Lesson Plan in English Grade 4

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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 Me-Reading)

Answer these questions:

 On whom did the monkey play his first trick?

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

 Which of the following events happened first in the story?

a. The monkey met a dog.

b. The monkey went to the barber. c. The old woman broke the razor.

 Which of the following events happened last in the story?

a. The dog ate all the cakes. b. The monkey died.

c. The old woman gave him all the cakes.

5. Generalization

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

6. Fixing Skills

Do ACTIVITY 1 on p. 105 of your book.

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

IV. EVALUATION

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

Arrange these sentences in proper order as they happened in the story. Write 1-5.

____ While he was eating, he felt the branch break. ____ When he woke up, he was in a hospital bed. ____ Pepe climbed the guava tree.

____ Then he sat on a branch and began eating them.

____ He picked as many as he could and put them in his pockets.

V. Assignment

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

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

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

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ENGLISH 10:30-11:20

I. Objective:

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

A. Construct Simple Sentences with Modifiers and Compliments.

B. PELC- B. 1

English For You and Me (Language) pp.96-102 III. Procedure

A. Preliminary Activities 1. Review

What is a sentence?

What are the parts of a sentence? 2. Checking of Assignment

(Call some students to read their assignments)

3. Spelling (Pre-test)

 argue- (v)disagree in words  boast-(v) praise oneself  reply-(v) answer

 tightly-(adv) held close/firmly

 between-(prep) used in making a choice B. Developmental Activities

1. Motivation

Tell a sentence or two about the importance of sun and air in us.

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

*What is the story about?

What is the moral lesson of the story?

2. Presentation

Study these sentences taken from the story:  The sun shines brightly in the sky.

 The man wears a thick jacket. 3.Discussion

What is the subject in the first sentence? In the second sentence?

What is the predicate of the first sentence? Of the second sentence?

What word or phrase is used to make a clearer description of the sentence?

What do you call words such as “brightly” and “in the sky” which are used to give clearer and

meaningful meaning of the sentence?

4. Further Exercise

Add word/words to make a clear picture of

what the dog is doing.

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

___________(at the stranger.)

How importance are modifiers and complements in sentences?

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.

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November 5, 2013 (Tuesday)

ENGLISH

I. Objective:

Identify words or ideas correctly for a given heading.

A. Reading: Sub-heading for a given Heading B. PELC- C. 1

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 bricks.

a. shelter made by digging

2. He looks at the sceneries from the cliff.

b. high steep face of a rock

3. The mouse made a

dug-out in the soil.

c. building block of baked clay

4. Motivation

Describe your dream house.

We see houses everywhere we go. Some are big and made of wood while others are made of

concrete. What is your house made of? Do you know

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

B. During Reading Activities

1. Presentation

The teacher asks the pupils to read the selection on pp.81-82 of their textbook- The Story of Houses. 2. Answering Guide Questions

 What kinds of houses mentioned in the story?  What did the early people use for building

houses?

 What do people today use for building their houses?

 Why do people need houses? 3. Values Infusion

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

C. Post Reading 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 boat fish mining automobile bus fishing pants

belt cart fruit weaving

blouse canning lumbering vegetables bread farming meat truck train socks skirt shoes

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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 in Luzon Heroes Symbols of the Philippnes Animals that live in 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.

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November 6, 2013 (Wednesday)

ENGLISH

I. Objective:

Outline a story/selection read correctly.

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.

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 in Luzon Heroes Symbols of the Philippnes Animals that live in land airplane boat fish mining automobile bus fishing pants

belt cart fruit weaving

blouse canning lumbering vegetables bread farming meat truck train socks skirt shoes

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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

Basic English Skill Builders 3 pp. 178-181

Materials: recipe procedure, charts Value Focus: Keeping Things in Order 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.

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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 dishe s d. fly grasshopper butterfly cat IV. Evalutaion

Write the following words in their proper columns

Movement Animals Mountains Body Parts

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 run heart gorilla Sierra Madre

stars tiger planets jump Apo Banahaw glide zebra lion moon Makiling asteroid small intestine walk lungs kidney

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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.

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 Instruments

Events Nationality

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.

A. Speaking: Object Pronouns B. PELC- B. 2

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

III. Procedure

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  advertisement-(n)-

 event-(n)-happening (Use each word in a sentence) B. Developmental Activities 1. Motivation

Do you pray? Why do you pray? 2. Presentation

Let them read this prayer.

3.Discussion

 Who is praying?

 To whom is he praying?

 What special does he pray for his father, mother, brother, sister, and himself? flowers

Our Lord in heaven, Bless my brother,help him I praise and glorify You. to be kind.

Forgive us, oh Lord, Bless my sister, help her from the sins we have to be helpful. done against You. And bless me, oh Lord Bless my papa, help him help me to be a good to be responsible. child. Amen. Bless my mama, help her

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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?

Circle the object pronouns.

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.

A. Speaking: Using object pronoun and its antecedent

B. PELC- B. 2

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 remember. 2) Christmas is an _____ we are all awaited for. 3) Father reads _____ everymorning.

4) We can get many ____from newspaper. 5) The ____about the new product made us

bought it.

Where do we get information?

Listen as your teacher reads the news report on p. 111 of English for You and Me (Language). If you have the book, read it with me silently.

 What is the news story about?

 What is the purpose of the sportsfest?  Give a brief summary of the information that

you got from this news item. 2. Presentation

Read these sentences. 1. The mayor was glad to meet the players.

1. The mayor gave them reminders .

2. The barangay captain helped the injured player.

2. He brought him to the hospital.

3. Discussion

 What words are being replaced by the underlined pronouns?

 What are antecedents? What should we remember if we replaced them with object pronouns?

Give an object pronoun that replaces the underlined noun.

A Child’s Prayer

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

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1.) I received a new toy car. Father gave _ to me. 2.) My cousins came. Mother gave them gifts. 3.) Rona wrote ___ report in HEKASI.

4.) Did Gina tell Gino that mother asked ___ to water the plants.

5. Values Infusion

What value should we observe during sportsfest? 6. Generalization

What is antecedent?(the noun or subject pronoun being replaced by an object pronoun) What should we remember when replacing an antecedent with object pronoun?

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.

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

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.

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

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.

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.

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What does cause-effect relationship describe? 7. Fixing Skills

Complete the ff. sentences by writing a cause for the given effect. (Please see THINK AND WRITE p.127) Sample entry:

1. The streets and sidewalks are clean because _____.

IV. 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 passages read.

D. Reading: Cause-effect relationship in passages read.

E. PELC- C.9

English For You and Me (Reading) pp.131-132

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

Review on cause-effect relationship.

B. Developmental Activities

1. Motivation

Ask: Why the Sky Is Blue?

Read this passage Why the Sky Is Blue (Refer to the teacher’s manual p. 141)

Answer these questions:

 What does the sun give us?  What happens to the light rays?  Why does the sun appear to be blue? 2. Presentation

Complete this phrase with phrases from the passage you read:

 The sky is blue because _____________ 3. Discussion

What do you call to the phrases you added to the given phrase?

Say: You can use one or more possible effects or causes in a situation.

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

  

What is the importance of cause-effect relationship?

Give one or two possible causes or effects for the following situations. (Please see p. 131 of the book)

Sample entry:

Effect: Mario can’t walk on his feet alone. He walks on his crutches.

Causes: He fell from a stair. He met a car accident.

IV. EVALUATION

Do ACTIVITY 3 of the book.

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

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

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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.

ENGLISH

I. Objective:

Write paragraphs using variety of sentences.

G. Speaking: Using different kinds of sentences in writing paragraph

H. Ref: English For You and Me (Teacher’s Manual) pp. 129-135

III. Procedure

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?

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

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.

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November 21, 2013 (Thursday)

ENGLISH

I. Objective:

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

D. Writing: Informal Theme

E. Ref: English For You and Me (Reading) pp.117

III. Procedure

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

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November 22, 2013 (Friday)

ENGLISH

I. Objective:

Answer correctly 85% of the quiz.

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.

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

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.

What do you want to be when you grow up? 2. Presentation

Let the class listen to the poem, Working Time on p. 120.

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.

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?

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.

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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.

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

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.

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.

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.

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.

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.

ENGLISH

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I. Objective:

1. Note details in a selection listened to.

2. Use verb that agrees with the subject in number.

A. Listening: Noting Details in a selection heard. Speaking: Present form of regular and irregular verbs

B. PELC- B.3

III. Procedure

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?

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?

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 watch collect gather recite everyday every morning during weekends in the evening every month November 28, 2013 (Thursday) ENGLISH 1:40-2:30 I. Objective:

Write a variety of texts such as riddles, rhymes, and slogans.

F. Writing: Variety of texts-riddles, rhymes, slogans G. PELC- B.3

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

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 _Slogan

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. I saw a king With a golden ring.

Reading makes you a great person. 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

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

5. Generalization

Slogan- is a short catchy sentence. It can be a motto or a saying.

Riddle- it is puzzling question, which made into a game.

Rhyme- it is a short poem. 6. Fixing Skills

Share a riddle to the class. Give a sample slogan.

Make a short rhyme similar to the ones presented to you.

IV. EVALUATION

Accomplish this activity:

Riddle Rhyme Slogan

Write a riddle about these object: 1. eyes

2. cashew

Complete these rhymes:

-Mother bake will bake.

A big brown___ -Father brought home a toy for his good little _

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

V. Assignment

The children will be grouped: Group 1 will write 3 riddles. Group 2 will make a rhyme.

Group 3 will make a slogan on making the community clean.

November 29, 2013 (Friday)

ENGLISH

1:40-2:30

I. Objective:

Answer correctly 85% of the quiz.

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

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Week 7

December 9 , 2013 (Monday)

ENGLISH

1:40 – 2:30

I. Objective:

Use words that describe persons or places.

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

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

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?

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

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

December 10 , 2013 (Tuesday)

ENGLISH

1:40 – 2:30

I. Objective:

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L. Speaking: Order of Adjectives M. PELC- B.3

N. Ref: English For You and Me (Teacher’s Manual) pp. 162-168

III. Procedure

A. Preliminary Activities

1. Spelling (Review orally Spelling#1) 2. Checking of Assignment

Ask some pupils to share their assignment in class. 3. Review

Identify the adjectives used in these sentences. a) The flashing lights look like fireflies.

b) The moon shines bright.

c) The noisy children are playing in the big yard.

B. Developmental Activities (Continuation of the lesson)

1. Presentation

Read these sentences. a) The fly has wings. b) The fly has two wings. c) The fly has two shiny wings. 2. Discussion

 Is there an adjective in the first sentence?  What are the adjectives used in the second

sentence?

 How many adjectives were used in the third sentence? What did you notice about the order of adjectives?

4. Further Exercises

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

Number Kind/Quality Color Noun (object) chalks bag notebooks

What are order of adjectives when describing a noun?

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.

A. Speaking: Comparative Degree of Adjectives B. PELC- B.3

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III. Procedure

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.

Ask two boys, one tall and one short, to stand

and ask the pupils to give sentences comparing the height of the two boys.

2. Presentation

Read these sentences. a) Dina is big .

Noli is bigger than Dina.

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

Noli is older than Dina.

c) Egg pie is delicious.

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

3. Discussion

 How many persons are compared in the sentences?

 What are the adjectives used?

 What is the adjective used in the third set of sentences?

4. Further Exercises Follow up:

Study the chart. Find out how the adjectives showing comparative degree are formed.

POSITIVE

(no comparison is made)

COMPARATIVE (2 persons or objects are

compared)

young younger

fat 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.

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.

D. Speaking: Superlative Degree of Adjectives E. PELC- B.3

III. Procedure

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2. Checking of Assignment

How do we form comparative degree of adjectives?

Give examples.

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

POSITIVE (no comparison is made) COMPARATIVE (2 persons or objects are compared) SUPERLATIVE (3 or more objects are 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.

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.

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

1 .Drill

Read the ff. situation and finish them. a. People throw trashes anywhere………..

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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?

pail- water container with handle hatched- came out from an egg poultry- domesticated chicken /bird envy- jealous

*Use each word in a sentence.

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.

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.

O. Reading: Reading Selections for Predicting Outcomes

P. PELC- B.3

Q. Ref: English For You and Me (Teacher’s Manual) pp. 156-161

III. Procedure

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?

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Direct the pupils’ attention to the WORDS for Study on p. 159 (Reading)

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?

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.

What are the characteristics of a good story ending?

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.

G. Reading: Reading selections for predicting outcomes.

H. PELC- B.3

I. Ref: English For You and Me (Teacher’s Manual) pp. 162-168

III. Procedure

A. Preliminary Activities (Continuation of the lesson) 1. Checking of Assignment

What are the characteristics of a good story ending?

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.

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3. Discussion

 What would be a good ending for this story?  Which of this is an opinion?

a. Jose Rizal is our national hero. b. Jose Rizal enjoys riding a banca. c. Jose went boating with his uncle.  Which of these is a fact?

a. Jose Rizal enjoys boating with his uncle. b. Jose Rizal is our national hero.

c. Jose loves to wear slippers. 5. Generalization

What is a fact? What is an opinion?

IV. EVALUATION

Answer DO IT RIGHT on p. 147 of the Reading book.

Read the following story and answer the questions in between some parts of the story. Write your answer on your paper.

V. Assignment

Read a story about our heroes with good ending.

Note:

Dec. 19- Christmas Program PTA Raffle Draw Dec. 20- Christmas Party

Week 9 January 6 , 2014 (Monday) ENGLISH 1:40- 2:30- Zadkiel I. Objective:

Use adjectives in comparing three objects or persons.

J. Speaking: Superlative Degree of Adjectives K. PELC- B.3

L. Ref: English For You and Me (Teacher’s Manual) pp. 162-168

III. Procedure

How do we form comparative degree of adjectives?

Give examples.

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.

3. Discussion

POSITIVE (no comparison is made) COMPARATIVE (2 persons or objects are compared) SUPERLATIVE (3 or more objects are compared)

young younger youngest

fat fatter fattest

old older oldest

beautiful more beautiful most beautiful intelligent more intelligent most intelligent