Lesson Plan in English 4

I. Objectives
A. Content Standards: The learner demonstrates understanding that word meaning can be
derived from different sources; that words are composed of different parts and their meaning
changes depending on context; and that word meaning changes based on context; of various
linguistics nodes to comprehend various texts; of text elements to comprehend various texts; of
writing styles to comprehend the author’s message; and that reading in a wide range of texts
provides pleasure and an avenue for self-expression and personal development; and of writing as
a process; and of the importance of using varied sources of information to support writing.

B. Performance Standards: The learner uses strategies to decode the meaning of words; and
uses strategies to decode the meaning of words in context; uses linguistic cues to appropriately
construct meaning from a variety of texts for a variety of purposes; uses knowledge of text types
to correctly distinguish literary from informational texts; uses diction (choice of words) to
accurately analyze text elements; and uses literal information from texts to aptly infer and predict
outcomes; and uses a variety of strategies to write informational and literary compositions; and
uses varied sources of information to support writing.

C. Learning Competency / Objectives: At the end of 50 minutes, 75% of the learners are
expected to:
1. Use context clues (synonyms) to find meaning of unfamiliar words.
EN4V- Ib-13.1
2. Analyze a story in terms of its setting. EN4RC-Ib-2.1.1
3. Write 2-3 sentences about the character in literary text listened to or read.
EN4WC-Ia-b-15

Quarter: 1 Week: 2 Day: 3 Date: _________

II. Content:
Subject Matter: Using Context Clues (Synonyms) to Find Meaning of Unfamiliar Words
Integration: Napahahalagahan ang lahat ng mga likha; may buhay at mga material na
bagay sarili at kapwa tao : Paggalang sa kapwa tao EsP4PD-Iva-c10 13.1.2
(Learning Area): EsP
Strategies: Show and Tell, Acting Out, Chop Reading, Acting Out, Predicting
Materials: Pictures, Poster
References: English 4, LM pp.13-14, TG pp. 22-24

III. Learning Tasks: (Depends on the Strategy used)

A. Oral Language Activity
Tongue Twister (teacher model then pupils will read and recite)
I scream you scream we all scream for ice cream. (Have pupils increase the speed as they
repeat several times)
Ask: Why do we scream for ice cream? Are you happy when someone brings ice
cream at home?
 B. Unlocking of Difficulties (Action Clue and picture clue)
Have pupils observe what the teacher is doing.
relief
Act the word by pretending you feel very warm. Wipe and fan yourself, get a
glass of icy or very cold water. Drink it and say what a relief.
What did I feel? What helped me cool down? What was the cold water for me?
What other word can mean relief?

Tightly
Hold a pupil’s hand tightly. Then ask your pupil to hold one of his classmate’s
hands tightly. Let those who will be held do the same. And ask them to give another
meaning of the word tightly.

Put on
Demonstrate the action by taking off your shoes. Watch me as I put on my shoes
again. Instruct pupils to take off their shoes and put in on again. What else can we put on?

Belly
Show a picture of a man who has a big belly.
Teacher will say: This is Mang Mario. He is fat. He has a big belly. “Ask a pupil to point
to Mang Mario’s tummy. Do you have a family member who has big belly? How about
you, do you have a big belly too? Hold it.

C. Motivation
Recalling the story Androcles. How did Androcles help the Lion?

D. Raising of Motive Question

This morning you are going to read to a story about a man who helped the little
girl. And let’s find out how a big man helped a little girl?

E. Chop Reading of the story “Big Feet- Bigger Heart”

Refer to LM, Read and Learn. (Let the pupils read the story aloud with the teacher’s
guidance. Make sure the pupils read with proper phrasing and intonation.)
Big Feet – Bigger Heart
(Adapted from Chicken Soup for the Soul)
by Jack Canfield and Mark Hansen
It was a very hot day. Everybody was looking for some kind of relief, so an ice cream
store was a natural place to stop. A little girl, holding her money tightly, entered the store.
But before she could buy the ice cream, the store clerk told her to go outside and read the
sign on the door. “Stay out until you put on some shoes,” he said.
The little girl went out slowly, and a big man followed her out of the store. He watched as
the little girl stood in front of the store and read the sign: “No Bare Feet.”
 Tears started rolling down her cheeks as she walked away from the store. Just then the
big man called her. He was sitting on a bench while he took off his size-12 shoes and put them in
front of the girl.
“Here,” he said, “You won’t be able to walk in these but if you can slide along, you can
get your ice cream.” Then he lifted the girl up and set her feet into the shoes. “Take your time,”
he said.
“I get tired of moving them around and it will feel good to just sit here and eat my ice
cream.” The girl’s eyes lit up. She immediately went to the counter and ordered her ice cream.
He was a big man, all right. Big belly, big shoes, but most of all, he had a big heart.

F. Answering of Motive Questions

How a big man helped a little girl?
G. Values Integration
What do you feel when help somebody? Why
H. Guided Practice (by learning team)
A. Have each learning answer the following:
1. Why did the little girl want an ice cream?
2. Did the girl have a lot of money? How do you know?
3. Why did the store clerk send the little girl outside?
4. How did the big man help the little girl?
5. Where could this story have happened? Could this incident happen in our country?
Why?

B. The teacher will show on the board a drawing of a man with a very big belly and long,
Big feet and has a bigger heart-figure on his chest. (Task should be given clearly
For pupils’ guidance on what to do).
Pupils will write or draw on the half-sheet colored paper about their experience of
Helping others by pasting their work on the man’s:
1. Heart if they have helped someone whom they do not know.
2. Belly if they helped a family member.
3. Big feet if they helped a friend or classmates.
Sharing one’s output.

IV. Evaluation (Depends on the Strategy Used)

1. Who is referred to as “Big Feet-Bigger Heart?
A. little girl B. store clerk C. big man
2. Did the girl have a lot of money? How do you know?
A. She entered the store B. She wanted to eat ice cream C. She has money on hand
3. What do we call the pumping machine in our body?
A. Belly B. Heart C. Feet
4. Which word is related to bare? A. fancy B. decorated C. uncover
5. Identify a place where you wanted. Write why you like the said place.

V. Assignment / Enrichment (as needed)

Group Presentation
Write 5 pairs of synonyms. Use each in a sentence.
Remarks:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher?
 Lesson Plan in English IV

I. Objectives
A. Content Standards: The learner demonstrates understanding of various linguistics nodes
to comprehend various texts; of text elements to comprehend various texts; of writing styles to
comprehend the author’s message; that reading in a wide range of texts provides pleasure and an
avenue for self-expression and personal development; an understanding of verbal cues for clear
expression of ideas; of verbal and nonverbal cues for effective oral presentation; and of
information derived from multimedia sources for clear and creative presentation.

B. Performance Standards: The learner uses linguistic cues to appropriately construct

meaning from a variety of texts for a variety of purposes; uses knowledge of text types to
correctly distinguish literary from informational texts; uses diction (choice of words) to
accurately analyze text elements; uses literal information from texts to aptly infer and predict
outcomes; actively creates and participates in oral theme-based activities; efficiently delivers oral
presentations; and creatively presents information using broadcast media.

C. Learning Competencies/Objectives: At the end of 50 minutes, at least 75% of the

learners are expected to:
1. Sequence at least 3 events using signal words (EN4lc-Ie-2.7)
2. Give oral directions (EN4OL-Ie1.13.1).
3. Sequence events in a story or narrative (EN4RC-Id-e 24)

Quarter: 1 Week: 5 Day: 1 Date:

II. Content
A. Subject Matter: Sequencing Events and giving oral directions
B. Integration: (EsP) Kindness
C. Strategies: Picture Study, Q and A, Cooperative Learning
D. Reference: Teacher’s Guide, Textbook: English Book, Learner’s Material
E. Materials: Pictures, flashcards, cartolina strips
F. Springboard: The Bossy Fairy

III. Learning Tasks:

1. Motivation
The teacher will post pictures on the board. Then, pupils will be called
to arrange the pictures base on the sequence of events.
2. Unlocking of Difficulties
a. Bossy (context clue)
The girl is very bossy. She’s always telling someone to do
something for her.
b. Cross (context clue)
Mother’s favorite vase was broken, so she became very cross.
 3. Raising of Motive Questions
What questions would you like to ask about our story?
(Pupils will raise the motive questions)
a. Who is the bossy fairy?
b. Why is she called the bossy fairy?
4. Setting of Standards
The pupils should be able to:
1. Identify the characters of the story.
2. Remember the sequence of events.
3. State the moral lesson of the story.

B. Listening to the Story

THE BOSSY FAIRY

A fairy named Bossy Betty liked to do just what she wanted. Her wand
helped her do this.
One day, she was looking for someone who would take her to the fairy king
of Ring-Ting. Busy Bee came flying and afraid to be changed into a pumpkin seed,
took Bossy Betty to the fairy king.
After seeing the fairy king, Bossy Betty saw Milly Butterfly who was afraid
to be changed into a firefly. She took Bossy Betty home in spite of the rain. They
rested on top of a flower. A cow came along and bumped the flower as it moved
around. Milly Butterfly flew away, but Bossy Betty fell into a brook. Betty’s wand
fell into the water too. Freddy Frog got it. But he wouldn’t give it to her. She
became very, very cross with Freddy frog. But, Freddy frog wouldn’t give her back
her wand until she would say, “Please.”
Since then, Bossy Betty became very kind to everyone and became a good
friend of Freddy frog.

C. Post Listening
1. Answering of Motive Questions
- Who is the bossy fairy?
- Why is she called the bossy fairy?
2. Comprehensive Check-Up
a. What’s the name of the bossy fairy?
b. Who is she looking for?
c. Why are Busy Bee and Milly Butterfly afraid of Bossy Betty?
d. When will Freddy Frog give back the wand of Bossy Betty?
e. In your own opinion, is being bossy good to do?
3. Discussion
Here are the events in the story that you listened, sequence the events as
they happened in the story. (Events are printed on cartolina strips)
 -Milly Butterfly took Bossy Betty home in spite of the rain.
- Freddy Frog got her wand in the water.
-Busy Bee took her to the fairy king.
-Bossy Betty and Freddy Frog became good friends.
- Bossy Betty lived in a flower garden near the woods.
- Bossy Betty fell into a brook and got wet
4. Values Infusion
- What moral lesson did you get from the story?
- What will you do, so that you’ll not be like Bossy Betty?

5. Application
a. Now, you’ll listen to another fable. Do you know what a fable is?
b. Are you ready to listen to the story?
c. Comprehension Check-Up

THE RABBIT AND THE WOLF

A rabbit was taking a walk and heard someone shouting for help. He looked around
and found the wolf under a big stone. The stone was quite heavy, but the rabbit was able to
pull off the stone. The wolf jumped up and wanted to eat the rabbit.
The rabbit told the wolf to wait for it was not fair to eat him. They would ask the fat
duck to give his wise judgment, so they went to see him. The rabbit explained to the duck
how he helped the wolf.
The duck asked them how it happened, so he could help. The wolf lay on the ground
and the rabbit pushed the stone back on the wolf’s bank and left him as he was before. The
duck told the wolf to remember to be kind to those who help him. Then, the duck and the
rabbit walked away.

1. What was the rabbit doing when he heard someone shouting for help?
2. What did rabbit find under a big stone?
3. How did the rabbit help the wolf?
4. Whose decision would they like to ask?
5. Why did the duck tell the wolf to remember to be kind to those who
help him?
d. Discussion
1. Let’s read the sentences printed on the strips of cartolina.
2. Sequence the events as they happened in the story. Arrange the cartolina
strips in the correct order on the Story Ladder.
- The rabbit pulled off the stone.
- The wolf jumped up and wanted to eat the rabbit.
 - The wolf was taking a walk and found the rabbit under a big stone.
- The wolf lay on the ground and the rabbit pushed the stone back on the
wolf.

- The rabbit and the wolf went to see the duck to ask for his wise
judgment.
- The rabbit explained how he helped the wolf.
GIVING ORAL DIRECTIONS
In giving oral directions, one should keep in mind the sequence of steps. It is
also important to use signal words such as first, next and last.
Example:
Proper way of washing the face.
First, wet your face with clean tap water.
Next, lather a soap in your hand and gently massage on the face.
Last, rinse your face with clean tap water and dry your face using a
clean face towel.

Activity for Giving Oral Directions:

The teacher will group the class into four groups. Using the signal words
discussed, each group will be asked to make directions about one of the tasks
listed below. After the given time, they will come in front and recite the
directions.
List of tasks:
1. Brushing your teeth.
2. Cooking rice.
3. Washing your feet.
4. Fixing your bed.

D. Generalization
How are we going to sequence the events in the story? (We are going to sequence the
events according to the order as they happened in the story.)
What are the points to remember in giving oral directions?

IV. EVALUATION
Cooperative Learning

With your group, listen to another story and be able to arrange the events
in correct order. Write your sentences on a manila paper.
 Are you ready to listen?

JACK AND THE BEANSTALK

Jack planted seeds outside his window. Then, a beanstalk began to grow. It grew
and grew until it reached the sky. Next, Jack climbed the beanstalk. Soon, he saw a giant
with a golden harp. Later, he took the golden harp and ran away. Finally, Jack cut down
the beanstalk and got away from the giant.

Here are the jumbled sentences. Write on your Manila paper the correct sequence of
the events.
-Jack cut the beanstalk.
- The beanstalk grew until it reached the sky.
- Jack planted seeds outside his window.
- He saw a giant with a golden harp.
- Jack climbed the beanstalk.
Extension Activity (This can be done if there is still time, if not, this can be used as an
assignment.)
Listen to the story I’m going to read to you. Then write the events in the correct
sequence. Do this on your paper.

PINOCCHIO
A long time ago, in Italy, there lived a woodcarver named Geppetto. Geppetto
carved a puppet and named him Pinocchio. The puppet came to life but behaved badly. He
was careless with money and he played hooky. Worst of all, Pinocchio lied. A fairy
caught him telling lies and punished him. Each time he lied; his nose grew longer.

Write the following sentences/events in the correct order as they happened in the
story.
- The puppet came to life but he didn’t behave well.
- Every time Pinocchio told a lie, his nose grew longer.
- Once, there lived a woodcarver named Geppetto.
- Geppetto carved a puppet and named him Pinocchio.
- He had done lots of foolishness and worst of all he was a liar

V. ASSIGNMENT

Read the story carefully. The, arrange the events in correct sequence.

THE HORSE AND THE TORTOISE

Once, there lived a slow-moving tortoise living beside a pool in the forest. The
tortoise didn’t like the horse because the horse was always bragging about his being the
fastest runner. The tortoise challenged the horse to a race. The horse accepted for he was
sure he could win in the race. When the race began, the horse started off so quickly that he
left the tortoise far behind. When he could no longer see the tortoise, he decided to have a
rest under a tree, but he fell asleep. As he slept, the tortoise caught up with him and went
on. The horse was awakened by the cheers for the tortoise won the race easily.
 -The horse and the tortoise had a race.
- The tortoise won in the race.
- The tortoise lived beside a pond and didn’t like the horse who was
bragging about his being the fastest runner.
- The horse slept under a tree.
- At first, the horse started so fast and the tortoise was left behind

Remarks:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________

Reflection:
A. No. of learners achieve 75%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher?
 Lesson Plan in Mathematics 4

Content Standards:
Demonstrates understanding of multiplication and division of whole numbers
including money.
Performance Standards:
Is able to apply multiplication and division of whole numbers including money in
mathematical problems and real life situation.
Learning Competency and Code:
Multiplying numbers up to three digits by numbers two digits without regrouping.
M4NS-Ic-43.7
Quarter: 1 Week: 3 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Multiply numbers up to three digits by numbers up to two digits without regrouping.
2. Illustrate multiplying numbers up to three digits by numbers up to two digits without
regrouping during group work.
3. Recognize the importance of multiplying numbers up to three digits by numbers up to
two digits without regrouping

II.Content:
Subject Matter: Multiplying numbers up to three digits by numbers two digits without
regrouping.
Integration: Appreciate the importance of vegetables.
Strategies: Cooperative/Collaborative Learning
Materials: Flash cards, pictures and illustration.
References: TG. Pg: 36-40 , LM. Pg: 24-28

III. Learning Tasks:

A.Drill: Find the product of the following:
1. 2 × 22 = 2. 3 × 222 = 3. 3 × 10 = 4. 5 × 111 =
B.Review
 Teacher conducts a review of the terms used in multiplication which are multiplicand,
multiplier and product. The teacher used flash cards.
Say, “in 32 ×123 = 3936, which is the multiplicand, multiplier, or product?”
C.Motivation
Teacher shows a picture of a garden with more vegetables planted.
Asks the following questions:
1. What do you see in the picture?
2. Do you have garden in your home?
3. Is garden important to our home? Why?
D.Presentation
The grade 4 Sampaguita pupils harvested 123 eggplants in a day in their garden.
How many eggplants can they harvest in 32 days?
The teacher asks the following:
1. Who harvested 123 eggplants in a day?
2. What is asked in the problem?
3. What are the given facts in the problem?
4. How can you solve the problem?
E. Discussion
Group the pupils to solve the problem. The teacher discusses the two methods in solving
the problem.
Solution 1: By using the short method.
Step 1: Multiply 123 by 2 Step 2: Multiply 123 by 3. Step 3: add the partial
Leave the ones place blank. products.
123 123 1
× 32 × 32 246
246 3 69 + 369__
3936

Solution 2: By using the long method. This method uses the distributive property of
multiplication over addition.
123 × 32 = (100 + 20 + 3) × 30 + (100 + 20 + 3) × 2
= (100 × 30) + (20 × 30 ) + (3 × 30)+ ( 100 × 2 ) + (20 × 2) + (3 × 2 )
= 3000 + 600 + 90 + 200 + 40 + 6
= 3936
Activity 2: Let the pupils do the exercises under Get Moving and keep moving on pages 25-
27, LM Math Grade 4.
F. Exercises
232 221 332 330
× 22 × 12 × 32 × 23
G. Generalization
Ask: How do you multiply a 3 digit multiplicand by a 2 digit multiplier without regrouping?
Multiply all the digits in the multiplicand from right to left by each digit in the multiplier.
Add the partial products to get the final product.

IV. Evaluation
Read and solve:
 1. Mr. Esmerez has a coconut plantation. There are 323 coconut trees in a row. If there are
32 rows, how many coconut trees are there in all?
2. Mr. Dacay sold 13 boxes of buttons. If each box contained 23 buttons, how many buttons
did she sell?
3. Ingrid spend Php 800 a week. How much does she spend in five months or 20 months?
4. Mario pays Php 1,250 a month for his room rental. How much does she pay in 11
months?
5. Mrs. Pongase buys 22 kilograms of chicken for the 17th birthday party of her daughter. If
a kilogram of chicken costs Php 134, how much does Mrs. Pongase pay for the chicken?

V. Assignment
Find the product. Use any of the two methods.
1. 89 × 54 2. 567 × 43 3. 890 × 27

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___