Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF PANABO CITY

MATATAG CURRICULUM
LESSON PLAN
MAUREEN LOWIE G.
Name of Teacher Grade Level 4
SALAHID
1:00 PM-2:00 PM/ May 23, School Year
Time/Date 2024 – 2025
2024
Quarter / Week First Quarter Learning Area ENGLISH

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards 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 gender-responsive texts
based on one’s purpose, context, and target audience.

B. Performance The learners apply comprehension of literary and informational texts and
Standards produce narrative and expository texts (enumeration-description) based on
their purpose, context (mealtimes and birthdays), and target audience
using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning EN4LR-I-1 Comprehend literary texts

Competencies and Noting important elements (story grammar)
Objectives
At the end of the session, the learners are expected to:
a. Identify the elements of a story.
b. Arrange the plot of a story.
c. Express appreciation of the elements of a story through choral reading.

D. Content Noting Important Elements of a Story

E. Integration  Give importance to the DepEd core values: Maka-Diyos, Makatao,

Makabansa, Makakalikasan
 Concepts about Life Cycle of a Plant
 Concepts about ordinal numbers

III. LEARNING RESOURCES

English Quarter 3 – Module 7: Story Elements pp. 1-21
IV. TEACHING AND LEARNING PROCEDURES
A. Activating Prior 1. Short Review
Knowledge The teacher presents the pictures and the learners identifies what
wh question that would answer to each picture.

2. Feedback (Optional)
- The teacher encourages the learners to share/express ideas and
process their responses.

B. Establishing Lesson 1. Lesson Purpose

Purpose Let’s play 4 Pics 1 Word
Identify the key word to each group of pictures.

characters

place

time

Ask: Have you tried planting a plant?

Show the pictures of a life cycle of a plant and let them identify which comes first,
second, and third.

1st

2nd

3rd

2. Unlock Content Area Vocabulary

The teacher shows pictures and the learners read the meanings. Then they
identify the correct word by choosing from the box.
terror frightened escape seashore bruised

1. a land near to the sea

 2. violence or something that inspires fear

3.

4.

5.

Note: The teacher presents the lesson objectives.

C. Developing and 1. Explicitation
Deepening
Understanding The teacher reads the story.

Mouse at the Seashore

By Arnold Lobel

A mouse told his mother and father that he was going on a trip to the
seashore.
“We are very alarmed,” they cried.
“The world is full of terrors. You must not go!”
“I have already decided,” said the Mouse firmly. “I have never seen the
ocean, and it is high time that I did. Nothing can make me change my mind.”
“Then we cannot stop you,” said Mother and Father Mouse, “but do be
careful.”
Early the next day, the Mouse began his journey. Even before the morning
had ended, the Mouse came to know trouble and fear. A cat jumped out from
behind a tree. “I will eat you for lunch,” he said.
It was a narrow escape for the Mouse. He ran for his life but he left part of
his tail in the mouth of the cat.
By afternoon, the Mouse had been attacked by birds and dogs. He had lost
his way several times. He was bruised and bloodied. He was tired and
frightened.
In the evening, the Mouse slowly climbed the last hill and saw the seashore
spreading out before him. He watched the waves rolling onto the ocean, one
after another. All the colors of the sunset filled the sky.
“How beautiful,” cried the Mouse.
“I wish that Mother and Father were here to see this with me.”
The moon and the stars began to appear over the ocean. The Mouse sat
silently on top of the hill. He felt very happy and peaceful.

Source: Department of Education, K to 12 English 4 Learner’s Material, pages 66-67

Then, teacher asks these questions (Whole Class):
1. What is the title of the story?
2. Who was going on a trip to the seashore?
3. When did the story happen?
4. Where did the story happen?
5. What happened in the beginning, middle, and ending?
6. If you were the mouse, will you go on a trip to the seashore alone? Why or why
not?

Note: Teacher inputs the elements of story.

2. Worked Example (Group Task)

The teacher gives a story then learners perform the following activities:

Group 1 - Read the story silently. Then identify the elements of a story.
Questions:
1. What is the title of the story? _________________________
2. Who are the characters in the story?
___________________________
3. When did the story happen?
___________________________________
4. Where did the story happen?
___________________________________
5. What happened in the beginning, middle, and ending?

Beginning - _____________________________________

Middle -
________________________________________________

Ending - ______________________________________________

Group 2 - Listen to the pre-recorded story then answer the following

questions.

Based on the story you heard, encircle the correct answer for each
question.
1. What is the title of the story?
a. Roberto’s Family Dinner
b. Pedro’s Family Dinner
c. Roberto and Pedro’s Family Dinner

2. Who are the characters in the story?

a. Roberto and his friends
b. Roberto and his classmates
c. Roberto, Pedro, Father, and Mother

3. When did the story happen?

a. One day b. One Saturday c. One night
4. Where did the story happen?
a. In their house b. In their garden c. In the park

5. Which of the following has the correct order of the plot?

I. His little brother, Pedro, ran to the table, excited to eat his favorite dish.
II. As they began to eat, Roberto smiled. "Mmm, delicious!" he said,
enjoying the sour and savory flavors of the sinigang.
III. One night in a small house in Barangay San Vicente, Roberto’s family
was getting ready for dinner.
a. III, I, and II b. I, II, and III c. III, I, and II

Group 3 – Read the story aloud then arrange the plot.

Arrange the plot. Write beginning, middle and ending on the blanks.

____________ His little brother, Pedro, ran to the table, excited to eat his
favorite dish. Everyone sat down, and Roberto’s mother ladled the hot
soup into their bowls. They all held hands and said a quick prayer of thanks.
____________ As they began to eat, Roberto smiled. "Mmm, delicious!"
he said, enjoying the sour and savory flavors of the sinigang.

____________ One night in a small house in Barangay San Vicente,

Roberto’s family was getting ready for dinner. The smell of sinigang, a
tamarind soup, filled the air. Roberto helped her mother set the table with
plates, spoons, and forks.

Roberto’s Family Dinner

One night in a small house in Barangay San Vicente, Roberto’s

family was getting ready for dinner. The smell of sinigang, a tamarind
soup, filled the air. Roberto helped her mother set the table with plates,
spoons, and forks.

"Is the rice ready?" Roberto’s father called from the living room.

"Almost!" Roberto replied, checking the rice cooker.

His little brother, Pedro, ran to the table, excited to eat his favorite
dish. Everyone sat down, and Roberto’s mother ladled the hot soup into
their bowls. They all held hands and said a quick prayer of thanks.

As they began to eat, Roberto smiled. "Mmm, delicious!" he said,

enjoying the sour and savory flavors of the sinigang.
Rubric for Group Activity
Criteria 5 4 3 2
Accuracy of No mistake 1 mistake 2 mistakes 3 or more
the answer mistakes
Group All members One member Two Three or
Participation participated. did not members did more
participate. not members did
participate. not
participate.
Yell & Delivery The delivery The delivery The delivery The delivery
and yell are and yell are and yell are and yell are
excellent. very good. good. bad.
Overall Excellent Very Good Good Bad
Performance

3. Lesson Activity (Individual Activity)

The teacher presents a story then let them answer individually.

.
"Lito's Birthday Party"

One Saturday morning, Lito woke up with a big smile on his face.
Today was his tenth birthday! As he ran to the kitchen, he smelled
something delicious. His mother was cooking his favorite pancit, a
Filipino noodle dish, and there was a cake on the table with colorful
balloons all around.

"Happy Birthday, Lito!" his family cheered.

Lito's friends arrived, and they played traditional games like pabitin
and sungka. Everyone laughed and had fun.

When it was time to eat, Lito's father brought out the pancit and
puto, a Filipino rice cake. Lito’s mother lit the candles on his cake, and
everyone sang "Happy Birthday."

Lito closed his eyes, made a wish, and blew out the candles. He
wished for another year filled with joy and love.

As they all enjoyed the cake, Lito felt very happy. It was the best
birthday ever!

Questions:
Encircle the letter of the correct answer.
1. What is the title of the story?
a. Lita’s Birthday Party
b. Lito’s Birthday Party
c. Lito’s Graduation Party
d. Lita’s Graduation Party

2. Who is the main character in the story?

 a. Lita b. Lito c. Mother d. Father

3. Where did the story happen?

a. In their house c. In the school
b. In the park d. In the church

4. When did the story happen?

a. One Sunday morning c. One Sunday evening
b. One Saturday morning d. One Saturday evening

5. Which of the following shows the correct order of the plot?

I. Lito closed his eyes, made a wish, and blew out the candles.
II. Lito woke up with a big smile on his face and ran to the
kitchen then he
smelled something delicious.
III. Lito's friends arrived, and they played traditional games like
pabitin and
sungka.
a. I, II, and II b. II, III, and I c. III, II, and I

Note: Teacher processes through oral presentation.

D. Making Ask the questions:

Generalizations
1. What are the elements of a story?
2. What comprises the plot of a story?
3. Why is it important to know the elements of a story?

Note: Teacher elicits the learners’ responses and posts the concepts.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Directions: Read the short story below. Analyze it and be able
to identify its elements. Encircle the letter of the correct answer.

Buddy and the Cat

Little Buddy Cockroach is a house bug. Mother Cockroach always

tells him to stay in dark places and hide. He listens to her with half an ear
not believing in what she says. “How could they not like me? I have
beautiful, shiny wings, and long antenna.
Surely, they would love me,” he thought. One day, Buddy saw a black
cat and said, “I will show Mother Cockroach that she is wrong.”
But when the cat saw him, it immediately jumped and started running
after him with its sharp claws. Buddy ran as fast as he could to the dark
place under the cabinet and never came out.

Source: Department of Education, K to 12 English 4 Learner’s Material, Do and Learn, page 109

1. What is the title of the story?

a. Buddy and the Dog
b. Buddy and the Cat
c. Buddy and the Dinosaur

2. Who are the characters in the story?

 a. Ant, Grasshopper
b. Mother Hen, Little Hen, Worm
c. Little Buddy Cockroach, Mother Cockroach, Cat

3. What is the setting of the story?

a. one day, in the house
b. one night, at the zoo
c. noontime, the garden

4. What is the beginning of the story?

a. Mother Cockroach always tells Buddy Cockroach to eat
healthy foods.
b. Mother Cockroach always tells Buddy Cockroach to stay
in dark places and hide.
c. Mother Cockroach always tells Buddy Cockroach to sleep
early at night.

5. What is the ending of the story?

a. Buddy Cockroach learned to hide in dark places.
b. Buddy Cockroach became friends with the cat.
c. Buddy Cockroach learned to eat vegetables.

Note observations on
Effective
any of the following Problems Encountered
Practices
areas:
strategies explored

B. Teacher’s Remarks materials used

Learner
engagement/interaction
Others

C. Teacher’s Reflection

Prepared by:

MAUREEN LOWIE G. SALAHID - Lorenzo T. Concepcion Integrated School

JEANY B. SUDARIA - A.O. Floirendo Elementary School
JOY R. SANTILLAN - Little Panay Elementary School
ROBERTO CANDELASA - Mabunao Elementary School