language) Sample entry: 1. Mang Pedro is a fisherman. He (go, goes) fishing everyday. V. Assignment

Give appropriate verb in simple form for the following nouns. 1. teachers ______ 2. students _______ 3. mother ________ 4. father _________ 5. classmates ______

November 26, 2013 (Tuesday) ENGLISH 1:40-2:30 I. Objectives: 1. Note details in a selection listened to. 2. Use verb that agrees with the subject in number. II. Subject Matter I. Listening: Noting Details in a selection heard. Speaking: Present form of regular and irregular verbs J. PELC- B.3 K. Ref: English For You and Me (Teacher’s Manual) pp. 136-142 English For You and Me (Reading) pp.128-130 III. Procedure A. Preliminary Activities 1. Spelling (Review orally) 2. Checking of Assignment 3. Review Write these sentences on the board. Let the pupils read and note down the difference in form of the action words used.  A crocodile lives near the pond.  A crocodile and a crab live near the pond.  A jackal lives in the nearby forest. B. Developmental Activities 1. Motivation Ask them if they are familiar with the word jackal. Teacher will show picture of a jackal. 2. Presentation Have the pupils open their book on p. 128 and read the title of the story to be read. 3. Unlocking of Difficulties Select the words inside the parentheses that have the same meaning as the word on the left. 1) clever (bright, lazy, intelligent, sleepy) 2) stupid ( dull, crazy, foolish, active) 3) pond (ocean, small body of water, lake, canal)

4) huge (small, big, tiny. Large) 4. Reading of the Story Read the story aloud on pp. 128-129 and let the pupils follow silently. 5. Discussion  Who are the characters in the story?  What do you call to the story in which the characters are animals?  Discuss the usage of simple form of verb as it is used in the story. (Ex. A dead crocodile moves his tail. 5. Values Infusion When should you show cleverness? 6. Further Exercises Tell whether these sentences are true or false. (pp. 129-130) Sample entry: 1) At the end of the story , the crocodile was dead. 7. Fixing Skills Accomplish THINK and DISCUSS on p. 130 of the book. (Reading) Sample entry: Choose the best answer from the given choices. 1.) The crocodile could not eat the crab. Why couldn’t he? a. The crab was his friend. b. The crab had a hard shell. c. They lived in the same pond. IV. EVALUATION Choose the correct word inside the parentheses to complete these sentences. 1. The crocodile (sleep, sleeps) the whole day. 2. The crab (watch, watches) the crocodile. 3. The crab and the crocodile (go, goes) to the pond. 4. Crabs (walk, walks) sideways. 5. A jackal (look, looks) at the dead crocodile. V. Assignment Make a summary of the story THE CLEVER JACKAL. Write it on a paper.

November 27, 2013 (Wednesday) ENGLISH 1:40-2:30

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

II. Subject Matter A. Listening: Noting Details in a selection heard. Speaking: Present form of regular and irregular verbs B. PELC- B.3 C. Ref: English For You and Me (Teacher’s Manual) pp. 136-142 English For You and Me (Language) pp.122-124

III. Procedure A. Preliminary Activities 1. Drill Present these riddles and let the class guess what it is all about.  If it is sitting, it is tall; if it is standing, it is short. What is it?  If it is night, it hides; if it is day, it is out. What is it? 2. Review What is riddle? 3. Spelling (Re-test) B. Developmental Activities 1. Motivation Ask the pupils to share the riddles they knew. 2. Presentation Ask them to listen to a story entitled The Clever Rabbit. (Please refer to the teacher’s manual p.138) 3. Answer Comprehension Check-up  What did the lion say about himself?  Why did the rabbit came late?  What happened to the lion?  Is the rabbit a clever animal? 4. Values Infusion Why we should not be boastful? 5. Discussion Present these sentences to the class and ask them identify the subject and the verb used.  The lion claims to be the king of the forest.  The lion asks food from the animals everyday.  The animals bow before the lion before they look for food, Ask: How do we use the verbs with singular and plural subjects?

6. Further Exercise Do you know the action done by these animals? From the pool of words, copy the words that tell the action done by these animals. (p.123) Sample entry: 1. The cats ____ when the dogs ran after them. 7. Generalization If the subject is singular, what kind of verb do we use? If the subject is plural, what kind of verb do we use? 8. Fixing Skills Do you know the action done by these animals? From the choices tell the action done by these animals. (p.123) Sample entry: 1. The cats ____ when the dogs ran after them. IV. EVALUATION Copy the correct verb form in the parentheses to complete the sentence. (p. 122) Sample entry: 1. Mang Pedro is a fisherman. He ( go, goes) fishing everyday. V. Assignment Give sentences using the verbs and time expressions listed below to show habitual action. Verb Time Expression walk everyday watch every morning collect during weekends gather in the evening recite every month

November 28, 2013 (Thursday) ENGLISH 1:40-2:30 I. Objective: Write a variety of texts such as riddles, rhymes, and slogans. II. Subject Matter F. Writing: Variety of texts-riddles, rhymes, slogans G. PELC- B.3 H. Ref: English For You and Me (Language) p.127

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

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

III. Procedure A. Preliminary Activities 1. Drill Read these words.  riddle  rhyme  slogan *Do you know the words you have just read? What is your idea about riddle? rhymes? and slogan? 2. Spelling (Follow-up) B. Developmental Activities 1. Motivation Guessing game: I think of a word that starts with s and ends with n, which means a motto or a saying. An example of this is “Health is wealth”.  I think of a word that starts with r and ends with e, which means a puzzling question. An example of this is “If it is night, it hides; if it is day, it is out. What is it?  I think of a word that starts with r and ends with e, which means a poem. An example of this is “ Star light, star bright. I wish I were a star tonight”. 

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

Rhyme

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

The big yellow moon. Looks like a balloon.

Slogan Reading makes you a great person.

I saw a king With a golden ring.

3. Discussion What is riddle? What is rhyme? What is slogan? 4. Further Exercise Identify whether the text is a riddle, a rhyme, or a slogan. 1. Honesty is the best policy. 2. Cleanliness is next to Godliness. 3. If there is peace, there is order. 4. Children go to school. To learn and not to be fool. 5. Rain, rain go away. Come again another day. Little children want to play. 6. Early to bed, early to rise. Makes the children better and wise. 7. What has a face and two hands but no arms or legs? A clock

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

5. Generalization Slogan- is a short catchy sentence. It can be a motto or a saying. Riddle- it is puzzling question, which made into a game. Rhyme- it is a short poem. 6. Fixing Skills Share a riddle to the class. Give a sample slogan. Make a short rhyme similar to the ones presented to you. IV. EVALUATION Accomplish this activity: Riddle Write a riddle about these object: 1. eyes 2. cashew

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

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

V. Assignment The children will be grouped: Group 1 will write 3 riddles. Group 2 will make a rhyme. Group 3 will make a slogan on making the community clean. November 29, 2013 (Friday) ENGLISH 1:40-2:30 I. Objective: Answer correctly 85% of the quiz. II. Subject Matter A. Verb that agrees with the subject in number. B. Riddle, rhyme, and slogan III. Procedures 6. Preparations c. Review d. Short reminders on proper behavior during the quiz proper. 7. Giving Instructions of the test 8. Test Proper 9. Checking 10. Recording

Week 7 December 9 , 2013 (Monday) ENGLISH 1:40 – 2:30 I. Objective: Use words that describe persons or places. II. Subject Matter M. Speaking: Using adjectives to describe persons or places N. PELC- B. 4 O. Ref: English For You and Me (Teacher’s Manual) pp.162-168 English For You and Me (Language) pp.126-134

b. trees in the forest c. birds on the trees d. along the seashore IV. EVALUATION Pick out the adjective and the noun being described in each sentence. (Language book p. 51) Example: We watched the wonderful sunset at Manila Bay. wonderful -sunset V. Assignment Give 3 adjectives for each column. Number Quality(kind) Shape Size Color

III. Procedure A. Preliminary Activities 1. Spelling(Review Spelling#1) 2.Drill Read these words: bright shiny pretty little soft winding good beautiful different beautiful tall small B. Developmental Activities 1. Motivation Show real objects to the class and ask them to describe them. 2. Presentation: From the pupils’ description of the objects, the teacher will form sentences and write them on the board. 3. Discussion What words were used to described the objects? What do you call words that describe? 4. Further Exercise Teacher will show more real objects/pictures and let pupils give as many adjectives to describe each object/picture. 5. Generalization What are adjectives? How do adjectives describe a person/ an object? 9. Fixing Skills Which of the following words are adjectives. Choose the letter. 1) a. shape of the body b. walked along the roads c. tall and slender d. the animals in the farm 2) a. bright and beautiful

December 10 , 2013 (Tuesday) ENGLISH 1:40 – 2:30 I. Objective: Arrange the adjectives in the correct order.

II. Subject Matter L. Speaking: Order of Adjectives M. PELC- B.3 N. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.147-152 III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review Identify the adjectives used in these sentences. a) The flashing lights look like fireflies. b) The moon shines bright. c) The noisy children are playing in the big yard. B. Developmental Activities (Continuation of the lesson) 1. Presentation Read these sentences. a) The fly has wings. b) The fly has two wings. c) The fly has two shiny wings. 2. Discussion  Is there an adjective in the first sentence?  What are the adjectives used in the second sentence?  How many adjectives were used in the third sentence? What did you notice about the order of adjectives? 4. Further Exercises Teacher shows pictures/real objects. Pupils will complete the chart observing the correct order of adjectives.

Number

Kind/Quality Color

5. Generalization

Noun (object) chalks bag notebooks

What are order of adjectives when describing a noun? 6. Fixing Skills Choose the sentence with the correct order of adjectives. Sample entry: 1). a. There are three, big, red, roses on the table. b. There are big, three, red, roses on the flower vase. IV. EVALUATION Arrange the adjectives in the correct order. Use each set in a sentence (see p. 151) Sample entry: 1. green-tall-trees There are tall green trees along the highway. V. Assignment Read a paragraph or a short story from a book or magazine and list the adjectives used and the words being described.

December 11 , 2013 (Wednesday) ENGLISH 1:40 – 2:30 I. Objective: Use adjectives in comparing two objects or persons. II. Subject Matter A. Speaking: Comparative Degree of Adjectives B. PELC- B.3

C. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.155-164 III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review Arrange the adjectives in correct order to complete the sentences. (Oral Activity) Sample entry:  The guests enjoyed the dance number of the ____ (young-two-pretty) girls. B. Developmental Activities 1. Motivation Ask two boys, one tall and one short, to stand and ask the pupils to give sentences comparing the height of the two boys. 2. Presentation Read these sentences. a) Dina is big . Noli is bigger than Dina. b) Dina is nine years old. Noli is twelve years old. Noli is older than Dina. c) Egg pie is delicious. Egg pie is more delicious than buko pie. Egg pie is less delicious than ice cream. 3. Discussion  How many persons are compared in the sentences?  What are the adjectives used?  What is the adjective used in the third set of sentences? 4. Further Exercises Follow up: Study the chart. Find out how the adjectives showing comparative degree are formed. POSITIVE COMPARATIVE (no comparison is made) (2 persons or objects are compared) young younger fat fatter old older beautiful more beautiful intelligent more intelligent industrious less industrious spacious less spacious

* Choose one adjective in comparative form and use it in a sentence. 5. Generalization How do we form comparative degree of adjective? 6. Fixing Skills Show pictures or display real objects . Ask the pupils to make a sentence comparing two objects/pictures. IV. EVALUATION Write the correct form of the adjectives in parentheses to show comparison in the following sentences.(Language book- pp. 157-158) Sample entry: 1. Vegetables are (rich) in vitamins than meat. V. Assignment Give the comparative form of the following adjectives. 1. dirty 6. industrious 2. difficult 7. talkative 3. pretty 8. graceful 4. thin 9. wild 5. healthy 10. small

December 12 , 2013 (Thursday) ENGLISH 1 1:40 – 2:30 I. Objective: Use adjectives in comparing three objects or persons. II. Subject Matter D. Speaking: Superlative Degree of Adjectives E. PELC- B.3 F. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.155-164 III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1)

2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review How do we form comparative degree of adjectives? Give examples. B. Developmental Activities 1. Motivation Ask three boys and give sentences comparing the height of the three boys. 2. Presentation Read these sentences. A. My brother is old. My uncle is older than my brother. among them. B. Ana’s dress is expensive. Leni’s dress is more/less expensive than Ana’s dress. Gina’s dress is the most/least expensive among the girls’ dresses. 3. Discussion  How many persons are compared in the sentences?  What are the adjectives used?  What is the adjective used in the third set of sentences? 4. Further Exercises Follow up: Study the chart. Find out how the adjectives showing comparative degree are formed. POSITIVE COMPARATIVE SUPERLATIVE (no (2 persons or (3 or more comparison objects are objects are is made) compared) compared) young younger youngest fat fatter fattest old older oldest beautiful more beautiful most beautiful intelligent more intelligent most intelligent industrious less industrious least industrious spacious less spacious least spacious * Make a sentence using one adjective in different degrees. 5. Generalization How do we form superlative degree of adjective? 6. Fixing Skills Describe some people using the following expressions. Example:

Meagan Young was the most beautiful among the contestants in the Ms. World Contest. 1. the most handsome 2. the tallest 3. the most helpful 4. the earliest to arrive in school 5. the youngest IV. EVALUATION Fill in the blanks with the correct form of the adjective inside the parentheses. ( p. 162) Sample entry: 1. Gold is ____ than silver, but diamond is the ____of all. (precious) V. Assignment Give the superlative form of the following adjectives. 6. dirty 6. industrious 7. difficult 7. talkative 8. pretty 8. graceful 9. thin 9. wild 10. healthy 10. small * Study for a quiz on Monday.Note: No classes on Friday-Dec. 13 (Navotas Teachers’ Day

Week 8 December 16 , 2013 (Monday) ENGLISH 1:40 – 2:30 I. Objective: Predict the outcome of stories heard. II. Subject Matter P. Listening: Listening to selections on predicting outcomes. Q. PELC- B. 3 R. Ref: English For You and Me (Teacher’s Manual) pp.156-161 English For You and Me (Language) pp.126-134 III. Procedure A. Preliminary Activities 1 .Drill Read the ff. situation and finish them. a. People throw trashes anywhere…………….. b. We will have quiz tomorrow, I am studying hard….

c. I always obey my parents…… 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb? 3. Unlocking of Difficulties pail- water container with handle hatched- came out from an egg poultry- domesticated chicken /bird envy- jealous *Use each word in a sentence. B. Developmental Activities 1. Motivation The teacher asks the pupils to study the two pictures on p. 139 of their Language book. Ask: What can you say about the pictures. 2. Presentation: Let the pupils read the story on p. 139 of their Language book. Answering Guide Questions:  What do you think will happen to the pail of milk?  What will the girl do?  What will happen to her plans? 3. Values Infusion How should you do/perform the task/work given to you? 4. Discussion A while ago we reviewed future tense form of the verb, let’s use this form in predicting outcome of the following situations based from the stories heard or listened to through this chart. She is going to sell the milk…………… With the money, she will buy a dozen eggs………… Soon she will have poultry……… With the money, she will buy a new dress……. As she was walking, she accidentally stepped on a banana peel………

5. Analysis How do we predict outcome of the stories? 6. Further Exercise Ask the pupils to give their own opinion what the girl will do after losing the milk. 7. Generalization What are the things we consider in predicting outcome of the stories heard or listened to? 9. Fixing Skills

Pair the students. Give them strips of paper with situation (see Teacher’s Manual p. 157) . Tell them to discuss the situation and they should give a good ending for it. Sample situation: - The prince met a beautiful princess. He fell in love with the princess. The princess fell in love with the prince, too. But the wicked witch did not want the two to get married…… IV. EVALUATION Read each situation. Choose the letter that will give good ending. (see Teacher’s Manual p. 158) Sample entry: It was raining. The wind was blowing hard. a. Leaves of tress will be blown away. b. There will be flood. c. People will run away. V. Assignment Let the class to do their activity. Let them write their own plans on what they will do this coming weekend. December 17 , 2013 (Tuesday) ENGLISH 1:40 – 2:30 I. Objective: Give an appropriate ending to a given situation. II. Subject Matter O. Reading: Reading Selections for Predicting Outcomes P. PELC- B.3 Q. Ref: English For You and Me (Teacher’s Manual) pp. 156-161 English For You and Me (Reading) pp.139-146 III. Procedure A. Preliminary Activities 1. Drill Read these words: fairness- ruler- internal organ of the body-a wiseman 2. Checking of Assignment Ask some pupils to share their assignment in class. 3 .Review What are the parts of the story? 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb? 3. Unlocking of Difficulties

Direct the pupils’ attention to the WORDS for Study on p. 159 (Reading) B. Developmental Activities 1. Motivation Do you know what the people of India are called? 2. Presentation: Let the pupils read the story on p. 142 of their Reading book. Answering Guide Questions:  What do you think will the Sultan did? Was the boy killed? 3. Values Infusion Are you also willing to do good things to others? Why? Why not? 4. Discussion A while ago we reviewed the parts of the story, one of them is the ending, the story you have just read is incomplete- it has no ending, give possible ending to the story by answering these questions. *Was the boy killed? *What do you think happened to the Sultan? 5. Analysis Why does a story need a good ending ? 6. Further Exercise The teacher shows pictures and ask the pupils to describe the situation of each picture, then give an ending for it. 7. Generalization What are the characteristics of a good story ending? 9. Fixing Skills Group the students into four. Give them strips of paper with situation (see Reading book pp. 144-145) . Tell them to discuss the situation and they should give a good ending for it. Sample situation: - Etong Etong is a mountain boy. He lived in a house near a forest. There were wild pigs in the forest. When he was ten years old, his father gave him a bow and an arrow as a gift. ( What do you think he said? Do you think he expressed surprise and pleasure?) IV. EVALUATION Read each situation. Choose from the given items the appropriate ending for each. (see p. 146 Reading) Sample entry: Rumbles can be heard from the volcano. The smoke comes out from the crater. Sparks of fire can be seen

around the crater. The people living near the volcano are afraid. a. The volcano shows signs of eruption. b. The volcano is active. c. The people will leave their homes and go to a safer place. V. Assignment Copy a short story with a good ending.

December 11 , 2013 (Wednesday) ENGLISH 1:40 – 2:30 I. Objective: Give an ending to a given situation. II. Subject Matter G. Reading: Reading selections for predicting outcomes. H. PELC- B.3 I. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.155-164 III. Procedure A. Preliminary Activities (Continuation of the lesson) 1. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review What are the characteristics of a good story ending? B. Developmental Activities 1. Motivation Who is your favorite Filipino hero? Describe him/her. 2. Presentation Read this paragraph about Jose Rizal. Jose Rizal is our national hero. When he was a boy, he used to go with his uncle into the river. One day, he and his uncle went boating. They rode on a banca. One of his slippers fell into the water. “What will I do with this slipper now? I cannot use it anymore,” ha said. “ if someone finds that other slipper he won’t be able to use it too. What shall I do now?” Jose was quiet for a while. “Ah, now I know what to do.” “ If somebody finds two slippers, he can use them,” he said.

3. Discussion  What would be a good ending for this story?  Which of this is an opinion? a. Jose Rizal is our national hero. b. Jose Rizal enjoys riding a banca. c. Jose went boating with his uncle.  Which of these is a fact? a. Jose Rizal enjoys boating with his uncle. b. Jose Rizal is our national hero. c. Jose loves to wear slippers. 5. Generalization What is a fact? What is an opinion? IV. EVALUATION Answer DO IT RIGHT on p. 147 of the Reading book. Read the following story and answer the questions in between some parts of the story. Write your answer on your paper. V. Assignment Read a story about our heroes with good ending.

Note: Dec. 19- Christmas Program PTA Raffle Draw

II. Subject Matter J. Speaking: Superlative Degree of Adjectives K. PELC- B.3 L. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.155-164 III. Procedure A. Preliminary Activities 1. Spelling (Review orally Spelling#1) 2. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review How do we form comparative degree of adjectives? Give examples. B. Developmental Activities 1. Motivation Ask three boys and give sentences comparing the height of the three boys. 2. Presentation Read these sentences. C. My brother is old. My uncle is older than my brother. among them. D. Ana’s dress is expensive. Leni’s dress is more/less expensive than Ana’s dress. Gina’s dress is the most/least expensive among the girls’ dresses.

Dec. 20- Christmas Party

Week 9 January 6 , 2014 (Monday) ENGLISH 1:40- 2:30- Zadkiel I. Objective: Use adjectives in comparing three objects or persons.

3. Discussion  How many persons are compared in the sentences?  What are the adjectives used?  What is the adjective used in the third set of sentences? 4. Further Exercises Follow up: Study the chart. Find out how the adjectives showing comparative degree are formed. POSITIVE COMPARATIVE SUPERLATIVE (no (2 persons or (3 or more comparison objects are objects are is made) compared) compared) young younger youngest fat fatter fattest old older oldest beautiful more beautiful most beautiful intelligent more intelligent most intelligent

industrious spacious

less industrious less spacious

least industrious least spacious

* Make a sentence using one adjective in different degrees. 5. Generalization How do we form superlative degree of adjective? 6. Fixing Skills Describe some people using the following expressions. Example: Meagan Young was the most beautiful among the contestants in the Ms. World Contest. 6. the most handsome 7. the tallest 8. the most helpful 9. the earliest to arrive in school 10. the youngest IV. EVALUATION Fill in the blanks with the correct form of the adjective inside the parentheses. ( p. 162) Sample entry: 1. Gold is ____ than silver, but diamond is the ____of all. (precious) V. Assignment Give the superlative form of the following adjectives. 11. dirty 6. industrious 12. difficult 7. talkative 13. pretty 8. graceful 14. thin 9. wild 15. healthy 10. small

January 7 , 2014 (Tuesday) ENGLISH 1:40- 2:30- Zadkiel I. Objective: Predict the outcome of stories heard. II. Subject Matter S. Listening: Listening to selections on predicting outcomes. T. PELC- B. 3 U. Ref: English For You and Me (Teacher’s Manual) pp.156-161 English For You and Me (Language) pp.126-134

III. Procedure A. Preliminary Activities 1 .Drill Read the ff. situation and finish them. a. People throw trashes anywhere…………….. b. We will have quiz tomorrow, I am studying hard…. c. I always obey my parents…… 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb? 3. Unlocking of Difficulties pail- water container with handle hatched- came out from an egg poultry- domesticated chicken /bird envy- jealous *Use each word in a sentence. B. Developmental Activities 1. Motivation The teacher asks the pupils to study the two pictures on p. 139 of their Language book. Ask: What can you say about the pictures. 2. Presentation: Let the pupils read the story on p. 139 of their Language book. Answering Guide Questions:  What do you think will happen to the pail of milk?  What will the girl do?  What will happen to her plans? 3. Values Infusion How should you do/perform the task/work given to you? 4. Discussion A while ago we reviewed future tense form of the verb, let’s use this form in predicting outcome of the following situations based from the stories heard or listened to through this chart. She is going to sell the milk…………… With the money, she will buy a dozen eggs………… Soon she will have poultry……… With the money, she will buy a new dress……. As she was walking, she accidentally stepped on a banana peel………

5. Analysis How do we predict outcome of the stories? 6. Further Exercise

Ask the pupils to give their own opinion what the girl will do after losing the milk. 7. Generalization What are the things we consider in predicting outcome of the stories heard or listened to? 9. Fixing Skills Pair the students. Give them strips of paper with situation (see Teacher’s Manual p. 157) . Tell them to discuss the situation and they should give a good ending for it. Sample situation: - The prince met a beautiful princess. He fell in love with the princess. The princess fell in love with the prince, too. But the wicked witch did not want the two to get married…… IV. EVALUATION Read each situation. Choose the letter that will give good ending. (see Teacher’s Manual p. 158) Sample entry: It was raining. The wind was blowing hard. d. Leaves of tress will be blown away. e. There will be flood. f. People will run away. V. Assignment Let the class to do their activity. Let them write their own plans on what they will do this coming weekend.

January 8 , 2014 (Wednesday) ENGLISH 1:40- 2:30- Zadkiel I. Objective: Give an appropriate ending to a given situation. II. Subject Matter R. Reading: Reading Selections for Predicting Outcomes S. PELC- B.3 T. Ref: English For You and Me (Teacher’s Manual) pp. 156-161 English For You and Me (Reading) pp.139-146 III. Procedure A. Preliminary Activities 1. Drill Read these words: fairness- ruler- internal organ of the body-a wiseman 2. Checking of Assignment Ask some pupils to share their assignment in class.

3 .Review What are the parts of the story? 2 .Review How do we form the future tense form of the verb? When do we use the future tense for m of the verb? 3. Unlocking of Difficulties Direct the pupils’ attention to the WORDS for Study on p. 159 (Reading) B. Developmental Activities 1. Motivation Do you know what the people of India are called? 2. Presentation: Let the pupils read the story on p. 142 of their Reading book. Answering Guide Questions:  What do you think will the Sultan did? Was the boy killed? 3. Values Infusion Are you also willing to do good things to others? Why? Why not? 4. Discussion A while ago we reviewed the parts of the story, one of them is the ending, the story you have just read is incomplete- it has no ending, give possible ending to the story by answering these questions. *Was the boy killed? *What do you think happened to the Sultan? 5. Analysis Why does a story need a good ending ? 6. Further Exercise The teacher shows pictures and ask the pupils to describe the situation of each picture, then give an ending for it. 7. Generalization What are the characteristics of a good story ending? 9. Fixing Skills Group the students into four. Give them strips of paper with situation (see Reading book pp. 144-145) . Tell them to discuss the situation and they should give a good ending for it. Sample situation: - Etong Etong is a mountain boy. He lived in a house near a forest. There were wild pigs in the forest. When he was ten years old, his father gave him a bow and an arrow as a gift. ( What do you think he said? Do you think he expressed surprise and pleasure?)

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

January 9 , 2013 (Thursday) ENGLISH 1:40- 2:30- Zadkiel I. Objective: Give an ending to a given situation. II. Subject Matter M. Reading: Reading selections for predicting outcomes. N. PELC- B.3 O. Ref: English For You and Me (Teacher’s Manual) pp. 162-168 English For You and Me (Reading) pp.155-164 III. Procedure A. Preliminary Activities (Continuation of the lesson) 1. Checking of Assignment Ask some pupils to share their assignment in class. 3. Review What are the characteristics of a good story ending? B. Developmental Activities 1. Motivation Who is your favorite Filipino hero? Describe him/her.

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

3. Discussion  What would be a good ending for this story?  Which of this is an opinion? a. Jose Rizal is our national hero. b. Jose Rizal enjoys riding a banca. c. Jose went boating with his uncle.  Which of these is a fact? a. Jose Rizal enjoys boating with his uncle. b. Jose Rizal is our national hero. c. Jose loves to wear slippers. 5. Generalization What is a fact? What is an opinion? IV. EVALUATION Answer DO IT RIGHT on p. 147 of the Reading book. Read the following story and answer the questions in between some parts of the story. Write your answer on your paper. V. Assignment Read a story about our heroes with good ending.

January 10, 2013 (Friday) ENGLISH 1:40-2:30 Zadkiel

I. Objective: Answer correctly 85% of the quiz. II. Subject Matter C. Quiz III. Procedures 11. Preparations e. Review f. Short reminders on proper behavior during the quiz proper. 12. Giving Instructions of the test 13. Test Proper 14. Checking 15. Recording