Grade Four English
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Recommended number of lessons for this Learning Guide: 9
Basic Education Curriculum Competencies
Objectives
• Identify clues from the riddles presented.
• Predict what will happen next to the situations listened to. • Predict outcomes of the given situations.
• Predict outcomes of the story read.
• Give an appropriate ending to a given situation and give justification for such ending. • Revisit the prediction chart.
• Use words that describe a person, place or thing.
• Use the positive, comparative and superlative form of adjectives. • Compose riddles, slogan, and announcement from the given stimuli.
• Give an appropriate ending to a given situation and give justification for such ending. • Predict outcomes of the situations shown in the picture.
• Visualize what will happen to the community/country if each one will become heroes in their own ways.
Essential concepts, knowledge and understandings targeted
• To predict means to say what is going to happen in the future, often on the basis of presentindications or past experiences, observation or scientific explanation.
• Predicting is the ability to tell what will happen next based on the clues in the picture or story,and on what you already know.
• Adjectives are words that describe or modify a noun or a pronoun.
• The degrees of comparison are known as the positive, the comparative, and the superlative. (Actually, only the comparative and superlative show degrees.)
• We use the comparative for comparing two things and the superlative for comparing three or more things.
• Notice that the word frequently accompanies the comparative and the word precedes the superlative.
• The inflected suffixes and suffice to form most comparatives and superlatives, although we need and when a two-syllable adjective ends in (happier and happiest); otherwise we use and when an adjective has more than one syllable.
Specific vocabulary introduced
• dike - a barrier to prevent floods• faint - not clear
• steep - sloping very sharply • trickle - flow slowly in thin strea • chill - moderate coldness
• stiff - hard to move • numb - unable to feel • lantern - portable lamp
• cupboard - a piece of furniture used for storing food
Suggested organizational strategies
• Preparation of visual aids• Assigning groupings for the class activity
Activities in this Learning Guide
Activity 1: Cues Clues
Multiple Intelligences: Verbal/Linguistic
Skills: Grasp meaning, Interpret facts, compare, contrast
Text Types: Observation
Activity 2: Next Action...
Multiple Intelligences: Visual/Spatial, Verbal/Linguistic
Skills: Make choices based on reasoned argument, Predict consequences
Text Types: Factual Description
Activity 3: Keep Predicting
Multiple Intelligences: Logical/Mathematical, Verbal/Linguistic
Skills: Make choices based on reasoned argument, Predict consequences, Predict, draw conclusions
Text Types: Personal Response, Literary
Activity 4: Words that Describe
Multiple Intelligences: Verbal/Linguistic
Skills: Understanding information, Use information
Text Types: Review
Activity 5: Degree of Comparison
Multiple Intelligences: Verbal/Linguistic, Interpersonal
Skills: Use methods, concepts, theories in new situations, Use information
Text Types: Factual Description, Factual Recount
Activity 6: Hands On
Multiple Intelligences: Body/Kinesthetic, Visual/Spatial, Verbal/Linguistic
Skills: Relate knowledge from several areas, Solve problems using required skills or knowledge, Use old ideas to create new ones
Multiple Intelligences: Visual/Spatial, Verbal/Linguistic
Skills: Predict consequences, Predict, draw conclusions
Text Types: Literary Recount
Activity 8: Photo Analysis
Multiple Intelligences: Visual/Spatial
Skills: Predict consequences, Predict, draw conclusions
Text Types: Factual Description
Activity 9: Quick Draw
Multiple Intelligences: Visual/Spatial
Skills: Translate knowledge into new context, Assess value of theories, presentations
Text Types: Personal Response
Key Assessment Strategies
• Self-Assessment ChecklistMind Map
The Mind Map displays the organization and relationship among the competencies, concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Identifying clues in a picture, story or statement is very important in making and coming up with reasonable predictions.
Thus, to activate students' prior knowledge on making predictions, the activity in this stage will challenge students' skills in identifying clues from the riddle presented to support a prediction made.
Strategy
Riddles are form of puzzles in a question or statement form that contain clues to its answer.
Materials
➢Teacher Resource Sheet for Activity 1 on page 19
Activity 1 “Cues Clues”
1. Ask students what they know about clues. Elicit responses from them. 2. Give the instructions:
– Listen carefully as I read to you the riddle. – Predict what it talks about.
– Write the clues that led you to such prediction.
3. Read the first riddle. Please refer to Teacher Resource Sheet of Activity Sheet 1, “Cues Clues” on page 19.
4. Have the students predict and write the clues on their paper.
5. Call volunteers to share their answers. Let them identify the clues in the riddle that led them for having such answers.
6. Check their answers.
7. Read the second riddle and do the same procedures until all riddles are presented. 8. Process the activity:
• What helped you come up with those predictions?
• What difficulties have you encountered in the conduct of activity? • Why is it important to identify clues in giving predictions?
Formative Assessment
To assess students' learning, have the students formulate a riddle of their own.
Roundup
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Aside from identifying clues to make predictions, we can also look at a series of ideas being presented, combine them with our experiences and think about it in a logical way to tell what might happen next.
This stage will present an activity that would allow students to use what they know and experience to predict what will happen next to the situations listened to.
Strategy
Prediction Dyad is a strategy where students are paired as they listen to the teacher read a passage aloud. At each pause in the reading, the teacher prompts students to discuss with their partner what they predict will happen next in the reading.
M
aterial
➢Teacher Resource Sheet for Activity 2, “Next Action” on page 20
Activity 2 “Next Action”
1. Tell the students that we can tell what is most likely to happen next base on what we know and what we experience.
2. Form dyad.
3. Give the following instructions:
– Listen carefully as I read to you a situation.
– Discuss with your partner what you think will happen next. – Write your prediction on your paper.
4. Start reading the first situation. Please refer to Teacher Resource Sheet for Activity 2, “Next Action” on page 20 and let the pairs do their tasks.
5. Call representatives to read their predictions to the class. 6. Read the next situation and do the same procedure. 7. Process the activity:
• Based on the activity, what do you mean by prediction?
• What should be considered in coming up with reasonable predictions?
• What difficulties did you encounter as you listen to the situations and predict the outcomes?
8. Give the following support information, if needed:
Formative Assessment
☑Use this rubric to assess the student's performance in this activity. Self-Assessment Checklist
1. I followed the instructions carefully.
2. I listened intently as the teacher reads the situations.
3. I shared ideas with my partner.
4. I listened to the suggestions of my partner.
5.I predicted outcomes based on my previous knowledge.
☑
Roundup
Students should have predicted what happened next to the situations listened to.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
The activity in this stage presents series of activities that would develop the competencies purposely provided in this Learning Guide. A story entitled “The Little Dutch Boy Hero” is used as a springboard to expand students skills in predicting outcomes and the use of the degree of comparison of regular adjectives. It is also in this stage where students will compose slogans, riddles and announcements from the given stimuli.
Strategies
Prediction Chart is a graphical representation that summarizes important information in tabular form particularly in making predictions.
Stop-Drop-Roll is a strategy that encourages students to stop where they are reading, drop the book momentarily, and roll all of the information they have into a prediction of what will happen next in the text.
Modeling is an activity in which the teacher models language patterns and structure used in a natural course of classroom conversation.
Comparison is an activity which involves the use of objects or pictures to help students make comparisons (sweet, sweeter, sweetest).
Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levels of ability, work together to do a given task. Each member of a team is responsible for helping each other to finish the task, thus creating an atmosphere of achievement.
Materials
• Activity Sheet 3, “Keep Predicting” on page 21
Activity 3 “Keep Predicting”
A. Pre-Reading1. Form small groups.
2. Distribute Activity Sheet 3, “Keep Predicting” on page 21. 3. Explain the directions:
– Read the given situations.
– Write your predictions based on your prior knowledge and experience. 4. Conduct the activity.
5. Remind the students to keep their outputs as they will revisit it after the reading activity.
B. During Reading “The Little Dutch Boy Hero” 6. Form four groups.
7. Distribute a copy of Student Resource Sheet for Activity 3, “The Little Dutch Hero” on page 22 and assign each group a paragraph to read on.
8. Give the following instructions:
• I will assign each group a paragraph to read on.
• The first group will read aloud the first paragraph and rest will follow through with your eyes only.
• On my signal, everybody will stop and drop the reading text for a while to make predictions/answer the questions found at the end of each paragraph.
9. Present the title “The Little Dutch Boy Hero” and have the students guess what will be the reading text all about.
10.Ask them also what they already know about the topic. Give them time to share their ideas and predictions.
11.Let the first group read the first paragraph of the reading text “The Little Dutch Hero”. 12.After reading the first paragraph, motion the class to stop and drop the text. Lead
them to prove their predictions made at the start. Do the same procedures with the remaining paragraphs.
C. Post Reading (Revisiting of Prediction Chart)
13.Give the final task: Predict outcome of the story read. Write an ending of the story in 2-3 sentences.
14.Instruct the students to review their predictions found in the Prediction Chart. 15.Call some volunteers to share with the class their predictions made.
Activity 4, “Degree of Comparison”
1. Present the sample paragraph to the class. Call a volunteer to read it.
2.Peter walked quickly along the top of the narrow dike. The sun was sinking low in the West. Long beams of light shone on the polder fields. The giant arms of a big brown windmill turned lazily at the touch of the cold breeze. The blue waves of the North Sea rolled gently at the foot of the strong dike.
3. Instruct students to identify the underlined words in the paragraph on the first column. 4. Ask the following questions:
• What have you noticed on the underlined words?
• How do the underlined words function in the sentences?
• What do we call the words that describe a person, place or thing? 5. Provide input on adjectives and its degree of comparison.
6.
7. Form small groups and give the task.
– Pick out at least five regular adjectives in the reading text. – Write the comparative and superlative form of adjectives. – Use them in the sentence.
8. Model how to do the activity.
9. Give them enough time to complete the tasks. 10.Process the activity:
• What degree of comparison is used when describing one person, place, thing or event?
• What about if describing two persons, places, things, or events? • What about when describing three persons, places, things or events?
• What syllable is added to form a comparative degree of adjectives? Superlative?
Activity 5 “Speak Up”
1. Form triads.
2. Instruct the students to think of their favorites (things, personalities, foods, places, sports), etc..
3. Explain the directions.
Positive: Bukidnon is a cold place.
Comparative: Tagaytay City is colder than Bukidnon. Superlative: Baguio City is the coldest among the three cities.
Adjectives are words that describe or modify a noun or a pronoun.
The degrees of comparison are known as the positive, the comparative, and the
superlative.
We use comparative for comparing two things and the superlative for comparing three or more things.
The inflected suffixes -er and -est suffice to form most comparatives and superlatives,
• Describe your favorite using the positive, comparative and superlative form of adjectives.
• Agree among yourselves as to who will use the positive, comparative or superlative form in describing.
• I will call your group and you will share your favorites with the class. 4. Give them enough time for discussion.
5. Conduct the activity.
6. Call each group. Give them a chance to describe their favorites, taking turns one after the other.
7. Process the activity:
• What skill is being developed in this activity?
• What do we call the words that describe a person, place or thing? • When do we use the comparative degree of adjectives?
• When do we use the superlative degree of adjectives?
Activity 6 “Hands On”
1. Form small groups.
2. Provide inputs on the following:
3. Assign a task for each group to work on:
➢Groups 1 and 4 – Compose riddles about heroes.
➢Groups 2 and 5- Make a slogan about water conservation.
➢Groups 3 and 6- There will be a party held in honor of Peter. Study the program of activity and make an announcement.
4. Read the rubric on what they are going to be assessed during the activity. 5. Give them enough time to complete the task.
6. Let them present their outputs to the class.
Formative Assessment
☑Assessment for Activity 3: Answer the following questions: 1. Which of your predictions are accurate?
2. Which of your pre-reading questions were answered? 3. What questions do you still have about this topic?
☑Use Assessment for Activity 4- Write the comparative and superlative forms of the following adjectives and use them in the sentence.
Positive Comparative Superlative Sentence
nice
wise
cool
warm
pretty
☑Observe how the students use the degree of comparison of adjectives in the sentence correctly to assess Activity 5.
☑Use Assessment for Activity 6 “Cooperative Learning Rubric” on page 23 to assess the activity.
Roundup
The students should have:
☑given an appropriate ending and justification to a situation;
☑used the positive, comparative and superlative degree of adjectives; ☑composed riddles, slogans and announcement out of the given stimuli.
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
The activity in this stage will challenge students' skills in giving appropriate ending to the situations heard and justification for such ending.
Strategy
Quick Draw is a pair activity in which students, after reading the statements, will give an appropriate ending by illustrating it.
Materials
• noneActivity 7 “Predicted Outcome”
1. Form small groups.2. Write the following questions on a strips of paper and roll it.
➢What would happen if Peter had pass the other way instead of walking on the top of the dike?
➢What would happen if Peter had ignore the faint noise he heard?
➢What would happen if Peter had not close the hole with his fist and arm?
➢What would happen if Peter's parents scolded him instead of giving him a hot bath and a good hot breakfast?
3. Call a group representative to pick out one rolled paper.
4. Instruct the representatives to read aloud the sentence to the group. 5. Give the tasks to the groups:
– Agree among your group the possible ending of the given situation. – Give justification for such ending.
6. Have the groups share their outputs with the class. 7. Process the activity by asking the following questions:
• Can you easily predict the given situations? What helped you do it?
• What difficulties have you encounter in giving the possible outcomes of the situations?
• What should be your bases in making your predictions? • Why do we need to justify our predictions?
Formative Assessment
☑Use the following rubric to assess the student's ability to give appropriate ending and justification for such ending.
Pair Number ___ Name of Members:
He/she followed the instructions carefully.
He/she shared ideas in giving ending of the given situations.
He/she contributes in giving
justification of the ending of the situations/stories.
He/she listens and accepts the ideas of other group member. TOTAL NUMBER of CHECK MARKS: 1. 2. 3. 4. 5.
Roundup
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
Pictures can help us make smart guesses by seeing what is happening and looking for clues that will help us figure out what is most likely to happen next. Considering that these are rich in clues that conveys message to the readers, the activity in this stage uses selected set of pictures to enhance students' understanding in telling what is most likely to happen in the events/situations presented in the pictures.
Strategy
Finding Picture Clues is an activity where the teacher guides students to find clues about the picture by asking questions to help them predict an event or a situation.
Materials
• Activity 8, “Photo Analysis” on page
Activity 8 “Photo Analysis”
1. Form small groups.
2. Distribute one picture to each group found on Student Resource Sheet 1-3 “Photo Analysis” on pages
3. Explain the directions.
(a) Study carefully the details of the picture.
(b) Look for clues by answering the questions such as: ➢What is the picture all about?
➢What actions are shown in the picture? ➢What is most likely to happen in the picture? 4. Conduct the activity.
5. Give the groups enough time to finish the task. 6. Have the groups present their outputs to the class. 7. Process the activity:
• What helped you predict the possible outcomes of the action shown in the pictures?
Formative Assessment
What will happen next?
What will happen next?
Roundup
Students should have predicted the outcomes of the given pictures.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
The activity in this stage will allow students to visualize what will happen if each one of them will become heroes in their own little ways.
Strategy
Sketch to Stretch is an instructional strategy that allows students to draw quick sketches to stretch their thinking and understanding of concepts.
Materials
• a clean sheet of paper • pencil
Activity 9 “Quick Draw”
1. Ask students to name and describe their favorite heroes. Tell them to mention the contributions they have done to the community or their country.
2. Emphasize to students that they cannot be all heroes like the great man and woman in history, however, they can be heroes in their own little ways.
3. Instruct them to visualize what will happen if each one of them will become heroes in their own special way.
4. After visualizing, let them draw things or incident that will happen if they will act as heroes.
6. Conduct the activity and give the students enough time to complete the task. 7. Call volunteers to share their outputs with the groups.
Formative Assessment
☑Use the following rubric to assess the student's ability to visualize, predict outcomes and create symbols for sketch to stretch drawings.
EXEMPLARY 4 The student can predict outcomes very clearly and create symbols that represent visualized ideas.
ACCOMPLISHED 3 The student can predict outcomes clearly and create symbols that represent visualized ideas.
DEVELOPING 2 The student can predict outcomes vaguely and create symbols that represent visualized ideas.
BEGINNING 1 The student cannot predict outcomes or create symbols that represent visualized ideas.
Roundup
The students should have visualized what will happen if each one will become hero in his/her own little ways.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
Teacher Resource Sheet for Activity 1
“Cues CLues”
DIRECTIONS
: Listen carefully as I read to you the riddles. Predict what each riddle
is all about using the clues presented.
I am as big as your fist.
I pump blood into your
vessels.
Feel me through your
pulse.
I never stop beating as
long as you're living.
Take one out and
scratch my head,
I am now black but
once was red. What
am I?
__________________
I am essential to life.
You need me everyday.
You drink me when you
are thirsty.
What am I?
__________________
I sleep in a crib.
I drink from a bottle.
Milk is my favorite.
I cannot walk or talk.
Who am I?
___________________
You put me on your
feet.
I will keep you warm
and dry.
You wear me only
when it rains. What
am I?
I am round.
I exist in pairs.
I bring out tears.
I don't work very
well in the dark.
And you can see
the world with me.
Teacher Resource Sheet for Activity 2
“Next Action”
DIRECTIONS
: Listen carefully as I read to you the following situations. Predict what
will happen next in each situation based on your experience and previous
observation.
1. The people in Barangay Calumpang were bothered
by the files of garbages in their community. Everyday
the pile continued to get higher. Flies invade the place.
Government didn't listen to their request to remove the
garbage. What do you think will happen next?
2. The school authorities see to it that Clean and
Green is implemented in the school campus. The
schoolchildren kept their surroundings clean. They
grow plants in the schoolyards and pathways. What do
you think will happen to their school?
3. The sky is dark. Flashes of lightning crisscross the
sky. Thunder is deafening. What do you think will
happen next?
4. My sister studies hard. She never misses her class.
She joins contests, programs, and other school
activities. What do you think will happen to her?
5. Father is checking the car. Mother is packing a
picnic basket. The children are preparing for their
swimming gear. Where do you think the family will go?
Activity Sheet 3
“Keep Predicting”
DIRECTIONS
: Read the given situations. Predict what is most likely to happen in the character in each situation. Write your
answer on the space provided.
Peter walked quickly along the top of the dike. He hurried on. He had spent the afternoon with his grandmother, and he had stayed too long. He would be late for supper.
My Prediction:
________________________ ________________________ ________________________
As he was walking, he heard a faint noise. It sounded like a kitten. It seemed to come from the foot of the dike. Suddenly, he stopped.
My Prediction:
________________________ ________________________ ________________________
Peter crouched there beside the dike. The sun set, night came on. It's getting dark and cold. His arm grew numb. He withdrew his arm and
stretched his chilled fingers.
My Prediction:
________________________ ________________________ ________________________
Peter did hear a faint, trickling noise. He saw a hole in the dike. The sea was trickling thing. He knew that the pressure of the water would soon make the hole bigger.
My Prediction:
________________________ ________________________ ________________________
Peter's mother and father became very worried when their little boy did not come home. They took a lantern and talked to their neighbors.
My Prediction:
________________________ ________________________ ________________________
Peter's mother and father took him home. They gave him a hot bath and a good breakfast. Then, they put him in his bed.
My Prediction:
Student Resource Sheet for Activity 3
“The Little Dutch Hero”
DIRECTIONS
: Read each paragraph and answer the questions below.
TheLittleDutchHero
Peter walked quickly along the top of the dike. The sun was sinking low in the West. Long beams of light shone on the green polder fields. The giant arms of a big brown windmill turned lazily at the touch of the evening breeze. The blue waves of the North Sea rolled gently at the foot of the strong sea dike. Peter hurried on. He had spent the afternoon with his grandmother, and he had stayed too long. He would be late for supper. Suddenly he stopped. “What was that?” He heard a faint noise. It sounded like a kitten. It seemed to come from the foot of the dike. He steeped to the edge and looked down. He couldn't see anything. He waited a moment and then ran down the steep side of the dike to look. His wooden shoes sent some loose gravel rattling down the slope and then all was quiet again. He looked all around. “I'm sure I heard a kitten crying,” he said.
Just then he did hear something- a faint, trickling noise. There, not two feet from him, was a hole in the dike, and the sea was trickling through. Peter knew that the pressure of the water would soon make the whole bigger and the country would be flooded. He must do something. Quickly he looked about for some loose gravel. He could only find a few little stones that his wooden shoes had sent down the bank. The sea pushed them out. He cried, “Help! Help!” but no one answered.
All the time, the water was pouring through the hole which was getting bigger and bigger. Peter pushed up his coat's sleeve and thrust his hand into the opening. His fist and arm just closed the hole. The flow of water was stopped. Peter crouched there beside the dike. The sun set, night came on. Dark and cold, Peter's arm grew numb. He withdrew his arm and stretched his chilled fingers, while he stopped the hole with his other fist.
Meanwhile, Peter's mother and father became very worried when their little boy did not come home. Taking a lantern, they went looking for him. The neighbors joined the search. All night long they looked for Peter, and when morning came they found him, huddled at the foot of the dike. He was very, very cold, and his hands were stiff and numb. His little arm was still shoved into the hole. Peter's mother and father took him home. They gave him a hot bath and a good hot breakfast. Then they put him in his soft feather bed that opened like a cupboard in the wall. While he slept, the neighbors mended the hole in the dike.
What did Peter hear? If it were a kitten, what do you think Peter would do? If it were not, what do you think he would do? Read on and find out.
What did Peter discover? Peter knew that something grave would happen-what was it? What did he do about it? What do you think he would do next? Read and find out.
What did Peter do? Was he successful in stopping the water? Was it an easy task? How long do you think he could hold on? Read on and find out?
Assessment for Activity 6
“Hands On”
Group Name:______________________________________________________
Group Members:___________________________________________________
Class:____________________________________________________________
Date:____________________________________________________________
Exceptional
Admirable
Acceptable
Amateur
Group
Participation All students enthusiastical ly participate in the
activity.
At least 75 percent of students actively participate in the activity.
At least half of the students confer or present ideas.
Only one or two persons actively participate in the activity.
Shared
Responsibility Responsibility for task is shared
evenly.
Responsibility is shared by most group members.
Responsibility is shared by few group members.
Exclusive reliance on one person.
Quality of
Interaction Excellent listening and leadership skills exhibited; students reflect awareness of others' views and opinions in their discussions. Students show adeptness in interacting; lively discussion centers on the task.
Students show some ability to interact and listen attentively. Little interaction; very brief conversations; some students were disinterested or distracted. Roles Within
Group Each student assigned a clearly defined role; group members perform roles effectively. Each student assigned a role but roles are not clearly defined or consistently adhered to. Students assigned roles but roles were not consistently adhered to.
No effort made to assign roles to group members.
“Photo Analysis”
DIRECTIONS: Predict what will happen next based on the series of pictures
presented.
What do you think will happen next?
For the Teacher:
Translate the information in this Learning Guide into the
following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior
Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for Understanding
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
Total time for the
