Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
Learning Area: ENGLISH
Grade Level: IV
Quarter: 4
Week No.: 6
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their expanding vocabulary
knowledge and grammatical awareness, comprehension of
literary and informational texts, and composing and
creating processes; and their receptive and productive
skills in order to produce age-appropriate and
genderresponsive texts based on their purpose, context,
and target audience.
B. Performance The learners apply comprehension of literary and
Standard informational texts and produce narrative and expository
texts (enumeration, description, time order: chronology
and procedural) based on their purpose, context
(christenings and weddings), and target audience using
simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.
C. Learning Listening and Reading
Competencies and 1. Understand what dialogue is and its purpose in a
Objectives story
1.1. Identify and analyze the elements of dialogue in a
story.
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
1.4. Write original dialogue that reveals character traits
and advances the plot
1.5. Act out dialogue scenes to practice expressive
reading and character port.
2. Draw conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate sentence for
clarity and coherence.
5. Use adjectives; series ( quality, size, shape,color)
6.Compose complex sentences
7. EN4SW-IV-4 Produce text with introduction, body,
and conclusion in conveying ideas : using
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
introduction, body, and conclusion.
D. Content 1. Understanding what dialogue is and its purpose in a
story
1.1. Identifying and analyze the elements of dialogue in
a story.
1.2. Identifying and analyze the elements of dialogue.
1.3. Practicing expressive reading using dialogue.
1.4. Writing original dialogue that reveals character
traits and advances the plot
1.5. Act outing dialogue scenes to practice expressive
reading and character port. 2. Drawing conclusions
3. Identifying author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Composing appropriate sentence
for clarity andcoherence.
5. Using adjectives; series ( quality, size, shape,color)
6.Composing complex sentences
7. EN4SW-IV-4 Producing text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion.
E. Integration Commemoration of National Holidays(can be localized)
II. LEARNING RESOURCES
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
Silverstien, S. 1964. Accessed at https://walnutumc.org/
wpcontent/uploads/2018/07/239064999-The-
GivingTree.pdf
● Education Scotland. (n.d.) Teachers’ Guide to
Reading Comprehension Strategies P5–S3. Accessed at
https://education.gov.scot/media/vaapuk03/lit13_
teachingreadingcomprehensionfinaldraft.pdf
● Oracion, O. and Pablo, B. 2017. Module 6.1
Curriculum and Instruction: The Teaching of English.
Accessed at
https://www.slideshare.net/knowellton/module-
61english ●
https://www.thomastallisschool.com/uploads/2/2/8/7
/2287089/guide_to_text_types_final-1.pdf
● Lewis University. N.d. Narrative Text Explained.
Accessed at
https://lewisu.edu/writingcenter/pdf/
narrativeelements-1.pdf
● _____. N.d. Unit 3 Narrative Text Accessed at
https://egyankosh.ac.in/bitstream/
123456789/69579/ 1/Unit-3.pdf
● Richmond Country School System. (n.d.) Five
elements of a Story. Accessed at
https://www.rcboe.org/cms/lib010/GA01903614
/Centricity/Domain/4395/Elements%20 of%20a
%20Story.pdf
● Literacy Ideas. (n.d.) Identifying the Main Idea of
the story: A guide for Students and Teachers
Accessed at https://literacyideas.com/getting-the-
main-idea/
III. TEACHING AND LEARNING PROCEDURE
A. Brainstorming Session
Have pupils read a dialogue between two
Mind and Mood friends about Holy Week.
(Activating Prior
Knowledge) Kelly: Hi, How are you?
Micha: I am good. What about you?
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
Kelly: I am great, actually I am very happy because
we have a long weekend holiday.
Micha: Yeah starting tomorrow is the Holy Week.
How do you spend your Holy Week vacation?
Kelly: As a Catholic we will visit 7 churches for the
Visita Iglesia. We will meet our relatives coming
from Manila. How about you?
Micha: We are not Catholic, we will spend our
vacation in our house. I will just help my mother
doing our household chores and do gardening.
Kelly: Wow that is great. At least you will spend
your vacation with your family.
Micha: Oh yeah. Now let's get back to the class as
the break-time is over.
Kelly: Yes let's head back fast.
B. Unlocking Content Area Vocabulary
Using the context clues, the teacher instructs the
Aims pupils to independently unlock the meaning of the
(Establishing Lesson content words. Each group is provided an activity
Purpose) sheet (one whole laminated manila paper) where the
vocabulary words are written and where they will
mark their answers.
Pupils discuss how the dialogue helps to
understand the characters and the story.
Ask questions like: What do we learn about the
characters through their speech? How does the
dialogue move the story forward?
Pupils write a brief response on why they think
dialogue is important in a story of National Holiday.
C. SUB-TOPIC 1:
INTRODUCTION TO DIALOGUE
Tasks and Thoughts (Day1 )
(Developing and Target Competencies
Deepening 1. Understand what dialogue is and its purpose
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
Understanding) in a story
1.1. Identify and analyze the elements of dialogue
in a story.
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
1.4. Write original dialogue that reveals character
traits and advances the plot
1.5. Act out dialogue scenes to practice
expressive reading and character port. 2. Draw
conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate
sentence for clarity andcoherence.
5. Use adjectives; series ( quality, size,
shape,color)
6.Compose complex sentences
7. EN4SW-IV-4 Produce text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion.
Explicitation
The teacher introduces what a dialogue is
conversation between characters and why it is
important in stories that reveals character traits,
advances the plot, provide information
(This part uses either the Direct Instruction and
Indirect Instruction models (see DO 42 s. 2016) in
facilitating the lessons for the different sub-topics.
Further, the question-and answer technique is
primarily used in deepening the learners’
understanding.)
Worked Example
Discuss how the dialogue helps to understand the
characters and the story.
Ask question like: What do we learn about the
characters through their speech? How does the
dialogue move the story forward?
Lesson Activity
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
This part is facilitated by assigning a class activity,
pupils write a brief response on why they think
dialogue is important in a National Holiday story.
SUB-TOPIC 2
DEVELOPING THE MIDDLE
( Day 2 )
Target Competencies:
1. Understand what dialogue is and its purpose
in a story
1.1. Identify and analyze the elements of dialogue
in a story.
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
1.4. Write original dialogue that reveals character
traits and advances the plot
1.5. Act out dialogue scenes to practice
expressive reading and character port. 2. Draw
conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate
sentence for clarity andcoherence.
5. Use adjectives; series ( quality, size,
shape,color)
6.Compose complex sentences
7. EN4SW-IV-4 Produce text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion.
Explicitation
The teacher continues with a comprehension check
to elicit needed concepts for the subtopics.
Review what was learned about dialogue in the
previous lesson.
Worked Example
The teacher will let the pupils read another short
story or dialogue- rich excerpt in National
Holiday. In pair, pupils identify dialogue and note
any punctuation or formatting ( quotation marks,
commas, periods, etc.)
Lesson Activity
This part is facilitated by assigning a class activity,
pupils in pairs perform their dialogue scenes for
another pair or small group.
Provide positive feedback focusing on expression
and clarity
SUB-TOPIC 3
EXPRESSIVE READING OF DIALOGUE
(Day 3)
Target Competencies:
1. Understand what dialogue is and its purpose
in a story
1.1. Identify and analyze the elements of dialogue
in a story.
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
1.4. Write original dialogue that reveals character
traits and advances the plot
1.5. Act out dialogue scenes to practice expressive
reading and character port.
2. Draw conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate
sentence for clarity andcoherence.
5. Use adjectives; series ( quality, size,
shape,color)
6.Compose complex sentences
7. EN4SW-IV-4 Produce text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion.
Explicitation
The teacher continues with a comprehension check
to elicit needed concepts for the subtopics 3.
Worked Example
The teacher will model reading a dialogue-rich
excerpt expressively, emphasizing tone, emotion,
and pacing.
Lesson Activity
This part is facilitated by assigning a class activity,
pupils in pairs, choose a dialogue scene from a
story. Practice reading the scene expressively,
paying attention to punctuation, tone, and
character emotions.
SUB-TOPIC 4
WRITING DIALOGUE
(Day 4 )
Target Competencies:
1. Understand what dialogue is and its purpose
in a story
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
1.1. Identify and analyze the elements of dialogue
in a story.
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
1.4. Write original dialogue that reveals character
traits and advances the plot
1.5. Act out dialogue scenes to practice expressive
reading and character port. 2. Draw conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate
sentence for clarity andcoherence.
5. Use adjectives; series ( quality, size,
shape,color)
6.Compose complex sentences
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
7. EN4SW-IV-4 Produce text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion
Explicitation
The teacher continues with a comprehension check
to elicit needed concepts for the subtopics 4.
Review the structure of writing dialogue ( quotation
marks, new paragraph for each speaker,
appropriate tags).
Worked Example
The teacher will let the pupils create two characters
with distinct personalities.
Write a character profile for each, including traits,
motivations, and brief backstory.
Lesson Activity
This part is facilitated by assigning a class activity,
pupils exchange dialogues with a partner for
feedback. Focus on how well the dialogue reveals
character traits and advances the story.
SUB-TOPIC 5
ACTING OUT DIALOGUE
(Day 5 )
Target Competencies:
1. Understand what dialogue is and its purpose
in a story
1.1. Identify and analyze the elements of dialogue
in a story.
1.2. Identify and analyze the elements of dialogue.
1.3. Practice expressive reading using dialogue.
1.4. Write original dialogue that reveals character
traits and advances the plot
1.5. Act out dialogue scenes to practice expressive
reading and character port. 2. Draw conclusions
3. Identify author’s purpose
-inform, explain, describe
4. EN4SW-IV-3 Compose appropriate
sentence for clarity andcoherence.
5. Use adjectives; series ( quality, size,
shape,color)
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
6.Compose complex sentences
7. EN4SW-IV-4 Produce text with introduction,
body, and conclusion in conveying ideas : using
introduction, body, and conclusion.
Explicitation
The teacher continues with a comprehension check
to elicit needed concepts for the subtopics 5.
Worked Example
The teacher will let the pupils do a few quick voice
and expression exercises (e.g. reading a line with
different emotions) about National Holiday.
Lesson Activity
This part is facilitated by assigning a class activity,
pupils in pairs or groups, rehearse the dialogue
scenes they wrote on Day 4.
Focus on using body language, facial expressions,
and voice modulation to convey the characters in
National Holiday.
D. Learners’ Takeaways
Generalization of the lesson content is done by the
Abstractions pupils perform the scenes for the class.
(Making Each performance is followed by a brief discussion
Generalization) on what worked well and what could be improved.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S
REFLECTION
E. Formative Assessment
The pupils are asked to write a reflection on what
Tools for Assessment they have learned about dialogue and expressive
(Evaluating Learning) reading/acting over the week National Holidays .
Share reflections in small groups
F. (The teacher may document how the concepts were
presented. How the suggested materials and
Annotations activities were used may also be described.)
(Teacher Remarks)
G. Reflection guide:
• Why did I teach the lesson the way I did?
Gaps and Gains • What roles did my students play in my lesson?
(Reflections) • What could I have done differently?
Republic of the Philippines
Department ofEducation
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
SAN JUAN DISTRICT
Prepared by:
(The Team Members)
JUVY V. GALAMGAM
MARINETA E. FIELDAD
SUZETTE V. QUILALA
