School MARCOS CATIBOG MEMORIAL ELEMENTARY SCHOOL Grade Level 4

MATATAG Teacher DOMINGA C. TUMAMBING Learning Area English

K to 10 Curriculum
Weekly Lesson Log Teaching Dates and Time JULY 29 – AUGUST 1, 2024 (7:45 – 8:30) Quarter/Week First/Week 1

Day 1 Day 2 Day 3 Day 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary
Standards and informational texts, and composing and creating processes; and their receptive and productive skills in order to
produce age-appropriate and gender-responsive texts based on one’s purpose, context and target audience.
B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts based on
Standards their purpose, context, and target audience using simple, compound, and complex sentences, and age appropriate and
gender-sensitive language.
C. Learning
Competency EN4LR-1-1 Comprehend literary texts
Give the distinguishing Identify the sound devices Make predictions on events Draw conclusions based on
Learning features of a narrative text the text read
Objectives Sequence the events of a Differentiate fantasy from
Identify the setting, characters narrative (at least 6 events reality Relate one’s experiences
and plot to the text

Relate one’s experiences to

the text
D. CONTENT Sound Devices Predictions Drawing Conclusions
Narrative text
Linear Plot Reality vs. Fantasy Story:
Story Grammar
Story: The Poor Bunny’s Magic
Story:
Maya’s Adventure Present By Pedro Pablo
Maya’s Adventure
Sacristan
E. INTEGRATION
II. LEARNING RESOURCES
A. References Teacher’s Guide pp. 112-119 Reading Package 3 Teacher’s Guide pp. 357-360 Reading Package 3
English Learner’s Material (Sequencing Events), English Learner’s Material (Inferring/Drawing
Grade 4, pp. 102-111 Curriculum Development Grade 4 p. 181 Conclusions), Curriculum
Division, Bureau of Development Division,
Elementary Education 2005 Bureau of Elementary
pp. 32-33, 51-52 Education 2005 pp. 31-35

https://www.youtube.com/
watch?v=THOVem7nRkA
B. Other Learning worksheets, printed copies of worksheets, slide decks, worksheets, slide decks, worksheets, slide decks,
Resources the story, slide decks, laptop, laptop, printed copies of the laptop laptop
pictures story
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior Review the two types of texts: Review of the elements of a Have you watched or heard Who among you lives near
Knowledge narrative and informational. narrative/story grammar. about the movie Harry a river, a lake or by the
Then present and read the Recall the story, Maya’s Potter? What is he? What sea? Have you gone
following paragraphs. Have Adventure. Identify the does he do? fishing? Let learners share
them identify which is a elements present in the story. their experiences when
narrative text and an fishing.
informational text.

A. “Here” shouted Jill, “Catch

the ball.” She threw the ball to
Tim. “Now, throw it back.” she
said. “I like to play ball. I have
something to tell you. I am
going to be on the school
team.”

B. The housefly carries many

germs. Some of the germs
are on the hairs of its legs.
Some are on the housefly’s
feet. Most flies carry far more
than a million germs. One fly
was known to carry over six
million germs.

Ask the learners about a story

they have read and what
makes it interesting. Have
some sharing of their favorite
part of the story
B. Establishing Lesson Explain that stories have a In this lesson, we shall work Choose the meaning of the Today, we shall listen to a
Purpose structure or framework called on the plot of the same story following words from the short story about “Going
story grammar, which we had yesterday and identify given choices. Fishing” and we shall draw
includes different elements sound devices used in conclusions based from it.
that make up a narrative. stories. 1. Mr. Cruz is very annoyed
Write "Story Grammar" on the because his car stopped in Choose the meaning of the
board. Explain that you will be Match the underlined words in the middle of the road. If one word from the choices
 exploring the different column A with their meaning is annoyed, he is _____. below.
elements of story grammar in column B. A. angry
together. B. excited 1. dawn
C. happy Dawn is the first
Unlock the following words D. sad appearance of light in the
using context clues, picture morning followed by
clues or through actions/ 2. The long summer season sunrise.
realia: nestled, symphony, resulted in drought and
venture, mystical, enchanting, hunger in the region. There 2. garage
damp, perched, echoed, was no rainfall for a long Father got two cars in our
vibrant, mesmerized, period and the plants dried. garage.
soothing, fluttering, stumbled. Drought means ___.
A. frequent flooding 3. skillful
Example: B. long dry season An artist is skillful in the
1. He nestled his head C. seasonal rain use of colors.
against his mother’s shoulder. D. strong typhoon
3. Houdini, the wizard a. good at something
2. symphony (use a picture or performed wonderful magical b. early morning
give a synonym) damp (get tricks in front of the c. place where vehicles are
water and some of it on your audience. A wizard is a kept
hair to illustrate the meaning) _____.
A. actor
B. magician
C. pianist
D. singer

4. She placed a bouquet of

brightly colored flowers on
the table. Bouquet as used in
the sentence means _____.
A. a basket full of flowers
B. a box full of flowers
C. a truck full of flowers
D. a small bunch of arranged
flowers
C. Developing and Reading of the Text Reread the text, Maya’s Read the story aloud to the Listen to Drawing
Deepening Adventure orally with the learners. At indicated points, Conclusion Short Passage
Understanding Read the story aloud while learners. Pause between ask them what they think will by Kelley Randall on
learners listen.
paragraphs and ask Maya’s happen next in the story. https://www.youtube.com/w
Choose some learners to adventure to direct the (See pp. 359-360 of the atch?v=Yj lqA-Wal0
read aloud using the Popcorn learners on the sequence of Teacher’s Guide for the copy Teaching Modelling
Reading Technique events or plot of the story. of the story)
Write their answers on the There are two types of
Note: pls access the story and
sequence ladder. Let the learners answer the texts: narrative and
group activities/tasks at
motive question: What did informational. A narrative
http://tinyurl.com/5DayTasks
Example: the wizard give the bunny text is a type of text that
and did the bunny use it? tells a story or recounts a
Teaching Modelling 1. Maya decided to go for an Answer comprehension series of events. It typically
adventure into the forest. questions about the story includes elements such as
There are two types of texts: 2. She heard the birds on the (see p. 361 of the Teacher’s characters, setting, and
narrative and informational. branches of the trees. Guide) plot. Narrative texts can be
A narrative text is a type of 3. She spotted a group of found in various forms. The
text that tells a story or colorful butterflies. What we did in between the purpose of a narrative text
recounts a series of events. It 4. She came across a small story is to make predictions. is to entertain, engage, or
typically includes elements stream. How were you able to inform the reader by
such as characters, setting, 5. She stumbled upon a predict? *Predicting is giving presenting a sequence of
and plot. Narrative texts can group of children playing possible outcomes or events events in a logical and
be found in various forms. “Patintero” that could happen in the coherent manner. A story
The purpose of a narrative 6. She heard the barking story based on the situations grammar is a way to
text is to entertain, engage, or dogs before evening arrives. or ideas presented. It is understand and analyze
inform the reader by * Tell the learners that what important to listen or read the structure of a story. It
presenting a sequence of you did together is called the details carefully. Look for helps us identify the
events in a logical and sequencing or identifying the clues and use what you important elements and
coherent manner. A story components of the plot of the know to predict outcomes. how they fit together to
grammar is a way to story. It is a strategy that will create a complete
understand and analyze the help them better understand a Let us read the following narrative. The elements of
structure of a story. It helps us narrative text. sentences. a story grammar are
identify the important
setting, character, and
elements and how they fit Ask: What sounds did Maya 1. The wizard offered the plot. The setting talks
together to create a complete hear as she went for an bunny a bag filled with little about the place and the
narrative. The elements of a adventure in the forest? Write magical bouquets of flowers. time that the events in the
story grammar are setting, the learners’ answers on the story happened. The
character, and plot. The board. 2. The bunny was dying of characters are the people
setting talks about the place
hunger. or animals in the story. The
and the time that the events in • soft "squish squish" sound plot is made up of the
the story happened. The
characters are the people or on the damp earth 3. He remembered how his events that happened in
animals in the story. The plot • "tweet-tweet" of birds parents had always taught the story. It consists of the
is made up of the events that • loud "buzzzzz" coming from him to share everything. beginning, the middle,
happened in the story. It a nearby tree and the ending.
consists of the beginning, • soothing "babble babble" 4. At that moment, with a • Beginning- It gives the
the middle, and the ending. sound of the water great rumble of thunder, the problem faced by the main
• Beginning- It gives the • "gulp-gulp" sound from her wizard appeared again. character.
problem faced by the main throat • Middle – It presents the
character. • "tap-tap" sound from 5. He pulled the bouquet out actions made by the
• Middle – It presents the children’s feet of the bag and gave it to the characters to solve the
actions made by the • "woof-woof" of dogs sheep. As soon as he did problem.
characters to solve the The highlighted words are this, the bunch shone with a • Ending- it gives the
problem. called onomatopoeia. thousand colors. Magic was solution to the problem
• Ending- it gives the solution at work.
to the problem Onomatopoeia is a fun and Read the passages with
interesting literary device that • Which among the the learners and have them
Divide the class into three helps make writing more sentences show fantasy? draw conclusions.
groups for them to do their engaging and descriptive. It is Which shows reality?
group tasks. a word that imitates or • How did you know? Note: Please access the
suggests the sound it is story and group
Note: Please access the story describing. For example, Teaching/Modelling activities/tasks at
and group activities/tasks at words like "buzz," "crash," http://tinyurl.com/5DayTask
http://tinyurl.com/5DayTasks "sizzle," and "meow" are all Reality refers to situations s
examples of onomatopoeia. that happen in real life.
Onomatopoeia can be found
in all kinds of writing, Example: Plants and animals
including stories, poems, died because of drought.
comics, and even in everyday
conversations. It brings words Fantasy refers to situations
to life by creating a that are magical or make
connection between the believe and could not
sound and the meaning. happen in real life.
Examples: "buzz," "crash,"
"sizzle," and "meow" Example: A fairy appeared to
Mina.
 Divide the class into three
groups for them to do their
group tasks. Group the learners into three
and let them do the following
Note: Please access the story tasks.
and group activities/tasks at
http://tinyurl.com/5DayTasks Note: Please access the
story and group
activities/tasks at
http://tinyurl.com/5DayTasks
D. Making What is a narrative text? What What do we do when we What do you do when you What two things do we
Generalizations are the elements of a story arrange the events in a plot of make predictions? What is need before we can draw
grammar? a story? How can this reality? fantasy? conclusions?
strategy help us? What is
onomatopoeia? Give
examples.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning A. Choose the letter of your A. Read the story and number A. Read the following Read and draw conclusions
answer. the events (1-6) as they situations and choose what from the following short
happened in the story. you think might happen next. stories.
1. It is the element of the story
which gives the place and It was Janet’s birthday. She 1. Jaime is playing with his 1. “When I grow up,” said
time when the story woke up early. She dressed kite. The kite is flying high Mila, “I want to fly an
happened? up and went to church. When above a coconut tree. airplane. It must be fun to
A. plot she arrived home, she helped Suddenly, the kite string fly over the towns. It must
B. setting Mother set the table. She put snapped. be fun to see people down
C. characters plates, spoons and cups on A. The kite will fly higher. there.”
D. point of view the table. She got a flower B. The kite will fall and hit the
vase and put the flowers in it. tree. From the story you can tell
2. They are the people or She put the cake on the table, C. The kite will be carried that:
animals in the story. A. plot too. She put the chairs away by the wind. A. Mila wants to be a
B. setting around the table. Soon her D. The kite will be torned. doctor.
C. characters visitors arrived. B. Mila doesn’t mind high
D. point of view 2. All the pupils are inside places.
Number the events (1-6) as the classroom. Some are C. Mila wants to go
3. It refers to the sequence of they happened in the story. playing and others are somewhere.
events in the story ____ She got a flower vase chatting. The teacher comes D. Mila is afraid of heights.
A. plot and put the flowers in it. in.
B. setting ____ She helped her Mother A. The pupils will seat 2. “Look at your hands,
C. characters set the table. quietly. Henry.” said Mother. “I
D. point of view ____ She woke up early and B. The teacher will go out of have never seen your hand
went to church. the room. look like that. Get them
4. It is the part of the plot that ____ She put the chairs C. The pupils will continue clean right now. How could
gives the problem of the main around the table. with what they are doing. you sit down to eat with
character of the story. ____She put the plates, D. The teacher will get mad those dirty hands.”
A. middle spoons, and cups on the at her pupils.
B. ending table. From the story you can tell
C. resolution ____ Her visitors arrived 3. Mother is cooking that:
D. beginning soon. “sinigang”. She accidentally A. Henry got a chair for
____She put the cake on the used two tablespoons of Mother.
5. It is the part of the plot that table, too. sugar instead of salt. B. Mother likes to see dirty
gives the solution to the A. The sinigang will taste hands.
problem of the main B. Encircle the onomatopoeia sweet. C. Henry loves to have dirty
character. in each sentence. B. The sinigang will be very hands.
A. middle salty. D. Henry’s hands are clean
B. ending 7. The audience clapped at C. The sinigang will be more most of the time.
C. resolution the end of the play. delicious.
D. beginning 8. The feather fluttered to the D. The sinigang will taste
ground. very sour.
B. Read the story and answer 9. The delivery man knocked
the questions that follow. on our front door.
10. The race car zoomed B. Write reality or fantasy on
There was a brave and pass the other car. the line.
imaginative girl named Sarah.
One sunny day, Sarah ____4. A superhero can stop
decided to go on an exciting a storm in a snap of his
adventure in her finger.
neighborhood. With a
backpack filled with snacks ___5. Prolonged drought can
and a sense of curiosity, she lead to famine and hunger.
set off on her journey. She
explored the nearby woods,
climbed trees and discovered
hidden treasures like colorful
leaves and shiny rocks. Along
the way, she encountered
friendly animals like squirrels
and birds, who seemed to
guide her deeper into the
forest. Sarah's adventure was
filled with laughter, wonder,
and the joy of discovering the
beauty of nature right in her
own backyard.

1. Who is the main character

of the story? A. Sarah B.
Selina
C. Shela D. Sofia

2. Where did the story

happen?
A. in school
B. in the garden
C. in the market
D. in the woods
3. What is the beginning of
the story?
A. Sarah went for a journey in
the woods.
B. Sarah brought her
backpack filled with snacks.
C. Sarah met some animals
along the way.
D. Sarah’s adventure was
filled with laughter, discovered
wonder and joy.

4. What is the ending of the

story?

A. Sarah went for a journey in

the woods.
B. Sarah brought her
backpack filled with snacks.
C. Sarah met some animals
along the way.
D. Sarah’s adventure was
filled with laughter, wonder
and joy.
 5. How will you describe
Sarah?
A. adventurous
B. curious
C. friendly
D. lonely
B. Additional Activities Map Me Out! Pick Me! Believe It or Not! Read the Guess It Right! Read the
for Application or Read the short story and fill in Read each sentence and statements below and short passages and draw
Remediation (if the story map. Jo and his underline the onomatopoeia determine whether each conclusions from each.
applicable) friends were playing baseball used. statement describes
at the school grounds. They Example: something that is real 1. It takes a turtle about ten
were having so much fun. The bird went chirp, chirp, (reality) or something that is hours to travel one mile. A
When the ball was hit, it flew chirp. Answer: The bird went imaginary (fantasy). Write snake can travel two miles
into the air and he ran to chirp, chirp, chirp. "Reality" or "Fantasy" in the in one hour. A house cat
catch it. Instead of catching space provided. can travel about thirty miles
the ball, it hit Jo’s head. He 1. The duck went quack in the in an hour. A jack rabbit
fell to the ground. “My head lake. Example: can travel forty-five miles in
really hurts,” he told his 2. I saw the cow mooo at the Statement: Dogs can fly in an hour. Cats move more
teacher. His teacher brought owner. the sky. Reality or Fantasy: slowly than ______.
him to the School Nurse. She 3. The sheep went baaaa, Fantasy
gave him an ice pack for his baaaa. 2. There are many rats in
head. Soon, his head began 4. The dog went ruff, ruff at 1. The sun rises in the east the world. No one knows
to feel better. the intruder. and sets in the west. just how many rats there
5. The snake hiss when it __________________ are. Many rats live
Name:____________ encountered its prey. underground. Many live in
______________ 2. Unicorns exist and can be other places where they
Title found in the forest. Reality or can’t be seen. Some
Fantasy: people say that there are
__________________ about as many rats in the
world as there are people.
3. People can breathe You can tell that no one
underwater like fish. has ______
__________________

4. Dragons are real

creatures that can breathe
fire. __________________

5. Fairies have magical

powers and can grant
wishes. _______________
C. Teacher’s Remarks

D. Teacher’s Reflection

Prepared by: Reviewed by: Approved by:

DOMINGA C. TUMAMBING CHERYL C. MATANGUIHAN PAULO GAYLORD R. CAJUDO

Teacher III Master Teacher I Head Teacher II