2013 Grade IV LP (Repaired)

Division of City Schools General Santos City South District FRANSISCO ORINGO, SR.
ELEMENTARY SCHOOL
City Heights, General Santos City No. of Pupils; Male: ________ Female: ______ __ TOTAL: ________ Medium of Instruction; English & Filipino
Grade IV - SATURN SY 2013-2014

MORNING SESSION NO. OF MINS. SUBJECT/ACTIVITY TEACHER 15 Flag Ceremony 30 EKAWP Emmamuel S. Halago III. 30 Reading Emmamuel S. Halago III 60 English Emmamuel S. Halago III 15 RECESS 60 Mathematics Felipe C. Rulona, Jr. 40 EPP Precilla U. Halago 15 Remedial Activity/Study Period AFTERNOON SESSION 60 60 40 40 10 Filipino Science HEKASI MSEP Arlene S. Garcia Emmamuel S. Halago III Mary Capricho Precilla U. Halago Homeroom Activity Prepared by:
TIME 7:15 - 7:30 7:30 - 8:00 8:00 - 8:30 8:30 - 9:30 9:30 - 9:45 9:45 - 10:45 10:45 - 11:25 11:25 - 11:45 1:15 - 2:15 2:15 - 3:15 3:15 - 3:55 3:55 - 4:35 4:35 4:45
EMMAMUEL S. HALAGO III

Class Adviser Recommending Approval:
VICTORIA C. LARIOSA, JRA.

School Head Approved:
HYDE C.FRANCISCO
District Supervisor
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Division of City Schools General Santos City South District FRANSISCO ORINGO, SR. ELEMENTARY SCHOOL
City Heights, General Santos City
SY 2013-2014
MORNING SESSION TIME 7:15 - 7:30 7:30 - 8:00 8:00 - 8:30 8:30 - 9:30 9:30 - 9:45 10:45 - 11:45 1:15 - 2:15 2:15 - 3:15 3:15 - 4:15 Total
NO. OF MINS.
30 30 60 60 60 60 60 360
SUBJECT/ACTIVITY GRADE & SECTION Flag Ceremony EKAWP IV - Saturn Reading IV - Saturn English IV - Saturn RECESS Science IV - Mars IV - Venus IV - Saturn IV - Earth
AFTERNOON SESSION Science Science Science
Prepared by:
EMMAMUEL S. HALAGO III

Class Adviser Recommending Approval:
VICTORIA C. LARIOSA, JRA.

School Head Approved:
HYDE C.FRANCISCO
District Supervisor
LESSON PLAN FOR GRADE IV

Prepared by: EMMAMUEL S. HALAGO III Grade IV 3 Adviser F. Oringo, Sr. Elem. School MONDAY, JUNE 03, 2013 7:15 7:30 FLAG CEREMONY 7:30 8:30 E.K.A.W.P. Grade IV Saturn
I. LAYUNIN: A. Naipamamalas ang pang-unawa na ang katotohanan ang magpapalaya sa anumang alalahanin sa buhay ng tao. PAKSANG-ARALIN: Pagmamahal sa Katotohanan PAMAMARAAN; A. Memory verse (3RD week) B. Roll Call C. Health Inspection D. Pagganyak: May mga nagawa na ba kayo na hindi maganda laban sa inyong kapwa? Ito ba ay nagpapalaya sa iyong kalooban? Ano ang dapat na gawin? E. Pamamaraan Gawain 1 Pag-usapan ang mga sumusunod na sitwasyon; 1. Si Letty ay nangupit ng pera sa kanyan ina. Hinahanap ito ng kanyang ina dahil importanteng mabili niya ang gamot para sa kanilang ama. Ano ang dapata gawin ni Letty? 2. Nabasag ni Sandy ang plorera ng guro. Napagbintangan ang isa niyang kaklase. Sinuspende ito dahil dito. Ano ang dapat gawin ni Sandy? Gawain 2 Basahin ang sumusunod na mga pangungusap. Alin dito ang nagpapaunawa na ang katotohanan ang magpapalaya sa anumang alalahanin sa buhay ng tao. Gawain 3 Magpabigay ng halimbawa sa mga bata. F. Paglalahat: Dapat nating unawain na ang katotohanan ang magpapalaya sa anumang alalahanin sa buhay ng tao. G. Paglalapat: Tanungin: 1. Ano gagawin mo kapag ikaw ay nagsinungaling? Bakit? PAGTATAYA:
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II. III.
IV.
Basahin ang mga pangungusap. Lagyan ng tsek (/) kung ang nakasaad ay tama at ekis(X) kung mali. _____ 1. Ang pagsasabi ng totoo ay magbubunga ng maganda. _____ 2. Dapat ilihim ang nagawang kasalanan. _____ 3. Ang katotohanan ang magpapalaya sa anumang alalahanin sa buhay ng tao. _____ 4. Ang pagsisinungaling ay magpapalaya sa atin. _____ 5. Malayo sa kapahamakan ang batang nagsasabi ng totoo. V. TAKDANG-ARALIN: Anu-ano ang mga nagpapalaya sa iyong kalooban?
8:00 8:30
I. II.
Reading
Grade IV Saturn
OBJECTIVE: A. Read the words with final consonant f sound SUBJECT MATTER: Reading words with Final f sound
flashcards, pictures III. PROCEDURES; A. Motivation: Show pictures showing f sound. E.g. fan, father, feather, fern, roof Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar sound? Producing the f sound. Activity 2 Read the sentences. Identify words with f sound. Activity 3 Read the sentences. Check the sentences with f sound. Then identify the word with f sound in checked sentences. C. Generalization What is the sound of f? gh/ ph? D. Application: What are the words you know with the f sound? IV. EVALUATION: Read the following words below. 1. paragraph 2. enough 3. cough 4. chef 5. brief V. Assignment Make a list of words with final f, gh, ph. 5 words each. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:30 9:30
I. II.
English Grade IV - Saturn
OBJECTIVE: Identify the stressed syllables. SUBJECT MATTER:

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Identifying Stressed Syllables BEC English Handbook I. 1.1 and 3 p.6 English for You and me (L) pp 5 6 Fun in English (L) pp 2 7 Chart, flashcards, activity cards PROCEDURES; A. Drill: Tongue Twister She sells seashell by the seashore. B. Review: Syllables are group of letters Syllabicate the following words. Ex. presentation ans. pre-sen-ta-tion 1. elementary 4. experiment 2. notebook 5. computer 3. principal C. Unlocking of Difficulties: Give the meaning of the words below. D. Motivation: 1. Let the pupils listen to the words read by the teacher. (Words used during the review). 2. Ask: Are there rising voice as I read them? What are these words? E. Presentation: Activity I Identify the stressed syllables in the following words. Use apostrophe ( ) on the vowel of the stressed syllables. 2 syllables 3 syllables 4 syllables 1. rabbit ex. rb - bit 1. nutrition- ex. Nu tr - tion 2. flower 2. disaster3. number 3. electric4. bookmark 4.parental5. cellphone5.universalActivity 2 (Groupings) Let the pupils form a group. Syllabicate the words below then count the number of syllables. Underline the stressed syllables. Ex. Banana ba na - na _3__ 1. syllable 4. action 2. showtime5. envelop 3. televisionAsk: Where can you find the stressed in 2-syllable words? 3-4 syllable words? Activity 3 Identify the stressed syllables in the following words. 1. mathematics 4. application 2. boxing 5. movement 3. expensive F. Generalization: Words with 2 syllables receive stressed on the second syllable, 3 syllables on second syllables, 4 or more on third syllables. G. Application: List five things that can be found inside the room. Identify the stressed syllables in every given word by using the apostrophe. EVALUATION:
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III.
IV.
Identify the stressed in the following words. Use apostrophe ( ). 1. Electrician 4. distribution 2. computer 5.pupil 3. jeepney P.L. : ___________________________________________ REMARKS: ___________________________________________
SCIENCE 10:45 11:45 IV Mars 1:15 2:15 IV Venus 2:15 3:15 IV Saturn 3:15 4:15 IV Earth
I. II. OBJECTIVE: Identify some bones that make up the skeletal system. SUBJECT MATTER: Identifying Bones that Make up the Skeletal system PELC I, 1, 1.1 p.5 Science for Daily use, Science Spectrum pp 2-4, Science and Health pp 31-40 Picture of skeletal system, skeletal model, flashcards PROCEDURES; A. Song: Ten Bones B. Science Updates C. Unlocking of Difficulties: skeletal D. Motivation: 1. Show the skeletal model. 2. Ask: What is this? Do you also have these bones in your body? 3. Let the pupil feel the bones by touching all over their body. E. Presentation: Activity I (Groupings) Divide the class into 8 groups. Give each group picture or model of skeletal system. Let the group identify the following bones posted on the board. Activity 2 Present another replica of the skeletal system on the board. Give the flashcards with names of the bones. Call a volunteer to post the flashcard on its proper placement. Check and read the answer. Activity 3 Enumerate the bones that make up our body and identify it in your body. F. Generalization: The skeletal system is made up of many bones. (Enumerate) G. Application: Guessing Game Call a volunteer. Ask him/her to point a part of a skeletal system. Let somebody identify this part. IV. EVALUATION: Identify some bones that make up the skeletal system which is found in ; 1. head 4. foot 2. arms 5. finger 6
III.
3. shoulder P.L. : ___________________________________________ REMARKS: ___________________________________________
TUESDAY, JUNE 04, 2013 7:15 7:30 7:30 8:30

I. I.
FLAG CEREMONY E.K.A.W.P. Grade IV Saturn
II.
LAYUNIN: A. Naisasagawa ang pagtitipid sa pagpili ng wastong pagkain. PAKSANG-ARALIN: Pagtitipid PELC 1.2 p. 26 PAMAMARAAN; A. Memory verse (3RD week) B. Roll Call C. Health Inspection D. Pagganyak:Magbigay ng mga halimbawa ng mga pagkain. Itanong: Ano ang maaring gawin sa mga pagkaing babanggiti ng inyong kaklase? E. Pamamaraan Gawain 1 Basahin ang mga pagkain na nasa kaliwa. Sa kanan ay mga kahon na pupunuan ng mga titik upang mabuo ang mga pwedeng gawin sa mga pagkain. 1. Isda 2. Hilaw na papaya 3. Tirang kanin Gawain 2 Anu-ano pa ang mga pagtitipid sa pagkain na ginagawa ninyo sa bahay? Gawain 3 Kung ikaw ay magiging chef ano pang magandang gawin sa mga tirang pagkain? F. Paglalahat: May mga hakbang ba upang makatipid sa mga pagkain? G. Paglalapat: Tanungin: 1. Mahalaga bang sundin magtipid sa mga pagkain? Bakit? PAGTATAYA: Kailan mo naisasagawa ang pagtitipid sa pagpili ng wastong pagkain. Lagyan ng tsek (/) kung ang nakasaad ay tama at ekis(X) kung mali. _____ 1. Bumibili ng makukulay na potato chips.
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III.
_____ 2. Bumibili ng mura at masustansiyang pagkain. _____ 3. Pumipili ng mga pagkaing mamahalin. _____ 4. Pumipili ng pagkaing nakakabusog. _____ 5. Binibili ang lahat ng gusting pagkain. IV. TAKDANG-ARALIN: Anu-ano ang mga pagtitipid sa pagkain ang iyong isinasagawa?
8:00 8:30
I.
Reading
Grade IV Saturn
OBJECTIVE: A. Read the words with consonant k sound I. SUBJECT MATTER: Reading words with Final k sound flashcards, pictures II. PROCEDURES; A. Motivation: Show pictures showing f sound. E.g. can, pickle, ticket,etc. Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the words using flashcards. Activity 2 Give some examples of words with k sound. Activity 3 Read the sentences. Circle the words with k sound. C. Generalization What is the sound of k? D. Application: What are the words you know with the k sound? III. EVALUATION: Read the following words below. 1. coin 3. book 5. cobra 2. sick 4.technical IV. Assignment Make a list of words with k sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:30 9:30
I. II.
English Grade IV Saturn
OBJECTIVE: Recognize pauses and stops in utterances that signal meaning. SUBJECT MATTER: Recognizing Pauses and Stops that signal Meaning References; BEC English Handbook I. 1.2 p.16 English for You and me Revised Edition(L) pp 8 11 Fun in English (L)
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Materials; Chart, flashcards, activity cards
III.
PROCEDURES; A. Drill: Tongue Twister B. Review: Stressed and unstressed Syllables Syllabicate the following words and put an apostrophe (). Ex. presentation ans. pre-sen-t-tion 1. elementary 4. experiment 2. notebook 5. computer 3. principal C. Unlocking of Difficulties: Match the word to its meaning A B 1. Pause a. statement 2. Stop b. silence, gap 3. utterance c. end D. Motivation: Read the following sentences;
Nilo, the boy in blue pants is my new classmate. Nilo, the boy in blue pants, is my new classmate.
Ask; Are the two sentences the same? Why? What punctuation is used to separate words? E. Presentation: Activity I - DIRECTION: Match the utterances to its meaning. Answer Utterances/Statement Meaning You are talking about Nilo who wears blue ___1. Nilo, the boy in blue pants is my new classmate. ___2. ___3. ___4.
Nilo, the boy in blue pants, is my new classmate. Elna, the girl near the flagpole is our Girl Scout leader. Elna, the girl near the flagpole, is our Girl Scout leader. pants You are talking to Nilo about your new classmate. You are talking about Elna who is near the flagpole. You are talking to Elna about you Girl scout leader.
Check and discuss.
Activity 2 Read these sentences correctly. Put the comma ( , ) where it should be placed as to the meaning suggested in parentheses. The first one is done for you. Ex. Joan, the woman with an umbrella is my grandmother. (talking to Joan) 1. Marita the girl wearing a hat is my aunt. ( talking about Marita) 2. Mr. Santos the man at the gate is my father. (talking to Mr. Santos) 3. Jay my new friend if from Cavite. (talking to Jay) 4. Ronnie the boy with eyeglasses is the contestant in math. (talking about Ronnie) 5. Benny the girl in white is a nurse. (talking to Benny) *Check and discuss. Activity 3 Make to sentences indicating the pauses when; 1. you are talking to your classmate. 2. you are talking about your pet.
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F. Generalization: When talking to someone, use comma (,) after mentioning the name. Ex. Sheena, the girl in the room is my sister. When talking about someone/something, use 2 commas (,) after the name and the description. Ex. Sheena, the girl in the room, is my sister. G. Application: Look for a partner. Tell her about your mother. Use pauses and stops. IV. EVALUATION: Recognize pauses and stops in utterances that signal meaning. Write the letter only. 1. Hilda, the woman in red skirt is my cousin. a. talking to Hilda b. talking about Hilda 2. Dindo, the boy with a cap, is a singer. a. Talking to Dindo b. talking about Dindo 3. Lannie, the girl in Star Scout uniform, is the leader. a. Talking to Lannie b. talking about Lannie 4. Brent, the pet in the cage is a wild snake. a. Talking to Brent b. talking about Brent 5. Jun, the man near the canteen is a policeman. a. talking to Jun b. talking about Jun P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify some bones that make up the arm. SUBJECT MATTER: Skeletal System: Identifying Bones that Make up the Arm PELC I, 1, 1.1 p.5 Science for Daily use, Science Spectrum pp 2-4, Science and Health pp 31-40 Picture of skeletal system, skeletal model, flashcards PROCEDURES; A. Song: Ten Bones B. Science Updates C. Unlocking of Difficulties: skeletal D. Motivation: 1. Let the child feel the bones in their arms. Allow them to draw what they feel on their notebook. What did you feel? How many bones make up your arm? Do you know what are these bones? Is it important to know these parts? Why? E. Presentation:
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III.
Activity I (Groupings) Show the model of the skeletal structure of the arm. Let the pupils post the flashcards with the name of bones that make up the arm.
Activity 2 Present another replica of the arm and its bone parts. Let the pupils check their work. The teacher will make discussions an ask question.
Activity 3 Enumerate the bones that make up our arm. And identify it in your arm. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ F. Generalization: The arm is made up of some bones. (Enumerate) G. Application: Guessing Game Call a volunteer. Ask him/name a bone in the arm. Let somebody identify this part. IV. EVALUATION: Identify some bones that make up the skeletal system which is found in ; 1. shoulder 4. Lower arm 2. fingers 5.upper arm 3. palm
V. Draw a model of the arm and its bone parts. P.L. : ___________________________________________ REMARKS: ___________________________________________
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WEDNESDAY, JUNE 05, 2013 7:15 7:30 7:30 8:30

I.
LAYUNIN: A. Naipapakita ang wastong pangangasiwa ng salapi. PAKSANG-ARALIN: Pagtitipid PELC 1.2 p. 26 PAMAMARAAN; A. Memory verse (3RD week) B. Roll Call C. Health Inspection D. Pagganyak: Magkano ang baon mong pera araw-araw? Malaki ba ito o maliit lamang para sa iyo? Paano mo ito pinagkakasya? Bakit kailangan ang wastong pangangasiwa ng salapi? E. Pamamaraan Gawain 1 Basahin ang mga sumusunod na pangungusap. Alin dito ang iyong ginagawa? 1. Bumibili ng mga kakailanganing gamit sa paaralan kahit hindi humihingi sa magulang. 2. Ibili muna ng pagkain ang pera kahit walang papel. 3. Sumasali ng pustahan upang dumami ang pera. 4. Nag-iimpok kung may sobrang pera mula sa baon. 5. Bibilhin ang lahat ng gustong laruan sa labas ng paaralan. Gawain 2 Anu-ano pa ang mga pagtitipid sa pera ang ginagawa mo? Gawain 3 Kung ikaw ay may P20 na baon ara-araw paano mo ito pangangasiwaan? F. Paglalahat: May mga wastong paraan paano pangasiwaan ang ating salapi. G. Paglalapat: Tanungin: 1. Mahalaga bang pangasiwaan an gating salapi? Bakit?
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I.
II.
III.
PAGTATAYA: Kailan mo naisasagawa ang wastong ppanganagsiwa sa salapi. Lagyan ng TAMA kung ang nakasaad ay wasto at MALI kung hindi wasto. _____ 1. Nag-iipon ng pera mula sa baon. _____ 2. Namimigay ng pera sa mga kaklase. _____ 3. Binibili ang mga kayang bilhin upang hindi na hihingi sa magulang. _____ 4. Nagsusugal upang dumami ang pera. _____ 5. Binibili ang lahat ng gustong gamit. IV. TAKDANG-ARALIN: Anu-ano ang mga watsong pangangasiwa sa salapi ang ginagawa ng inyong pamilya?
8:00 8:30
I.
II.
Reading
Grade IV Saturn
OBJECTIVE:
A. Read the words with consonant th and dh sound SUBJECT MATTER: Reading words with consonant th and dh sound flashcards, pictures PROCEDURES; A. Motivation: Show flashcards showing consonant th and dh sound. Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the words using flashcards. Activity 2 Give some examples of words with consonant th and dh sound. Activity 3 Read the sentences. Circle the words consonant th and box the words with dh sound. C. Generalization What is the sound of consonant th and dh sound? D. Application: What are the words you know with consonant th and dh sound? EVALUATION: Read the following words below. 1. think 3. thing 5. these 2. then 4.theme Assignment Make a list of words with consonant th and dh sound
III.
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
8:30 9:30
I. II.
OBJECTIVE: Follow 3-4 step diections. SUBJECT MATTER: Following 3-4 step diections
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References; BEC English Handbook 2 p.16 English for You and me Revised Edition(L) pp 12 16 Fun in English (L) Materials; Chart, flashcards, activity cards III. PROCEDURES; A. Drill: Tongue Twister B. Review: Recognizing pauses and stops C. Unlocking of Difficulties: directions D. Motivation: Do you know how to cook rice? What are the steps in cooing rice? Is it important to follow steps? Why? E. Presentation: Activity I (1 represetative per row) Listen to these directions and follow these directions; First, stand up and walk towards the blackboard. Next, write your name. Then, walk straight towards the door. Lastly, wak towards the terachers table. *Check and discuss. Activity 2 1. Give activity cards to every group. Act what is in the card. Take note of the group who followed the directions correctly. *Check and discuss. Activity 3 Make to 3-4 step direction. Exchange it with the other group. F. Generalization: Directions give us information on how to do certain things. What are the things to remember in following directions? G. Application: In your daily activities, when can you hear directions that you must follow? IV. EVALUATION: Follow these direction. First, get a piece of paper and write your name on it. Then write the name of your classmate under your name of your classmate under your name. Lastly, write the name of your teacher opposite to your name. P.L. : ___________________________________________ V. REMARKS: ___________________________________________
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I. II.
OBJECTIVE: Identify some bones that make up the legs. SUBJECT MATTER: Skeletal System: Identifying Bones that Make up the Leg PELC I, 1, 1.1 p.5 Science for Daily use, Science Spectrum pp 2-4, Science and Health pp 31-40 Picture of skeletal system, skeletal model, flashcards
III.
PROCEDURES;
A. B. C. D. Song: Ten Bones Science Updates Unlocking of Difficulties: skeletal Motivation: 1. Let the child feel the bones in their arms. Allow them to draw what they feel on their notebook. What did you feel? How many bones make up your arm? Do you know what are these bones? Is it important to know these parts? Why? E. Presentation: Activity I (Groupings) Show the model of the skeletal structure of the arm. Let the pupils post the flashcards with the name of bones that make up the arm.
Activity 2 Present another replica of the arm and its bone parts. Let the pupils check their work. The teacher will make discussions an ask question.
Activity 3 Enumerate the bones that make up our arm. And identify it in your arm. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ F. Generalization: The arm is made up of some bones. (Enumerate)
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G. Application: Guessing Game Call a volunteer. Ask him/name a bone in the arm. Let somebody identify this part. IV. EVALUATION: Identify some bones that make up the skeletal system which is found in ; 1. knees 4. Lower leg 2. foot fingers 5.upper leg 3. foot
V. Draw a model of the leg and its bone parts. P.L. : ___________________________________________ REMARKS: ___________________________________________
THURSDAY, JUNE 06, 2013 NO CLASS , MUSLIM HOLIDAY FRIDAY, JUNE 07, 2013 NO CLASS
7:15 7:30 7:30 8:30

I. II.
III.
LAYUNIN: A. Naipapakita ang wastong pangangasiwa ng salapi. PAKSANG-ARALIN: Pagtitipid PELC 1.2 p. 26 PAMAMARAAN; A. Memory verse (3RD week) B. Roll Call C. Health Inspection D. Pagganyak: Magkano ang baon mong pera araw-araw? Malaki ba ito o maliit lamang para sa iyo? Paano mo ito pinagkakasya? Bakit kailangan ang wastong pangangasiwa ng salapi? E. Pamamaraan Gawain 1 Basahin ang mga sumusunod na pangungusap. Alin dito ang iyong ginagawa? 1. Bumibili ng mga kakailanganing gamit sa paaralan kahit hindi humihingi sa magulang. 2. Ibili muna ng pagkain ang pera kahit walang papel. 3. Sumasali ng pustahan upang dumami ang pera. 4. Nag-iimpok kung may sobrang pera mula sa baon. 5. Bibilhin ang lahat ng gustong laruan sa labas ng paaralan. Gawain 2 Anu-ano pa ang mga pagtitipid sa pera ang ginagawa mo? Gawain 3 Kung ikaw ay may P20 na baon ara-araw paano mo ito pangangasiwaan? F. Paglalahat: May mga wastong paraan paano pangasiwaan ang ating salapi. G. Paglalapat:
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Tanungin: 2. Mahalaga bang pangasiwaan an gating salapi? Bakit? IV. PAGTATAYA: Kailan mo naisasagawa ang wastong ppanganagsiwa sa salapi. Lagyan ng TAMA kung ang nakasaad ay wasto at MALI kung hindi wasto. _____ 1. Nag-iipon ng pera mula sa baon. _____ 2. Namimigay ng pera sa mga kaklase. _____ 3. Binibili ang mga kayang bilhin upang hindi na hihingi sa magulang. _____ 4. Nagsusugal upang dumami ang pera. _____ 5. Binibili ang lahat ng gustong gamit. V. TAKDANG-ARALIN: Anu-ano ang mga watsong pangangasiwa sa salapi ang ginagawa ng inyong pamilya?
8:00 8:30
I.
II.
Reading
Grade IV Saturn
OBJECTIVE:
A. Read the words with consonant th and dh sound SUBJECT MATTER: Reading words with consonant th and dh sound flashcards, pictures PROCEDURES; A. Motivation: Show flashcards showing consonant th and dh sound. Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the words using flashcards. Activity 2 Give some examples of words with consonant th and dh sound. Activity 3 Read the sentences. Circle the words consonant th and box the words with dh sound. C. Generalization What is the sound of consonant th and dh sound? D. Application: What are the words you know with consonant th and dh sound? EVALUATION: Read the following words below. 1. think 3. thing 5. these 2. then 4.theme Assignment Make a list of words with consonant th and dh sound
III.
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
8:30 9:30
I. II.
OBJECTIVE: Follow 3-4 step diections. SUBJECT MATTER:

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Following 3-4 step diections References; BEC English Handbook 2 p.16 English for You and me Revised Edition(L) pp 12 16 Fun in English (L) Materials; Chart, flashcards, activity cards III. PROCEDURES; A. Drill: Tongue Twister B. Review: Recognizing pauses and stops C. Unlocking of Difficulties: directions D. Motivation: Do you know how to cook rice? What are the steps in cooing rice? Is it important to follow steps? Why? E. Presentation: Activity I (1 represetative per row) Listen to these directions and follow these directions; First, stand up and walk towards the blackboard. Next, write your name. Then, walk straight towards the door. Lastly, wak towards the terachers table. *Check and discuss. Activity 2 2. Give activity cards to every group. Act what is in the card. Take note of the group who followed the directions correctly. *Check and discuss. Activity 3 Make to 3-4 step direction. Exchange it with the other group. F. Generalization: Directions give us information on how to do certain things. What are the things to remember in following directions? G. Application: In your daily activities, when can you hear directions that you must follow? IV. EVALUATION: Follow these direction. First, get a piece of paper and write your name on it. Then write the name of your classmate under your name of your classmate under your name. Lastly, write the name of your teacher opposite to your name. P.L. : ___________________________________________ VI. REMARKS: ___________________________________________
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I. II.
OBJECTIVE: Demonstrate how the skeletal system enables us to move. SUBJECT MATTER: Skeletal System Helps Us to Move PELC I, 1, 1.2 p.5 Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 6-9 Picture of skeletal system, skeletal model, chart PROCEDURES; B. Science Updates C. Review: Identifying some bones that make up the Skeletal System D. Unlocking of Difficulties: joint E. Motivation: Do the following movement while singing; 1. Move your head 3. Knee bending 2. Shoulder rotation 4. Moving toes 3. Bending of waist 6. Shaking of fingers Ask: How does our bone moves in our activity? Why can we move our arms and legs in different ways? F. Presentation: Activity I (Groupings) 1. Let each group fill the following chart. Choose from the list below Pivot ball and socket hinge Parts of the body Movement Kinds of Joint 1. finger 2. ankle 3. hips 4. head 5. shoulder 2. Present their answer on the board. Check. 3. Discuss and give the correct answers. Activity 2 1. Perform the following activities and complete the chart. Activity Parts of the Movement Kinds of Joint Body 1. finger 2. ankle 3. hips 4. head 5. shoulder 2. Check and discuss. Activity 3 How the skeletal system enables these movements to be done/ 1. Stand and walk _________________________ 2. Write name _________________________ 3. Head move forward, backward - _________________________
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III.
IV.
G. Generalization: Say: The way bones are held together at the joint determines the kind of movements. H. Application: 1. Call a volunteer to do the movements written on a strip of paper. 2. Let him/her act this and call another pupil to tell the action done. Ask another pupil how the bones enable him/her moved. EVALUATION: Demonstrate the following. How do your skeletal system enables you to move? Write the kind of joint. 1. twisting - _________________________ 2. lifting - _________________________ 3. bowing - _________________________ 4. splitting - _________________________ 5. glancing - _________________________
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MONDAY, JUNE 10, 2013
7:15 7:30 7:30 8:30

I. II.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 3RD Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30
I.
II.
Reading
Grade IV Saturn
OBJECTIVE:
A. Read the words with consonant th and dh sound SUBJECT MATTER: Reading words with consonant th and dh sound flashcards, pictures PROCEDURES; A. Motivation: Show flashcards showing consonant th and dh sound. Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the words using flashcards. Activity 2 Give some examples of words with consonant th and dh sound. Activity 3 Read the sentences. Circle the words consonant th and box the words with dh sound. C. Generalization What is the sound of consonant th and dh sound? D. Application: What are the words you know with consonant th and dh sound? EVALUATION: Read the following words below. 1. think 3. thing 5. these
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III.
IV.
2. then V.
4.theme
Assignment Make a list of words with consonant th and dh sound
P.L. : ___________________________________________ REMARKS: ___________________________________________
8:30 9:30
I. II.
OBJECTIVE: Follow 3-4 step diections. SUBJECT MATTER: Following 3-4 step diections References; BEC English Handbook 2 p.16 English for You and me Revised Edition(L) pp 12 16 Fun in English (L) Materials; Chart, flashcards, activity cards PROCEDURES; A. Drill: Tongue Twister B. Review: Recognizing pauses and stops C. Unlocking of Difficulties: directions D. Motivation: Do you know how to cook rice? What are the steps in cooing rice? Is it important to follow steps? Why? E. Presentation: Activity I (1 representative per row) Listen to these directions and follow these directions; First, stand up and walk towards the blackboard. Next, write your name. Then, walk straight towards the door. Lastly, walk towards the teachers table. *Check and discuss. Activity 2
Listen to the following instructions. Follow what is asked to do. 1. 2. 3. 4. 5. 6. Draw a big circle. Draw two smaller circles side by side a bit higher than the big circle. Draw a small triangle below the two small circles. Put an oblong below the small triangle. Put two curve lines opposite each at the outer side of the big circle. What did you draw?
III.
Activity 3 by group
Direction: Each exercise below is a set of directions. For Exercise 1-3, do what the directions tell you to do. Exercise 1: In the box below, print your full name, last name first. 22
Exercise 2: On line 3 below, print your full first name. On line 1, print your last name. Print your first name backwards on line 2. On line 4, if you have a middle name, print your middle name initial. Draw a circle around the second word you wrote in this exercise. 1) _____________________ 2) _____________________ 3) _____________________ 4) ______________________
Exercise 3: Look at your answers to Exercise 2. Print the answer you wrote for Exercise 2. Line 1 on line 4 below, but print it backwards. Also, on line 2 below, print the answer you wrote for Exercise 2 line 2, but print it backwards from the way you wrote it in Exercise 2. 1) _____________________ 2) _____________________ 3) _____________________ 4) ______________________
Exercise 4: If the word TORTILLA has eight letters, circle the first T in that word. TORTILLA Exercise 5: If the first word in this sentence has fewer than four letters, circle the last letter in that word. Exercise 6: Look at your answers to Exercise 2. If the answer on line 4 has more than three letters, put an x in box C below. But if that answer has less than three letters, put a W in box A below. A. B. C. D.
Exercise 7: If the word EXCLAIM has three vowels and four consonants, circle the x in that word. If, in addition to having three vowels and four consonants, one of the consonants is an M, circle the L as well as the X in that word.
F. Generalization: Directions give us information on how to do certain things. What are the things to remember in following directions? G. Application: must follow? IV. In your daily activities, when can you hear directions that you
EVALUATION: Follow these direction. First, get a piece of paper and write your name on it. Then write the name of your classmate under your name of your classmate under your name. Lastly, write the name of your teacher opposite to your name. P.L. : ___________________________________________ REMARKS: ___________________________________________
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I. II. OBJECTIVE: Demonstrate how the skeletal system enables us to move. SUBJECT MATTER: Skeletal System Helps Us to Move PELC I, 1, 1.2 p.5 Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 6-9 Picture of skeletal system, skeletal model, chart PROCEDURES; A. Science Updates B. Review: Identifying some bones that make up the Skeletal System C. Unlocking of Difficulties: joint D. Motivation: Do the following movement while singing; 4. Move your head 3. Knee bending 5. Shoulder rotation 4. Moving toes 6. Bending of waist 6. Shaking of fingers Ask: How does our bone moves in our activity? Why can we move our arms and legs in different ways? E. Presentation: Activity I (Groupings) 1. Let each group fill the following chart. Choose from the list below Pivot ball and socket hinge Parts of the body Movement Kinds of Joint 6. finger 7. ankle 8. hips 9. head 10.shoulder 2. Present their answer on the board. Check. 3. Discuss and give the correct answers. Activity 2 3. Perform the following activities and complete the chart. Activity Parts of the Movement Kinds of Joint Body 1. finger 2. ankle 3. hips 4. head 5. shoulder 4. Check and discuss. Activity 3 How the skeletal system enables these movements to be done/
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III.
1. 2. 3. F.
IV.
Stand and walk _________________________ Write name _________________________ Head move forward, backward - _________________________ Generalization: Say: The way bones are held together at the joint determines the kind of movements. G. Application: 1. Call a volunteer to do the movements written on a strip of paper. 2. Let him/her act this and call another pupil to tell the action done. Ask another pupil how the bones enable him/her moved. EVALUATION: Demonstrate the following. How do your skeletal system enables you to move? Write the kind of joint. 1. twisting - _________________________ 2. lifting - _________________________ 3. bowing - _________________________ 4. splitting - ________________________ 5. glancing - _________________________
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TUESDAY, JUNE 11, 2013
7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. OBJECTIVE:
II.
Get information from a conversation listened to
Subject Matter A. Topic: B. References: Getting Information from a Conversation Listened to PELC I 4 Open Roads to Communication 4, pp. 253-255 Across Borders Through Language 3, pp. 3-4 http://www.elementary.ph/getting-information-conversation-listened
C. Materials: Conversation, chart, pictures
Value Focus: Attentiveness

III. Procedure A. Preparatory Activities Motivation Ask: a. Who is celebrating his/her birthday this month? b. Have you ever planned for your own birthday party? c. If you had your way, how would you do it?
B. Unlocking of Difficulties
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C. Presentation Activity 1 Call on two previously assigned pupils to read the conversation orally. Let the other pupils listen attentively and note important information from the conversation heard. Aileen, Please come to my birthday party.
When?
Thats on Sunday afternoon at around 4 o clock.
Where?
At home. Mother is giving me a party. Im sure well have fun. Okay! See you.
Thanks. Ill be there.
Activity 2 To the listener, Answer the following 1. Let the pupils answer the following questions in order to come out with the information needed in having a birthday party. a. Why is Allan inviting Ailleen? (He will have a birthday party.) b. When will Allans party be? (Sunday at around 4 o clock). c. Where will it be? (At Allans home) 2. Read the sentences. Take note of the underlined words. a. Please come to my party on Sunday at around four o clock. b. It will be held at home. c. Ill be there. Read the underlined words. (On Sunday, four o clock, at home, there) Formulate questions based on the underlined words.
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Activity 3 Have the other pupils listen. Assign two pupils to read. Vivian and Lorna are joyfully talking about something before their Mathematics class. Did you read the announcement on the bulletin board? No, I didnt. What is it about? There will be a meeting of all the semifinalists for the Essay Writing Contest. We are required to report to the Principals Office on December 2, 2008 at 4:00 p.m. Our names are included in the list. Lorna: Really? Vivian: Yes, isnt that exciting? Lorna: Wow! Hurry! Lets go and find more information. 4. Ask: How are you going to get information from the dialog? (We have to listen attentively to get the information.) What are the important information or details in the dialogue? What? a meeting noun or pronoun Who? semifinalists noun or pronoun) Where? Principals Office place When? December 2, 2007 date, 4:00 p.m. time D. Generalization What do the questions What, Who, Where and When answer? (What is going to happen, Who are the persons concerned, Where the event that takes place, When it will be held, particularly the date and time.) Vivian: Lorna: Vivian:
Remember:
The event, person, place, time, and date are very important information when noting details in a conversation or dialogue.
E. Application 1. Select two pupils in the class. 2. Ask each of them to get a partner. 3. Give each pair a situation to serve as their guide in making their own conversation. (See the situations below.) 4. Let each pair make their own conversation. 5. Instruct other pupils to list important notes during the presentation. 6. Check whether the pupils were able to list down important information while they were listening. Here are the Situations: Who? What? When? Where? Situation 1 Interested pupils English Club Election of Officers December 4, 2008, 1:00 PM School Library Situation 2 Rondalya Members General Practice December 6, 2008, 4:00 PM Covered Shed or under the shades of trees/stage
Values Integration What should you do when somebody is talking to you? Listen attentively to the person talking to me. Why? In order to get all the needed information. In a birthday party, what will happen when the participants of a game do not listen to the instructions given? Ans. They will not win./They will lose the game.
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IV. Evaluation Listen to the following dialogue. Answer the questions below it. Nikki: Joy: Nikki: Joy: Nikki: Joy: Nikki: Joy: I enjoy coming to Gomburza Park on Sundays. Same here. Its a beautiful landmark in Buenavista. Mayor Verces did a good job. The hedges, the plants, and the trees are well-taken care of. The people keep the park clean, too. Have you been to the garden? Yes, I wonder where all the rare flowering plants come from. The orchids in the orchidarium are always in bloom the whole year round. And the anthuriums. I didnt know that anthuriums come in different colors. I can smell the sampaguita flowers right now. So can I. But the smell from the fast food center makes me hungry. Come, lets have snacks now. All right. Ill order the food. You go and get our favorite table.
Answer these: 1. 2. 3. 4. 5. Who are the girls? Where are the girls? What things are found in the park? How do the people keep the park beautiful? Why is Nikki feeling hungry?
V. Assignment Write your own conversation about your recent birthday party. Be sure to include all the needed information.
P.L. : ___________________________________________ REMARKS: ___________________________________________
SCIENCE 9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. II. OBJECTIVE: Demonstrate how the skeletal system enables us to move. SUBJECT MATTER: Skeletal System Helps Us to Move PELC I, 1, 1.2 p.5 Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 6-9 Picture of skeletal system, skeletal model, chart PROCEDURES; A. Science Updates B. Review: Identifying some bones that make up the Skeletal System C. Unlocking of Difficulties: joint D. Motivation: Do the following movement while singing; 1. Move your head 3. Knee bending 2. Shoulder rotation 4. Moving toes 3. Bending of waist 6. Shaking of fingers
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III.
IV.
Ask: How does our bone moves in our activity? Why can we move our arms and legs in different ways? E. Presentation: Activity I (Groupings) 1. Let each group fill the following chart. Choose from the list below Pivot ball and socket hinge Parts of the body Movement Kinds of Joint 1. finger 2. ankle 3. hips 4. head 5. shoulder 2. Present their answer on the board. Check. 3. Discuss and give the correct answers. Activity 2 5. Perform the following activities and complete the chart. Activity Parts of the Movement Kinds of Joint Body 1. finger 2. ankle 3. hips 4. head 5. shoulder 6. Check and discuss. Activity 3 How the skeletal system enables these movements to be done/ 1. Stand and walk _________________________ 2. Write name _________________________ 3. Head move forward, backward - _________________________ F. Generalization: Say: The way bones are held together at the joint determines the kind of movements. G. Application: 3. Call a volunteer to do the movements written on a strip of paper. 4. Let him/her act this and call another pupil to tell the action done. Ask another pupil how the bones enable him/her moved. EVALUATION: Demonstrate the following. How do your skeletal system enables you to move? Write the kind of joint. 1. twisting - _________________________ 2. lifting - _________________________ 3. bowing - _________________________ 4. splitting - ________________________ 5. glancing - _________________________
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8:00 8:30
I. II.
Reading
Grade IV Saturn
OBJECTIVE: A. Read the words that ends with /ze/ and /z/ SUBJECT MATTER: Reading words that ends with /ze/ and /z/
flashcards, pictures III. PROCEDURES; A. Motivation: Show pictures showing words that ends with /ze/ and /z/ E.g. amaze, doze, etc Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar sound? Producing the z sound. Activity 2 Read the sentences. Identify words that ends with /ze/ and /z/. Activity 3 Read the sentences. Check the sentences with words that ends with /ze/ and /z/. Then identify words that ends with /ze/ and /z/in checked sentences. C. Generalization What is the sound of z? D. Application: What are the words that ends with /ze/ and /z/you know? IV. EVALUATION: Read the following words below. 1. haze 2. quiz 3. buzz 4. blaze 5. froze V. Assignment Make a list of words that ends with /ze/ and /z/. P.L. : ___________________________________________ REMARKS: ___________________________________________
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WEDNESDAY, JUNE 12, 2013 HOLIDAY THURSDAY, JUNE 13, 2013 7:15 7:30 7:30 8:30
I. II.
8:00 9:00
I. II.
I. OBJECTIVE: Identify the prefix joined in a word. SUBJECT MATTER: Identifying the prefix PELC A. 3, 3.2 P.16 English for You and me (L) pp 17-21 6 Fun in English (L) pp 2 7 Flashcards, chart
III.
PROCEDURES; A. Drill/ Review: Compound words B. Unlocking of Difficulties: prefix, rootword C. Motivation: 1. Read the following: un,in.mis,in,dis..Ask; What ae these words? You know some words which start with this letters? How important is this word?
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D. Presentation: Activity I Read the following words. Regroup the prefix and the rootword. The first one is done for you. Ex. unpretty= ________ + ________ 1. Imperfect= ________ + ________ 6. unfriendly= ________ + ________ 2. incorrect= ________ + ________ 7. Rebuild = ________ + ________ 3. dishonest= ________ + ________ 8. irregular= ________ + ________ 4. international= ________ + ______ 9. unclean= ________ + ________ 5. misbehave= ________ + ________ 10. subway= ________ + ________ Check and Discuss. Activity 2 Underline the prefix in the following words below. 1. reread 2. impolite 3. pretest 4. reopen 5. untidy Activity 3 Let a pupil give an example of word with prefix. Have colunteers to identify the prefix in the given word mentioned. E. Generalization: Say: prefix is a syllable placed before the rootword. i. Application: On the board are list of words. Identify the word with prefix. IV. EVALUATION: Identify the prefix joined in a word. Encircle the prefix. 1. Impure 2. Disobedient 3. Recount 4. Unpleasant 5. inactive V. ASSIGNMENT: Give five words with prefix. Underline the prefix P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Demonstrate how the skeletal system enables us to move. SUBJECT MATTER: Skeletal System Helps Us to Move PELC I, 1, 1.2 p.5 Science for Daily use, Science Spectrum pp 5-7,
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Science and Health pp 6-9 Picture of skeletal system, skeletal model, chart PROCEDURES; A. Science Updates B. Review: Identifying some bones that make up the Skeletal System C. Unlocking of Difficulties: joint D. Motivation: Do the following movement while singing; 4. Move your head 3. Knee bending 5. Shoulder rotation 4. Moving toes 6. Bending of waist 6. Shaking of fingers Ask: How does our bone moves in our activity? Why can we move our arms and legs in different ways? E. Presentation: Activity I (Groupings) 4. Let each group fill the following chart. Choose from the list below Pivot ball and socket hinge Parts of the body Movement Kinds of Joint 1. finger 2. ankle 3. hips 4. head 5. shoulder 5. Present their answer on the board. Check. 6. Discuss and give the correct answers. Activity 2 7. Perform the following activities and complete the chart. Activity Parts of the Movement Kinds of Joint Body 1. finger 2. ankle 3. hips 4. head 5. shoulder 8. Check and discuss. Activity 3 How the skeletal system enables these movements to be done/ 4. Stand and walk _________________________ 5. Write name _________________________ 6. Head move forward, backward - _________________________ F. Generalization: Say: The way bones are held together at the joint determines the kind of movements. G. Application: 5. Call a volunteer to do the movements written on a strip of paper. 6. Let him/her act this and call another pupil to tell the action done. Ask another pupil how the bones enable him/her moved.
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III.
IV.
EVALUATION: Demonstrate the following. How do your skeletal system enables you to move? Write the kind of joint. 6. twisting - _________________________ 7. lifting - _________________________ 8. bowing - _________________________ 9. splitting - ________________________ 10.glancing - _________________________
8:00 8:30
I. II.
Reading
Grade IV Saturn
OBJECTIVE: A. Read the words with final consonant g sound SUBJECT MATTER: Reading words with Final g sound
flashcards, pictures III. PROCEDURES; A. Motivation: Show pictures showing f sound. E.g. bag, jag,wig, Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar sound? Producing the g sound. Activity 2 Read the sentences. Identify words with g sound. Activity 3 Read the sentences. Check the sentences with g sound. Then identify the word with g sound in checked sentences. C. Generalization What is the sound of g? D. Application: What are the words you know with the g sound? IV. EVALUATION: Read the following words below. 1. intrigue 2. brag 3. drug 4. gag 5. hug V. Assignment Make a list of words with final f, gh, ph. 5 words each. P.L. : ___________________________________________ REMARKS: ___________________________________________
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FRIDAY, JUNE 14, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.

Recognize the small words that form compound words
OBJECTIVE:
Subject Matter Topic: References:
Compound Words PELC Reading 8 p.14 http://www.elementary.ph/compound-words Workbook in English 3 p.45 Milestones in Reading Worktext pp.68-69 Basics and Beyond Worktext 3 p.146 strip of cartolina or flashcards, cutouts, activity sheets
Materials: III. Procedure
A. Preparatory Activities Name each drawing. Write the names.
1.
and
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2.
and
3.
and
B. Development of Lesson 1. Presentation Have pupils read the two words together and the new words they have formed. Show the class a real basketball, toothpaste and a picture of a bedroom. 1. basket + ball = basketball 2. tooth + paste = toothpaste 3. bed + room = bedroom Ask: What happens when we put together two words? (Two small words can be put together to form a new word. This new word is called compound word. The new word has an entirely new meaning.)
store
house storehouse
Activity 1
Show pictures. Form a compound word by putting together the names of the pictures. Write the compound words in the blank.
1.
__________
2.
__________
3.
__________
4.
__________
5.
__________
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Activity 2 Match the words in column A with those in column B to form compound words. Then complete the sentences using the formed words. A 1. 2. 3. 4. 5. bed rain break class mail 1. 2. 3. 4. 5. A. B. C. D. E. B coat room mate man fast
It is healthful habit to eat ______ every morning. I stay in my ______ when Im sick. My ______ visited me when I was sick. I use a ______ during rainy days. The ______ delivers letters. 1. The dog is hungry for bones containing compound words. Color the bones that the dog will eat.
Activity 3
Feeding Doggy
notebook mountain haircut homework
friendly
birthday children
watermelon diamond
flashlight
What words make up the following compounds? Write them opposite each compound word: 1. newspaper 2. somewhere 3. shoemaker 4. eyeglasses 5. everybody 6. afternoon 7. birthday 8. haystack 9. butterfly 10. sunshine 6. F. Generalization A compound word is made up of two words put together to form a new word with different but related meaning. C. Post Activity 1. Application Group Activity:
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A. Match the word with the picture to form compound words.
1. 2. 3. 4. 5. IV. Evaluation
mail ______ rain ______ sun ______ ______ fly ______ cake
6. gold ______ 7. tooth ______ 8. ______ nail 9. ______ place 10. ______ room
A. Match the words in column A with those in column B to form compound words. Then give the meaning of each new word. A 1. 2. 3. 4. 5. V. air class finger book fire B mate shelf plane basket nails wood = = = = = = Compound Words Meaning
Assignment Make each of the following words on the right column compound by referring to the clues given on the left column. 1. cold, soft, and delicious 2. farewell 3. meaning of RTW 4. not oftentimes 5. highest officer of the armed forces 6. plants and animals need it 7. second to the highest 8. specialist in computers 9. brides partner 10. we use it in the dark ice __________ good__________ ready-to-__________ some __________ Commander-in- _________ sun __________ runner__________ computer __________ bride __________ pen __________
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I. II. OBJECTIVE: Identify the bones that protect the internal organs. SUBJECT MATTER: Identifying Bones that Protect the Internal Organs PELC I, 1, 1.3 p.5 Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 10 - 13 Picture of skull, chest cavity, spinal cord III. PROCEDURES; A. Science Updates B. Review: How skeletal system enables us to move. C. Unlocking of Difficulties: D. Motivation: Present the pictures of skull, rib cage, spinal cord. What are these? Why are they important to our body? What are the organs that they protect? Is it necessary to protect them? Why? E. Presentation: Activity I (Groupings) Let each group fill the fchart. Internal Organs Bones that protect Heart Brain Lungs Spinal cord kidney 2.Present their answer on the board. Check. 3.Discuss and give the correct answers. Activity 2 Form this puzzle below. Read the clue given in the right side of the jumbled letters. 1. L l u k s it protects the brain 2. R b I s it protects the heart and lungs 3. Spinal m u o c l n - portects the spinal cord 4. P c I e v I protects our kidney Check and discuss. Activity 3 Name a bone. The other pupil will tell what organ does it protects. F. Generalization: Say: Enumerate the bones that protect some organs in our body. G. Application:
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IV.
Is it important to protect our internal organ? Why? How can we help protect our internal organs? EVALUATION: Identify the bones that protect the following internal organs write the letter only 1. Liver a. Skull 2. Eyeball b. Spinal column c. Hipbone 3. Spinal cord d. ribs 4. Brain 5. Heart ASSIGNMENT: What are opther ionternal organs that are protected by bones
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________ .
8:00 8:30
I. II.
Reading
Grade IV Saturn
flashcards, pictures III. PROCEDURES; A. Motivation: Show pictures showing f sound. E.g. bag, jag,wig, Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar sound? Producing the g sound. Activity 2 Read the sentences. Identify words with g sound. Activity 3 Read the sentences. Check the sentences with g sound. Then identify the word with g sound in checked sentences. C. Generalization What is the sound of g? D. Application: What are the words you know with the g sound? IV. EVALUATION: Read the following words below. 1. intrigue 4. gag 2. brag 5. hug 3. drug V. Assignment Make a list of words with final f, gh, ph. 5 words each. P.L. : ___________________________________________ REMARKS: ___________________________________________
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MONDAY, JUNE 17, 2013 7:15 7:30

I.
FLAG CEREMONY PHIL-IRI
II. III.
OBJECTIVE: A. Read the selection orally. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI English - Pre test PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER cursive writing activity for those in seat.
TUESDAY, JUNE 18, 2013 7:15 7:30

I.
II. III.
OBJECTIVE: A. Read the selection orally. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Filipino - Pre test PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER art activity for those in seat.
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WEDNESDAY, JUNE 19, 2013 7:15 7:30

I.
II. III.
OBJECTIVE: A. Read the selection silently. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Silent Reading - English PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER arithmetic activity for those in seat.
THURSDAY, JUNE 20, 2013 7:15 7:30

I.
II. III.
OBJECTIVE: A. Read the selection silently. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Silent Reading - Filipino PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER problem solving activity for those in seat.
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MONDAY, JUNE 24, 2013 7:15 7:30 7:30 8:30

I. II.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Identify the parts of the letter. SUBJECT MATTER: Identifying the parts of the letter. PELC English for You and me Fun in English Letter, Flashcards PROCEDURES; A. Pronunciation Drill: reading of words with prefix B. Review: Identifying the prefix C. Unlocking of Difficulties: prefix, rootword D. Motivation: 1. Show a sample of a letter. Ask: What is this? Why are we making a letter? How are we going to write a letter? What are the things to remember in writing a letter?
III.
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E. Presentation: Activity I Arrange the strips of data in their proper order. Form a letter format. June 19, 2012 Dear Mary, Your friend, Minda Oringo Subd., Brgy City Heights, General Santos City
How are you? I heard that youre not feeling well. I pray I could visit you this weekend and tell you about our projects. I miss you a lot. Take care.
Activity 2 Read the flashcards. Label the parts of the letter. Post the flashcards. 1. Heading 2. Greetings 3. Body of the letter 4. Closing 5. Name or signature Check and Discuss. Activity 3 Arrange the letters of the following words. Read the clue to identify the parts of the letter being described. 1. nasigture = name of the sender 2. Inghead = place and date the letter has been written 3. colinsg = the relationship of the sender with the receiver 4. geertings= consst of the name of the receiver 5. obdy = the soul of the letter. It contains the message of the sender. F. Generalization: What have you learned? i. Application: What letter are you usually making? What will you do next time? IV. EVALUATION: Identify the parts of the letter being shown in the format below. ____________________ ____________________ _____________________ _____________________ 2. 3._________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________ 4.____________________ 5.______________ V. ASSIGNMENT: Write a friendly letter. P.L. : ___________________________________________ REMARKS: ___________________________________________
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1. ____
I. II. OBJECTIVE: Identify ways of caring for our bones. SUBJECT MATTER: Identifying Bones that Protect the Internal Organs PELC I, 1, 1.3 p.5
http://www.mindbodygreen.com/0-1663/5-Ways-to-Care-for-Your-Bones-at-Any-Age.html
Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 10 - 13 Pictures, strips III. PROCEDURES; A. Science Updates B. Review: bones that protect the internal organs. C. Unlocking of Difficulties: D. Motivation: Present a picture of a woman with osteoporosis What happen to the old woman? What do you think the woman did when she was still young? Do you think that is the cause of this sickness? What will you then in order not to experience this when you get old? E. Presentation: Activity I (Groupings) Read the following sentences. Identify the sentences that best describe how to take care of our bones. Get too little calcium. Exercise and be active for long periods of time. Be sure you will too thin. Smoke cigarettes your risk for osteoporosis. People who drink a lot are more likely to get osteoporosis. Certain medicines can cause bone loss. Activity 2 Let a group reads these and discuss..
Diet. Getting too little calcium can increase your chances of getting osteoporosis. Not getting enough vitamin D can also increase your risk for the disease. Vitamin D is important because it helps the body use the calcium in your diet. Physical activity. Not exercising and not being active for long periods of time can increase your chances of getting osteoporosis. Like muscles, bones become strongerand stay strongerwith regular exercise. Body weight. Being too thin makes you more likely to get osteoporosis. Smoking. Smoking cigarettes can keep your body from using the calcium in your diet. Also, women who smoke go through menopause earlier than those who dont smoke. These things can increase your risk for osteoporosis. Alcohol. People who drink a lot are more likely to get osteoporosis. Medicines. Certain medicines can cause bone loss. These include a type of medicine called glucocorticoids (gloo-ko-KOR-ti-koids). Glucocortiocoids are given to people who have arthritis, asthma, and many other diseases. Some other medicines that prevent seizures and that treat endometriosis (en-do-me-tree-O-sis), a disease of the uterus, and cancer can cause bone loss, too.
46
Check and discuss. Activity 3 Follow these simple guidelines to both build and maintain bone mass and ensure optimal bone health and nutrition: are you doing this. Put x or /. 1. Ditch Fears of Fat: High-quality, healthy fats are an essential nutrient of bone health. In addition to a handful of other benefits, fats play a key role in absorption of calcium and fatsoluble vitamins such as D and K. Choose fats rich in essential fatty acids like nuts, seeds and fatty fish like salmon and mackerel. 2. Diversify Calcium Intake: While calcium alone is not the only nutrient required for bone health, it is certainly among the most critical. Dairy is the most obvious source of calcium but there are many other natural sources including cauliflower, parsley, Brussels sprouts, kale, bok choy, broccoli, turnip greens, almonds, sweet potatoes, seaweeds, mineral water, soft shell crabs, sardines and anchovies. Try diversifying your diet to get calcium from a variety of foods. 3. Get Moving: Weight-bearing exercise builds bone mass at any age and also improves posture and balance. Also, dont forget to take time to stretch. It promotes flexibility and joint mobility. 4. Get a Daily Dose of D: Vitamin D is active in bone formation as it helps with absorption of calcium and is stored in the body with the presence of healthy fats. A Vitamin D deficiency is connected to an increased risk of fractures. Sun exposure without sunburn is the main and most natural way to get Vitamin D. Expose the face and arms to sunlight without sunscreen for about twenty minutes two to three times per week. Keep in mind that the line between getting a healthy amount of sun exposure and overexposure is different for everyone. 5. Cut back on Sugar: Refined sugar, alcohol and caffeine are acid-forming foods that weaken the bones by depleting them of calcium and other minerals. In short, the body is using its mineral stores to metabolize these substances. Decrease your intake of these substances and replace them with any of the healthful, bone-supporting foods above. F. Generalization: There are many ways t get rid of bone sickness. Enumerate. G. Application: What are you doing to keep your bones healthy? IV. EVALUATION: Identify ways of caring for our bones. 1. Eat lots of sugar and drink coffee always. 2. Exercise a move a lot. 3. Do not stay outside and get rid of the sun always. 4. Eat foods that contain calcium. 5. Smoke at your early age. V. ASSIGNMENT: What are the sickness or disease of the bones?
P.L. : ___________________________________________ REMARKS: ___________________________________________ .
47
8:00 8:30
I. II.
Reading
Grade IV Saturn
flashcards, pictures III. PROCEDURES; A. Motivation: Show pictures showing f sound. E.g. bag, jag,wig, Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar sound? Producing the g sound. Activity 2 Read the sentences. Identify words with g sound. Activity 3 Read the sentences. Check the sentences with g sound. Then identify the word with g sound in checked sentences. C. Generalization What is the sound of g? D. Application: What are the words you know with the g sound? IV. EVALUATION: Read the following words below. 1. intrigue 4. gag 2. brag 5. hug 3. drug V. Assignment Make a list of words with final f, gh, ph. 5 words each. P.L. : ___________________________________________ REMARKS: ___________________________________________
48
TUESDAY, JUNE 25, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I.
OBJECTIVE: Observe proper indentions, capitalization and punctuations in a friendly letter. SUBJECT MATTER: Identifying the parts of the letter PELC English for You and me Fun in English Letter, Flashcards PROCEDURES; A. Pronunciation Drill: Reading a Friendly Letter B. Review: Identifying the parts of the letter C. Unlocking of Difficulties: prefix, rootword D. Motivation: 1. Ask: Have you started writing a letter after our lesson yesterday? What do you think are ways to do in order to have a nice letter? Are following indentions, capitalization of letters and punctuations needed?
49
II.
III.
E. Presentation: Activity I Study the letter. Encirle the part which is written incorrectly. Atis st., New road subd. pasig city july 18 1999 dear garry wow! I heard the good news. I cant believe that you know how to ride a horse. Next year we will visit out town. It will be a fun vacation. See you soon. your friend dennis Activity 2 Present the correct form of the letter in activity. Discuss the correct answer. Check and Discuss. Activity 3 Write a friendly letter. Follow proper ways of writing a letter. F. Generalization: What have you learned? i. Application: What will you follow in writing a letter for a friend? EVALUATION: Observe proper indentions, capitalization and punctuations in rewriting the letter below. 3rd st., morales subd. gneral santos city july 21 2011 dear julie I am so happy to know that you are enjoying your stay there. Remember Betty? She will also visit your place. I hope you could with see each other. Take care. your friend maxinne ASSIGNMENT: Write a friendly letter.
IV.
V.
P.L. : ___________________________________________ I. REMARKS: ___________________________________________
50
I. II. OBJECTIVE: Identify ways of caring for our bones. SUBJECT MATTER: Identifying Bones that Protect the Internal Organs PELC I, 1, 1.3 p.5
http://www.mindbodygreen.com/0-1663/5-Ways-to-Care-for-Your-Bones-at-Any-Age.html
Science for Daily use, Science Spectrum pp 5-7, Science and Health pp 10 - 13 Pictures, strips III. PROCEDURES; A. Science Updates B. Review: bones that protect the internal organs. C. Unlocking of Difficulties: D. Motivation: Present a picture of a woman with osteoporosis What happen to the old woman? What do you think the woman did when she was still young? Do you think that is the cause of this sickness? What will you then in order not to experience this when you get old? E. Presentation: Activity I (Groupings) Read the following sentences. Identify the sentences that best describe how to take care of our bones. Get too little calcium. Exercise and be active for long periods of time. Be sure you will too thin. Smoke cigarettes your risk for osteoporosis. People who drink a lot are more likely to get osteoporosis. Certain medicines can cause bone loss. Activity 2 Let a group reads these and discuss..
Diet. Getting too little calcium can increase your chances of getting osteoporosis. Not getting enough vitamin D can also increase your risk for the disease. Vitamin D is important because it helps the body use the calcium in your diet. Physical activity. Not exercising and not being active for long periods of time can increase your chances of getting osteoporosis. Like muscles, bones become strongerand stay strongerwith regular exercise. Body weight. Being too thin makes you more likely to get osteoporosis. Smoking. Smoking cigarettes can keep your body from using the calcium in your diet. Also, women who smoke go through menopause earlier than those who dont smoke. These things can increase your risk for osteoporosis. Alcohol. People who drink a lot are more likely to get osteoporosis. Medicines. Certain medicines can cause bone loss. These include a type of medicine called glucocorticoids (gloo-ko-KOR-ti-koids). Glucocortiocoids are given to people who have arthritis, asthma, and many other diseases. Some other medicines that prevent seizures and that treat endometriosis (en-do-me-tree-O-sis), a disease of the uterus, and cancer can cause bone loss, too.
51
Check and discuss. Activity 3 Follow these simple guidelines to both build and maintain bone mass and ensure optimal bone health and nutrition: are you doing this. Put x or /. 1. Ditch Fears of Fat: High-quality, healthy fats are an essential nutrient of bone health. In addition to a handful of other benefits, fats play a key role in absorption of calcium and fatsoluble vitamins such as D and K. Choose fats rich in essential fatty acids like nuts, seeds and fatty fish like salmon and mackerel. 2. Diversify Calcium Intake: While calcium alone is not the only nutrient required for bone health, it is certainly among the most critical. Dairy is the most obvious source of calcium but there are many other natural sources including cauliflower, parsley, Brussels sprouts, kale, bok choy, broccoli, turnip greens, almonds, sweet potatoes, seaweeds, mineral water, soft shell crabs, sardines and anchovies. Try diversifying your diet to get calcium from a variety of foods. 3. Get Moving: Weight-bearing exercise builds bone mass at any age and also improves posture and balance. Also, dont forget to take time to stretch. It promotes flexibility and joint mobility. 4. Get a Daily Dose of D: Vitamin D is active in bone formation as it helps with absorption of calcium and is stored in the body with the presence of healthy fats. A Vitamin D deficiency is connected to an increased risk of fractures. Sun exposure without sunburn is the main and most natural way to get Vitamin D. Expose the face and arms to sunlight without sunscreen for about twenty minutes two to three times per week. Keep in mind that the line between getting a healthy amount of sun exposure and overexposure is different for everyone. 5. Cut back on Sugar: Refined sugar, alcohol and caffeine are acid-forming foods that weaken the bones by depleting them of calcium and other minerals. In short, the body is using its mineral stores to metabolize these substances. Decrease your intake of these substances and replace them with any of the healthful, bone-supporting foods above. F. Generalization: There are many ways t get rid of bone sickness. Enumerate. G. Application: What are you doing to keep your bones healthy? IV. EVALUATION: Identify ways of caring for our bones. 1. Eat lots of sugar and drink coffee always. 2. Exercise a move a lot. 3. Do not stay outside and get rid of the sun always. 4. Eat foods that contain calcium. 5. Smoke at your early age. V. ASSIGNMENT: What are the sickness or disease of the bones?
P.L. : ___________________________________________ REMARKS: ___________________________________________ .
52
8:00 8:30
I.
Reading
Grade IV Saturn
OBJECTIVE: A. Read the words with long ang short i. SUBJECT MATTER: Reading words with long ang short i flashcards, pictures PROCEDURES; A. Motivation: Show pictures showing words with long ang short i E.g. tin, teen, men, mean Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the following sentences. Emphasize the underline words. What is the similar to them?
II.
III.
Activity 2 Read the sentences. Identify words with long ang short i. Activity 3 Read the sentences. Check the sentences with words with long ang short i. Then identify words with long ang short i in checked sentences. C. Generalization Producing long ang short e. D. Application: What are the words with long ang short i? IV. EVALUATION: Read the following words below. 1. Bin - been 2. Dip - deep 3. Fill - feel 4. Hit - heat 5. Kin keen Assignment Make a list of words with long and short i.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
53
WEDNESDAY, JUNE 26, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I.
54
II.
III.
E. Presentation: Activity I Study the letter. Encirle the part which is written incorrectly. Atis st., New road subd. pasig city july 18 1999 dear garry wow! I heard the good news. I cant believe that you know how to ride a horse. Next year we will visit out town. It will be a fun vacation. See you soon. your friend dennis Activity 2 Present the correct form of the letter in activity. Discuss the correct answer. Check and Discuss. Activity 3 Write a friendly letter. Follow proper ways of writing a letter. F. Generalization: What have you learned? i. Application: What will you follow in writing a letter for a friend? EVALUATION: Observe proper indentions, capitalization and punctuations in rewriting the letter below. 3rd st., morales subd. gneral santos city july 21 2011 dear julie I am so happy to know that you are enjoying your stay there. Remember Betty? She will also visit your place. I hope you could with see each other. Take care. your friend maxinne V. ASSIGNMENT: Write a friendly letter. P.L. : ___________________________________________ II. REMARKS: ___________________________________________
IV.
55
I. II. OBJECTIVE: Demonstrate first aid treatment for sprains and cramps. SUBJECT MATTER: First Aid Treatment for Sprains and Cramps PELC I, 1, 1.1 p.5 Science for Daily use, Science Science and Health Pictures, ice bag, bandage, hot water bag, herbs III. PROCEDURES; A. Science Updates B. Review: Muscle-Bone injuries and diseases C. Unlocking of Difficulties: sprains, cramps D. Motivation: We have discussed injuries in muscles and bones. Did you already experience sprain/Cramps? Or have seen one? How does it feel? What should we do to those persons experiencing sprain or cramps? E. Presentation: Activity I Read the following first aid treatment on sprain. Have some volunteer to demonstrate every step. SPRAIN 1. Keep the victim from using the sprained part. If an ankle or knee has been sprained, two persons carry the victim by making him or her sit on their arms. 2. Put an ice bag on the sprain to reduce pain and swelling. 3. Apply bandage to the sprained part to avoid movement of the bones. Use an elastic bandage that is not too loose or too tight. A tight bandage disturbs the circulation of the blood. 4. Put the sprained elbow or wrist in a sling to give the arm some rest. 5. If there is no more swelling, a hot water bag maybe placed on the injured part to improve blood circulation. 6. Herbs or medicinal plants like ginger, garlic and mayana may be used. They are crushed to extract the juice, which is applied on the injured part. Activity 2 Read the following first aid treatment on cramps. Have some volunteer to demonstrate every step. CRAMPS 1. The cramps will ease off by rubbing the affected area. 2. If your muscle feels sore due to overwork, take a warm bath, lie down and rest.
56
Activity 3 Supply a missing word to complete the statement about treating sprain and cramps. Choose the word in the box. 1. Use an ___________ bandage that is not too loose or too tight. 2. The _____________ are crushed to extract the juice, which is applied on the injured part. 3. If an ankle or knee has been sprained, _________ persons carry the victim by making him or her sit on their arms. 4. Put the sprained elbow or wrist in a _______ to give the arm some rest. 5. The cramps will ease off by ____________the affected area. 6. If there is no more swelling, a ___________ bag maybe placed on the injured part to improve blood circulation. 7. Herbs sling two elastic hot water rubbing
F. Generalization: There are easy ways on how to treat victims of sprain and cramps. Read steps. G. Application: If you will experience sprain or cramps, are you going to lose hope? Why? IV. EVALUATION: Read the sentences below. Which demonstrate a proper way of treating person with sprain or cramps? Write True if the sentence is correct and False if not. _____1. If your muscle feels sore due to overwork, take a warm bath, lie down and rest. _____2. Put a hot compress on the sprain to reduce pain and swelling. _____3. Use herbs or medicinal plants like ginger, garlic and mayana. _____4. Apply bandage to the sprained part to avoid movement of the bones. _____5. Let victim use the sprained part.
P.L. : ___________________________________________ REMARKS: ___________________________________________ .
57
8:00 8:30
I.
Reading
Grade IV Saturn
II.
III.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
58
THURSDAY, JUNE 27, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I.
59
II.
III.
E. Presentation: Activity I Study the letter. Encirle the part which is written incorrectly. Bayabas st., New road subd. Mandaluyong city august 20 2010 dear ted wow! I heard the good news. I cant believe that you know how to ride a horse. Next year we will visit out town. It will be a fun vacation. See you soon. your friend dennis Activity 2 Present the correct form of the letter in activity. Discuss the correct answer. Check and Discuss. Activity 3 Write a friendly letter. Follow proper ways of writing a letter. F. Generalization: What have you learned? i. Application: What will you follow in writing a letter for a friend? EVALUATION: Observe proper indentions, capitalization and punctuations in rewriting the letter below. 3rd st., morales subd. gneral santos city july 21 2011 dear julie I am so happy to know that you are enjoying your stay there. Remember Betty? She will also visit your place. I hope you could with see each other. Take care. your friend maxinne V. ASSIGNMENT: Write a friendly letter. P.L. : ___________________________________________ III. REMARKS: ___________________________________________
IV.
I. II. OBJECTIVE: Demonstrate first aid treatment for fracture. SUBJECT MATTER: First Aid Treatment for Fracture PELC I, 1, 1.1 p.5 Science for Daily use, Science Science and Health Splint, cloth
60
III.
PROCEDURES; A. Science Updates B. Review: First Aid Treatment for Sprain and Cramps C. Unlocking of Difficulties: splint D. Motivation: Have you seen someone experienced fracture? How does it feel? What should we do to those persons experiencing fracture? E. Presentation: Activity I Read the following first aid treatment for frature. Have some volunteer to demonstrate every step. FRACTURE 1. To apply first aid treatment to an open fracture, clean the wound. 2. Afterwards cover it with sterilized dressing and bandage. 3. As much as possible do not move the injured person. 4. Use a splint to support the broken bone. A splint can be made out of some hard materials like a thin piece of wood, carton, stick or even a stack of paper. You need strips of cloth to tie the splint in place. Activity 2 Supply a missing word to complete the statement about treating sprain and cramps. Choose the word in the box. 1. Use a _________ to support the broken bone. 2. Clean the _________ to apply first aid treatment to an open fracture. 3. ________ the splint in place using strips of cloth. 4. Cover the wound of the fracture with ___________ dressing and bandage. 5. Do not ______ the injured person. wound move Tie sterilized splint
Activity 3 Groupings Demonstrate first aid treatment for fracture. F. Generalization: There are easy ways on how to treat victims of fracture. Read steps. G. Application: If you will experience sprain or cramps, are you going to lose hope? Why? IV. EVALUATION: Read the sentences below. Which demonstrate a proper way of treating person with sprain or cramps? Write True if the sentence is correct and False if not. _____1. Use a splint to support the broken bone. _____2. Do not clean the wound of the open fracture until the doctor comes.. _____3. Tie the splint in place. _____4. A splint can be made out of some hard materials like a thin piece of wood, carton, stick or even a stack of paper. _____5. Cover the wound with handkerchief borrowed from anyone. P.L. : ___________________________________________ I. REMARKS: ___________________________________________
61
8:00 8:30
I.
Reading
Grade IV Saturn
II.
III.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
62
FRIDAY, JUNE 28, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
OBJECTIVE: I.

Give series of directions using general ordinals/sequence signals
Subject Matter/Learning Content A. Topic: B. References: Giving Series of Directions Using Sequence Signals PELC II Fun in Language 5, pp. 218 223 http://www.elementary.ph/giving-series-directions-using-generalordinalssequence-signals C. Materials: pictures, charts, drill cards
Value Focus: Keeping garbage properly
63
II.
Procedure A. Preparatory Activities 1. Motivation What is your favorite game? Why do you like it? Group the pupils according to their favorite game. Each group must have 5 members only. B. Development of Lesson 1. Presentation 1.1 Let each group talk about the steps on how to play a chosen game. Each group must give at least 5 steps. 1.2 Reporting Assign each member to tell one step of the game in class. They will recite the steps in correct order or sequence. 1.3 Playing a Game The teacher will choose one game where everybody can move their body. She will ask the group to give their directions orally and the rest of the class will follow what the group will say. The teacher will re-tell the directions for the game with the words that signal order. (First, next, then, finally and lastly) As much as possible, try to write the steps on the board with corresponding sequence signals (for the purpose of discussion) Ex. 1. First, plug the computer. 2. Next, switch on the AVR and the monitor. 3. Then, open the program. 4. Finally, play the computer game. 2. Analysis and Discussion 2.1 * In what order were the steps given? (In correct sequence) *What words will help you follow the steps correctly? (First, next, then, finally) 3. Generalization What words signal the order of steps? (First, next, then, finally and lastly) What do you call these words? (step signals, sequence markers or general ordinals) C. Post Activity 1. Application Ask the children to look under their chair/table, if there are any used paper, candy or junk food wrapper. Tell them the importance of segregating garbage. The teacher will demonstrate how used paper or candy wrapper can be recycled. Show them how to do it. 1. First, get used papers or wrappers and straighten them. 2. Next, fold them to make strips. 3. Then, fold the right part of the strips in a triangular form. 4. Next, fold the left part of the strips backward in triangular from 5. Then, fold again the left part backward 6. Finally, overlap the long part of the strip on the right side of the strip 7. Lastly, put the folded papers in one box or paste some of them on the board. 2. Enrichment Activity 1. Groupwork Ask each group to give 5 steps in: I Making Calamansi juice II Cleaning the Classroom III Washing Dishes IV Cooking Fried Egg 2. Optional: ICT Material Ali and the Magic Carpet, British Council Evaluation (dyad) Using sequence markers, make steps on how to prepare yourself before going to school. Assignment Ask your parents to tell you the steps on how to cook your favorite food and be able to report it in class orally.
III. IV.
P.L. : ___________________________________________ IV. REMARKS: ___________________________________________

64
I. II. OBJECTIVE: Demonstrate first aid treatment for fracture. SUBJECT MATTER: First Aid Treatment for Fracture PELC I, 1, 1.1 p.5 Science for Daily use, Science Science and Health
Splint, cloth III. PROCEDURES; A. Science Updates B. Review: First Aid Treatment for Sprain and Cramps C. Unlocking of Difficulties: splint D. Motivation: Have you seen someone experienced fracture? How does it feel? What should we do to those persons experiencing fracture? E. Presentation: Activity I Read the following first aid treatment for frature. Have some volunteer to demonstrate every step. FRACTURE 1. To apply first aid treatment to an open fracture, clean the wound. 2. Afterwards cover it with sterilized dressing and bandage. 3. As much as possible do not move the injured person. 4. Use a splint to support the broken bone. A splint can be made out of some hard materials like a thin piece of wood, carton, stick or even a stack of paper. You need strips of cloth to tie the splint in place. Activity 2 Supply a missing word to complete the statement about treating sprain and cramps. Choose the word in the box. 1. Use a _________ to support the broken bone. 2. Clean the _________ to apply first aid treatment to an open fracture. 3. ________ the splint in place using strips of cloth. 4. Cover the wound of the fracture with ___________ dressing and bandage. 5. Do not ______ the injured person. wound move Tie sterilized splint
IV.
Activity 3 Groupings Demonstrate first aid treatment for fracture. F. Generalization: There are easy ways on how to treat victims of fracture. Read steps. G. Application: If you will experience sprain or cramps, are you going to lose hope? Why? EVALUATION: Read the sentences below. Which demonstrate a proper way of treating person with sprain or cramps? Write True if the sentence is correct and False if not.
65
_____1. Use a splint to support the broken bone. _____2. Do not clean the wound of the open fracture until the doctor comes.. _____3. Tie the splint in place. _____4. A splint can be made out of some hard materials like a thin piece of wood, carton, stick or even a stack of paper. _____5. Cover the wound with handkerchief borrowed from anyone. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30
I.
I.
Reading
Grade IV Saturn
OBJECTIVE:
B. Read the words with consonant th and dh sound SUBJECT MATTER: Reading words with consonant th and dh sound flashcards, pictures PROCEDURES; A. Motivation: Show flashcards showing consonant th and dh sound. Ask: What can you observe in the words? What is the similar sound? B. Presentation: Activity I Read the words using flashcards. Activity 2 Give some examples of words with consonant th and dh sound. Activity 3 Read the sentences. Circle the words consonant th and box the words with dh sound. C. Generalization What is the sound of consonant th and dh sound? D. Application: What are the words you know with consonant th and dh sound? EVALUATION: Read the following words below. 1. think 3. thing 5. these 2. then 4.theme Assignment Make a list of words with consonant th and dh sound
II.
III.
IV.
P.L. : ___________________________________________ REMARKS: ___________________________________________
66
MONDAY, JULY 1, 2013 7:15 7:30 7:30 8:30

I. II.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00 I. OBJECTIVE:
Give series of directions using general ordinals/sequence signals
II. Subject Matter/Learning Content D. Topic: E. References: Giving Series of Directions Using Sequence Signals PELC II Fun in Language 5, pp. 218 223 http://www.elementary.ph/giving-series-directions-using-generalordinalssequence-signals F. Materials: pictures, charts, drill cards
Value Focus: Keeping garbage properly
67
III. Procedure A. Preparatory Activities 1. Motivation What is your favorite game? Why do you like it? Group the pupils according to their favorite game. Each group must have 5 members only. B. Development of Lesson 1. Presentation 1.2 Let each group talk about the steps on how to play a chosen game. Each group must give at least 5 steps. 1.2 Reporting Assign each member to tell one step of the game in class. They will recite the steps in correct order or sequence. 1.3 Playing a Game The teacher will choose one game where everybody can move their body. She will ask the group to give their directions orally and the rest of the class will follow what the group will say. The teacher will re-tell the directions for the game with the words that signal order. (First, next, then, finally and lastly) As much as possible, try to write the steps on the board with corresponding sequence signals (for the purpose of discussion) Ex. 1. First, plug the computer. 2. Next, switch on the AVR and the monitor. 3. Then, open the program. 4. Finally, play the computer game. 2. Analysis and Discussion 2.2 * In what order were the steps given? (In correct sequence) *What words will help you follow the steps correctly? (First, next, then, finally) 3. Generalization What words signal the order of steps? (First, next, then, finally and lastly) What do you call these words? (step signals, sequence markers or general ordinals) C. Post Activity 1. Application Ask the children to look under their chair/table, if there are any used paper, candy or junk food wrapper. Tell them the importance of segregating garbage. The teacher will demonstrate how used paper or candy wrapper can be recycled. Show them how to do it. 1. First, get used papers or wrappers and straighten them. 2. Next, fold them to make strips. 3. Then, fold the right part of the strips in a triangular form. 4. Next, fold the left part of the strips backward in triangular from 5. Then, fold again the left part backward 6. Finally, overlap the long part of the strip on the right side of the strip 7. Lastly, put the folded papers in one box or paste some of them on the board. 2. Enrichment Activity 3. Groupwork Ask each group to give 5 steps in: I Making Calamansi juice II Cleaning the Classroom III Washing Dishes IV Cooking Fried Egg 4. Optional: ICT Material Ali and the Magic Carpet, British Council Evaluation (dyad) Using sequence markers, make steps on how to prepare yourself before going to school. Assignment Ask your parents to tell you the steps on how to cook your favorite food and be able to report it in class orally.
V. VI.
P.L. : ___________________________________________ V. REMARKS: ___________________________________________

68
I. OBJECTIVE: Identify ways of showing concern and right attitude towards handicapped person. SUBJECT MATTER: Ways of showing concern and right attitude towards handicapped person PELC I, 3, 3.3 p.6 Science for Daily use, Science pp. 50-53 Science and Health pp. 37-38 Pictures, chart III. PROCEDURES; A. Science Updates B. Review: First Aid Treatment for Fracture C. Unlocking of Difficulties: handicapped D. Motivation: Show pictures of handicapped persons. Discuss with the pupils what handicapped persons are. Ask: What are the right attitudes toward handicapped persons? E. Presentation: Activity I Write how youre going to treat the physically handicapped person in each situation. 1. You saw a blind man crossing the street. 2. A hunchback is being teased by some people. 3. A lame girl wants to join in your game. 4. A woman on a wheelchair cannot move well in a rough road. 5. A harelip boy is reciting in class. Activity 2 Supply a missing word to complete the statement about treating the handicapped person. 1. _________ them sa they are. 2. They also need_________ and _________. 3. ________ them always. 4. Offer them your _________. love accept friendship respect serve
II.
Activity 3 Groupings Story telling about good things done to handicapped person. F. Generalization: How to show concern and right attitude to handicapped persons? G. Application: Answer Acitivity A page 53.
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IV.
EVALUATION: Identify ways of showing concern and right attitude towards handicapped person. Put a check (/) if the statement is correct and cross out(x) the incorrect sentence. _____1. Ivite them to join an activity. _____2. Ignore them when they attend the party. _____3. Let them work hard. _____4. Introduve them to yor friends. _____5. Think of them as useless persons.
P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30
I. I. II.
Reading
Grade IV Saturn
III.
OBJECTIVE: OBJECTIVE: A. Read homonyms. SUBJECT MATTER: Reading homonyms flashcards, pictures PROCEDURES; A. Motivation: Show pictures showing homonyms E.g. I eye, flower, four, bear bare. Ask: What can you observe in the words? What is the similar sound? B. Presentation:
Activity I Read the following sentences. Emphasize the underline words. What is the similar to them? Activity 2 Read the sentences. Identify homonyms Activity 3 Read the sentences. Check the sentences with homonyms. Then identify homonyms in checked sentences. C. Generalization What are homonys? D. Application: What are homonyms you know? IV. EVALUATION: Read the following words below. 1. Cent sent 2. Ate eight 3. Nose-knows 4. Hare-hair 5. Deer-dear V. Assignment Make a list of homonyms. P.L. : ___________________________________________ REMARKS: ___________________________________________
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TUESDAY, JULY 2, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE:
Use courteous expressions in making telephone calls
Subject Matter/Learning Content A. Topic: B. References: Using Courteous Expressions in Making Telephone Calls PELC II 3 http://www.elementary.ph/using-courteous-expressions-making-telephone-calls C. Materials: Improvised telephone (paper clips, cups, cans, string),toy telephone, telephone directory Value Focus: Courtesy
III.
Procedure A. Preparatory Activities 1. Motivation A. Show to the class the following: toy telephone, improvised telephone, telephone directory B. Have the pupils say something about the things shown.
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Ask: What is the use of a telephone directory? What help does a telephone give you? Is a telephone important? Why? Possible answers: 1. It helps you to know the telephone number of a person. 2. You can relay messages through the phone. You can exchange views with your friends. It is useful in case of emergency. 3. You can contact a person despite the distances. Yes, you can talk to anybody though far from you. Unlocking of Difficulties (Before proceeding to the lesson let us give the meaning of the words using configuration clues) a. speak b. around c. chores B. Developmental Activities 1. Presentation Two children are talking on the telephone. Listen to what Roy and Rina are saying. Ans. (talk) Ans. (at home) Ans. (work)
Roy: Hello! Good afternoon. This is Roy speaking. May I speak with Rina? Rina: Speaking. Roy: Im glad youre around. Do you want to join me and Eric in our farming chores? We will go to the farm in Magalang on Sunday morning. Rina: Oh, I love that. Ill be glad to be with you. Thank you so much. Roy: Youre welcome. See you on Sunday. Comprehension check-up: a. Who were the two characters in the dialogue? b. What did Roy use in giving his message to Rina? c. How did Roy start the conversation? d. Where will the children go on Sunday morning? e. How did Rina end the conversation? f. Did the children use courteous expressions in their talk? g. What were the kind words used? (the teacher will write the expression on the board) h. If you are the one talking on the telephone are you going to use courteous words? Why? 2. Analysis and Discussion Guide in Making Telephone Calls (to be written in manila paper) Ask: How do you speak when calling on the telephone? 1. Speak courteously in a natural and pleasant tone. Ask: What expressions should be used? 2. Use courteous expressions. Ask: What are those courteous expression?
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3. When making calls, use - Good morning. - This is ______ speaking. - May I speak with _________. 4. When receiving calls (Say) - Speaking - This is ________ speaking. 5. If another person is wanted, say: - Please, hold your line. - One moment please. Ill call him/her. 6. If the person wanted is out, say: - _______ is not in at the moment. - Would you like to leave a message? - Im sorry, hes not home. May I take a message? 3. Generalization What are the courteous expressions used when using the telephone? (For the answers refer to the Guide in Making Telephone Calls) C. Post Activity 1. Application Get a partner. Choose any of the following situations. Act out the situation you have chosen. You are inviting a friend for your birthday party Answer a call for your sister/brother who is not at home Answer a call for any member of the family
2. Enrichment Activities Cross-out the courteous expressions not appropriate in using the telephone. (Individual work) - Hello! Good morning. This is Vilma Santos - Good morning class. Please, be seated. - Im glad you came, Andrew. - Please hold your line. - He is not in at the moment. - Im sorry. You have the wrong number. - Kindly hand me at the book. IV. Evaluation. Use courteous expressions in making telephone calls. Fill in the blanks. Lyka: Hello! Good afternoon. This is Roy speaking.__________________? Tina: _________________ Lyka: Im glad youre around. Do you want to join me and Eric in our farming chores? We will go to the farm in Magalang on Sunday morning. Tina: Oh, I love that. __________________.Thank you so much. Lyka: ______________See you on Sunday.Bye Tina: ____________________
a. Speaking.
b.Goodbye. c. May I speak with Tina? d. Ill be glad to be with you. e. Youre welcome.
P.L. : REMARKS:
___________________________________________ ___________________________________________
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I. II. Identify digestive system and its parts. SUBJECT MATTER: Identifying digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 30 - 33 Growing with Science and Helath pp 57-58 Illustration of digestive system, flashcards PROCEDURES; A. Science Updates B. Review: Right attitudes towards handicapped persons C. Unlocking of Difficulties: digest D. Motivation: What are your favorite foods? What happen to the foods you eat? Howdiid you know it? E. Presentation: Activity I Read the parts written on the flashard. Post the flashacards in the illustration.
III.
Mouth, esophagus, stomach, pancreas. Small intestine, rectum, liver, large intestine, appendix Activity 2 Arrange the jumbled letters to form a word being described. 1. malls neintesti narrow coiled section of the intestine. 2. tmouh the first step in digestive system 3. paehosusg a long tube connecting the mouth and stomach 4. earlg intestine storage of undigested food 5. Ivelr helps in digestion of fats. Activity 3
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Match the decription to its parts F. Generalization: The main parts of digestive system are mouth, esophagus stomach, small intestine and large intestine. G. Application: Point out these parts in your body. IV. EVALUATION: Identify digestive system and its parts in the following description. Write the letter only. 1. the system that breaks down food into smaller pieces to be use by the body a. Skeletal system b. muscular system c. digestive system 2. Undigested food including water goes into this part a. Small intestine b. stomach c. large intestine 3. Stays here for several hours, this completes the digestion process b. large intestine b. mouth c. esophagus 4. food stays here for definite period of time, depending on their kind and amount a. stomach b. mouth c. esophagus 5. a tude wherein the food passes through into the mouth a. esophagus b. large intestine c. Small intestine V. ASSIGNMENT: Write the important details on your notebook. P.L. : ___________________________________________ REMARKS: ____________________________________________ 8:00 8:30 OBJECTIVE: Reading Grade IV Saturn
II. I.
OBJECTIVE: A. Read words with oa sound. SUBJECT MATTER: Reading of words with oa sound flashcards, pictures PROCEDURES; A. Motivation: What are words with oa sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. road coax roar toad coat moat loaf roach roast load soap loan load roam oar toast oar coast roam coach moan soar goat croak oak hoar coal road boat goal shoal oak
I.
II.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing all sound. D. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. moat 2.soap 3.loan 4.coach 5.moan Assignment Make a list of words with old sound. _____________________REMARKS: _____________________
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III.
IV. P.L. :
WEDNESDAY, JULY 3, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: OBJECTIVE: Use the dictionary to pronounce the words correctly. SUBJECT MATTER: Using the dictionary PELC English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard PROCEDURES; A. Drill : Reading interrogative questions. B. Review: Forming questions using Why is C. Unlocking of Difficulties: subject, be verb D. Motivation: Who has dictionaries at home? Why are we using dictionaries? Are there dictionaries that contain proper pronunciation of words? E. Presentation: Activity I
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III.
Read the following pronunciation from the dictionary. Match it to the correct word. A B 1. ( kurv ) a. pledge 2. (h li kop tr) b. houseboy 3. ( hus boi) c. curve 4. ( pledj ) d. unity 5. ( yoo ni ti ) e. helicopter Activity 2 Use the dictionary to read the following words. 1. ( grd ) - _______________- quality , stage of child in school 2. ( a sn mant ) - __________ - homework, task 3. ( gt ) - ______________ domistacated animal 4. ( wk ) _____________ to rouse 5. ( ma the ma tiks ) __________________ subject in school Activity 2 Use the glossary to pronounce the word shown in the flashcard of the teacher. 1. ( ko mand mant ) = ________________________ 2. ( bon da ri ) = ________________________ 3. ( grn ) = ________________________ 4. ( gz ) = ________________________ 5. ( kr chr ) = ________________________
F.Generalization:
What are other things we can refer to the dictionary?
G.Application: If you want to search for a pronunciation, where can we refer? IV. EVALUATION: Use the glossary to pronounce the words correctly. 1. ( l der ) - ______________ 2. ( l ning ) - ____________ 3. ( sj ) - ________________ 4. ( oint mant ) - ______________ 5. ( hand sm) - ____________ ASSIGNMENT: Write the pronunciation of the following words 1. pleasure 2. Wedge 3. Boomtown 4. Brownout
V.
5. Curriculum
P.L. : ___________________________________________ I. REMARKS: ___________________________________________
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I. II. Identify digestive system and its parts. SUBJECT MATTER: Identifying digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 30 - 33 Growing with Science and Health pp 57-58 Illustration of digestive system, flashcards PROCEDURES; A. Science Updates B. Review: Right attitudes towards handicapped persons C. Unlocking of Difficulties: digest D. Motivation: What are your favorite foods? What happen to the foods you eat? How did you know it? E. Presentation: Activity I read the parts written on the flashcard. Post the flashcards in the illustration.
III.
Mouth, esophagus, stomach, pancreas. Small intestine, rectum, liver, large intestine, appendix Activity 2 Arrange the jumbled letters to form a word being described. 6. malls neintesti narrow coiled section of the intestine. 7. tmouh the first step in digestive system 8. paehosusg a long tube connecting the mouth and stomach 9. earlg intestine storage of undigested food 10.Ivelr helps in digestion of fats. Activity 3
Match the description to its parts
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F. Generalization: The main parts of digestive system are mouth, esophagus stomach, small intestine and large intestine. G. Application: Point out these parts in your body. IV. EVALUATION: Identify digestive system and its parts in the following description. Write the letter only. 1. the system that breaks down food into smaller pieces to be use by the body c. Skeletal system b. muscular system c. digestive system 2. Undigested food including water goes into this part b. Small intestine b. stomach c. large intestine 3. Stays here for several hours, this completes the digestion process d. large intestine b. mouth c. esophagus 4. food stays here for definite period of time, depending on their kind and amount b. stomach b. mouth c. esophagus 5. a tude wherein the food passes through into the mouth b. esophagus b. large intestine c. Small intestine V. ASSIGNMENT: Write the important details on your notebook. P.L. : ___________________________________________ REMARKS: ____________________________________________ 8:00 8:30 I. OBJECTIVE: Reading Grade IV Saturn
II.
III.
A. Read Drill 2 o () SUBJECT MATTER: Drill 1 o () flashcards, pictures PROCEDURES; A. Motivation: What are words with o () sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. dot mop Tom cob jog pop hot cog log pot hog lot sod fob got bob not fog log pod pop rob sob rot Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing o () sounds. D. Application: What words with o () sounds youve learned. EVALUATION: Read the following words below.
1. hog 2. lot 3. sod 4. fob 5. got
IV.
V.
Assignment Make a list of words with o () sounds.
P.L. : ___________________________________________ REMARKS: ___________________________________________

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THURSDAY, JULY 4, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: Use the dictionary to select meaning from several meaning. SUBJECT MATTER: Using the dictionary BEC Handbook in English 1.1 p. 16 English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard PROCEDURES; A. Drill : tongue twisters B. Review: using dictionary to pronounce the words correctly. C. Unlocking of Difficulties: dictionary, meaning
III.
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D. Motivation: present the word Form. What do you mean by this word? Does it have the same meaning? What will you use in order to get the correct meaning of this word? E. Presentation: Activity I Read the following words and their meaning. 1. Full a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. Band a. a thin flat encircling strip, b. a group of musicians 3. Charge a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. Store a. to provide storage room, b. a business establishment 5. Planta. to place in or on the ground b. a young tree, vine, shrub, or herb Activity 2 Read the sentences below and use the dictionary in Activity 1 to find the meaning of the word. 1. Mother said not to talk when my mouth is full. a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. I love to watch the band playing drums. a. a thin flat encircling strip, b. a group of musicians 3. Dont charge me of getting your money. a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. She bought a good in a store. a. to provide storage room, b. a business establishment 5. We bring vegetable plant in school. a. to place in or on the ground b. a young tree, vine, shrub, or herb Activity 2 Use the glossary of your reading book to find the meaning of the following words. 1.
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2. 3. 4. 5. F.Generalization: How can we find the meaning of the words?
G.Application: If you want to search for the meaning of the words, where can we refer? IV. EVALUATION: Use the dictionary to select meaning from several meaning. 1. 2. 3. 4. 5. V. ASSIGNMENT: Write 5 words with different meaning. Use your dictionary. P.L. : ___________________________________________ I. REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe the function of the digestive system. SUBJECT MATTER: Function of digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 31 - 33 Growing with Science and Helath pp 57-58 Illustration of digestive system, flashcards, chart PROCEDURES; B. Science Updates C. Review: Identifying digestive system and its parts D. Unlocking of Difficulties: pancreatic juice, enzyme, gastric juice, bile E. Motivation: Let the children enumerate the parts of the digestive system. Ask: Are these parts important? Why? How do each part perform? F. Presentation: Activity I Read your book to complete the chart below. Parts Function 1. mouth
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III.
2. 3. 4. 5.
esophagus stomach small intestine large intestine
Activity 2 Have some volunteer to report. Stress the function of digestive system and its parts.Discuss. Parts Function 1. mouth Grinds the food into smaller bits 2. esophagus Passageway of food from mouth to stomach 3. stomach It secretes gastric juice to break down proteins 4. small intestine Secretes pancreatic juice and bile 5. large intestine Store undigested food.
Activity 3 Guessing Game: G. Generalization: Digestive system and its parts play an important role in our body. Cite example. H. Application: Complete the sentences to be read by the teacher to describe the function of each part. EVALUATION: Describe the function of digestive system and its part. Write the letter with the correct answer. ________ 1. Digestive system ________ 2. Small intestine ________ 3. Stomach ________ 4. Large intestine ________ 5. Esophagus a. b. c. d. e. Passageway of food from mouth to stomach It secretes gastric juice to break down proteins Breaks down foods to be used y the body Secretes pancreatic juice and bile Store undigested food.
IV.
V. ASSIGNMENT: Write the important details on your notebook. P.L. : ___________________________________________ REMARKS: ___________________________________________
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Reading
Grade IV Saturn
A. II.
Read words with ee sound.
SUBJECT MATTER: ee sound flashcards, pictures
III.
PROCEDURES; A. Motivation: What are words with ee sound you already know? How is it produce?
B. Presentation: Activity I Listen as the teacher read these words. deem reel leek heel beet feet eel jeer peep keen week teem beef deep leer keel seep reed heed deed feed peel keep seem weep seem need meet
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ee sound D. Application: What words with ee sound youve learned? IV. EVALUATION: Read the following words below. 1. ee r 2. r eed 3. p eer
4. see
5.deep
V. Assignment Make a list of words ee sound. P.L. : ___________________________________________

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REMARKS: ___________________________________________
FRIDAY, JULY 5, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: Use the dictionary to select meaning from several meaning. SUBJECT MATTER: Using the dictionary BEC Handbook in English 1.1 p. 16 English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard PROCEDURES;
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III.
A. B. C. D.
Drill : tongue twisters Review: using dictionary to pronounce the words correctly. Unlocking of Difficulties: dictionary, meaning Motivation: present the word Form. What do you mean by this word? Does it have the same meaning? What will you use in order to get the correct meaning of this word?
E. Presentation: Activity I Read the following words and their meaning. 1. Full a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. Band a. a thin flat encircling strip, b. a group of musicians 3. Charge a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. Store a. to provide storage room, b. a business establishment 5. Planta. to place in or on the ground b. a young tree, vine, shrub, or herb Activity 2 Read the sentences below and use the dictionary in Activity 1 to find the meaning of the word. 1. Mother said not to talk when my mouth is full. a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. I love to watch the band playing drums. a. a thin flat encircling strip, b. a group of musicians 3. Dont charge me of getting your money. a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. She bought a good in a store. a. to provide storage room, b. a business establishment 5. We bring vegetable plant in school. a. to place in or on the ground b. a young tree, vine, shrub, or herb
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Activity 2 Use the glossary of your reading book to find the meaning of the following words. 1. 2. 3. 4. 5. F.Generalization: How can we find the meaning of the words?
G.Application: If you want to search for the meaning of the words, where can we refer? IV. EVALUATION: Use the dictionary to select meaning from several meaning. 1. 2. 3. 4. 5. V. ASSIGNMENT: Write 5 words with different meaning. Use your dictionary. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe the function of the digestive system. SUBJECT MATTER: Function of digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 31 - 33 Growing with Science and Helath pp 57-58 Illustration of digestive system, flashcards, chart PROCEDURES; A. Science Updates B. Review: Identifying digestive system and its parts C. Unlocking of Difficulties: pancreatic juice, enzyme, gastric juice, bile D. Motivation: Let the children enumerate the parts of the digestive system. Ask: Are these parts important? Why? How do each part perform? E. Presentation:
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III.
Activity I Read your book to complete the chart below. Parts Function 1. mouth 2. esophagus 3. stomach 4. small intestine 5. large intestine Activity 2 Have some volunteer to report. Stress the function of digestive system and its parts.Discuss. Parts Function 1. mouth Grinds the food into smaller bits 2. esophagus Passageway of food from mouth to stomach 3. stomach It secretes gastric juice to break down proteins 4. small intestine Secretes pancreatic juice and bile 5. large intestine Store undigested food.
Activity 3 Guessing Game: F. Generalization: Digestive system and its parts play an important role in our body. Cite example. G. Application: Complete the sentences to be read by the teacher to describe the function of each part. EVALUATION: Describe the function of digestive system and its part. Write the letter with the correct answer. ________ 1. Digestive system ________ 2. Small intestine ________ 3. Stomach ________ 4. Large intestine ________ 5. Esophagus a. b. c. d. e. Passageway of food from mouth to stomach It secretes gastric juice to break down proteins Breaks down foods to be used y the body Secretes pancreatic juice and bile Store undigested food.
IV.
88
Reading
Grade IV Saturn
A. Read words with ee sound. II. SUBJECT MATTER: ee sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with ee sound you already know? How is it produce?
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ee sound D. Application: What words with ee sound youve learned? IV. EVALUATION: Read the following words below. 1. ee r 2. r eed 3. p eer Assignment
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4. see
5.deep
V.
Make a list of words ee sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
MONDAY, JULY 8, 2013 7:15 7:30 7:30 8:30

I. II.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Use the dictionary to select meaning from several meaning. SUBJECT MATTER: Using the dictionary BEC Handbook in English 1.1 p. 16 English for You and me (L) page 7-9 English For All times
90
III.
Chart, dictionaries, flashcard PROCEDURES; A. Drill : tongue twisters B. Review: using dictionary to pronounce the words correctly. C. Unlocking of Difficulties: dictionary, meaning D. Motivation: present the word Form. What do you mean by this word? Does it have the same meaning? What will you use in order to get the correct meaning of this word? E. Presentation: Activity I Read the following words and their meaning. 1. Full a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. Band a. a thin flat encircling strip, b. a group of musicians 3. Charge a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. Store a. to provide storage room, b. a business establishment 5. Planta. to place in or on the ground b. a young tree, vine, shrub, or herb Activity 2 Read the sentences below and use the dictionary in Activity 1 to find the meaning of the word. 1. Mother said not to talk when my mouth is full. a. containing as much or as many as is possible, b. highest or greatest degree c. satisfied especially with food or drink 2. I love to watch the band playing drums. a. a thin flat encircling strip, b. a group of musicians 3. Dont charge me of getting your money. a. to lay or put a load on or in b. To blame c. to impose or record as financial obligation 4. She bought a good in a store. a. to provide storage room, b. a business establishment
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5. We bring vegetable plant in school. a. to place in or on the ground b. a young tree, vine, shrub, or herb Activity 2 Use the glossary of your reading book to find the meaning of the following words. 1. 2. 3. 4. 5. F.Generalization: How can we find the meaning of the words?
G.Application: If you want to search for the meaning of the words, where can we refer? IV. EVALUATION: Use the dictionary to select meaning from several meaning. 1. 2. 3. 4. 5. V. ASSIGNMENT: Write 5 words with different meaning. Use your dictionary. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe the function of the digestive system. SUBJECT MATTER: Function of digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 31 - 33 Growing with Science and Helath pp 57-58 Illustration of digestive system, flashcards, chart PROCEDURES; A. Science Updates B. Review: Identifying digestive system and its parts C. Unlocking of Difficulties: pancreatic juice, enzyme, gastric juice, bile D. Motivation:
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III.
Let the children enumerate the parts of the digestive system. Ask: Are these parts important? Why? How do each part perform? E. Presentation: Activity I Read your book to complete the chart below. Parts Function 1. mouth 2. esophagus 3. stomach 4. small intestine 5. large intestine Activity 2 Have some volunteer to report. Stress the function of digestive system and its parts.Discuss. Parts Function 1. mouth Grinds the food into smaller bits 2. esophagus Passageway of food from mouth to stomach 3. stomach It secretes gastric juice to break down proteins 4. small intestine Secretes pancreatic juice and bile 5. large intestine Store undigested food.
Activity 3 Guessing Game: F. Generalization: Digestive system and its parts play an important role in our body. Cite example. G. Application: Complete the sentences to be read by the teacher to describe the function of each part. EVALUATION: Describe the function of digestive system and its part. Write the letter with the correct answer. ________ 1. Digestive system ________ 2. Small intestine ________ 3. Stomach ________ 4. Large intestine ________ 5. Esophagus a. b. c. d. e. Passageway of food from mouth to stomach It secretes gastric juice to break down proteins Breaks down foods to be used y the body Secretes pancreatic juice and bile Store undigested food.
IV.
93
Reading
Grade IV Saturn
A. Read words with ee sound. II. SUBJECT MATTER: ee sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with ee sound you already know? How is it produce?
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ee sound D. Application: What words with ee sound youve learned? IV. EVALUATION: Read the following words below.
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1. ee r
2. r eed
3. p eer
4. see
5.deep
V. Assignment Make a list of words ee sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
TUESDAY, JULY 9, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II. OBJECTIVE:

Identify the synonym of a word.
SUBJECT MATTER: Identifying synonyms

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BEC Handbook in English, reading 3.4 p. 17 English for You and me Reading Fun in English Flashcards, dictionary, chart III. PROCEDURES; A. Pronunciation Drill: read words with consonant blends B. Review: Using Context clues to get the meaning of unfamiliar words C. Unlocking of Difficulties: identify, synonym D. Motivation: 1. Read the following: pretty, beautiful, nice, good Ask: What did you observe in the following words? What do you call to words with having the same or close meaning? Is it importanat to know the synonym of a word? Why? E. Presentation: Activity I Read the set of words below. Choose two words which mean the same. 1. small average tiny huge 2. large huge weak high 3. same different similar new 4. answer ask reply shout 5. happy sad true glad Check and discuss. Activity 2 Match the word to its synonym. A B. _________1. Hungry a. sad _________ 2. lonely B. unalike _________ 3. shiny C.total _________ 4. different D.starving _________ 5. sum E.glossy Activity 3 Read the words in the box. Choose the synonym words. Difficult sea color scared one single ocean dark paint Hard black afraid
IV.
F. Generalization: What are synonyms? i. Application: What are the synonyms you already used? EVALUATION:
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Identify the synonym of the first word. Write the letter only. 1. 2. 3. 4. 5. V. Tidy Help Near Short Quiet a. dirty a. ignore a. far a. big a. silent b. clean c. great b. support c. give b. distant c. close b. small c. wide b. noisy c. loud
ASSIGNMENT: Give 5 pairs of synonym words.
P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe the function of the digestive system. SUBJECT MATTER: Function of digestive system and its parts PELC I, 1, 1.1 p.5 Science for Daily use pp 31 - 33 Growing with Science and Helath pp 57-58 Illustration of digestive system, flashcards, chart III. PROCEDURES; A. Science Updates B. Review: Identifying digestive system and its parts C. Unlocking of Difficulties: pancreatic juice, enzyme, gastric juice, bile D. Motivation: Let the children enumerate the parts of the digestive system. Ask: Are these parts important? Why? How do each part perform? E. Presentation: Activity I Read your book to complete the chart below. Parts Function 1. mouth 2. esophagus 3. stomach 4. small intestine 5. large intestine Activity 2
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Have some volunteer to report. Stress the function of digestive system and its parts.Discuss. Parts Function 1. mouth Grinds the food into smaller bits 2. esophagus Passageway of food from mouth to stomach 3. stomach It secretes gastric juice to break down proteins 4. small intestine Secretes pancreatic juice and bile 5. large intestine Store undigested food.
Activity 3 Guessing Game: F. Generalization: Digestive system and its parts play an important role in our body. Cite example. G. Application: Complete the sentences to be read by the teacher to describe the function of each part. IV. EVALUATION: Describe the function of digestive system and its part. Write the letter with the correct answer. ________ 1. Digestive system ________ 2. Small intestine ________ 3. Stomach ________ 4. Large intestine ________ 5. Esophagus a. b. c. d. e. V. P.L. : Passageway of food from mouth to stomach It secretes gastric juice to break down proteins Breaks down foods to be used y the body Secretes pancreatic juice and bile Store undigested food.
ASSIGNMENT: Write the important details on your notebook. ___________________________________________
REMARKS: ___________________________________________
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Reading
Grade IV Saturn
A. II.
Read Drill 2 o ()
SUBJECT MATTER: Drill 1 o () flashcards, pictures
III.
PROCEDURES; A. Motivation: What are words with o () sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
dot mop Tom cob jog pop hot cog log pot hog lot sod fob got bob not fog log pod pop rob sob rot
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing o () sounds. D. Application: What words with o () sounds youve learned.
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IV.
V.
EVALUATION: Read the following words below. 1. hog 2. lot 3. sod 4. fob 5. got Assignment Make a list of words with o () sounds.
P.L. : ___________________________________________ REMARKS: ___________________________________________
THURSDAY, JULY 11, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: Use so that/in order that to answer why questions. SUBJECT MATTER:
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Using because in answering questions PELC English for You and me (L) pp 30-36 English For All times Flashcards, pictures, activity cards PROCEDURES; A. Drill : Read the following phrases; 1. Because of them 2. In order to be healthy 3. So that he can learn 4. Because she is hungry 5. So that I can think B. Review: Using because in answering questions C. Unlocking of Difficulties: result, outcome D. Motivation: 1. Show a picture of children sweeping the ground. Ask: What are the children doing? Why do children sweep the yard? What will happen if the children sweep the yard? Write the answer on the board. E. Presentation: Activity I Present the sentence based on the motive questions; 1. Why do children sweep the yard? Answer 1:The children sweep the yard so that the surroundings will be clean. Answer 2;:The children sweep the yard in order to make the surroundings clean. Stress that this is the result if they are going to sweep the ground. Activity 2 Use so that/in order to answer the following questions. Choose the answer from the box. (Encourage the pupils to make a compete sentence). 1. Why do we comb our hair? 2. Why dos a driver use helmet? 3. Why do dogs bark? 4. Why do farmers water their crops? 5. Why does a baby drink milk? a. b. c. d. e. so that it will grow healthy so that we will look tidy.. in order to make it grow and bear fruits. in order to protect himself. in order to frighten strangers.
III.
Activity 3 Use so that/in order to complete the following sentences. 1. Children cover their nose ___ o prevent it from spreading. 2. People in Baguio wear thick clothes ___ they cannot feel the cold.
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3. People ride in a vehicle ___ they can reach their destination in a fast way. 4. Driver drives slowly ___ they can travel safely. 5. We need to rest ___ to reserve energy for the next activity. F.Generalization: The words so that and in order are used to answer why questions. These give the result of the action. G.Application: Tell the pupils to sit properly. Ask: Why do we need to sit properly? IV. EVALUATION: Use in order/so that to answer the following why questions. 1. Lorna helped the boy crossed the street. Why did Lorna held the littles boy hand? 2. The girl woke up. She heard the pet crying. Why did the girl wake up? 3. Grandmother visits us. She brought fruits. Lorna picked them and went to her friend. Why did Lorna go to her friend? 4. Tina saw a five peso coin. She went to the principals office. Why did Tina go to the principals office? 5. She has a fever. She drinks medicine. Why does a girl drink medicine? V. ASSIGNMENT: Answer activity 5 page 34. P.L. : ___________________________________________ I. REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe what happens to the food in the mouth. SUBJECT MATTER: Food in the Mouth PELC Science for Daily Use pp 31 Growing with Science and Health pp 56 - 57 Biscuit, flow chart, pictures PROCEDURES; A. Science Updates B. Review: Why food has to be digested C. Unlocking of Difficulties: grind, saliva, softened, swallow, enzymes D. Motivation: Instruct the pupils to eat a piece of biscuit. Why do we need to eat/digest the biscuit? What will happen to the biscuit in our mouth? E. Presentation: Activity I
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III.
Present the following sentences. Choose a statement that describes what happens to food in our mouth. 1. The food is broken into smaller pieces. 2. Your teeth cut and grind the food. 3. The saliva mixes with the food. 4. The saliva soften the food in out mouth. 5. The saliva helps us to swallow the food easier. 6. The saliva contains enzymes that change starch in food into sugar. Activity 2 Complete the statement to describe what happens to food in our mouth. Use the following flashcards. Smaller pieces softens 1. 2. 3. 4. 5. Cut and grind swallow mixes
The saliva ____ with the food we eat. The saliva ____ our food. The teeth ____ our food. The saliva helps us to ____ the food easier. The food in the mouth is broken into ________.
Discuss the answer. Activity 3 What happens to food in the mouth? Enumerate your answer. F. Generalization: Digestion starts in the mouth. Inside it, the teeth cut and grind the food. The saliva mixes with it. The saliva contains enzyme, a juice that turns starch into sugar. It also helps us to swallow the food easier. G. Application: Fill the flow chart with the correct organ/word. Choose from the word below. Food enters
Cut and grind food Mixes with food
saliva IV.
mouth
teeth
EVALUATION: Describe what happens to the food in our mouth. Choose the correct answer from the parenthesis. 1. The food enters out mouth. It is ( in the same size, broken into smaller pieces). 2. Our teeth (cut and grind, swallow ) with the food. 3. The saliva ( hardens, softens ) the food. 4. The saliva helps us to swallow the food ( easier, more difficult ).
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V. ASSIGNMENT: What happens to food in the stomach? P.L. : ___________________________________________ I. REMARKS: ___________________________________________
Reading
Grade IV Saturn
A. I.
Read Drill 1 a () b c d f g h j l m n p r s t x
II.
SUBJECT MATTER: Drill 1 a () b c d f g h j l m n p r s t x flashcards, pictures PROCEDURES; A. Motivation: What are words with a () sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. sat cap ram bag tag ran tan lad pad fat rag man had cat rap can mad bat lap jam sad rat tap dam lag mat map ham hag pan sap Sam wag fan dad
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row.
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C. Generalization Producing a () sounds. D. Application: What words with a () sounds youve learned. III. EVALUATION: Read the following words below. 1. sat 2. cap 3. rag 4. can 5. sad IV. Assignment Make a list of words with a () sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
FRIDAY, JULY 12, 2013 7:15 7:30 7:30 8:30

I. II.
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Answer the questions about lessons learned from the ff.
objectives 1. Use the dictionary to select meaning from several meaning. 2. Identify the synonym of a word 3. Use because to answer why questions 4. Use so that/in order that to answer why questions
II.
SUBJECT MATTER: 2ND summative Test PROCEDURES; A. Review: B. Motivation: What have you learned from our lessons? Are you ready to take a test? What are your preparations? Is taking test important? Why? C. Presentation: Activity I Set standards in taking tests. Activity 2 Read general direction. Activity 3 Summative Test Proper Refer to summative test plan
III.
IV.
P.L. : ___________________________________________ REMARKS: ___________________________________________
I. OBJECTIVE: Answer the questions about lessons learned from the ff. objectives 1. Describe the function of the digestive system. 2. Explain why food has to be digested 3. Describe what happens to the food in the mouth. II. SUBJECT MATTER: 2ND summative Test
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III.
IV. P.L. :
II.
PROCEDURES; D. Review: E. Motivation: What have you learned from our lessons? Are you ready to take a test? What are your preparations? Is taking test important? Why? F. Presentation: Activity I Set standards in taking tests. Activity 2 Read general direction. Activity 3 Summative Test Proper Refer to summative test plan ___________________________________________ REMARKS: ___________________________________________
8:00 8:30 I. II. OBJECTIVE:
Reading
Grade IV Saturn
III.
A. Read Drill 2 o () SUBJECT MATTER: Drill 1 o () flashcards, pictures PROCEDURES; A. Motivation: What are words with o () sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. dot mop Tom cob jog pop hot cog log pot hog lot sod fob got bob not fog log pod pop rob sob rot Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing o () sounds. D. Application: What words with o () sounds youve learned.
IV.
EVALUATION: Read the following words below. 1. hog

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lot sod fob got V. Assignment Make a list of words with o () sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
2. 3. 4. 5.
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WEDNESDAY, JULY 10, 2013 7:15 7:30 7:30 8:30

VI. VII.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse VIII. PROCEDURES; F. Meditation G. Roll Call H. Health Inspection I. Review: 1st Week Verse J. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IX. EVALUATION: List down pupils who can recite the verse. X. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Use because to answer why questions. SUBJECT MATTER: Using because in answering questions PELC English for You and me (L) pp 29-32 English For All times Flashcards, pictures PROCEDURES; A. Drill : Reading sentences with different emotions B. Review: Use proper indentions, functions, capitalization in making a friendly letter C. Unlocking of Difficulties: reason, cause, explanation
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III.
IV.
D. Motivation: 1. Tell the pupils to get their book. Show a picture (p.29) Let them ask questions about it. (Write answers n the board) Stress on why questions. Post some why questions about the picture. Ask: How are we going to answer questions with why? E. Presentation: Activity I Complete the answer to the questions. 1. Why is the boy happy? The boy is happy ____ he saw his mother. 2. Why does the boy ride in a boat? The boy rides in a boat ____ he went fishing. 3. Why does the family stay on the sea? The faily stays in the sea ___ they are fishing. 4. Why does the father carrying a sack? The father is carrying a sack ___ he will transfer it to the other room. 5. Why does the boy wear cap? The boy wears a cap ____ he is a Muslim. Check and Discuss. The word because gives explanation. They tell or state reason or cause. Activity 2 Post a picture. Use because to answer the following questions. 1. (dog eating bone) Why does the dog eat bone? 2. (pupil writing) Why does the pupil write? 3. (bird flying) Why is the bird flying? 4. (children playing) Why are the children playing? 5. (man running) Why is the man running? Activity 3 Use because to answer the questions. Choose from column B. F.Generalization: The word because gives explanation. They tell or state reason or cause. G.Application: Call a volunteer to do the following; 1. erase the writings on the board. 2.pick the apper 3. turn on the television Post the why questions from the action. Call pupils to answer the questions. EVALUATION: Use because to answer the following why questions. 1. Why is the girl crying? The girl is crying ___________. a. because she got toothache b. because they are watching comedy show 2. Why are the girls dancing? The girls are dancing ___________. a. because they are practicing b. because they are having a written test
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Why is the baby drnking milk? The baby is drinking milk ___________. a. because he is sleeping b. because he is hungry 4. Why are the pupils cleaning? The pupils are cleaning ___________. a. because they will have visitors in school b. because they are behave 5. Why is the man calling? The man is calling ___________. a. because of important matters b. because his baby is sleeping V. ASSIGNMENT: Make 5 why questions and answer it. P.L. : ___________________________________________ II. REMARKS: __________________________________________
3.
III. IV. OBJECTIVE: Explain why food has to be digested SUBJECT MATTER: Why food has to be digested PELC I, 1, 1.1 p.5 Science for Daily use pp 31 - 33 Growing with Science and Health pp 54-58 Biscuit, Illustration of digestive system, pictures PROCEDURES; A. Science Updates B. Review: Describe the function of the digestive system C. Unlocking of Difficulties: absorb, broken, particles, dissolved D. Motivation: Show a biscuit/meat. Ask: Why do we need to eat this kind of food? What nutrients are present in biscuit/meat? How can we separate the nutrients from this food? E. Presentation: Activity I Look at the illustration below and explain why food has to be digested.
V.
(biscuit w/ calcium and carbohaydrates) calcium and carbohaydrates
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resid ue Activity 2 Let the pupils read their answer. Present this strip on the board. Food has to be digested so that it will be broken down into smaller pieces so that nutrients can easily be dissolved, absorbed and used by the human body. Activity 3 Explain why food has to be digested. Food has to be digested so that it will be ___________ into ______ pieces so that ________ can easily be ________, absorbed and used by the ___________. F. Generalization: Read the strips again. G. Application: Why do we need to digest fish? Vegetables? Fruits? VI. EVALUATION: Explain why food has to be digested by writing true to correct statement and false if not. ________ 1. Food has to be digested so that it will be broken down into smaller pieces. ________ 2. Food has to be digested to separate the color of the food. ________ 3. Food has to be digested to separate the nutrients from the food. ________ 4. Food has to be digested so nutrients can easily be used by the body. ________ 5. Food has to be digested to eliminate the particles and the nutrients outside the body. VII. ASSIGNMENT: Is it important to digest the food? Why? P.L. : ___________________________________________ VI. REMARKS: ___________________________________________
8:00 8:30 VI.
VII.
Reading
Grade IV Saturn
OBJECTIVE:
B. Read Drill 2 o () SUBJECT MATTER: Drill 1 o () flashcards, pictures PROCEDURES; E. Motivation: What are words with o () sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. dot mop Tom cob jog pop hot cog log pot hog lot sod fob got bob not fog log pod pop rob sob rot Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing o () sounds.
VIII.
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H. Application: What words with o () sounds youve learned. IX. EVALUATION: Read the following words below. 6. hog 7. lot 8. sod 9. fob 10. got X. Assignment Make a list of words with o () sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
TUESDAY, JULY 16, 2013 7:15 7:30 7:30 8:30

I. II. III.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 3RD eek Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow.
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2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
OBJECTIVE: I.
Use context clues to get the meaning of unfamiliar words.
SUBJECT MATTER: Using Context clues to get the meaning of unfamiliar words. BEC Handbook in English, reading 3.3 p. 16 English for You and me Reading Fun in English Chart, Letter, Flashcards
II.
PROCEDURES; A. Pronunciation Drill: read rhyming words B. Review: Write correct punctuation C. Unlocking of Difficulties: punctuation D. Motivation: 1. Read the following: What will you do in order to get the meaning of unfamiliar words read from a sentence? Are there other ways to get the meaning of the words? How? E. Presentation: Activity I Underline the context clues in the sentence below to get the meaning of the encircled words. 1. The tadpole is so small because it is just a young frog. 2. 3. The thieves steal the computer from the shop without asking permission. The feast last for one month. It is a celebration for a good harvest. The sugar was dissolved in water. It melted into the water.
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4.
5.
The flowers gloom.
It glow so brightly.
Check and discuss. Activity 2 Give the meaning of the words in the circle using the context clues. 1. Tadpole2. Steal3. Feats4. Dissolved 5. GloomActivity 3 Read the sentences on the board. Use context clues to get the meaning of the words. F. Generalization: read? How can we get the meaning of unfamiliar words we
i. Application: Are context clues imprttant? Why? III. EVALUATION: Use context clues to get the meaning of the underlined words. 1. 2. 3.
4. 5.
The dog disappeared. The owner cried when it was gone. The snake creep slowly. It crawls without noise. Ouch! I hurt my arms. It is painful. My classmate is clever. He can answer questions. He is really bright. I take the apple in small bits. When I nibble it I was so excited.
IV.
ASSIGNMENT: Make a sentence with context clue in words used.
P.L. : ___________________________________________ I. REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe what happens to the food in the small. Intestine. SUBJECT MATTER: Food in the small intestine PELC Science for Daily Use pp 31 - 32 Growing with Science and Health flashcards, flow chart, pictures
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III.
PROCEDURES; A. Science Updates B. Review: Food in the liver and pancreas C. Unlocking of Difficulties: villi, bloodstream D. Motivation: Present the digestive system model. Let the pupils identify the small intestine. Ask: What will happen to the food in the small intestine? Why did it happen? What organ helps to do it? E. Presentation: Activity I Complete the idea below to describe what will happen to the food in the small intestine. Choose the word in a flashcard. Foods from the stomach is changed into liquids so that it can easily pass into small instestine. In this organ most of the digestion takes place. Digestion in the small intestine is completed with the help of the pancreatic juice and bile. Through the villi the food nutrients flow into the bloodstream which distributes them in the cells of the body. Activity 2 Which statement describes what will happen to food in the small intestine. 1. ______The food in the small intestine is liquid in form. ______The food in thew small intestine is hard. 2. ______ Less digestion takes place in small intestine. ______Most digestion takes place in small intestine 3. ______ Digestion in small instestine is completed because of enzymes and gastric juice. ______Digetion in small intestine is completed because of pancreatic juice and bile 4. ______ The food nutrients will flow in the bloodstream trough villi. ______The food nutrients will flow in the bloodstream though liver 5. ______The food will be distributed into the stomach. ______The food will be distributed into the cells of the body. Activity 3 Read the sentences/ answers to describe what will happen to the food in the small intestine. F. Generalization: What have you learned? G. Application: If you will eat a rice. What will happen to this in your small intestine?
IV.
EVALUATION: Describe what will happen to the food in the in the small intestine. Choose the correct word inside the parenthesis. 1. The food in the small intestine is in (liquid, solid) form. 2. The food nutrients will flow to the bloodstream to (villi, liver). 3. (Most, Less) digestion takes place in the small intestine. 4. Digestion in small intestine is (completed, started) because of pancreatic juice and bile.
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5.
The food will be (distributed, gathered ) into the cells of the body.
V. P.L. :
I.
ASSIGNMENT: What happens to food in the digestion. ___________________________________________ REMARKS: ___________________________________________

8:00 8:30 Reading Grade IV Saturn
I. II.
III.
OBJECTIVE: A. Read a, o, and I sound SUBJECT MATTER: Review of a, o, and i flashcards, pictures PROCEDURES; A. Motivation: What are words with a, o, and i sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
pit jog six rip ram Sam pop can kid rap fin nod dip dig top jab mob dam cot rim Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing a, o, and i sounds. D. Application: What words with a, o, and i sounds youve learned. IV. EVALUATION: Read the following words below. 1. p o d 2. r i p 3. m a t 4. l a g V. Assignment Make a list of words with a, o, and i sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
pan rat sad Jim
sod hog big tan
lot dot wag bog
5. d i m
WEDNESDAY, JULY 17, 2013 7:15 7:30 7:30 8:30

I. II. III.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 3RD eek Verse PROCEDURES; A. Meditation
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Roll Call Health Inspection Review: 1st Week Verse Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
B. C. D. E.
8:00 9:00
I. OBJECTIVE: II.
Identify the synonym of a word.
SUBJECT MATTER: Identifying synonyms BEC Handbook in English, reading 3.4 p. 17 English for You and me Reading Fun in English Flashcards, dictionary, chart
III.
PROCEDURES; A. Pronunciation Drill: read words with consonant blends B. Review: Using Context clues to get the meaning of unfamiliar words C. Unlocking of Difficulties: identify, synonym D. Motivation: 2. Read the following: pretty, beautiful, nice, good Ask: What did you observe in the following words? What do you call to words with having the same or close meaning? Is it importanat to know the synonym of a word? Why? E. Presentation: Activity I Read the set of words below. Choose two words which mean the same. 1. small average tiny huge 2. large huge weak high
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3. 4. 5.
same different answer ask happy sad Check and discuss.
similar new reply shout true glad
Activity 2 Match the word to its synonym. A B. _________1. Hungry a. sad _________ 2. lonely B. unalike _________ 3. shiny C.total _________ 4. different D.starving _________ 5. sum E.glossy Activity 3 Read the words in the box. Choose the synonym words. Difficult sea color scared one single ocean dark paint Hard black afraid
IV.
F. Generalization: What are synonyms? i. Application: What are the synonyms you already used? EVALUATION: Identify the synonym of the first word. Write the letter only. 1. 2. 3. 4. 5. Tidy Help Near Short Quiet a. dirty a. ignore a. far a. big a. silent b. clean c. great b. support c. give b. distant c. close b. small c. wide b. noisy c. loud
V.
ASSIGNMENT: Give 5 pairs of synonym words.
P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Describe what happens to the food in the liver and pancreas. SUBJECT MATTER: Food in the ilver and pancreas PELC
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Science for Daily Use pp 31 - 32 Growing with Science and Health flashcards, flow chart, pictures PROCEDURES; A. Science Updates B. Review: Food in the Stomach C. Unlocking of Difficulties: fats D. Motivation: From the stomach to the liver and pancreas, what do you think happen to the food? E. Presentation: Activity I Arrange the letters in the parenthesis to complete the description of what will happen to food in the liver and pancreas. The liver is the largest gland in the body. It makes a substance called (ible) . This is stored in the (llag) bladder. This bladder is a small sac attached to the liver. The bile helps in digesting (atfs) by breaking it into (smlla) drops so that it can easily be digested. The pancreas is located near the stomach. It produces (creaoantic) juice which (gestdi) the (chesstar), fats and (einptor). Activity 2 Read the following statement. Which sentence describes what will happen to food in the liver and pancreas. 1. The liver makes the substance called bile. 2. The bile helps in digesting the water. 3. The bile helps in digesting the fats and protein. 4. The pancreas produces any kind of juices. 5. The liver and pancreas are not important in digestion. Activity 3 What happens to food in the liver and pancreas? Enumerate answers. F. Generalization: What have you learned? G. Application: If you will eat something, what will happen to that food if it reach the liver and pancreas?
III.
IV.
EVALUATION: Describe what will happen to the food in the liver and pancreas. Choose the letter below. 1-2. The fats in the _____ will be digested into ___ drops. 3.The _____ helps breaks the fats. 4-5The _______ produces pancreatic juice which digest ___.
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a. b. c. d. e.
Smaller Liver Protein starches, and fats Bile pancreas
V. ASSIGNMENT: What happens to food in the small intestine? P.L. : ___________________________________________ I. REMARKS: ___________________________________________
8:00 8:30 I. II. Reading Grade IV Saturn
III.
OBJECTIVE: B. Read a, o, and I sound SUBJECT MATTER: Review of a, o, and i flashcards, pictures PROCEDURES; A. Motivation: What are words with a, o, and i sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
pit jog six rip ram Sam pop can kid rap fin nod dip dig top jab mob dam cot rim Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing a, o, and i sounds. D. Application: What words with a, o, and i sounds youve learned. IV. EVALUATION: Read the following words below. 1. p o d 2. r i p 3. m a t 4. l a g V. Assignment Make a list of words with a, o, and i sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
pan rat sad Jim
sod hog big tan
lot dot wag bog
5. d i m
THURSDAY, JULY 18, 2013 7:15 7:30 7:30 8:30

I.

121
OBJECTIVE: Recite the verse of the week.
II.
SUBJECT MATTER: 3RD eek Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Use the dictionary to locate words using guide words SUBJECT MATTER: Using the dictionary to locate words using guide words PELC English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard
III.
PROCEDURES; A. Drill : Read Tongue twisters B. Review: Using the dictionary to get meaning from several meaning C. Unlocking of Difficulties: locate, guide words D. Motivation: Look at the parts of a dictionary. There are words with their meaning and page number. What is the part in the upper portion of the dictionary? What is the use of that part? Why is it important? E. Presentation: Activity I Read the words in each number. Choose the correct guide words for each word.
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A 1. 2. 3. 4. 5. curve helicopter gift pledge unity
a. order - prune b. human - gold c. cane - cut d. tell - vane e. igloo- hut Activity 2 Here are the lists of guide words. What word can be located in the following guide words. 1. pierce - pile rift pig picture 2. picking pier saloon rickets 3. rice ridge 4. riding right 5. saliva salty Activity 2 Use the dictionary to locate the following words. Choose from the strips below. Write the guide words in your paper. 1. 2. 3. 4. 5. commandment boundary grown gas creature house - gate crater - dainty glow - grudge boat - but care - cotton
IV.
V.
F. Generalization: What are guide words? G. Application: Will you use guide words the next time you will use dictionary? Why? EVALUATION: Use the guide words from the dictionary listed inside the circle to locate the following words. 1. ladder 2. lining 3. soft 4. ointment 5. handsome ASSIGNMENT: Write the pronunciation of the following words 1. pleasure 2. Wedge 3. Boomtown 4. Brownout 5. Curriculum
P.L. : ___________________________________________ REMARKS: ___________________________________________
I. OBJECTIVE: Name the different ailments of the digestive system.
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II.
SUBJECT MATTER: Ailments of the Digestive System PELC Science for Daily Use pp 35 Growing with Science and Health flashcards, pictures
III.
PROCEDURES; A. B. C. D. Science Updates Review: Food in the small intestine Unlocking of Difficulties: villi, bloodstream Motivation: Present the digestive system model. Let the pupils identify the small intestine. Ask: What will happen to the food in the small intestine? Why did it happen? What organ helps to do it? E. Presentation: Activity I Read the following ailments below. 1. Indigestion 6. cholera 2. Diarrhea 7. ulcer 3. Constipation 8. gallstone 4. Appendicitis 5. Stomachache Activity 2 Complete the letters of every number to name the ailments of the digestive system. 1. Diarr _ _ _ 6. _ _ _ _ ndisitis 2. Consti _ _ _ _ _ _ 7. In _ _ _ _ _tion 3. s _ _ _ _ chache 8. Cho_ _ _ _ 4. u _ _ _ _r 5. _ _ _ _stone
Activity 3 Locate the different names of ailments in the digestive system in the puzzle. D I J G F I S G M A V N C A H H O K L S E G R S A G C F
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A R R H E A K U I L K A
A Y C S S J H T R R P U
D I O D F U H U N P T R
T L N J D U D T E N S H
L O N L M J S T I T D G O C T N A I E D F N K E J L Y O I T T O M O N H
E Y P F S S G T G S A S
G M L T E I A T I I J L Z E O Q Y E E S R T X T T A A E G I C H A F A S
S S O Y T D S S T D C R
L A N E R I T U Y N H E
O G U L C E R I L I E N
F. Generalization: What have you learned? G. Application: What are the different ailments of the digestive system? IV. EVALUATION: Describe what will happen to the food in the in the small intestine. Choose the correct word inside the parenthesis. 1. The food in the small intestine is in (liquid, solid) form. 2. The food nutrients will flow to the bloodstream to (villi, liver). 3. (Most, Less) digestion takes place in the small intestine. 4. Digestion in small intestine is (completed, started) because of pancreatic juice and bile. 5. The food will be (distributed, gathered ) into the cells of the body. ASSIGNMENT: What happens to food in the digestion?
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30
Reading
Grade IV Saturn
125
I.
OBJECTIVE:
A. Read u () sound II. SUBJECT MATTER: u () sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with u () sound you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. hut tub gun hut mud dug up pup hug jut cut gut rub tug sun mug bus gun tub jut cud bun gum bug sum rum mud bun jug run hub nut fun hum sum cup
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing u () sound. D. Application: What words with u () sound youve learned? IV. EVALUATION: Read the following words below. 1. c u p 2. f u n 3. h u b
4. s u m
5. r u g
V.
Assignment Make a list of words with a, o, and i sounds. ___________________________________________
P.L. :
REMARKS: ___________________________________________
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MONDAY, JULY 22, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: Decode meaning of unfamiliar words through suffixes. SUBJECT MATTER: Decoding meaning of unfamiliar words through suffixes PELC English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard PROCEDURES; A. Drill : Read Tongue twisters B. Review: identifying suffixes C. Unlocking of Difficulties: unfamiliar, suffixes. D. Motivation: Read the following words an or ian belonging to
Less - without Ness state of being ful abounding ious full of
III.
127
ious full of
Ask: What do you mean with these words above? How to get the meaning of the ff. words? E. Presentation: Activity I Supply the chart below. Root Word 1. 2. 3. 4. 5. participation Indonesian bountiful hopeless partnership participate Suffix tion Meaning of suffix Act of
Activity 2 Give the meaning of the word above. Word 1. participation 2. Indonesian 3. bountiful 4. hopeless 5. partnership
Meaning
Activity 2 Study the following suffixes and give the meaning oif the meaning of the words below. able capable of being an or ian belonging to Less - without Ness state of being ful abounding ious full of 1. Canadian _____________________ 2. Harmless _____________________ 3. Blessedness - _____________________ 4. Fruitful _____________________ 5. Spacious _____________________ F.Generalization: What are suffixes? G.Application: If you encounter a words with suffix, is it easy to give the meaning? How? EVALUATION: Decode the meaning of the following words below. Use the suffixes below as your guide. an or ian belonging to Less - without Ness state of being ful abounding ious full of
128
IV.
1. 2. 3. 4. 5.
Dustless - _____________________ Merciful - _____________________ Cautious - _____________________ Malaysian-_____________________ Kindness - _____________________
ASSIGNMENT: Give the meaning of the following words. 1. veterinarian 2. actor 3. rebellious 4. melodious 5. spoonful P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify the ailments of the digestive system. SUBJECT MATTER: Ailments of the Digestive System BEC Handbook in Science Science for Daily Use pp 63 Growing with Science and Health flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: Naming the ailments of the digestive system C. Unlocking of Difficulties: 1. Discomfort 6. sore 2. Excessive 7. Solid mass 3. Inflammation 8. discharge 4. Feces 9. obstruct 5. Severe D. Motivation: Have you experienced a painful feeling in your stomach? What is that ailment? How does it affect you?
129
E. Presentation: Activity I Match the ailments to its description. 1. indigestion a. discomfort in the middle part of the abdomen 2. diarrhea b. excessive frequency and looseness of bowel 3. constipation movement 4. appendicitis c. feces are hard 5. stomachache d. inflammation of the appendicitis 6. cholera e. pain in the stomach 7. ulcer f. acute severe infectious disease cause by 8. gallstone bacteria g. open sore on the lining of the stomach h. small solid mass found in gall bladder Activity 2 Flash the initial letter of the disorder in the digestive system. Listen to the description from the teacher as your clue. Activity 3 Using chalk and illustration board, identify the disorder from the descriptions read by the teacher. F. Generalization: What have you learned? G. Application: Guessing game. IV. EVALUATION: Identify the ailments of the digestive system. Write the letter of the correct answer. 1. Pain in the stomach a. Indigestion b. cholera c. stomachache 2. Discomfort in the middle part of abdomen a. Constipation b. indigestion c. gallstone 3. Inflammation of appendix a. Cholera b. appendicitis c. ulcer 4. Acute severe infectious caused by bacteria a. Cholera b. diarrhea c. ulcer 5. Excessive frequency and looseness of bowel movement a. Diarrhea b. indigestion c. gallstone ASSIGNMENT: What will you do if you have ailments in the digestive system?
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
130
Reading
Grade IV Saturn
Read words with ee sound. II. SUBJECT MATTER: ee sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with ee sound you already know? How is it produce?
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ee sound D. Application: What words with ee sound youve learned? IV. EVALUATION: Read the following words below. 2. ee r 2. r eed 3. p eer
4. see
5.deep
V. Assignment Make a list of words ee sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
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TUESDAY, JULY 23, 2013 7:15 7:30 7:30 8:30

I. II.
8:00 9:00
I. II.
OBJECTIVE: Write hyphenated compound words. SUBJECT MATTER: Writing hyphenated compound words PELC 3, 3.2 p.16 English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard
III.
PROCEDURES; A. Drill : reading of compound words written as one. B. Review: identifying suffixes C. Unlocking of Difficulties: unfamiliar, suffixes. D. Motivation:
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Ask: Dinas mother died. She met a new mother married by her father. What is the relationship of the mother to Dina? How how you going to write motherin-law?
E. Presentation: Activity I Write the correct compound words below using a hyphen. 1. Teacher in charge 2. Sister in law 3. Father in law 4. Long term 5. Ex president Activity 2 Complete the sentence by writing the correct form of compound words of the word in the parenthesis. 1. It is a ____________(middle class) area. 2. She got a ____________ (full time) work. 3. My father was paid in ________ (high salary) job. 4. I bought a ____ (v line) blouse. 5. Tornio is his _____ (brother in law). Activity 2 What are other compound words you know written using a hyphen? F.Generalization: What are suffixes? G.Application: If you encounter a words with suffix, is it easy to give the meaning? How? EVALUATION: Write hyphenated compound word.
IV.

baby-faced back-to-back bread-and-butter carry-all
voice-over
2. 3. 4. 5. ASSIGNMENT: Use hyphenated compound words in a sentence. P.L. : ___________________________________________ I. REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify the ailments of the digestive system. SUBJECT MATTER:
133
Ailments of the Digestive System BEC Handbook in Science Science for Daily Use pp 63 Growing with Science and Health flashcards, pictures, chart
III.
PROCEDURES; A. Science Updates B. Review: Naming the ailments of the digestive system C. Unlocking of Difficulties: 1. Discomfort 6. sore 2. Excessive 7. Solid mass 3. Inflammation 8. discharge 4. Feces 9. obstruct 5. Severe D. Motivation: Have you experienced a painful feeling in your stomach? What is that ailment? How does it affect you? E. Presentation: Activity I Match the ailments to its description. 1. indigestion a. discomfort in the middle part of the abdomen 2. diarrhea b. excessive frequency and looseness of bowel 3. constipation movement 4. appendicitis c. feces are hard 5. stomachache d. inflammation of the appendicitis 6. cholera e. pain in the stomach 7. ulcer f. acute severe infectious disease cause by 8. gallstone bacteria g. open sore on the lining of the stomach h. small solid mass found in gall bladder Activity 2 Flash the initial letter of the disorder in the digestive system. Listen to the description from the teacher as your clue. Activity 3 Using chalk and illustration board, identify the disorder from the descriptions read by the teacher. F. Generalization: What have you learned? G. Application: Guessing game. EVALUATION: Identify the ailments of the digestive system. Write the letter of the correct answer.
134
IV.
1. Pain in the stomach a. Indigestion b. cholera c. stomachache 2. Discomfort in the middle part of abdomen a. Constipation b. indigestion c. gallstone 3. Inflammation of appendix a. Cholera b. appendicitis c. ulcer 4. Acute severe infectious caused by bacteria a. Cholera b. diarrhea c. ulcer 5. Excessive frequency and looseness of bowel movement a. Diarrhea b. indigestion c. gallstone V. ASSIGNMENT: What will you do if you have ailments in the digestive system? P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30 I. OBJECTIVE: Reading Grade IV Saturn
A. II.
Read words with a, i, o, and u sounds.
SUBJECT MATTER: Review of a, i, o, and u flashcards, pictures PROCEDURES; A. Motivation: What are words with a, i, o, and u sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. bun cot pit six pug hid rip bat pup dot hip dad jut nun pop Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing a, i, o, and u sounds. D. Application: What words with a, i, o, and u sounds youve learned? EVALUATION: Read the following words below. 1. r a g 2. c a n 3. h u t 4. p i n 5. r u n Assignment Make a list of words with a, o, and i sounds. fib top nod mix hag mob wag bob bat tan him man sum tub dug dip
III.
IV.
V.
135
P.L. : ___________________________________________ REMARKS: ___________________________________________
WEDNESDAY, JULY 23, 2013 7:15 7:30 7:30 8:30 FLAG CEREMONY E.K.A.W.P. Grade IV Saturn
I. OBJECTIVE: Recite the verse of the week. II. SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Write hyphenated compound words. SUBJECT MATTER: Writing hyphenated compound words PELC 3, 3.2 p.16 English for You and me (L) page 7-9 English For All times Chart, dictionaries, flashcard
III.
PROCEDURES; A. Drill : reading of compound words written as one.

136
B. Review: identifying suffixes C. Unlocking of Difficulties: unfamiliar, suffixes. D. Motivation: Ask: Dinas mother died. She met a new mother married by her father. What is the relationship of the mother to Dina? How how you going to write motherin-law?
E. Presentation: Activity I Write the correct compound words below using a hyphen. 1. Teacher in charge 2. Sister in law 3. Father in law 4. Long term 5. Ex president Activity 2 Complete the sentence by writing the correct form of compound words of the word in the parenthesis. 1. It is a ____________(middle class) area. 2. She got a ____________ (full time) work. 3. My father was paid in ________ (high salary) job. 4. I bought a ____ (v line) blouse. 5. Tornio is his _____ (brother in law). Activity 2 What are other compound words you know written using a hyphen? F.Generalization: What are suffixes? G.Application: If you encounter a words with suffix, is it easy to give the meaning? How? EVALUATION: Write hyphenated compound word.
IV.

baby-faced back-to-back bread-and-butter carry-all
voice-over
2. 3. 4. 5. ASSIGNMENT: Use hyphenated compound words in a sentence. P.L. : ___________________________________________ REMARKS: ___________________________________________
137
I. II.
OBJECTIVE: Identify the ways of caring for the digestive system SUBJECT MATTER: Ways of Caring for the Digestive System BEC Hanbook in Science 5.2 pp. 88-89 Science for Daily Use pp IV 63 Growing with Science and Helath flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: Identifying the ailments of the digestive system Identify the ailments of the digestive system. Write the letter of the correct answer. 1. Pain in the stomach a. Indigestion b. cholera c. stomachache 2. Discomfort in the middle part of abdomen a. Constipation b. indigestion c. gallstone 3. Inflammation of appendix a. Cholera b. appendicitis c. ulcer 4. Acute severe infectious caused by bacteria a. Cholera b. diarrhea c. ulcer 5. Excessive frequency and looseness of bowel movement a.Diarrhea b. indigestion c. gallstone C. Unlocking of Difficulties: identify, caring D. Motivation: Let the pupils observe this picture. Ask: What happen to the girl? Why do you Think she experience stomachache? Have you experienced stomachache? How does it feels? What will you do the next time around?
III.
E. Presentation: Activity I Match the picture to the ways of caring for the digestive system. 1 a. drink at least 8 to 10 glasses a day b. do not eat too much 2. c. Do not eat spoiled foods d. wash your hands with soap and water 3. e. eat fibrous foods 4. a. chew foods properly
5.
138
6.
Activity 2 Let the pupils read the list of statement below. The sentences are written on strips so pupils will post the correct statement under proper ways of caring for the digestive system. Proper Ways of Caring for the Digestive System
F. G.
1. Eat any kinds of food. 2. Wash your hands with soap and water. 3. Eat fibrous foods. 4. Do not eat too much 5. Do not eat spoiled foods and drinks. 6. Chew foods in smaller pieces. 7. Drink 8 to 10 glasses of water a day. 8. Dry your hands with towel only after going to the toilet. 9. Eat as much as you can. 10.One glass per meal is enough. Activity 3 Read the sentences below. Post the smiley chip to sentences which show proper way of caring for digestive system. And a sad chip to sentences which show improper ways of caring for our digestive system. 1. Drink 8 to 10 glasses a day. 2. Eat only expensive foods. 3. Chew food in smaller pieces. 4. Wash your hands before eating. 5. Eat leftover foods anywhere. Generalization: Enumerate ways of proper ways of caring for the digestive system. Application: Are you practicing these good ways of caring for our digestive system? 1. I wash my hands before and after I eat. 2. I wash raw vegetables and fruits thoroughly. 3. I eat raw vegetables. 4. I eat cooked vegetables. 5. I use a toilet.
139
IV.
EVALUATION: Identify the ways of caring for the digestive system below. Put a / if the sentence is correct and x if it is not correct. ______1. Wash your hands with soap and water. ______2. Do not eat too much. ______3. Eat any food you like. ______4. Eat expired foods. ______5. Chew foods in smaller pieces. ASSIGNMENT: Do the checklist. Always Sometimes Never
V.
Health Habits 1. I flush the toilet after I use it. 2. I keep the ground of our house clean. 3. I buy and eat food from the street vendor. 4. I play with vbare foot. 5.I always use slippers or shoes everytime I play.
P.L. : ___________________________________________ REMARKS: ___________________________________________

A. Read words with sh sound. II. SUBJECT MATTER: sh sound flashcards, pictures PROCEDURES; A. Motivation: What are words with sh sound you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. sheep shod dash dish ship gush mash sheet cash shin rash shot fish mush sheer gash shun sash shop wish hush sheen lash shut
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing sh sound
140
D. Application: What words with ee sound youve learned? IV. EVALUATION: Read the following words below. 1. sh eep 2.d a sh 3.sh i p
4. m a sh
5.hush
V. Assignment Make a list of words sh sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
THURSDAY, JULY 25, 2013 7:15 7:30 7:30 8:30 FLAG CEREMONY E.K.A.W.P. Grade IV Saturn
8:00 9:00

Recognize correct syllabication of words.
OBJECTIVE:
II.
Subject Matter A. Topic: B. References: Correct Syllabication PELC III 2.3 Exploring New Words pp. 35, 51, 104 Discovering New Words pp. 134-138 141
C. Materials:
http://www.elementary.ph/recognizing-correct-syllabication-words charts, flash cards
Value Focus: Cooperation III. Procedure Preparatory Activities 1. Drill Read the words in each column. What kind of words are in column A? B? C? A. Single B. Compound C. Words with Words suffixes first airplane pianist poor hotdog farmer old anthill actor lost playground motorist Short best friend organist
B.Motivation 1. Invite pupils to sing this song to the tune of Its a Small World There is just one class We enjoy so much Where our minds think hard And read a lot Though the subject is hard And the lessons are long We enjoy our English class Oh! Its English class after all 3x We enjoy our English class. 2. Say: Let us sing again and clap the rhythm of the song. Rhythm is the sound of the word. Activity 1 a. From our song which words have one sound? two sounds? One sound there just class where Two sounds enjoy subject lessons English
divide the words, with two vowel sounds en-joy, sub-ject, les-son, Eng-lish Activity 2 Say: (The sounds of words are also called syllables.) 1. Give examples of one syllable word 2. Give examples of two, three, four-syllable words 3. What do you call the division of words into syllables? (Syllabication) Rules to follow in syllabication 1. A single-syllable word or a word having only one vowel sound may never be divided in writing or spelling. Ex. huge, cone, voice 142
2. Compound words made up of two single-syllable words are divided between the words. Ex. playground, see/saw, sandbox 3. Most suffixes are syllables in themselves. A single syllable word with a suffix added to it may be divided by separating the root word and the suffix. Ex. clean-er, cloud-y, harm-less 4. Words containing a single vowel followed by a double consonant or two consonants may be divided between the consonants. Ex. rab-bit, but-ter, win-dow, cir-cus 5. Words that begin with a single vowel which is sounded separately maybe divided after the vowel. Ex. o-bey, a-lert, o-val 6. Words with a vowel sound in a word maybe divided before and after the vowel. Ex. vi-o-lin, pi-a-no, sax-o-phone 7. a. When a consonant comes in between two vowels and the first vowel has a short sound, divide the word after the consonant. Ex. cab-in, den-im, mag-ic b. When a consonant comes in between two vowels and the first vowel has a long sound, divide the word before the consonant or right after the First vowel with long sound. Ex. Chi-na, mu-sic, fla-vor 8. When a word ends in le and is preceded by a consonant, divide the word before the consonant. Ex. trem-ble, poo-dle, mar-ble 9. When two vowels are together in a word and each one is sounded separately, divide the words between two vowels. Ex. di-et, tri-al, sci-ence Activity 3 Divide the following compound words into syllables by using a bar line baseball teamwork tryout baseman outside sideline workroom farmhouse day-time
C. Check words that are syllabicated correctly. 1. breat-hless 2. large-r 3. lar-ger D.Generalization 1. What is a syllable? a syllable is a part of a word in which we hear only one vowel sound 2. What is syllabication? Syllabication is the division of words into syllables 3. How will you syllabicate the following? a. b. c. d. e. f. g. a. a single syllable word compound word words with suffixes words containing a single vowel followed by a double consonants words that begin with a single vowel which is sounded separately words with a vowel sound in a word when a consonant comes in between two vowels and the first vowel has a short sound b. when a consonant comes in between two vowels and the first vowel has a long sound 143 4. baseman 5. chill-y 6. wi-der 7. sleep-y 8. kind-ness 9. child-ish
h. when a word ends in le and is preceded by a consonant i. when two vowels are together in a word and each one is sounded separately C. Post Activities Application Value Integration What should you do to make the group work easier? (All members must help one another or cooperate with one another) A. Underline the one-syllable words in the clouds. Encircle the two-syllable words. said hand faithful raffle notice print bring voice Enrichment friend scream polite A. Choose the correct syllabication of words by pants charity = char-i-ty char-i-ty cigarette = ci-ga-rette cig-a-rette citizen = ci-ti-zen ci-tiz-en decorate = de-co-rate dec-o-rate dedicate = ded-i-cate de-di-cate
underlining them. charity ci-gar-ette cit-i-zen de-cor-ate ded-ic-ate
B. Lets practice syllabicating words. Read each word carefully and syllabicate it correctly. bookshelves meeting corral rebuilt monologue alert regrouping (book-shelves) (meet-ing) (cor-ral) (re-built) (mon-o-logue) (a-lert) (re-group-ing) 2 2 2 2 3 2 3 claps claps claps claps claps claps claps
C. Share-Pair Circles Divide the class into two equal groups each group forms a circle. (The inner circle faces inward, to form pairs of facing students.) The inner group will give any word and the outer group will give the correct syllabication. IV. Evaluation Put a __ if the word is properly syllabicated and a cross x if not. x 1. 2. 3. 4. 5. V. in-ning wa-ter over-head vol-ley-ball un-wil-ling 6. man-tle 7.o-rient 8. news-pa-per x 9. vi-ta-min x 10.un-re-al
Assignment Choose the correct syllabication of the words: 1. immortal 2. formation = im-mort-al = form-a-tion im-mor-tal form-ation 144
3. beautiful 4. colorful 5. photosynthesis
= beau-ti-ful = color-ful = photo-syn-the-sis
be-au-ti-ful co-lor-ful pho-to-synth-esis
I. II. OBJECTIVE: Identify the ways of caring for the digestive system SUBJECT MATTER: Ways of Caring for the Digestive System BEC Hanbook in Science 5.2 pp. 88-89 Science for Daily Use pp IV 63 Growing with Science and Helath flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: Identifying the ailments of the digestive system Identify the ailments of the digestive system. Write the letter of the correct answer. 1. Pain in the stomach a. Indigestion b. cholera c. stomachache 2. Discomfort in the middle part of abdomen a. Constipation b. indigestion c. gallstone 3. Inflammation of appendix a. Cholera b. appendicitis c. ulcer 4. Acute severe infectious caused by bacteria a. Cholera b. diarrhea c. ulcer 5. Excessive frequency and looseness of bowel movement a.Diarrhea b. indigestion c. gallstone C. Unlocking of Difficulties: identify, caring D. Motivation: Let the pupils observe this picture. Ask: What happen to the girl? Why do you Think she experience stomachache? Have you experienced stomachache? How does it feels?
145
III.
What will you do the next time around? E. Presentation: Activity I Match the picture to the ways of caring for the digestive system. 1 a. drink at least 8 to 10 glasses a day b. do not eat too much 2. c. Do not eat spoiled foods d. wash your hands with soap and water 3. e. eat fibrous foods 4. b. chew foods properly
6. Activity 2 Let the pupils read the list of statement below. The sentences are written on strips so pupils will post the correct statement under proper ways of caring for the digestive system. Proper Ways of Caring for the Digestive System
5.
F.
1. Eat any kinds of food. 2. Wash your hands with soap and water. 3. Eat fibrous foods. 4. Do not eat too much 5. Do not eat spoiled foods and drinks. 6. Chew foods in smaller pieces. 7. Drink 8 to 10 glasses of water a day. 8. Dry your hands with towel only after going to the toilet. 9. Eat as much as you can. 10.One glass per meal is enough. Activity 3 Read the sentences below. Post the smiley chip to sentences which show proper way of caring for digestive system. And a sad chip to sentences which show improper ways of caring for our digestive system. 1. Drink 8 to 10 glasses a day. 2. Eat only expensive foods. 3. Chew food in smaller pieces. 4. Wash your hands before eating. 5. Eat leftover foods anywhere. Generalization: Enumerate ways of proper ways of caring for the digestive system.
146
G.
IV.
Application: Are you practicing these good ways of caring for our digestive system? 1. I wash my hands before and after I eat. 2. I wash raw vegetables and fruits thoroughly. 3. I eat raw vegetables. 4. I eat cooked vegetables. 5. I use a toilet. EVALUATION: Identify the ways of caring for the digestive system below. Put a / if the sentence is correct and x if it is not correct. ______1. Wash your hands with soap and water. ______2. Do not eat too much. ______3. Eat any food you like. ______4. Eat expired foods. ______5. Chew foods in smaller pieces. ASSIGNMENT: Do the checklist. Always Sometimes Never
V.
Health Habits 1. I flush the toilet after I use it. 2. I keep the ground of our house clean. 3. I buy and eat food from the street vendor. 4. I play with vbare foot. 5.I always use slippers or shoes everytime I play.
P.L. : ___________________________________________ REMARKS: ___________________________________________

II.
III.
A. Read a, o, and I sound SUBJECT MATTER: Review of a, o, and i flashcards, pictures PROCEDURES; A. Motivation: What are words with a, o, and i sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
pan rat sad Jim
sod hog big tan
lot dot wag bog
pit jog Sam pop fin nod jab mob
six can dip dam
rip kid dig cot
ram rap top rim
Activity 2
147
Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing a, o, and i sounds. D. Application: What words with a, o, and i sounds youve learned. IV. EVALUATION: Read the following words below. 1. p o d 2. r i p 3. m a t 4. l a g V. Assignment Make a list of words with a, o, and i sounds. P.L. : ___________________________________________ REMARKS: ___________________________________________
5. d i m
MONDAY, JULY 29, 2013 7:15 7:30 7:30 8:30 FLAG CEREMONY E.K.A.W.P. Grade IV Saturn
8:00 9:00
I. OBJECTIVE: A.

Answer the questions orally.
148
II. III.
IV.
B. Review lessons covered in the first periodical test. SUBJECT MATTER: Review for First Periodical Test PROCEDURES; A. Drill: Tongue twister B. Motivation: What will you do in order to get a high score in our test? Why is is that review is important? C. Presentation 1. Setting of standards. 2. Review proper: a. Quiz bee b. Graded recitation EVALUATION: Record the scores of the graded recitation
P.L. : ___________________________________________ REMARKS: ___________________________________________
I. OBJECTIVE: A. Answer the questions orally. B. Review lessons covered in the first periodical test. II. SUBJECT MATTER: Review for First Periodical Test III. PROCEDURES; A. Drill: Tongue twister B. Motivation: What will you do in order to get a high score in our test? Why is is that review is important? C. Presentation 1. Setting of standards. 2. Review proper: a. Quiz bee b. Graded recitation IV. EVALUATION: Record the scores of the graded recitation P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 8:30 I. Reading Grade IV Saturn
OBJECTIVE: A. Read words with sh sound. SUBJECT MATTER: sh sound flashcards, pictures
I.
II.
PROCEDURES;
149
A. Motivation: What are words with sh sound you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. sheep shod dash dish ship gush mash sheet cash shin rash shot fish mush sheer gash shun sash shop wish hush sheen lash shut
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing sh sound D. Application: What words with sh sound youve learned? III. EVALUATION: Read the following words below. 1. sh ee p 2. d a sh 3. sh i p 4. m a sh 5. sh o d IV. Assignment Make a list of words sh sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
Second Grading Period

MONDAY, AUGUST 5, 2013 7:15 7:30 7:30 8:30
I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________

150
8:00 9:00
I. II.
OBJECTIVE: Form plural of nouns ending in y. SUBJECT MATTER: Plural of Nouns BEC Handbook in English, Speaking, 4, p. 17 English for You and me (L) pp.40-41 English For All times Pictures, Chart, flashcard PROCEDURES; A. Drill : Reading of Words will s sounded as z 1. Hills 2. Bags 3. Crabs 4. Ponds 5. Lands 6.flowers 7. Leaves 8. beads B. Review: homonyms. Match the word to its homonyms. 1. Dear a.tale 2. Nose b.ant 3. Sea c. knows 4. Tail d.see 5. Aunt e.dare C. Unlocking of Difficulties: singular, plural, nouns, vowel, consonant D. Motivation: Present the following pictures; Key, toy, family, lady, baby
III.
Name the pictures. Ask: What did you observed in the words? How many persons/things are there? How will we name the word if well add a thing or pwersons? Is key and keys the same? Why?
E. Presentation: Activity I Follow the rule in forming the plural of nouns ending in -y below. Rule no. 1: Add s to nouns ending in y with a vowel before it. 1. Key - ____________ 2. Toy - ____________ 3. Day - ____________ 4. Spray- ____________
151
5. ray- ____________ Rule no. 2: Change y to I and add es to words ending in y with a consonant before it. 1. Family- ____________ 2. Lady- ____________ 3. Baby- ____________ 4. Jelly- ____________ 5. belly- ____________ Activity 2 Group Form the plural of nouns by arranging the letters. On the board assign for your group.
l B m
1. 2. 3. 4. 5.
u e
t y
s t
e r
f l
i i o
Butterfly Lily Monkey Turkey StrawberryActivity 2 Stick the Cards On Present the two boxes with the following cards. s ies Let the pupils stick these cards to form the plural of nouns. Show examples; 1. Holiday Answer: Holiday s 2. sky Answer: sk ies Start: 1. party 2. candy 3. essay 4. way 5. kitty F.Generalization: Complete the thoughts below. Add_ s_ to nouns ending in y with a vowel before it. Change y to I and add es to words ending in y with a consonant before it. G.Application: What are other nouns you know that end in -y? Let volunteers from their plual form. EVALUATION: Form the plural of nouns ending in y. 1. ruby 2. fairy
152
IV.
3. boy 4. army 5. ray ASSIGNMENT: Write 5 example of nouns ending in y. Form its plural. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify animals hatched from eggs and animals born as baby animals. SUBJECT MATTER: Identifying animals hatched from eggs and animals born as baby animals.
BEC Handbook in Science 1.1, 1.2 pp. 57-60 Science for Daily Use pp 48-50 Growing with Science and Helath flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: how to take care of our digestive system C. Unlocking of Difficulties: 1. Identify 2. Hatch 3. born D. Motivation: Look at the two animals below. What are these animals? How are they similar with each other? How are they different form one another? How are they going to give birth?
III.
E. Presentation: Activity I Look at the picture of animals below. Identify them according to the heading ANIMALS HATCHED FROM EGGS ANIMALS BORN ALIVE
153
Activity 2 Flash the following names of animals. Race right hand if the animal is hatched from eggs and left hand if it is born alive. 1. Quail 6. goat 2. Grasshopper 7. snake 3. Chicken 8. shrimp 4. Cow 9. pig 5. Eagle 10. Spider Activity 3 Give names of animals not mentioned in the discussion. Let a volunteer identify if the animal is hatched from eggs or born as live baby. F. Generalization: What have you learned? G. Application: Guessing game.
IV.
EVALUATION: Identify animals hatched from eggs and animals born as baby animals. Write the words hatched from eggs or born as baby animals. 1. Butterfly - ___________________________ 2. Mouse - _____________________________ 3. Mosquito - __________________________ 4. Lizard _______________________________ 5. Lion - _______________________________ V. ASSIGNMENT: Make album of animals hatched from eggs and animals born as baby animals. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ Reading Grade IV 3 I. OBJECTIVE: A. II. Read words with sh sound.
SUBJECT MATTER: sh sound flashcards, pictures PROCEDURES; A. Motivation: What are words with sh sound you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
154
III.
sheep shod cash dash dish shin ship gush rash mash sheet shot
fish mush sheer gash
shun sash shop wish
hush sheen lash shut
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing sh sound D. Application: What words with sh sound youve learned? IV. EVALUATION: Read the following words below. 1. sh ee p 2. d a sh V. Assignment Make a list of words sh sound. 3. sh i p 4. m a sh 5. sh o d
TUESDAY, AUGUST 6, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.

155
8:00 9:00
I. II.
OBJECTIVE: Form plural of nouns ending in y. SUBJECT MATTER: Plural of Nouns BEC Handbook in English, Speaking, 4, p. 17 English for You and me (L) pp.40-41 English For All times Pictures, Chart, flashcard PROCEDURES; A. Drill : Reading of Words will s sounded as z 1. Hills 2. Bags 3. Crabs 4. Ponds 5. Lands 6.flowers 7. Leaves 8. beads B. Review: homonyms. Match the word to its homonyms. 1. Dear a.tale 2. Nose b.ant 3. Sea c. knows 4. Tail d.see 5. Aunt e.dare C. Unlocking of Difficulties: singular, plural, nouns, vowel, consonant D. Motivation: Present the following pictures; Key, toy, family, lady, baby
III.
Name the pictures. Ask: What did you observed in the words? How many persons/things are there? How will we name the word if well add a thing or pwersons? Is key and keys the same? Why?
E. Presentation: Activity I Follow the rule in forming the plural of nouns ending in -y below. Rule no. 1: Add s to nouns ending in y with a vowel before it. 6. Key - ____________ 7. Toy - ____________ 8. Day - ____________ 9. Spray- ____________
156
10.ray- ____________ Rule no. 2: Change y to I and add es to words ending in y with a consonant before it. 6. Family- ____________ 7. Lady- ____________ 8. Baby- ____________ 9. Jelly- ____________ 10.belly- ____________ Activity 2 Group Form the plural of nouns by arranging the letters. On the board assign for your group.
l B m
1. 2. 3. 4. 5.
u e
t y
s t
e r
f l
i i o
Butterfly Lily Monkey Turkey StrawberryActivity 2 Stick the Cards On Present the two boxes with the following cards. s ies Let the pupils stick these cards to form the plural of nouns. Show examples; 3. Holiday Answer: Holiday s 4. sky Answer: sk ies Start: 1. party 2. candy 3. essay 4. way 5. kitty F.Generalization: Complete the thoughts below. Add_ s_ to nouns ending in y with a vowel before it. Change y to I and add es to words ending in y with a consonant before it. G.Application: What are other nouns you know that end in -y? Let volunteers from their plual form. EVALUATION: Form the plural of nouns ending in y. 1. ruby 2. fairy 3. boy
157
IV.
4. army 5. ray ASSIGNMENT: Write 5 example of nouns ending in y. Form its plural. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify animals hatched from eggs and animals born as baby animals. SUBJECT MATTER: Identifying animals hatched from eggs and animals born as baby animals.
BEC Handbook in Science 1.1, 1.2 pp. 57-60 Science for Daily Use pp 48-50 Growing with Science and Helath flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: how to take care of our digestive system C. Unlocking of Difficulties: 1. Identify 2. Hatch 3. born D. Motivation: Look at the two animals below. What are these animals? How are they similar with each other? How are they different form one another? How are they going to give birth?
III.
E. Presentation: Activity I Look at the picture of animals below. Identify them according to the heading ANIMALS HATCHED FROM EGGS ANIMALS BORN ALIVE
158
Activity 2 Flash the following names of animals. Race right hand if the animal is hatched from eggs and left hand if it is born alive. 6. Quail 6. goat 7. Grasshopper 7. snake 8. Chicken 8. shrimp 9. Cow 9. pig 10.Eagle 10. Spider Activity 3 Give names of animals not mentioned in the discussion. Let a volunteer identify if the animal is hatched from eggs or born as live baby. F. Generalization: What have you learned? G. Application: Guessing game.
IV.
EVALUATION: Identify animals hatched from eggs and animals born as baby animals. Write the words hatched from eggs or born as baby animals. 1. Butterfly - ___________________________ 2. Mouse - _____________________________ 3. Mosquito - __________________________ 4. Lizard _______________________________ 5. Lion - _______________________________ V. ASSIGNMENT: Make album of animals hatched from eggs and animals born as baby animals. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ Reading Grade IV 3 I. OBJECTIVE: A. Read words with sh sound. II. SUBJECT MATTER: sh sound flashcards, pictures PROCEDURES; A. Motivation: What are words with sh sound you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. sheep shod cash fish shun hush
159
III.
dash dish shin mush sash sheen ship gush rash sheer shop lash mash sheet shot gash wish shut Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing sh sound D. Application: What words with sh sound youve learned? IV. EVALUATION: Read the following words below. 2. sh ee p 2. d a sh V. Assignment Make a list of words sh sound. 3. sh i p 4. m a sh 5. sh o d
WEDNESDAY, AUGUST 7, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse. ASSIGNMENT:
160
V.
Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Form plural of nouns ending in s, sh, ch, x and z. SUBJECT MATTER: Forming Plural of Nouns Ending in s, sh, ch, x and z PELC 3.4 p.17 English for You and me (L) pp 41-42 Pictures, Chart, flashcard
III.
PROCEDURES; A. Drill : reading words ending in in s sounded as /s/. 1. Rocks 2. Maps 3. Forests 5.plants 6. Cliffs 7. Fruits 8. roofs B. Review: form plural of nouns ending in y 1. Party 2. Bay 3. Day 4. Fry C. Unlocking of Difficulties: form, plural
4. Sacks
5. grey
D. Motivation: Present the following words; bus, sash, branch, tax, quiz. What are the final letters of the words? Is it singular or plural? How are we going to form their plural? E. Presentation: Activity I Form the plural of nouns by adding es to the following words. 1. Mass 6. pitch 2. Trash 7. witch 3. Torch 8. leach 4. Wax 9. miss 5. Buzz 10. fax Activity 2 Form the plural of the following nouns. 1. grass 6. catch 2. beach 7. dress 3. dish 8. fish 4. ash 9. ax 5. brush 10. dazz Activity 2 What are words you know that ends in s, sh, ch, x and z? Form its plural.
161
F.Generalization:
What will you add to form the plural opf nouns ending in s, sh, ch, x and z?
G.Application: Observe the things in our school? Name the things that end in s, sh, ch, x and z and form its plural form. IV. EVALUATION: Form the plural of the following nouns. 1. gas 2. itch 3. kiss 4. mix 5. rash ASSIGNMENT: Give five nouns that end in s, sh, ch, x and z and form its plural form. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify oviparous, ovoviviparous, and viviparous animals. SUBJECT MATTER: Some Animals Hatched from a fertilized egg BEC Handbook in Science 1.1, 1.2 pp. 57-60 Science for Daily Use pp 48-50 Growing with Science and Health flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: animals hatched from eggs and born alive. C. Unlocking of Difficulties: 1. hatch 2. infer 3. develop 4. fertilized 5. cell: sperm and egg cell D. Motivation: What is the female reproductive cell? Male reproductive cell? How are these cells work together to produce a new young? Look at the following animals. How are they similar among others? How are they differ from another? How are they giving birth?
III.
162
E. Presentation: Activity I Match the animal above to its description. 1. Oviparous animals or animals that lay eggs before the young are completely developed. 2. Ovoviviparous animals or animals that produce eggs I shell but that hatches eggs within the body of the mother. 3. Viviparous animals or animals that never produce shelled eggs, the embryo is emplanted in the uterus.
Activity 2 Identify the oviparous, ovoviviparous, and viviparous animals above and place it in their correct heading Oviparous Ovoviviparous Viviparous
1. 2. 3. 4. 5.
IV.
11. snake 12. grasshopper 13. shrimp 14. mosquito 15. fish Activity 3 Give names of animals not mentioned in the discussion. Let a volunteer identify if the animal oviparous, ovoviviparous, and viviparous animals F. Generalization: What have you learned? G. Application: Guessing game. EVALUATION: Identify oviparous, ovoviviparous, and viviparous animals 1. chicken - ___________________________ 2. rat - _____________________________ 3. rattlesnake - __________________________ 4. bird _______________________________ 5. monkey - _______________________________
Cat Frog Turtle Dove Dog
6. Lizard 7. Lion 8. Pig 9. Butterfly 10. Cow
V.
ASSIGNMENT: Make album of animals oviparous, ovoviviparous, and viviparous animals P.L. : ___________________________________________ I. REMARKS: ___________________________________________ ______________ Reading Grade IV 3
163
I.
OBJECTIVE: A. Read words with or sound. SUBJECT MATTER:

Reading of words with or sound flashcards, pictures PROCEDURES; A. Motivation: What are words with or sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. or fork sort born corn pork for torb cork horn port nor cord torn sort fort worn cork ford morn for pork fort horn Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row.
I.
II.
C. Generalization Producing or sound. D. Appication: What words with or sound youve learned. III. EVALUATION: Read the following words below. 1. sort 2.corn 3.port 4.nor 5.fork IV. Assignment Make a list of words with or sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
THURSDAY, AUGUST 8, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION:
164
List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II.
OBJECTIVE: Form plural of nouns ending in s, sh, ch, x and z. SUBJECT MATTER: Forming Plural of Nouns Ending in s, sh, ch, x and z PELC 3.4 p.17 English for You and me (L) pp 41-42 Pictures, Chart, flashcard
III.
PROCEDURES; A. Drill : reading words ending in in s sounded as /s/. 1. Rocks 2. Maps 3. Forests 5.plants 6. Cliffs 7. Fruits 8. roofs B. Review: form plural of nouns ending in y 1. Party 2. Bay 3. Day 4. Fry C. Unlocking of Difficulties: form, plural
4. Sacks
5. grey
D. Motivation: Present the following words; bus, sash, branch, tax, quiz. What are the final letters of the words? Is it singular or plural? How are we going to form their plural? E. Presentation: Activity I Form the plural of nouns by adding es to the following words. 1. Mass 6. pitch 2. Trash 7. witch 3. Torch 8. leach 4. Wax 9. miss 5. Buzz 10. fax Activity 2 Form the plural of the following nouns. 1. grass 6. catch 2. beach 7. dress 3. dish 8. fish 4. ash 9. ax 5. brush 10. dazz Activity 2
165
What are words you know that ends in s, sh, ch, x and z? Form its plural. F.Generalization: What will you add to form the plural opf nouns ending in s, sh, ch, x and z?
G.Application: Observe the things in our school? Name the things that end in s, sh, ch, x and z and form its plural form. IV. EVALUATION: Form the plural of the following nouns. 1. gas 2. itch 3. kiss 4. mix 5. rash ASSIGNMENT: Give five nouns that end in s, sh, ch, x and z and form its plural form. P.L. : ___________________________________________ REMARKS: ___________________________________________
I. II. OBJECTIVE: Identify oviparous, ovoviviparous, and viviparous animals. SUBJECT MATTER: Some Animals Hatched from a fertilized egg BEC Handbook in Science 1.1, 1.2 pp. 57-60 Science for Daily Use pp 48-50 Growing with Science and Health flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: animals hatched from eggs and born alive. C. Unlocking of Difficulties: 1. hatch 2. infer 3. develop 4. fertilized 5. cell: sperm and egg cell D. Motivation: What is the female reproductive cell? Male reproductive cell? How are these cells work together to produce a new young? Look at the following animals. How are they similar among others? How are they differ from another? How are they giving birth?
166
III.
E. Presentation: Activity I Match the animal above to its description. 1. Oviparous animals or animals that lay eggs before the young are completely developed. 2. Ovoviviparous animals or animals that produce eggs I shell but that hatches eggs within the body of the mother. 3. Viviparous animals or animals that never produce shelled eggs, the embryo is emplanted in the uterus.
Activity 2 Identify the oviparous, ovoviviparous, and viviparous animals above and place it in their correct heading Oviparous Ovoviviparous Viviparous
1. 2. 3. 4. 5.
IV.
11. snake 12. grasshopper 13. shrimp 14. mosquito 15. fish Activity 3 Give names of animals not mentioned in the discussion. Let a volunteer identify if the animal oviparous, ovoviviparous, and viviparous animals F. Generalization: What have you learned? G. Application: Guessing game. EVALUATION: Identify oviparous, ovoviviparous, and viviparous animals 1. chicken - ___________________________ 2. rat - _____________________________ 3. rattlesnake - __________________________ 4. bird _______________________________ 5. monkey - _______________________________
Cat Frog Turtle Dove Dog
6. Lizard 7. Lion 8. Pig 9. Butterfly 10. Cow
V.
ASSIGNMENT: Make album of animals oviparous, ovoviviparous, and viviparous animals P.L. : ___________________________________________
167
REMARKS: ___________________________________________ ______________ Reading Grade IV 3 I. OBJECTIVE: B. Read words with or sound. SUBJECT MATTER:
Reading of words with or sound flashcards, pictures PROCEDURES; A. Motivation: What are words with or sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. or fork sort born corn pork for torb cork horn port nor cord torn sort fort worn cork ford morn for pork fort horn Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row.
II.
III.
C. Generalization Producing or sound. D. Appication: What words with or sound youve learned. IV. EVALUATION: Read the following words below. 1. sort 2.corn 3.port 4.nor 5.fork V. Assignment Make a list of words with or sound. P.L. : ___________________________________________ REMARKS: ___________________________________________
168
MONDAY, NOVEMBER 11, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
8:00 9:00
I. II.
OBJECTIVE: Identify the pronoun used in the sentence. SUBJECT MATTER: Identifying the Pronoun in the Sentence BEC Handbook in English Speaking 7, 7.1 p. 18 English for You and me Reading Fun in English pp. 96-99
http://www.elementary.ph/using-object-pronouns
III.
Chart, Flashcards PROCEDURES; A. Pronunciation Drill: Tongue twister If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring doctors? Or does he doctor the doctor the way the doctor who doctors doctors? B. Review: Identifying the modifiers and complements Use each of the following to make a simple sentence with modifiers and complements. a. The classroom 1. Children eat ______________. b. seriously
c. During recess time d. In the kitchen e. Up the air
169
2. Water evaporates _______________. 3. Team played ________________. 4. Principal observes ______________. 5. Mother cooks ________________. C. Motivation: Speech Balloon Say: Look at each picture. What do you think are the children saying? Make a dialogue out of the drawings.
I am diving. Kaye and Winz are watching ___. Anna is skipping near you and me She is skipping near ___.
D. Unlocking of Difficulties: kitchen, E. Presentation: Activity I Study the sentences below. What are the words that are replaced with the subject? Underline these words. 1. John bought a beautiful car. He bought it in a low price. 2. The girl is blowing the candle. She is enjoying her party. 3. Nena and Maria went to the church. They will offer a prayer. 4. The dog is barking. It barks at strangers. 5. Mang Jose and I are planting rice. We work hard. Are these words use to replaced the noun? Activity 2 Study the paragraph below. Encircle all the pronouns. The Fortune Teller The fortune teller moved his dry, shriveled hands over the glass ball that he had bought at a dollar store a long time ago.He could hear the laughter and the occasional shouts of the children as they ran outside from ride to ride and from tent to tent. They never came in to see him. Instead it was always the face of a laid-off dock worker or a romantic teenager that peered through the entrance way his tent. Activity 3 Identify the pronouns below. all I the dog his girl me with our she we them he her toy is they him it am its
170
IV.
V.
EVALUATION: Identify the pronouns used in the sentences below. 1. He is always late to school. 2. They want to go near the river. 3. My father would like to invite him. 4. We are preparing for the fiesta. 5. Mrs. Gomez gave me a book. ASSIGNMENT: Write 5 senteencs using any pronouns you have learned.
P.L. : ______________________________________ REMARKS: ______________________________________
9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. II. OBJECTIVE: Show how mixtures are formed. SUBJECT MATTER: Showing how mixtures are formed BEC Handbook in Science 1.1, 1.2 pp. Science and Heklath 4 , Manual, p. 79 - 81 http://expertscolumn.com/content/forming-and-separating-mixtures salt, sugar, rice monggo, old newspaper, sawdust PROCEDURES; A. Science Updates B. Review: Plants C. Unlocking of Difficulties: mixtures D. Motivation: Have you observed a construction worker mixing cemen, gravel and sand for a concrete flooring? Can you separate the mixture of cement, gravel and sand? How? E. Presentation: Activity I Get a tablespoon of salt and a tablespoon of sugar. Mix them together. Cam you still see the grain of salt? Can You still see the grains of sugar? Are there changes in the materials mixed? Activity 2 Group Check the number that shows how mixtures are formed. ____ 1. Sliced bananas,papaya, avocado, milk and sugar. ____ 2. Make a milk drink. ____ 3. Making a vegetable salad. ____ 4. Making a fruit juice. ____ 5. Baking a cake.
171
III.
IV.
Activity 3 What are other activities you do that shows on how mixtures are formed. F. Generalization: What are mixtures? G. Application: Is it alright to mix any substances? Why? EVALUATION: Show how mixtures are formed by checking the correct step. _______1. When a fire was put into grasses. _______ 2. Add sugar to yur coffee. _______ 3. The sales girl added milk to the halu-halo. _______ 4. A man separated the grains from the seeds. _______ 5. Dust combied in the clouds. ASSIGNMENT: What are other things which can form mixtures? Grade IV 3
______________ I. II.
Reading
III.
OBJECTIVE: A. Read words with qu sound. SUBJECT MATTER: Reading of words with qu sound flashcards, pictures PROCEDURES; A. Motivation: What are words with qu sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. qu ack qui ck qu ail qu eer qu ake qu aint qu ick
qu est qu it qu ote qu ail qu een qu ell qu ill qu ilt Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing qu sound. D. Application: What words with qu sound youve learned. IV. EVALUATION: Read the following words below. 1. queer 2.quest 3.quit 4.quote 5.quick V. Assignment Make a list of words with qu sound. P.L. : _____________________ REMARKS: _____________________
172
TUESDAY, NOVEMBER 12, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I. II.
OBJECTIVE: Use the correct subject pronoun. SUBJECT MATTER: Using Subject Pronouns BEC Handbook in English Speaking 8, 8.1 p.18 English for You and me Reading Fun in English pp. 104-106 Chart, Flashcards, pictures
III.
PROCEDURES; A. Pronunciation Drill: Tongue twister Betty Botter bought some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, It will make my batter bitter. But a bit of better butter That would make my batter better."
So she bought a bit of butter, Better than her bitter butter, And she baked it in her batter, And the batter was not bitter. So 'twas better Betty Botter Bought a bit of better butter.
173
B. Review: Identifying pronouns Identify the pronouns used in the sentences below. 1. He is always late to school. 2. They want to go near the river. 3. My father would like to invite him. 4. We are preparing for the fiesta. 5. Mrs. Gomez gave me a book. C. Motivation: Look at the picture of the boy chasing the dog. What can you say about the boy? Is he happy? Why? Are you enjoying playing with pets too? How are you going to take care of yourself in playing with pets? D. Unlocking of Difficulties: subject, subject pronouns E. Presentation: Activity I Study the sentences below. Underline the subject and use the correct subject pronouns : she-girl it thing he-boy they plural subject we a person and you 1. Clara is making project. ____ will pass it tomorrow. 2. The bird is crying. ___ is wet. 3. The blind man is walking. _____ will go to the church. 4. Lito is my brother. ____is in Grade Six. 5. Father and I made a toy car. ___ used a wood. Did you use the correct pronoun for gender/ she-girl it thing he-boy they plural subject we a person and you Activity 2 Use the correct object pronouns to complete the sentences below. Look at the underlined subject as your guide. 1. Belen and I met in the market. ___ havent seen for a month. 2. Rey gave me a letter. ____ saw it in our mailbox. 3. It was grandmothers birthday. ___ was very happy to see us. 4. Rona is our leader. ____ is very smart. 5. The frog is hopping. ___ went to the pond. Activity 3 Us ethe correct obeject pronoun. MatchColumn A with Column B. A B 1. Eva is beutiful. ___ is a princess. a. We 2. My teacher and I water the plant. ___ are helping each other. b. She 3. Danilo elped set the table. ___ is industrious. c. It 4. Aunt Lita, Mother, and Father went to the cemetery. d. He ___ bisted our love ones there. e. They 5. The leaf is falling. ___ is green. F. Generalization: We use the correct subject pronoun to replace a subject. she-girl it thing he-boy they plural subject we a person and you I and You
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B. IV.
Application; Make a sentence using subject pronoun. EVALUATION: Us ethe correct subject pronoun below. 1. Mother accompanied my aunt. ____ is her cousin. 2. Leo is the twin of Deo. _____ are also friends. 3. Sheena and I went to the mall. ___ bought a pizza. 4. The book is new. __ is thick. 5. Cleo, Minda and Shielou are playing. ____ are playing hide and seek. 6. ASSIGNMENT: Write 5 sentences using subject pronouns
V.
P.L. : ______________________________________ REMARKS: ______________________________________ VI.
I. OBJECTIVE: Describe how some substances react in a mixture SUBJECT MATTER: Describing how some substances react in a mixture BEC Handbook in Science 1.1, 1.2 pp. Sample Lesson Plan pp 92-93 Science for daily Use 122-123 flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: What are solutes and solvents? C. Unlocking of Difficulties: react D. Motivation: If you are going to mix milk into the water. What will happen? What is the color of the water before it? What is the color of the water after it? Why? E. Presentation: Activity I Study the sentences below. Check(/) the sentences that correctly describe some reactions of substances when dissolve. Give some examples. _____ 1. Some substances when combined make water cloudy. _____ 2. Some substances apread evenly when combined. _____ 3. Some substances cannot be seen when combined in solvent. _____ 4. Some substances settle at the bottom of the container when mixed in water. _____ 5. Some substances turned water into its baring colors.
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II.
III.
Activity 2 Describe how will the substance react. Choose the letter of the correct answer. 1. Milk and water 2. Tawas and water 3. Sand and water 4. Orange powder and water 5. Flour and water a. b. c. d. e. make water cloudy. spread evenly cannot be seen when combined settle at the bottom of the container turned water into its its colors. Activity 3 Describe how will the materials in the picture will react in the mixture.
IV.
F. Generalization: \ What have you learned? Is it presently observed in your houses? What mixture is that? G. Application: Is it presently observed in your houses? What mixture is that? EVALUATION: Describe how some substances react in a mixture. Write the letter only. 1. coffee and water 2. salt and water 3. cornstarch and water 4. ice and water 5. detergent powder and water a. b. c. d. e. make water cloudy. spread evenly cannot be seen when combined settle at the bottom of the container turned water into its its colors.
V.
ASSIGNMENT: what are other substances you dissolve in water? How will this substance react in mixture? ___________________________________________ REMARKS: ___________________________________________
P.L. :
176
______________ I. OBJECTIVE:
Reading
Grade IV 3
A. Read words with en and on sound. II. SUBJECT MATTER: Reading of words with en and on sound flashcards, pictures PROCEDURES; A. Motivation: What are words with en and on sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. d en t end s ent on den con Don fen bend bent Don Don bond wend ken men p en t en lend send men d w en d went lent dent p en t bond fond pond bond bend pond ten men fond fond bent con
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing an, in un sound. D. Application: What words with an, in un sound youve learned. IV. EVALUATION: Read the following words below. 1. den 2.Don 3.bond 4.bend Assignment Make a list of words with ing sound.
5.pond
V.
P.L. : _____________________ REMARKS: _____________________
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WEDNESDAY, NOVEMBER 13, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I. II.
OBJECTIVE: Use the correct subject pronoun. SUBJECT MATTER: Using Subject Pronouns BEC Handbook in English Speaking 8, 8.1 p.18 English for You and me Reading Fun in English pp. 104-106
Chart, Flashcards, pictures III. PROCEDURES; A. Pronunciation Drill: Tongue twister Betty Botter bought some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, It will make my batter bitter. But a bit of better butter That would make my batter better."
So she bought a bit of butter, Better than her bitter butter, And she baked it in her batter, And the batter was not bitter. So 'twas better Betty Botter Bought a bit of better butter.
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B. Review: Identifying pronouns Identify the pronouns used in the sentences below. 6. He is always late to school. 7. They want to go near the river. 8. My father would like to invite him. 9. We are preparing for the fiesta. 10.Mrs. Gomez gave me a book. C. Motivation: Look at the picture of the boy chasing the dog. What can you say about the boy? Is he happy? Why? Are you enjoying playing with pets too? How are you going to take care of yourself in playing with pets? D. Unlocking of Difficulties: subject, subject pronouns E. Presentation: Activity I Study the sentences below. Underline the subject and use the correct subject pronouns : she-girl it thing he-boy they plural subject we a person and you 1. Clara is making project. ____ will pass it tomorrow. 2. The bird is crying. ___ is wet. 3. The blind man is walking. _____ will go to the church. 4. Lito is my brother. ____is in Grade Six. 5. Father and I made a toy car. ___ used a wood. Did you use the correct pronoun for gender/ she-girl it thing he-boy they plural subject we a person and you Activity 2 Use the correct object pronouns to complete the sentences below. Look at the underlined subject as your guide. 1. Belen and I met in the market. ___ havent seen for a month. 2. Rey gave me a letter. ____ saw it in our mailbox. 3. It was grandmothers birthday. ___ was very happy to see us. 4. Rona is our leader. ____ is very smart. 5. The frog is hopping. ___ went to the pond. Activity 3 Us ethe correct obeject pronoun. MatchColumn A with Column B. A B 1. Eva is beutiful. ___ is a princess. a. We 2. My teacher and I water the plant. ___ are helping each other. b. She 3. Danilo elped set the table. ___ is industrious. c. It 4. Aunt Lita, Mother, and Father went to the cemetery. d. He ___ bisted our love ones there. e. They 5. The leaf is falling. ___ is green. F. Generalization: We use the correct subject pronoun to replace a subject. she-girl it thing he-boy they plural subject we a person and you I and You
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C. IV.
Application; Make a sentence using subject pronoun. EVALUATION: Us ethe correct subject pronoun below. 1. Mother accompanied my aunt. ____ is her cousin. 2. Leo is the twin of Deo. _____ are also friends. 3. Sheena and I went to the mall. ___ bought a pizza. 4. The book is new. __ is thick. 5. Cleo, Minda and Shielou are playing. ____ are playing hide and seek. 6. ASSIGNMENT: Write 5 sentences using subject pronouns
V.
P.L. : ______________________________________ REMARKS: ______________________________________ VII.
I. OBJECTIVE: Describe how some substances react in a mixture SUBJECT MATTER: Describing how some substances react in a mixture BEC Handbook in Science 1.1, 1.2 pp. Sample Lesson Plan pp 92-93 Science for daily Use 122-123 flashcards, pictures, chart PROCEDURES; A. Science Updates B. Review: What are solutes and solvents? C. Unlocking of Difficulties: react D. Motivation: If you are going to mix milk into the water. What will happen? What is the color of the water before it? What is the color of the water after it? Why? E. Presentation: Activity I Study the sentences below. Check(/) the sentences that correctly describe some reactions of substances when dissolve. Give some examples. _____ 1. Some substances when combined make water cloudy. _____ 2. Some substances apread evenly when combined. _____ 3. Some substances cannot be seen when combined in solvent. _____ 4. Some substances settle at the bottom of the container when mixed in water. _____ 5. Some substances turned water into its baring colors.
180
II.
III.
Activity 2 Describe how will the substance react. Choose the letter of the correct answer. 1. Milk and water 2. Tawas and water 3. Sand and water 4. Orange powder and water 5. Flour and water f. g. h. i. j. make water cloudy. spread evenly cannot be seen when combined settle at the bottom of the container turned water into its its colors. Activity 3 Describe how will the materials in the picture will react in the mixture.
IV.
F. Generalization: \ What have you learned? Is it presently observed in your houses? What mixture is that? G. Application: Is it presently observed in your houses? What mixture is that? EVALUATION: Describe how some substances react in a mixture. Write the letter only. 1. coffee and water 2. salt and water 3. cornstarch and water 4. ice and water 5. detergent powder and water a. b. c. d. e. make water cloudy. spread evenly cannot be seen when combined settle at the bottom of the container turned water into its its colors.
V.
ASSIGNMENT: what are other substances you dissolve in water? How will this substance react in mixture? ___________________________________________ REMARKS: ___________________________________________
P.L. :
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______________ I. OBJECTIVE:
Reading
Grade IV 3
B. Read words with en and on sound. II. SUBJECT MATTER: Reading of words with en and on sound flashcards, pictures PROCEDURES; A. Motivation: What are words with en and on sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. d en t end s ent on den con Don fen bend bent Don Don bond wend ken men p en t en lend send men d w en d went lent dent p en t bond fond pond bond bend pond ten men fond fond bent con
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing an, in un sound. D. Application: What words with an, in un sound youve learned. IV. EVALUATION: Read the following words below. 2. den 2.Don 3.bond 4.bend Assignment Make a list of words with ing sound.
5.pond
V.
P.L. : _____________________ REMARKS: _____________________
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THURSDAY, NOVEMBER 14, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I. II.
OBJECTIVE: Identify cause and effect SUBJECT MATTER: Identifying Cause and Effect BEC Handbook in English Reading 8, 8.2 p.18 English for You and me Reading pp 124-126 Fun in English pp. 104-106 Chart, Flashcards, pictures PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore.
183
III.
B.
Review: Have the pupils show their colored cards.
Present some statements or events that show cause-effect relationship. Example: Yellow cards for the cause and green cards for the effect.
___ 1. The grass did not get any water. (C) ___ The grass turned brown. (E) ___ 2. Aramae wasnt able to take pictures. (E) ___ She forgot her camera. (C) ___ 3. I can watch television now. (E) ___ Ive done all my homework. (C) C. Motivation: Look at how you will construct a sentence with this questions: Why are you ahhpy? Why do you want to be happy? What are the clue words you use? Is it good to be ahppy? Why? D. Unlocking of Difficulties: clue words/guide words E. Presentation: Activity I Read the following sentences. Write the missing word clue because or so that in the blank to complete the sentence that shows a cause-effect relationship. 1. 2. 3. 4. 5. We decided to cool it off in a pool ______ it was a very hot day. Andy broke his leg ______ he fell down the stairs. The bamboos were buried in sea sand for a year ______ they can be cured. Now I can ride my bike outside ______ I have done all my homework. Ara called Mae ______ she can talk to her. Activity 2 Rewrite each pair of sentences to show cause-effect relationship. Use the appropriate word clue because or so that. 1. Aramae tried her best to get the scholarship Her parents would be proud of her. (so that) 1. Maria stayed in the class until late afternoon. She can finish her school project. (so that) 3. Romeo was the last boy in the line of graduates. He was the tallest boy in his batch. (because) 4.The concert has been postponed. Some members of the band got sick. (because) 5.We could not see the street signs clearly. It was beginning to get dark. (because) Activity 3 Finish the sentence by writing the probable cause or effect. Use the appropriate word clue because or so that. 1. 2. 3. 4. 5. Bobby went inside the house. ____________________. ______________________ she will not be late in school. Study your lessons every day ______________________. ______________________ the show is funny. Cely went back to the classroom ___________________.
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F. Generalization: Ask: What clue words show a cause-effect relationship? because, so that When do we used the word so that? so that is used before an effect What questions bring out sentences showing cause and effect relationship? why questions G. Application; Think of a cause/effect and let your classmate complete it. IV. EVALUATION: Use because or so that to compelte the sentences below. 1. The boy got toothache____ he ate lots of candies. 2. He is hungry____ the baby cried 3. He feel from a tall tree ____ he got fractured. 4. Dindo and Celso heard mass very early morning ____ they could watch the parade afterwards 5. The people used farm products to decorate their houses ______ they wanted to thank God for a good harvest.
V.
ASSIGNMENT: Write 5 sentenecs with cause and effect relationship.
P.L. : ______________________________________ I. REMARKS: ______________________________________
I. OBJECTIVE: Identify the factors affecting the solubility of substances. II. SUBJECT MATTER: Identifingy the Factors Affecting the Solubility of Substances BEC Handbook in Science 1.1, 1.2 pp. Sample Lesson Plan pp 92-93 Science for daily Use 123 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: How some substances react in mixture? C. Unlocking of Difficulties: solubility, affecting D. Motivation: Mix tablesalt in a water. Mix sugar in a water. Which substance dissolved faster? Why? What do you think is the reason why it dissolves faster than the other?
185
E. Presentation: Activity I Do these activtivy and identify the factors affecting the solubility of the substance. Materials: water, cooking oil, alcohol, gasoline, water container Procedures: 1. Put together in a container the following. - Water and alcohol - Water and oil - Water and gasoline - Gasoline and alcohol 2. Observe each. Answer; 1. Which substances mix together easily? 2. Which substances mixed partially? 3. Which substances did not mix at all? Factors affecting the solubility: ________________ Activity 2 Do these activtivy and identify the factors affecting the solubility of the substance. Materials: solute: sugar, salt, powdered milk Solvent: Procedures: 1. Prepare two glasses. 2. Fill one glass with hot water. 3. Fill the other glass with tap water or cold water. 4. Stir one tablespoon of sugar in a cup of hot water. 5. Measure the time it will take sugar to dissolve in hot water. 6. Repeat the activity using tap or cold water. 7. do the same steps with the other substances. Answer; 1. In which glass did sugars dissolve faster? Why? Factors affecting the solubility: ________________ Activity 3 Check the factors taffecting the solubility of he substance. ____ color ____ shape ____ temperature ____ amount ____ miscibility F. Generalization: What have you learned? Is it presently observed in your houses? What mixture is that? G. Application: What will you do next time, so your substance will dissolved fat in liquids? EVALUATION: Identify the factors affecting the solubity of the substance being sgown below. 1. Many salt where dissolve in the water so it takes minutes before Lita could dissolve it. 2. Aling Rosa find it easier to dissolve the milk of her baby using hot water.
186
IV.
3. Even if Nita will shake the bottle. Still oil will not dissolve in water. 4. A tablespoon of sugar will dissolve fast in a glass of water. 5. Alcohol and water dissolves completely with one another. V. ASSIGNMENT: what are other substances you dissolve in water? How will this substance react in mixture? ___________________________________________ REMARKS: ___________________________________________
P.L. :
______________
Reading
Grade IV 3
I. OBJECTIVE: A. Read words with ang, ing, ong, and ung sound. II. SUBJECT MATTER: Reading of words with ang, ing, ong, and ung sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ang, ing, ong, and ung sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. sing pang hang tong bring slang clung pang along stung song long rung clang singing banging Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ang, ing, ong, and ung sound. D. Application: What words with ang, ing, ong, and ung sound youve learned. EVALUATION: Read the following words below. 1. song 2.sting 3.pang 4.along 5.stung Assignment Make a list of words with ing sound. lung hung rang gang song sting ing ring tong hang ringing bringing
III.
IV.
V.
P.L. : _____________________ REMARKS: _____________________

187
MONDAY, NOVEMBER 18, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 3RD Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
8:00 9:00
I. II.
OBJECTIVE: Use will and shall in a sentence SUBJECT MATTER: Using Will and Shall BEC Handbook in English Reading 8, 8.2 p.18 English for You and me Language,pp. 140-141 Chart, Flashcards, pictures PROCEDURES; A. Pronunciation Drill: Tongue twister I need not your needles, they're needless to me; For kneading of noodles, 'twere needless, you see; But did my neat knickers but need to be kneed, I then should have need of your needles indeed.
B.
III.
Review: Have the pupils show their colored cards.
Present some statements or events that show cause-effect relationship. Example: Yellow cards for the cause and green cards for the effect.
188
___ 1. The grass did not get any water. (C) ___ The grass turned brown. (E) ___ 2. Aramae wasnt able to take pictures. (E) ___ She forgot her camera. (C) ___ 3. I can watch television now. (E) ___ Ive done all my homework. (C) C. Motivation: What do you want to be when you grow up? Why? How will you work for it? D. Unlocking of Difficulties: Using Semantic Webbing What do you know about the following?
rainbow
ladder
E. Presentation: Activity I
Read the poem as the pupils read silently.
When I grow up I will someday Paint a rainbow down this way. I shall climb upon A ladder high Paint a rainbow in the sky.
Activity 2
What will the girl do? When will she paint a rainbow? Where will she paint a rainbow? What about you? What will you do when you grow up? Show pictures of community helpers. Ask the pupils to get one and tell something about the picture. Example: When I grow up.
189
1. I will be a nurse I will help the sick.
2._____________ _____________
3._____________ _____________
4._____________ _____________
5._____________ _____________ Ask: What should you do to make your dream come true? (study hard) Then ask: How will you do that? Lets read: I will be a nurse. I will help the sick. I will be a dentist. I will take care of your teeth. I will be a teacher. I shall teach little children. What do the sentences tell? When will these happen? (in the future) What words show future actions? (will, shall) What will you do on Saturday? Sunday?
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Activity 3
A. Group Activity Divide the pupils in four groups to work on different activities. Group I: Read the first sentences, then give an answer to each question. 1. You will go to the supermarket tomorrow. What will you do there? __________________________ 2. Mother got some flour, sugar, milk and eggs. What will she do? __________________________ 3. Our family will go to the beach on Sunday. What shall we do there? __________________________ 4. Maria saw a one-hundred peso bill. What will she do with it? __________________________ 5. Its your birthday tomorrow. What will you do?
F. Generalization:
The future tense of the verb can be formed by adding will or shall before the verb. will jump shall live will sit shall bake will sleep shall draw These words tell us that the action will happen in the future.
F. Application;
Complete each sentence. Show the actions. What will the following animals do when they see their master? A horse will ________________ A bird will _________________ A dog will __________________ A cat will ___________________ A goat will _________________ Group Work Presentation (Each group presents its work) B. Individual Activity Imagine what you will be after 20 years. Write sentences using the future tense of the verb.
IV.
EVALUATION:
Use will and shall about each picture using the future tense of the verb.
1. sleep early tonight
2. wake up early tomorro
3. go to church on Sunday
4. go home this afternoon
6. 5. wash clothes on Saturday

191
V.
ASSIGNMENT:
Make a list of things you will do before going to school tomorrow.
P.L. : ______________________________________ I. REMARKS: ______________________________________
I. OBJECTIVE: Identify the effects of pollution on people, plants and animals. II. SUBJECT MATTER: Effects of Pollution on People, Plants and Animals BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use 99 132-133 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: How Chemical substances pollute Describe how chemical substances pollute land and water. 1. Many salt where dissolve in the water so it takes minutes before Lita could dissolve it. 2. Aling Rosa find it easier to dissolve the milk of her baby using hot water. 3. Even if Nita will shake the bottle. Still oil will not dissolve in water. 4. A tablespoon of sugar will dissolve fast in a glass of water. 5. Alcohol and water dissolves completely with one another. C. Unlocking of Difficulties: pollution, effects D. Motivation: Have you burned a plastic? What happen if you burn it? Does it have useful effect/harmful effect? How? E. Presentation: Activity I Study the picture below and identify the picture that gives harmful effect of pollution on people, plants and animals.
Activity 2 Read the sentenecs below and identify the effects of pollution on people, animals and plants. Write true or false. ____1. Air pollution affect peoples health.
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____2. Smoke can irritate our eyes. ____3. Breathing problems can lead to lungg diseases. ____4. We will get intelligent because of pollution. ____5. People will be healthy if there is pollution. Activity 3 Copy the sentences that gives correct effect of pollution. 1. Polluted air can make your eyes itchy. 2. Polluted land is beautiful. 3. Polluted water contains germs that can make you sick. 4. Polluted water affects the water we use for drinking, cleaning and cooking. 5. Polluted water does not contaminate the fish we eat. F. Generalization: Pollution affects people, aimals and plants. G. Application: Does pollution have great effects on you already? What is that effect? EVALUATION: Identify the effects of pollution below. ____ 1. Pollution can cause lubg cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. ASSIGNMENT: what are other other effects of poluution? ___________________________________________ REMARKS: ___________________________________________
IV.
V. P.L. :
______________
Reading
Grade IV 3
I. OBJECTIVE: A. Read words with ook, ind, oi and oy sound. I. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce?
193
II.
B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. III. EVALUATION: Read the following words below. 1. crawl 2.new Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
3.haul
4.drew 5. Paul
IV.
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TUESDAY, NOVEMBER 18, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I. I.
OBJECTIVE: A. Use the past forms of regular verbs. SUBJECT MATTER: Using the Past Forms of Regular Verbs References: PELC II 9 Everyday English, pp. 181-182 http://www.elementary.ph/using-past-forms-regular-verbs
Value Focus: Patience and Hard work
II.
PROCEDURES; A. Pronunciation Drill: Tongue twister I need not your needles, they're needless to me; For kneading of noodles, 'twere needless, you see; But did my neat knickers but need to be kneed, I then should have need of your needles indeed. B. Review: Underline the correct form of the verb below.
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a. Tourism (give, gives) us investments to improve our economy. b. My dog (learn, learns) a few tricks from me. c. Our parents (teach, teaches) us good manners. d. I (want, wants) to take up Engineering. C. Motivation: Show pictures of the early Filipinos. Ask: Who are in the picture? (early Filipinos/our forefathers)
D. Unlocking of Difficulties: past E. Presentation: Activity I

Read the following sentences and underline the time expression used.. 1. 2. 3. 4. 5. It rained very hard last Friday. People lived in Caves long ago. Some foreigners visited our school last April. Magellan discovered the Philippines in 1521. We harvested some abaca yesterday.
What words denote time? What does it shows?
Activity 2 Game: Draw Lots Direction: Draw a piece of paper with a verb written on it. Give its past tense form, then use it in a sentence. 1. borrow 6. cook 11. remove 2. look 7. talk 12. wash 3. plant 8. plants 13. help 4. paint 9. wants 14. visit
5. play 10. record 15. report
Activity 3 A. Read the selections below. List down the verbs in the past tense. Ancestors of the Past Our ancestors of the past if we have to recall, Lived difficult lives, but complained not at all. They cultivated lands with their hands, though small. Mere use of the stick helped them plant rice and corn!
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They hunted animals, even in the lowlands. Chased fast running deer all along the uplands. In the rivers and seas, they fished using rods, They were so patient then, they did sacrifice much! F. Generalization: 1. When do we use the past form of verbs? (The past form of verbs is used when talking about things that happened in the past. Sometimes expressions that tell past time are added.) 2. How do we form the past tense of regular verbs? (They are formed by adding d or ed to the base or simple form) G. Application; Read the selections below. List down the verbs in the past tense Give a verb in its present tense and opposite to it is the past form. Values integration 1. What can we say about our ancestors? (patient, industrious, hard-working) 2. How do we show respect for them? (a. Imitate their good deeds b. Treasure the landmarks they built, etc.) III. EVALUATION: Underline the correct form of the verb for each sentence. Long ago, the Ifugaos (farm, farmed, farms) the low, flat lands beside their homes. They (plants, planted, plant) rice, corn and vegetables. They (gather, gathered, gathers) stones and rocks to protect their homes. They (hunt, hunted, hunts) animals for their food. IV. ASSIGNMENT: As you go home from school today, observe the people along the way. List down the actions that they do. Use them in sentences using the past form of regular verbs. Example: The old man watched TV. The teacher carried her bag. P.L. : ______________________________________ REMARKS: ______________________________________
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Science IV
I. OBJECTIVE: Identify ways on how to prevent pollution II. SUBJECT MATTER: Ways on Preventing Pollution BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use 99 132-133 flashcards, pictures, chart III. PROCEDURES; A. Science Updates Review: Identify the effects of pollution below. ____ 1. Pollution can cause lubg cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. B. Unlocking of Difficulties: prevent C. Motivation: Look at the surroundings. What did you observe? What are you going to do to prevent pollution? How will you start it? D. Presentation: Activity I Check the sentences which tells the correct ways on preventing pollution. ____1. I dont burn garbage, leaves or paper. ____2. I ignore the litter I see. ____3. I dont throw litter around. ____4. I use disposable lunch boxes always. ____5. I Plant trees and flowering plants. Activity 2 Do the checklist below Ways to Prevent Polution 1.I use less often a barbecue stand, or an open fire-place at home. 2.I reuse plastic containers and bottles. 3. I report smoke belchers like buses, jeeps and Im doing it or I will do it. Im not doing it.
198
tricycles 4.I will not join campaign activities against pollution. 5.I will not cooperate on cleaning the land, water nd air. Activity 3 Copy the sentences that gives correct effect of pollution. Activity 2 Complete the following senteencs. 1. If I saw litter I _____________________________. 2. I can reach the school by _________________________. 3. I will use ______ in our garden. 4. I will plant _______________________. 5. I will not ___________________________. E. Generalization: Pollution can be prevented in many ways. F. Application: What will u you do next time in order to prevent pollution? EVALUATION: Identify the effects of pollution below. ____ 1. Pollution can cause lubg cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. ASSIGNMENT: what are other other effects of poluution?
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
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______________
Reading
Grade IV 3
I. OBJECTIVE: B. Read words with ook, ind, oi and oy sound. II. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. IV. EVALUATION: Read the following words below. 2. crawl 2.new Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
3.haul
4.drew 5. Paul
V.
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I. II. III.
IV.
V.
8:00 9:00
I. II.
OBJECTIVE: A. Use the past forms of regular verbs. SUBJECT MATTER: Using the Past Forms of Regular Verbs References: PELC II 9 Everyday English, pp. 181-182 http://www.elementary.ph/using-past-forms-regular-verbs
Value Focus: Patience and Hard work
III.
PROCEDURES; A. Pronunciation Drill: Tongue twister I need not your needles, they're needless to me; For kneading of noodles, 'twere needless, you see; But did my neat knickers but need to be kneed, I then should have need of your needles indeed. B. Review: Underline the correct form of the verb below.
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a. Tourism (give, gives) us investments to improve our economy. b. My dog (learn, learns) a few tricks from me. c. Our parents (teach, teaches) us good manners. d. I (want, wants) to take up Engineering. C. Motivation: Show pictures of the early Filipinos. Ask: Who are in the picture? (early Filipinos/our forefathers)
D. Unlocking of Difficulties: past E. Presentation: Activity I

Read the following sentences and underline the time expression used.. 1. 2. 3. 4. 5. It rained very hard last Friday. People lived in Caves long ago. Some foreigners visited our school last April. Magellan discovered the Philippines in 1521. We harvested some abaca yesterday.
What words denote time? What does it shows?
Activity 2 Game: Draw Lots Direction: Draw a piece of paper with a verb written on it. Give its past tense form, then use it in a sentence. 1. borrow 6. cook 11. remove 2. look 7. talk 12. wash 3. plant 8. plants 13. help 4. paint 9. wants 14. visit
5. play 10. record 15. report
Activity 3 B. Read the selections below. List down the verbs in the past tense. Ancestors of the Past Our ancestors of the past if we have to recall, Lived difficult lives, but complained not at all. They cultivated lands with their hands, though small. Mere use of the stick helped them plant rice and corn!
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They hunted animals, even in the lowlands. Chased fast running deer all along the uplands. In the rivers and seas, they fished using rods, They were so patient then, they did sacrifice much! F. Generalization: 1. When do we use the past form of verbs? (The past form of verbs is used when talking about things that happened in the past. Sometimes expressions that tell past time are added.) 2. How do we form the past tense of regular verbs? (They are formed by adding d or ed to the base or simple form) G. Application; Read the selections below. List down the verbs in the past tense Give a verb in its present tense and opposite to it is the past form. Values integration 1. What can we say about our ancestors? (patient, industrious, hard-working) 2. How do we show respect for them? (a. Imitate their good deeds b. Treasure the landmarks they built, etc.) IV. EVALUATION: Underline the correct form of the verb for each sentence. Long ago, the Ifugaos (farm, farmed, farms) the low, flat lands beside their homes. They (plants, planted, plant) rice, corn and vegetables. They (gather, gathered, gathers) stones and rocks to protect their homes. They (hunt, hunted, hunts) animals for their food. V. ASSIGNMENT: As you go home from school today, observe the people along the way. List down the actions that they do. Use them in sentences using the past form of regular verbs. Example: The old man watched TV. The teacher carried her bag.
P.L. : ______________________________________ REMARKS: ______________________________________
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Science IV
I. OBJECTIVE: Identify ways on how to prevent pollution II. SUBJECT MATTER: Ways on Preventing Pollution BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use 99 132-133 flashcards, pictures, chart III. PROCEDURES; A. Science Updates Review: Identify the effects of pollution below. ____ 1. Pollution can cause lubg cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. B. Unlocking of Difficulties: prevent C. Motivation: Look at the surroundings. What did you observe? What are you going to do to prevent pollution? How will you start it? D. Presentation: Activity I Check the sentences which tells the correct ways on preventing pollution. ____1. I dont burn garbage, leaves or paper. ____2. I ignore the litter I see. ____3. I dont throw litter around. ____4. I use disposable lunch boxes always. ____5. I Plant trees and flowering plants. Activity 2 Do the checklist below Ways to Prevent Polution 1.I use less often a barbecue stand, or an open fire-place at home. 2.I reuse plastic containers and bottles. 3. I report smoke belchers like buses, jeeps and Im doing it or I will do it. Im not doing it.
204
tricycles 4.I will not join campaign activities against pollution. 5.I will not cooperate on cleaning the land, water nd air. Activity 3 Copy the sentences that gives correct effect of pollution. Activity 2 Complete the following senteencs. 1. If I saw litter I _____________________________. 2. I can reach the school by _________________________. 3. I will use ______ in our garden. 4. I will plant _______________________. 5. I will not ___________________________. E. Generalization: Pollution can be prevented in many ways. F. Application: What will u you do next time in order to prevent pollution? EVALUATION: Identify the effects of pollution below. ____ 1. Pollution can cause lubg cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. ASSIGNMENT: what are other other effects of poluution?
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
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______________
Reading
Grade IV 3
I. OBJECTIVE: C. Read words with ook, ind, oi and oy sound. II. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. IV. EVALUATION: Read the following words below. 3. crawl 2.new Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
3.haul
4.drew 5. Paul
V.
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MONDAY, NOVEMBER 25, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 4TH Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
8:00 9:00
I. I. OBJECTIVE: A. Use the future form of verbs. SUBJECT MATTER: Using the Future Form of Verbs
References: PELC II 9 New Dynamic Series in English pp.203-204 Materials: Horoscope and song Que Sera Sera, charts http://www.elementary.ph/using-future-form-verbs
Value Focus: Aiming high
II.
PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore.
Had Soar seen See's saw Before See sawed Soar's seesaw, See's saw would not have sawed Soar's seesaw. So See's saw sawed Soar's seesaw. But it was sad to see Soar so sore
207
Just because See's saw sawed
Soar's seesaw
B. Review: Underline the correct form of the verb below. a. Tourism (give, gives) us investments to improve our economy. b. My dog (learn, learns) a few tricks from me. c. Our parents (teach, teaches) us good manners. d. I (want, wants) to take up Engineering. C. Motivation: Ask: Being a grade IV pupils, do you already have some plans of what you want to be in the future? What would you like to be in the future? Say: Today, you will listen to a song about a little girls dream. Lets find out about it. D. Unlocking of Difficulties: future E. Presentation: Activity I Listen to the song then answer the questions that follow. Song: Que Sera Sera When I was a little girl Que sera, sera I asked my mother what will I What ever will be, will be be The futures not ours to see Will I be pretty? Will I be great? Que sera, sera This is what she said to me. What will be, will be Discussion and Analysis Comprehension Questions 1. Who was talking n the story? 2. What did she ask from her mother?. 3. What were her Mothers answers to her questions? 4. What would you like to be in the near future? Values Integration What will you do in order to attain your dream in the future? Lets read and analyze the following sentences 1. I will study hard to become a doctor someday. 2. I shall serve my country when I grow up. 3. I am going to buy a car in the coming years. Ask: a. What are the verbs used in each sentence? b. What kind of action does each verb express? c. What comes before the base form of verbs? d. How do we form the verb in the future tense? e. What are the time markers used in the sentences?
Activity 2
208
Directions: Supply the missing future tense form of the verbs in the following horoscope readings. Horoscope Virgo (Aug. 25-Sept. 22): Today is your lucky day. You (meet) ________ a friend. She (offer) ________ you job opportunities. (will meet, will offer) Libra (Sept. 23-Oct. 22): Someone (try) ________ to convince you to join a beauty contest. She (promise) ________ lots of money in return. Do not be deceived. (is going, will promise) Scorpio (Oct. 23-Nov. 21): There (be) ________ a surprise for you. But you have to show confidence. Things (turn) ________ out well if you keep your composure. (will be, will turn) Sagittarius (Nov. 22-Dec. 21): Some friends (ask) ________ you for advice. This (be) ________ the start of a good relationship with them. They (invite) ________ you to play. You (have) ________ a nice day. (will ask, will be, will invite, will have) Activity 3 Write the correct future form in each sentence below. Its Saturday morning. Mrs. Mercado will go to market. By the time she gets back. 1. Cielo ____ ____ (wash) the clothes. 2. She ____ ____ (clean) the house, too. 3. Anita ____ ____ (fix) the beds. 4. Lito ____ ____ (mend) the fence. 5. Ramon ____ ____ (sweep) the floor. 6. Angie ____ ____ (throw) the garbage. 7. Father ____ ____ (hang) the picture. 8. Aunt Remy ____ ____ (prepare) the salad 9. Uncle Bert ____ ____ (call up) the T.V. repairman. 10.Grandmother ____ ____ (feed) the chickens. F. Generalization: When do we use the future tense? (We use the future tense to tell the action that will be done in the future.) How do we know that they are action to be done in the future? (The words will, shall, and going to are attached or paired with the base form of the verb. Time markers like next week, soon, when I grow up are also used to indicate future time.) G. Application; Group Activity: Group the children by fives and let them sit together to share their plans for the future. Ask: When you grow up and you have your jobs, how will you help your community? A leader is chosen to report the results of their discussion. III. EVALUATION: Use the future tense of the verb before each number.
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witness enjoy Raise use live
1. 2. 3. 4. 5.
You ________ the progress of the country in the near future. Everyone ________ a peaceful and abundant life. Farmers ________ better crops by using natural fertilizers. People ________ better transport facilities in the year to come. You ________ a beautiful life.
IV. ASSIGNMENT: Formulate sentences using the verbs in the future tense. 1. think 2. dream 3. go 4. plant 5. ride P.L. : ______________________________________ REMARKS: ______________________________________
Science IV
I. OBJECTIVE: Identify kinetic energy and potential energy. I. SUBJECT MATTER: Identify Kinetic Energy and Potential Energy BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use pp 146-148 flashcards, pictures, chart II. PROCEDURES; A. Science Updates Review: Identify the effects of pollution below. ____ 1. Pollution can cause lung cancer, bronchitis and asthma. ____ 2. The chemicals from water will be absorbed by fishes and does harmful effect on human who will eat it. ____3. Pollution can make the community progress. ____4. Children will enjoy a polluted environment. ____5. Pollution lead to greenhouse effect. B. Unlocking of Difficulties: energy C. Motivation: Look at this picture.
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PE- Potential Energy KE -Kenetic Energy
Ask: What is te energy at rest? What is the energy in motion? What makes the object in motion? Is there energy in object not moving? Why? D. Presentation: Activity I Read the sentences below. Identify the kinetic eneegy and potential energy. Write the letters PE for potential energy and KE for Kinetic Energy. ____1. The girl is standing. ____2. A jeep is on the parking lot.. ____3. The remote controlled car is running. ____4. The birds fly. ____5. An airplane zooms into the sky . Activity 2 Identify the picture showing kinetic enegy and potential energy. Check the table. POTENTIAL ENERGY KINETIC ENERGY
A c t i v i t y 3 Copy the sentences that gives correct effect of pollution.
Act ivit y2 D o t
211
he following task written on the strip of paper.And let your classmate identify the kind of enegy presented. 1. Sit on a chair 2. Roll the ball 3. Stand at the door step 4. Move the desk 5. Lie on the floor E. Generalization: The difference between potential and kinetic energy lies in the capacity of an object to do work. An object with potential energy has a stored energy. It is the energy at rest. A moving energy possesses kinetic energy. F. Application: Look around you. What object possesses kinetic energy? Potential energy? EVALUATION: Identify kinetic and potential energy. Write PE and KE. ____ 1. Ball bouncing ____ 2. batter preparing to strike the ball ____3. Athletes running for 100m ____4. Mango hanging up a tree ____5. Battery in a car ASSIGNMENT: Give 5 examples of object possesses kinetic and potential energy. ___________________________________________ REMARKS: ___________________________________________
III.
IV. P.L. :
______________ I. OBJECTIVE:
Reading
Grade IV 3
A. Read words with ea sound. I. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear dead spread r eady deaf dread ahead readily sweat tread behead deadly sweater bread instead realm headlight
212
II.
weather heavy meant
leather heaven read
feather leaven breast
heather heavily forbear
leathern readiness spreading
III.
IV.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread Assignment Make a list of words with ea sound. P.L. : _____________________ D. REMARKS: _____________________
5.bread
213
214

I. II. III.
IV.
V.
8:00 9:00
I. II.
OBJECTIVE: A. Identify the time expressions used that agrees with the verb. SUBJECT MATTER: Time Expressions References: PELC II 9 New Dynamic Series in English pp.203-204 Materials: Horoscope and song Que Sera Sera, charts http://www.elementary.ph/using-future-form-verbs
Value Focus: Aiming high
III.
PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore.
Had Soar seen See's saw Before See sawed Soar's seesaw, See's saw would not have sawed Soar's seesaw.
So See's saw sawed Soar's seesaw. But it was sad to see Soar so sore
215
Just because See's saw sawed
Soar's seesaw
B. Review: Use the correct form of the verb below. 1. a. Cielo ____ ____ (wash) the clothes. 2. She ____ ____ (clean) the house, too. 3. Anita ____ ____ (fix) the beds. 4. Lito ____ ____ (mend) the fence. 5. Ramon ____ ____ (sweep) the floor. C. Motivation: Ask the pupils: What are the things you do every day? Have you ever experienced forgetting some of these things? Why? What do you do if you forget some things? Say: Ben is a nine-year old boy who has lots of things to do. Would you like to know what Ben has done, does and plans and to do? Let us look at his schedule. D. Unlocking of Difficulties: future E. Presentation:
Activity I MY SCHEDULE(Ben)
What I do: Every Morning jog around the yard - eat breakfast Every day go to school Every Saturday help in the household chores Every Sunday go to church What I will do: Next week watch a movie Next month visit grandparents What I did: last Night fixed my things last Summer went to the beach last Month made my project
1. Analysis and Discussion Ask: What is a schedule all about? Why do you think Ben made a time schedule? When does Ben jog and eat breakfast? (Every morning) When does he go to school? (Every day) What does he do every Saturday and Sunday? When will he watch movies? (next week) When will he visit his grandparents? (next month) What are the things he has done? When did he do those things? (last night, last summer, last month) Teacher writes pupils responses on the board as shown below. PAST PRESENT FUTURE Last night Last summer Every Every Every Every morning day Saturday Sunday Next week Next month
Activity 2
216
Instructions: Underline the time expressions use in the sentence. 1. What does your father do every day? 2. What did you do last night? 3. When will your mother go to market? 4. What are you going to do today? 5. How many times do you water your plants? Activity 3 Write the correct future form in each sentence below. Its Saturday morning. Mrs. Mercado will go to market. By the time she gets back. 6. Cielo ____ ____ (wash) the clothes. 7. She ____ ____ (clean) the house, too. 8. Anita ____ ____ (fix) the beds. 9. Lito ____ ____ (mend) the fence. 10.Ramon ____ ____ (sweep) the floor. 11.Angie ____ ____ (throw) the garbage. 12.Father ____ ____ (hang) the picture. 13.Aunt Remy ____ ____ (prepare) the salad 14.Uncle Bert ____ ____ (call up) the T.V. repairman. 15.Grandmother ____ ____ (feed) the chickens. F. Generalization: When do we use the future tense? (We use the future tense to tell the action that will be done in the future.) How do we know that they are action to be done in the future? (The words will, shall, and going to are attached or paired with the base form of the verb. Time markers like next week, soon, when I grow up are also used to indicate future time.) G. Application; Group Activity: Group the children by fives and let them sit together to share their plans for the future. Ask: When you grow up and you have your jobs, how will you help your community? A leader is chosen to report the results of their discussion. IV. EVALUATION: Use the future tense of the verb before each number. witness 1. You ________ the progress of the country in the near future. enjoy 2. Everyone ________ a peaceful and abundant life. Raise 3. Farmers ________ better crops by using natural fertilizers. use 4. People ________ better transport facilities in the year to come. live 5. You ________ a beautiful life. V. ASSIGNMENT: Formulate sentences using the verbs in the future tense. 6. think
217
7. dream 8. go 9. plant 10.ride P.L. : ______________________________________ REMARKS: ______________________________________
Science IV
I. OBJECTIVE: Identify the ways/methods of heat transfer II. SUBJECT MATTER: Heat Transfer BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use pp 146-148 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: friction C. Unlocking of Difficulties: energy, heat, radiation, conduction, convection D. Motivation: Look at this picture.and descrive each
E. Presentation: Activity I Read the sentencves below and identify the methods of hest transfer. 1. Hot coffee is stirred with a spoon, the spoon gets hot due to _______________. 2. A chair is placed several feet from a fire in a fireplace. The fireplace has a glass screen. The side of the chair facing the fireplace gets warm because of_______________. 3. A certain type of decorative lamp contains colored liquids. These liquids form globs that break off and rise to the top of the liquid. The globs rise due to _______________.
218
4. Near the ceiling of a room the air is warmer. The warm air rises because of _______________. 5. A college student holds the back of his hand near an iron to see if it is hot. Heat is transferred to his hand by _______________. 6. A heater is placed under one corner of a water bed mattress. Warm water moves throughout the mattress because of _______________. 7. A certain type of stainless steel cookware has a layer of copper applied to the bottom to help it heat evenly. The copper transfers heat to the pan by _______________. 8. In a swimming pool, the water near the surface is slightly warmer. The warm water rises because of _______________. 9. One end of a copper rod is placed in a flame of a Bunsen burner. Small pieces of wax placed along the rod melt at progressively larger distance from the flame. Heat is transferred through the rod by _______________. 10. A house burns down. On the house across the street, all of the vinyl siding is twisted and warped by the heat. The heat was transferred across the street by _______________. Activity 2 Identify the method of heat transfer being shown in the picture
Activity 3 Identify the methods of heat transfer being described below. 1. Conduction; Heat is being transferred between two solids. 2. Convection; Heat is being carried through a gas in currents around the room . 3. Conduction; Heat is being transmitted betweenthe solid burner and the bottom of the pan. 4. Radiation; Energy is being transferred through space. 5. Radiation; Energy from the Sun is being transferred through space toward Earth. 6. Conduction; Heat is being transferred between two solids. 7. Convection; Heat is moving in currents through the _uid. 8. Radiation; Heat is
219
being transferred by waves through space.
Activity 2 Do the following task written on the strip of paper.And let your classmate identify the kind of enegy presented. 1. Sit on a chair 2. Roll the ball 3. Stand at the door step 4. Move the desk 5. Lie on the floor F. Generalization: The difference between potential and kinetic energy lies in the capacity of an object to do work. An object with potential energy has a stored energy. It is the energy at rest. A moving energy possesses kinetic energy. G. Application: Look around you. What object possesses kinetic energy? Potential energy? EVALUATION: Identify kinetic and potential energy. Write PE and KE. ____ 1. Ball bouncing ____ 2. batter preparing to strike the ball ____3. Athletes running for 100m ____4. Mango hanging up a tree ____5. Battery in a car ASSIGNMENT: Give 5 examples of object possesses kinetic and potential energy. ___________________________________________ REMARKS: ___________________________________________
IV.
V. P.L. :
______________
Reading
Grade IV 3
I. OBJECTIVE: a. read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; E. Motivation: What are words with ea sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words.
220
III.
head stead steady bear weather heavy meant
dead spread r eady deaf leather heaven read
dread ahead readily sweat feather leaven breast
tread behead deadly sweater heather heavily forbear
bread instead realm headlight leathern readiness spreading
IV.
V.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ea sound. H. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: ________________
5.bread
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I. II. III.
IV.
V.
8:00 9:00
I.
OBJECTIVE: Use am, is and are in ing form of the verb. SUBJECT MATTER: Using am, is and are in ing form of the verb.. PELC 3.4 p.17 English for You and me (L) pp 64-65 -Pictures, Chart, flashcard PROCEDURES; A. Drill : Reading the poem. . B. Review: identifying verbs. C. Unlocking of Difficulties: form D. Motivation: Look at the picture. What is he doing? Is ____ a verb? Why? What did you observe at the end of the word? What are the last three letters?
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II.
III.
E. Presentation: Activity I Use am, is and are in ing form of the verb. 1. I ____ (eat) my snack. 2. Tina ______(study) her lesson. 3. The children _______(play) ball games. 4. The birds __________ (fly) high. 5. The teacher _____(smile) at the pupils. Check and discuss. Activity 2 Use the is, and are to form a sentence with the given verb. 1. Talk 4. sudy
2. ````
smell
5.
toast
3.
swim
Activity 2 Use am, is and are in ing form of the verb to complete the sentence A B 1. Mother ________preparing lunch now. 2. The workers ______ washing the dishes. 3. I ____ cleaning the table. 4. Grandmother ___ taking sare of us. 5. My classmates _______sitting. F.Generalization: How are we going use am, is and are in verb? G.Application: What are the actions you everyday? What are the actions your friend does everyday? What are the actions your classmates do everyday?
IV.
EVALUATION: Use am, is and are in ing form of the verb to complete the sentence. 1. Tina _____ making her project. 2. The pupils ____ cutting the paper. 3. The baby ___ looking for the toy. 4. The teachers ____planning for a trip. 5. I ___ going to the mall.
V.
ASSIGNMENT: Write a 2 sentences using am, 2 sentenecs using is and 2 sentences ugsing are in verbs. P.L. : __________________________________________ REMARKS: ___________________________________________
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Science IV
I. OBJECTIVE: Identify the ways/methods of heat transfer II. SUBJECT MATTER: Heat Transfer BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use pp 146-148 flashcards, pictures, chart III. PROCEDURES; B. Science Updates C. Review: friction D. Unlocking of Difficulties: energy, heat, radiation, conduction, convection E. Motivation: Look at this picture.and describe each
F. Presentation: Activity I Read the sentences below and identify the methods of hest transfer. 1. Hot coffee is stirred with a spoon, the spoon gets hot due to _______________. 2. Near the ceiling of a room the air is warmer. The warm air rises because of _______________. 3. A college student holds the back of his hand near an iron to see if it is hot. Heat is transferred to his hand by _______________. 4. A certain type of stainless steel cookware has a layer of copper applied to the bottom to help it heat evenly. The copper transfers heat to the pan by _______________. 5. In a swimming pool, the water near the surface is slightly warmer. The warm water rises because of _______________. 6. A house burns down. On the house across the street, all of the vinyl siding is twisted and warped by the heat. The heat was transferred across the street by _______________.
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Activity 2 Identify the method of heat transfer being shown in the picture
Activity 3 Identify the methods of heat transfer being described below. 1. Conduction; Heat is being transferred between two solids. 2. Convection; Heat is being carried through a gas in currents around the room . 3. Conduction; Heat is being transmitted between the solid burner and the bottom of the pan. 4. Radiation; Energy is being transferred through space. 5. Radiation; Energy from the Sun is being transferred through space toward Earth. 6. Conduction; Heat is being transferred between two solids. 7. Convection; Heat is moving in currents through the Fluid. 8. Radiation; Heat is being transferred by waves through space.
G. Generalization: What are the three methods of heat transfer? Tell the meaning of each method. H. Application: What are the three methods of heat transfer? Look at your surroundings , cite examples of any method of heat transfer. EVALUATION: Identify methods of heat transfer being described below. ____ 1. Air is being carried from the cold part of the room to the hottest part. ____ 2. A heat will transfer due to contact from a solid object. ____3. Heat is being transferred by waves through space. ____4. Energy from the Sun is being transferred through space toward Earth. ____5. Heat is being carried through a gas in currents around the room
IV.
V. P.L. :
ASSIGNMENT: Give 1 example of situation in the three methods of hat transfer. __________________________________________
REMARKS: ___________________________________________
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______________
Reading
Grade IV 3
I. OBJECTIVE: b. read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
III.
IV.
V.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: ________________
5.bread
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THURSDAY, NOVEMBER 28, 2013 7:15 7:30 7:30 8:30

VI. VII.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 4TH Week Verse VIII. PROCEDURES; F. Meditation G. Roll Call H. Health Inspection I. Review: Matthew 6:33 J. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading reading by the pupils 3. Read by row. IX. EVALUATION: List down pupils who can recite the verse. X. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________
8:00 9:00
I. II. OBJECTIVE:
Use two-word verbs in sentences.
SUBJECT MATTER:
Topic: Reference: Materials: Using Two-word Verbs PELC II 8.4 tape recorder, manila paper
Value Focus: Faith in God
III.
PROCEDURES; A. Pronunciation Drill: sONG

Lift Up Your Hands Life is not all that bad, my friend, hmm. . . If you believe in yourself, If you believe theres someone Who walks through life with you, Youll never be alone; Just learn to reach out And open your heart; Lift up your hands to God And Hell show you the way. Chorus: And he said, Cast your burdens upon me, Those who are heavily laden. Come to Me, all of you who are tired Of carrying heavy loads For the yoke I will give you is easy And my burden is light;
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Come to Me and I will give you rest. When you feel the world Is tumbling down on you And you have no one That you can hold on to, Just face the rising sun And youll see hope,
And theres no need to run; Lift up your hands to God And Hell make you feel all right. (Repeat Chorus except last word) (Repeat Chorus except last line) Come to me and I will give you rest.
B. Review: Use the correct form of the verb below. 1. a. Cielo ____ ____ (wash) the clothes. 2. She ____ ____ (clean) the house, too. 3. Anita ____ ____ (fix) the beds. 4. Lito ____ ____ (mend) the fence. 5. Ramon ____ ____ (sweep) the floor. C. Motivation:
Ask: Do you like singing or listening? What is the song that touches your heart most?
D. Unlocking of Difficulties: future E. Presentation:
Activity I
Pick out all the verbs that you can find. (believe, reach, lift, hold) What are the words followed by each verb? (preposition) Therefore, if you will combine the verb and the preposition it will no longer be a one-word verb but what? (two-word verb) Tell them that some verbs are special. They have to be used with other words to express the message they would like to convey. Some examples of these words are the following: Discuss how each are used: put on put up turn off look for stand up turn down pull out pick out pick up keep on keep up put away turn on point to point out look up look at take off work at work for get on turn to run out
Activity 2
Write two-word verbs to complete the meaning of the sentences below. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. I __________ this dress __________ the Farmers Plaza. I __________ it __________ a very kind saleslady. __________ the meaning of paraphernalia in the dictionary. Always __________ your mistakes. Carmela refused to admit her mistakes. She didnt __________ Mrs. Sanchez. __________ her, isnt she gorgeous? __________ Noli de Castro and Mel Tiangco at the radio station. Mr. Antonio promised to _________ us on Sunday. __________ me __________ early for I have a meeting with our adviser. The boy scouts __________ the quest speaker. __________ me at Dads Restaurant at 12:00 p.m.
6.
Mother is __________ for you __________ the Rizal Park
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Activity 3 Complete the paragraphs by filling in the blanks with appropriate two-word verbs. Choose the best answer from the choices in parentheses. 1. When things go wrong, __________ (hold on, hold up). Dont think that He was forgotten you. He never leaves anyone behind. He is always there to lend a hand. But of ten times we __________ (fail for, fail to) realize it. We __________ (keep on, keep in) looking for his presence. We always __________ (long to, long for) his love. F. Generalization: What are two-word verbs? G. Application; Complete the paragraphs by filling in the blanks with appropriate two-word verbs. Choose the best answer from the choices in parentheses. Mother Nature is ___________ (waiting for, waiting at) you to do something for her. Everyone is __________ (expected to, expected at) discipline himself. Using garbage should be avoided. Burning of rubbish should be minimized. We should be militant. Saving Mother Earth is everybodys duty. Dont let her die. Let us make it a better place to __________ (live in, live on). Lets do something before its too late.
IV.
1. 2. 3. 4. 5.
EVALUATION:
Non government agencies will put up the needed amount for the Pinatubo victims. Liza turned down Noels invitation because of other appointments. The president called off the meeting for other important matters. Stand by for the next bulletin. Keep up the good work. Something is in store for you.
Use two-word verbs in the sentences.
Keep up called off Stand by put up turned down
V. ASSIGNMENT: Formulate sentences using the two-word verbs . P.L. : ______________________________________ REMARKS: ______________________________________
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Science IV
I. OBJECTIVE: Identify the chemical and physical change. II. SUBJECT MATTER: Physical and Chemical Change BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 166-167 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: heat energy C. Unlocking of Difficulties: physical, chemical D. Motivation: Imagine the following; 1.coupon bond painted with blue 2.wood all burned List down your observation. Coupon bond Before after wood Before after
Properties
Color size shape object Ask: Describe the objects before doing an activity on it. What happen to the objects after doing an activity on it? Does the object change or remain the same? Activity I Identify if the activity shows PHYSICAL CHANGE or CHEMICAL CHANGE. 1.Put water in tin can - ____________________________ 2.Ice when heated- ____________________________ 3.Wood when burned- ____________________________ 4.Sand placed under the heat of the sun- ____________________________ 5.Peanut when roasted- ____________________________ Activity 2 Complete the checklist below. Activities Physical Change Chemical Change 1. Paper when burned 2. Water when heated 3.ice when frozen 4.coal when burned 5.glass when broke
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Activity 2 List down activities at home that shows physical / chemical change. Physical Change Chemical Change -
E. Generalization: Heat plays a vital role in effecting change in the state of matter around us, either physical or chemical . Some objects undergo chemical change when heated an it cant return to its original state. When objects change only its physical properties it is physical change. F. Application: Look around you. What object undergoes physical change? Chemical change? EVALUATION: Identify objects that undergo physical and chemical change. Write CC for chemical change and PC for physical change. ____ 1. Chicken when roasted ____ 2. Leaves when burned ____3. Ripening of fruits ____4. Cooking rice ____5. Folded paper ASSIGNMENT: Give 5 examples for each change in matter
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
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______________
Reading
Grade IV 3
I. OBJECTIVE: c. read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; E. Motivation: What are words with ea sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
III.
IV.
V.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ea sound. H. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: ________________
5.bread
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MONDAY, DECEMBER 2, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I.
II.
OBJECTIVE:
Use prepositions and prepositional phrase ( on, in, at, under, below, above) Subject Matter Topic: References: Materials: Prepositions Which Show Location PELC Speaking 8.3, p. 14 Language Connections, Antonio et al. 2005, p. 263 Basic English Skills Builders, Roson and Perez, 2005 pictures, sample dialogue written on manila paper, objects that can be found/seen inside the classroom/or within the school grounds, cut outs of a tree Orderliness
Value Focus:
III. Procedure A. Pronunciation Drill: Tongue Twister B. Review C. Motivation (Game) Tell Me Where It Is Directions: 1. Divide the class into four teams. 2. Provide four chairs spaced equally in front of the class. 3. Ask each team to line up and stay at least ten steps from the chairs. 4. When the teacher says I see something Tell me where it is, the first pupil in each line walks towards the chair; sits on it and answers the question. 5. The first one to sit and give the correct answer earns a point for his/her team.
233
6. The player who finishes his/her turn goes back to the end of his/her teams line. 7. The team with the highest score shall be declared winner. Example: Answer: I see something with flowers in it. Its a vase! It is on the teachers table.
Ask What can you say about our game? (It was fun, exciting, challenging, etc.) What did we do in the game? (We showed or told the location of an object or a person.) Again, where is the vase? (Its on top of the teachers table.) (The vase is on the table.) Where are the clouds? (They are up in the sky.)
D. Development of Lesson Activity 1 Teacher will call two pupils to read the dialogue aloud.
Rica and Sherly are in their classroom looking for something. Rica : I wonder where that book is. Ive looked everywhere. Sherly : Are you sure you have? Did you look under the desk? Rica : Sure, I did. Sherly : What about on top of the shelves or in the lockers? Rica : I went through everything. Sherly : Oh, maybe you just forgot it at home. Rica : I hope I did. Values Integration Lead pupils to share similar experiences and how they felt then. Help pupils to discover the importance of orderliness. Guide them to come up with simple steps to develop orderliness. Analysis and Discussion Using the dialogue, the teacher reads questions like. Did you look under the desk? What about on top of the shelves or inside the lockers? Ask: Where did Rica look for the book? Expected Answers: under the desk on top of the shelves in the lockers Teacher asks: What makes up the first answer? (under the desk) preposition object Which tells the location of the object? (under) What about the second? on top of the shelves preposition object Which tells the location of the object? (on) What is the preposition in the third answer? (in) Whats the object? (lockers) These underlined words are called prepositional phrases. They include a preposition and its object. They tell the location of the objects.
234
E. Post Activity 1. Application Activities to develop the lesson Option 1: Triad One pupil gives a preposition, the second pupil forms a question using the given preposition and the third one gives the answer using the same preposition. Example: Student 1: in Student 2: Is your money in your wallet? Student 3: No, it is in my pocket. Teacher may continue the exercise until all the prepositions are used. Activity 2 Underline the preposition in each of the following sentences. i. Jade tumbled down the steps. ii. Thursday comes before Friday. iii. The day gets cooler by three oclock. iv. Inside the box was a small radio. v. Chris always drives under the speed limit. vi. The melons are in the table. vii. The pitchfork was leaning against the door. viii. He sat down beside Marvin. ix. The new library will be between these two houses. x. Mr. Cruz pulled the cart down the street. Activity 3 Complete the sentences that follow. How many prepositions can you use for each sentence? If you need a guide, refer to the list of prepositions given. Example: Put the paper _______ the book. (on, under, at, above) 1. Joe read the exercise _______ his sister. 2. The mice played ________ the wooden box. 3. I sat _______ Nonoy and Eva. 4. The kite dived _______ the trees. 5. _______ the front door is the wreath. 6. The leaves fell _______ the roof. 7. _______ the field, we found a birds nest. 8. There was one white horse ________ many black ones. 9. That girl _______ the water swims well. 10. These five boys played ________ us F. Generalization A preposition is a word that stands before its object and that object and another word in the sentence. Examples: about at toward out above before under across behind until on after below up against beneath through along beside outside among between over inside around beyond past from shows the relationship between with of to unto near down by for
A prepositional phrase is a group of words that includes a preposition and its object. Examples: along the road outside the house
235
beneath the tree about the lesson among the crowd
inside the room against the wall
G. Application Exercises: Underline the prepositional phrases. A. Underline the prepositional phrases in the following sentences. 1. A bird cage is behind the house. 2. Terry slid into her seat quietly. 3. The picture fell off the wall during the night. 4. Behind the garage is a row of sunflowers. 5. The Reyes Family went from Manila to Bicol by train. E. Use the correct presosition. 6. Attach the shells ___ the frame with this glue. 7. There was dust ______ her bed. IV. Evaluation Choose the correct preposition to complete the sentence. i. Mila is walking _______ her mother. below under beside beneath 2. The teachers are having a meeting _______ the principals office. on under in before 3. The sun hid ______ the thick clouds. before behind before below 4. The dancers performed _______ a big audience. behind beneath before above 5. Our dog is resting _______ a big tree. above in under on
V. Assignment
Copy the sentences. Underline once the preposition and its object twice. Example: Lota works in the bank. 1. They walked along the edge of the lagoon. 2. Jay rushed into the room with a flashlight. 3. Pat and Leslie walked along the beach with their dog. 4. Kevin looked closely at the big milkfish. 5. At a cry from its mother, the baby deer squats obediently on the ground. 6. Joan climbed up the ladder and onto the terrace. 7. After school, we went to the pool. 8. Bob sat beside the cabinet and talked to his mother about the book. 9. A spider ran across the ceiling in a hurry. 10. All kinds of tropical fish were swimming in the tank.
P.L. : ______________________________________ REMARKS: ______________________________________
236
Science IV
9:00 10:00 IV Saturn 1:15 2:15 IV Venus 2:15 3:15 10:15 11:15 IV Earth IV Mars
I. OBJECTIVE: Identify ways of handling hot objects and flammable materials II. SUBJECT MATTER: Ways of handling hot objects and flammable materials BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 168-169 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: physical and chemical change C. Unlocking of Difficulties: flammable, handling D. Motivation: Have you ever been burned or accidentally hit with hot objects? Why does it happen? What will you do next time around? Activity I Identify the correct ways of handling hot objects or flammable substances. Write / or x. ____ 1. When cooking, use pot holder. ____ 2. You should hold hot objects with your bare hands. ____ 3. Do not use tongs to pick up coals. ____ 4. Remind your young brothers and sisters to be careful when taking hot objects. ____ 5. Act safely when handling boiling water and hot cooking oil.
Activity 2 Compare the two staements. Identify the correct ways of handling hot objects and flamm,able materials. Write correct or incorrect. 1. ________ cover the pan when frying ________ do not cover the pan when frying 2. ________ leave the hot flat iron unattended ________ do not leave the hot iron unattended 3. ________ Let the children play with fires ________ Keep the children from playing fires 4. ________ Keep matches and candles away from the reach of children ________ Buy matches to let the children play with it Activity 2 What are other safety measures you do at home? E. Generalization: Be careful when you handle hot objects and flammable materials to prevent injury. F. Application: Look around you. What are other materials that you should be careful with?
237
IV.
Evaluation Identify ways of handling hot objects and flammable materials. Write True or False. ____ 1. Avoid holding hot objects ____ 2. Remind younger brothers and sisters about the hazards ____3. Just leave the iron when you have something do to ____4. Do not cover the frying pan to get excess oils ____5. Use pot holders in handling hot objects ASSIGNMENT: write other safety measures in handling hot objects.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________ ______________ Reading Grade IV 3
I. OBJECTIVE: A. Read words with ook, ind, oi and oy sound. II. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. 6. Generalization Producing ook, ind, oi and oy sound. 7. Application: What words with ook, ind, oi and oy sound youve learned. IV. EVALUATION: Read the following words below. 4. crawl 2.new 3.haul 4.drew 5. Paul V. Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
238
TUESDAY, DECEMBER 3, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I.
II.
OBJECTIVE:
Use prepositions and prepositional phrase ( on, in, at, under, below, above) Subject Matter Topic: References: Materials: Prepositions Which Show Location PELC Speaking 8.3, p. 14 Language Connections, Antonio et al. 2005, p. 263 Basic English Skills Builders, Roson and Perez, 2005 pictures, sample dialogue written on manila paper, objects that can be found/seen inside the classroom/or within the school grounds, cut outs of a tree Orderliness
Value Focus:
III. Procedure A. Pronunciation Drill: Tongue Twister B. Review C. Motivation (Game) Tell Me Where It Is Directions: 1. Divide the class into four teams. 2. Provide four chairs spaced equally in front of the class. 3. Ask each team to line up and stay at least ten steps from the chairs. 4. When the teacher says I see something Tell me where it is, the first pupil in each line walks towards the chair; sits on it and answers the question. 5. The first one to sit and give the correct answer earns a point for his/her team. 6. The player who finishes his/her turn goes back to the end of his/her teams line.
239
7. The team with the highest score shall be declared winner. Example: Answer: I see something with flowers in it. Its a vase! It is on the teachers table.
Ask What can you say about our game? (It was fun, exciting, challenging, etc.) What did we do in the game? (We showed or told the location of an object or a person.) Again, where is the vase? (Its on top of the teachers table.) (The vase is on the table.) Where are the clouds? (They are up in the sky.)
D. Development of Lesson Activity 1 Teacher will call two pupils to read the dialogue aloud.
Rica and Sherly are in their classroom looking for something. Rica : I wonder where that book is. Ive looked everywhere. Sherly : Are you sure you have? Did you look under the desk? Rica : Sure, I did. Sherly : What about on top of the shelves or in the lockers? Rica : I went through everything. Sherly : Oh, maybe you just forgot it at home. Rica : I hope I did. Values Integration Lead pupils to share similar experiences and how they felt then. Help pupils to discover the importance of orderliness. Guide them to come up with simple steps to develop orderliness. Analysis and Discussion Using the dialogue, the teacher reads questions like. Did you look under the desk? What about on top of the shelves or inside the lockers? Ask: Where did Rica look for the book? Expected Answers: under the desk on top of the shelves in the lockers Teacher asks: What makes up the first answer? (under the desk) preposition object Which tells the location of the object? (under) What about the second? on top of the shelves preposition object Which tells the location of the object? (on) What is the preposition in the third answer? (in) Whats the object? (lockers) These underlined words are called prepositional phrases. They include a preposition and its object. They tell the location of the objects. E. Post Activity
240
1. Application Activities to develop the lesson Option 1: Triad One pupil gives a preposition, the second pupil forms a question using the given preposition and the third one gives the answer using the same preposition. Example: Student 1: in Student 2: Is your money in your wallet? Student 3: No, it is in my pocket. Teacher may continue the exercise until all the prepositions are used. Activity 2 Underline the preposition in each of the following sentences. 1. Jade tumbled down the steps. 2. Thursday comes before Friday. 3. The day gets cooler by three oclock. 4. Inside the box was a small radio. 5. Chris always drives under the speed limit. 6. The melons are in the table. 7. The pitchfork was leaning against the door. 8. He sat down beside Marvin. 9. The new library will be between these two houses. 10. Mr. Cruz pulled the cart down the street. Activity 3 Complete the sentences that follow. How many prepositions can you use for each sentence? If you need a guide, refer to the list of prepositions given. Example: Put the paper _______ the book. (on, under, at, above) 1. Joe read the exercise _______ his sister. 2. The mice played ________ the wooden box. 3. I sat _______ Nonoy and Eva. 4. The kite dived _______ the trees. 5. _______ the front door is the wreath. 6. The leaves fell _______ the roof. 7. _______ the field, we found a birds nest. 8. There was one white horse ________ many black ones. 9. That girl _______ the water swims well. 10. These five boys played ________ us F. Generalization A preposition is a word that stands before its object and that object and another word in the sentence. Examples: about at toward out above before under across behind until on after below up against beneath through along beside outside among between over inside around beyond past from shows the relationship between with of to unto near down by for
A prepositional phrase is a group of words that includes a preposition and its object. Examples: along the road beneath the tree outside the house inside the room
241
about the lesson among the crowd
against the wall
G. Application Exercises: Underline the prepositional phrases. A. Underline the prepositional phrases in the following sentences. 1. A bird cage is behind the house. 2. Terry slid into her seat quietly. 3. The picture fell off the wall during the night. 4. Behind the garage is a row of sunflowers. 5. The Reyes Family went from Manila to Bicol by train. F. Use the correct presosition. 6. Attach the shells ___ the frame with this glue. 7. There was dust ______ her bed. IV. Evaluation Choose the correct preposition to complete the sentence. i. Mila is walking _______ her mother. below under beside beneath 2. The teachers are having a meeting _______ the principals office. on under in before 3. The sun hid ______ the thick clouds. before behind before below 4. The dancers performed _______ a big audience. behind beneath before above 5. Our dog is resting _______ a big tree. above in under on
V. Assignment
Copy the sentences. Underline once the preposition and its object twice. Example: Lota works in the bank. 1. They walked along the edge of the lagoon. 2. Jay rushed into the room with a flashlight. 3. Pat and Leslie walked along the beach with their dog. 4. Kevin looked closely at the big milkfish. 5. At a cry from its mother, the baby deer squats obediently on the ground. 6. Joan climbed up the ladder and onto the terrace. 7. After school, we went to the pool. 8. Bob sat beside the cabinet and talked to his mother about the book. 9. A spider ran across the ceiling in a hurry. 10. All kinds of tropical fish were swimming in the tank.
P.L. : ______________________________________ REMARKS: ______________________________________
242
Science IV
I. OBJECTIVE: Identify ways of handling hot objects and flammable materials II. SUBJECT MATTER: Ways of handling hot objects and flammable materials BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 168-169 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: physical and chemical change C. Unlocking of Difficulties: flammable, handling D. Motivation: Have you ever been burned or accidentally hit with hot objects? Why does it happen? What will you do next time around? Activity I Identify the correct ways of handling hot objects or flammable substances. Write / or x. ____ 1. When cooking, use pot holder. ____ 2. You should hold hot objects with your bare hands. ____ 3. Do not use tongs to pick up coals. ____ 4. Remind your young brothers and sisters to be careful when taking hot objects. ____ 5. Act safely when handling boiling water and hot cooking oil.
Activity 2 Compare the two staements. Identify the correct ways of handling hot objects and flamm,able materials. Write correct or incorrect. 1. ________ cover the pan when frying ________ do not cover the pan when frying 2. ________ leave the hot flat iron unattended ________ do not leave the hot iron unattended 3. ________ Let the children play with fires ________ Keep the children from playing fires 4. ________ Keep matches and candles away from the reach of children ________ Buy matches to let the children play with it Activity 2 What are other safety measures you do at home? E. Generalization: Be careful when you handle hot objects and flammable materials to prevent injury. F. Application: Look around you. What are other materials that you should be careful with?
243
IV.
Evaluation Identify ways of handling hot objects and flammable materials. Write True or False. ____ 1. Avoid holding hot objects ____ 2. Remind younger brothers and sisters about the hazards ____3. Just leave the iron when you have something do to ____4. Do not cover the frying pan to get excess oils ____5. Use pot holders in handling hot objects ASSIGNMENT: write other safety measures in handling hot objects.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________ ______________ Reading Grade IV 3
I. OBJECTIVE: A. Read words with ook, ind, oi and oy sound. II. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. 8. Generalization Producing ook, ind, oi and oy sound. 9. Application: What words with ook, ind, oi and oy sound youve learned. IV. EVALUATION: Read the following words below. 5. crawl 2.new 3.haul 4.drew 5. Paul V. Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
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WEDNESDAY, DECEMBER 4, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
V.
8:00 9:00
I. OBJECTIVE:
II.
Predict the outcome of stories heard Subject Matter A. Topic: Predicting the Outcome of Stories Heard B. References: PELC I 11 Our World of Reading Workbook 4 p. 2, 18 Enjoying Reading 4, pp. 221-222 C. Materials: cut-letters, charts Value Focus: Kindness to Animals
III.
Procedure A. Drill (Open-ended Question) Complete this open-ended and answer this question: What will happen if ________ a you come to school regularly b. theres no air B. Review C. Motivation Have pupils listen to these riddles and let them give the answers. 1. I am a big round ball. Biggest of all the balls I shine and give heat to all What am I? (sun) 2. Sometimes I am full Sometimes I am half Sometimes I am whole I shine and give light. What am I? (moon) 245
(The teacher may give more riddles.)

D.Unlocking of Difficulties
Have pupils find the meaning of the underlined words. 1. The farmers can predict the weather by the presence of clouds. (foretell) 2. The industrious boy was able to see the outcome of his hard work. (result) (Ask pupils to use the words in their own sentences.)
Activity 1
A. Presentation
Listen to the story and predict what will happen next. Joyce lived in a new two-storey building. There was a small park in front of the building, with grass and trees. One rainy morning, while Joyce was waiting for the school bus, she saw a little kitten. It was wet, so all its fur stuck to its skin and showed how thin it was. Joyce was sorry for the little kitten. She was worried that it had lost its mother. She did not want it to go hungry. Discussion and Analysis Where did Joyce live? Describe the place where she lived. What did Joyce see one rainy morning? Describe the kitten. How did Joyce feel about the little kitten? What do you think did Joyce do with the kitten? (Possible Answers) Joyce brought the little kitten home. Joyce gave food to the kitten. 5. Are you sure of your answers? (No) Why? (They are only guesses) 6. How can you make good predictions? What helps you give the next possible event to happen in the story? (We guess/predict based on the given events.) 7. What kind of girl is Joyce? Do you like her? Why or why not? 8. If you were Joyce, what would you have done to the kitten? Why? Values Integration How should we treat animals? Group Activity 2 Individual activity. Listen to each situation below. Tell what might happen next. Write your answers on a piece of paper. 1. It has rained very hard. A car was running very fast on the wet road. What might happen to the car? ____________________________________ 2. A boy hurriedly crossed the street where a No Crossing sign was posted. What might happen to the boy? _____________________________________ 3. A vendor who can not sell much in a street corner stays in front of a bank where there are many employees. What might happen next? _____________________________________ Activity 3 Listen carefully to each the situations. Then, answer the questions that follow. 1. They have been traveling for hours. Raniel has been yawning. His eyes are almost half-closed. What do you think will happened next? 2. Jenny baked a caked as a surprise for her mothers birthday. Suddenly, her mother arrived even before she finished baking the cake. What do you think did Jenny do? 3. The whole family was watching a program on television. Suddenly, the lights went off. Mother stood up. Groping in the dark, she tried to get to the kitchen. What do you think would happen next? F. Generalization How can you make good predictions? To make a good prediction, where should it be based? G. Application a. Pair-Share: Get a partner. One will read the situation and the other will listen. Write your prediction for each. Take turns in doing the activity. 246 1. 2. 3. 4.
By early afternoon, Rey had finished cleaning and washing Engr. Mendozas car. Once he collected his pay for this job, hed have enough money to buy a bicycle he had been saving for. After putting the cleaning tools in the garage, Rey knocked on Engr. Mendozas door. Prediction: _________________________ Rey went to the department store. He told the seller that he had finally come for the bicycle. The seller smiled and brought out the new bicycle and said it would come to Two Thousand Pesos. Prediction: _________________________
IV.
Evaluation
Listen to each situation. Guess what would happen next. Write your answers on a piece of paper. 1. A careless school child is racing through a busy street on his bike without looking to his left or right. What might happen to the child? Predict: _____________________________________ 1. Liza, you have grown so much since I last saw you, said Aunt Melda. Will I be as tall as you someday? asked Liza. Predict what Aunt Melda told Liza. ____________________________________________
3. Julien was a good singer. When he was only two, he sang sweetly. When Julien was five, his parents sent him to attend music lessons. After a month, his teacher called Juliens parents. Predict what Juliens teacher said. ____________________________________________ 4. The science class tried to perform a simple experiment. The students placed a bowl of water under the sun for the whole day. Predict what happened to the water. ____________________________________________ 5. Johny pulled his blanket closer around him for warmth. It was his first time to be camping out alone. He did not know what made him more nervous, the dark night or the wind blowing through the trees. Somehow the small fire made him feel more secure. The fire began to die out. Johny saw a dry branch. Predict: ______________________________________ V. Assignment Create an unfinished situation. Have your classmates guess what will happen. Present your assignment in class tomorrow. P.L. : ______________________________________ REMARKS: ______________________________________
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Science IV
9:00 10:00 IV Saturn 1:15 2:15 IV Venus 2:15 3:15
I. OBJECTIVE: Identify ways on how to prevent fire II. SUBJECT MATTER: Ways on preventing Fire BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 178 Pictures, chart, activity cards III. PROCEDURES; A. Science Updates B. Review: hazards of fire C. Unlocking of Difficulties: preventing D. Motivation: If you are playing fires and suddenly burst in a big fire/ What will you do? How will you prevent it? Activity I Read the 10 ways on how to prevent fire.
10 Ways to prevent fire Excerpted from Period Living and Traditional Homes.
10:15 11:15 IV Earth IV Mars
1. Fit smoke alarms and make sure they have a BS kitemark. Test monthly and change batteries annually. 2. chip-pan fires are the most frequent type of fire - take care and never leave the stove unattended. 3. Always use a proper candleholder, and keep candles away from draughts, or anything flammable. 4. Keep portable heaters away from furniture, furnishings and flammable items, and switch them off every time you leave the house. 5. Buy a fixed fire guard to place around an open fire. 6. Don't use a hot or sparking power tool, and don't leave a soldering iron, or any DIY equipment on and unattended. 7. At night, before you go to bed, unplug all electrical items not in use. 8. Always use correctly rated fuses in all electrical appliances. 9. Avoid using multi-way plug socket adapters, if possible.
248
10.Never run electrical cables/leads under carpets
Activity 2 Write 5 ways on how to prevent fire. Based on what you have read 1. 2. 3. 4. 5. Activity 2 How can you prevent fire in the following situations?
IV.
E. Generalization: You can prevent fire in many ways F. Application: Read situations to answer questions. Evaluation Identify the proper way on how to prevent fire. ____ 1. ____ 2. ____3. ____4. ____5. ASSIGNMENT: write other safety measures in handling hot objects.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
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______________
Reading
Grade IV 3
I. OBJECTIVE: A. Read words with tion and -sion sound. II. SUBJECT MATTER: Reading of words with tion and -sion sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with tion and -sion sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. Pension permission addition petition passion profession condition production admission expansion intention contention confession discussion commission fiction fraction tradition action
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing tion and -sion sound. D. Application: What words with tion and -sion sound youve learned. IV. EVALUATION: Read the following words below. 1.Pension 2.passion 3.admission Assignment Make a list of words with ing sound. P.L. : _____________________
4.confession
5.discussion
V.
REMARKS: _____________________
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MONDAY, DECEMBER 9, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
8:00 9:00
I. OBJECTIVE:
II.
Infer the feelings of characters based on how they talk (volume, voice, stress). Subject Matter A. Topic: Talk B. Text: C. References: Inferring the Feelings of Characters Based on How They
An Honest Boy PELC I 12 Phoenix Learning Package 4 pp.44-45 Enjoying Reading 4 pp.308-309 Basic English Skills 3 p.126 http://www.elementary.ph/inferring-feelings-characters-based-how-they-talk story and exercises written on charts
D. Materials:
Value Focus: Honesty
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III.
Procedure A. Pronunciation Drill; Tongue Twister
Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-shallied south. These sheep shouldn't sleep in a shack; Sheep should sleep in a shed.
B. Review C. Unlocking D. Motivation
Have you witnessed a friend show misconduct? How did you feel about his acts? Today, you will hear a story about a boy who showed misconduct. Motive Question: What do you want to know about it? (Pupils raise questions) Activity 1 Say: Listen to the story I will read.
E. Presentation
It was the end of the semester. The teacher gave a long examination. The next day she called two boys. Who copied from whom? asked the teacher. Not I, said Jose Maria. Not I, said Ramoncito. All right, if you dont tell me the truth, Ill mark both of your test papers zero. Then I will recommend that you both get a one-week suspension. A third pupil, Gregorio, felt very disturbed. He had seen how Ramoncito had copied Jose Marias answers when Jose went to the comfort room. Gregorio considered what to do since both were his friends. Besides, Ramoncitos father was also their teacher in one subject. But Gregorio decided to take the risk rather than allow an innocent person to be punished. So he hurriedly wrote a note and gave it to their teacher. It read: May I see you after class with Ramoncito and Jose Maria? The teacher asked the three boys to stay. Gregorio then faced Ramoncito with earnest eyes. Ramoncito, youre my friend, he said, but I cannot just keep silent and let Jose Maria be punished. I saw you get his test paper and copy his answers. Ramoncito cried angrily, You nosy fool. Im going to tell my father about this! Im sorry you feel that way, said Gregorio, but we must always tell the truth and set the innocent free. (Note: This is a true account about Gregorio Araneta, founder of Araneta College Foundation.)
Discussion and Analysis 1. Have pupils answer the motive questions. 2. Comprehension Check a. Who were the characters in the story? b. What did the teacher give the pupils? c. Why did the teacher call Jose Maria and Ramoncito? d. Why did Gregorio feel disturbed? e. How did Gregorio inform his teacher about what he saw? Values Integration If you were Gregorio, would you do the same? Why or why not? If you were Ramoncito would you do the same? Why or why not? Activity 2 Read the lines spoken by the characters in the story. 1. All right, if you dont tell me the truth, Ill mark both of your test papers zero. Then I will recommend that you both get a one-week suspension, the teacher said. 252
2. Ramoncito, youre my friend, Gregorio said, but I cannot just keep silent and let Jose Maria be punished. I saw you get his test paper and copy his answers. 3. Im sorry if you feel that way, said Gregorio, but we must always tell the truth and set the innocent free. How do you think the characters feel based on the lines they have spoken? a. The teacher is ______________________ b. Gregorio is _______________________ c. Gregorio is _________________________ Activity 3 Listen to your teacher read the following statements. Infer for the feelings being conveyed by each statement. Choose your answer from the faces below. a. happy d. afraid
b. sad
e. worried
c. angry
___ ___ ___ ___ ___

F. Generalization
1. 2. 3. 4. 5.
Leave me alone, I dont want to see you again. There are two men following us. Hurry up! I dont want to be late for class. You made it to the top! Congratulations! I heard the news that grandpa has passed away.
How can you infer the feelings of a character? G. Application 1. Who threw the marble that broke my window pane? Mr. Cruz, the store owner asked a group of boys playing nearby. Romeo was red with shame. I did it, but it was an accident. I am sorry I broke your window pane accidentally. 2. A woman was crying and trembling with fear, My child! she cried. Her child was left inside their burning house. Then Mang Bobby came out through the thick smoke. He was carrying the child in his arms. 3. Andy does not speak with a loud voice. He says po and opo to elders. One time he saw his teacher in the mall. He greeted her, Good morning Maam. 4. It was Mothers birthday. Aramae went to her mother. Happy Birthday, Mother said Aramae. I have something for you. She gave her mother a gift, which was nicely wrapped and tied with a pink ribbon. 5. Ogie was eating his breakfast when an old man came to their house. He looked very hungry. Ogie said, Come and join me for breakfast. infer the feelings of the character based on how they talk. Complete the sentences below.
a.
b. c. d. e.
Mr. Cruz is ____________________________ Romeo is ______________________________ The woman is __________________________ Andy is ______________________________ Aramae is _____________________________ Ogie is ________________________________
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IV. Evaluation
Infer the feelings of the characters. Write the letter only. 1.Francis, his mother called. Its getting dark. It wont be good for you to still be out there. Mother was _______. a. angry b. nervous c. concerned 2. Mother, I was just thinking, what do you think is life like across the sea? Do you think I would be as sick as I am now if I were born there? Francis asked. Francis was _______. a. wondering b. conscious c. indifferent 3. Mother, what is across the sea? Francis asked. Francis was _______. a. bitter b. curiousc. bothered 4. Who knows? But you know what? My guess is that there is a boy across the sea who is asking his mother the same questions, Mother said with a smile. Mother was _______. a. being light b. drained c. getting impatient 5. Mother, will I get to know and experience life? Francis asked further. Francis was _______. a. impatient b. tolerant c. uncertain
I.
Assignment
Listen to how I read the sentences. Choose from the box and write the feelings one shows in the following instances. loneliness nervousness anger fear impatience excitement gratitude surprise
_______1. _______2.
Get off my bed! Oh thank you for lending me a ballpen. I could not have finished my work. _______3. Oh Mom! How long will I stay in bed? My friends will miss me. _______4. Mother, my teacher scolded me for boxing my classmate. I dont want to go back to school anymore. A. _______5. My teacher saw me cheating but she did not say anything. What shall I do?
P.L. : ______________________________________ REMARKS: ______________________________________
254
Science IV
I. OBJECTIVE: Describing conditions necessary in putting out fire. I. SUBJECT MATTER: Putting out Fire BEC Handbook in Science 4 http://www.wikihow.com/Put-out-a-Fire Science for daily Use p176 flashcards, pictures, chart II. PROCEDURES; A. Science Updates B. Review: safety precautions in using fire C. Unlocking of Difficulties: energy, heat, radiation, conduction, convection D. Motivation: What are the tree things to start a fire. Arrange the jumbled letters below.
1. L E U F - ______________ 2. E H A T - _____________ 3. O Y X E N G - __________ Ask: If you will take away any of it, what will happen to the fire? Why?
E. Presentation: Activity I Read the sentences below . The teacher will explain every sentence. 1. Consider the reason for extinguishing the fire. If it is a small cookfire or campfire, simply dousing it with water and covering it with soil, where available, will do the trick, but for a brush fire in dry conditions, drastic measures taken quickly can prevent a disaster. 2. Decide immediately whether the threat of the fire spreading exists and if the proper authorities should be notified. Use common sense, particularly, be certain you can contain the fire if you choose to do it without reporting it. 33. Call friends, family, or neighbors if you are able and they are available. This will give you help for fighting the blaze, as well as making someone available in the event you have an accident or become injured. 4. Look at what resources are available to contain the fire. If you are near a source of water from a pressurized system, and have sufficient hoses available, use them to extinguish minor fires, and wet the potential fuel in the immediate area. 55. Use a tool to create a "fire break" if no water is available. Dig a shallow trench around the perimeter of the blaze, or scrape potential fuel away, exposing bare earth. Concentrate on the area "down wind" of the flames, since the wind will push the blaze in that direction.
255
66. Use heavy equipment, if available, to create a larger firebreak if the situation warrants it. A farm tractor with a disk, a bulldozer, or other equipment can quickly establish a sizable fire break. 77. Use buckets, pots, or other containers to carry water to the blaze if no other fire fighting equipment is available, and a stream or pond, or other source of water is nearby. 88. Be prepared to evacuate the area if danger reaches an unacceptable level. If you must flee a fire, choose a path which can be traversed quickly and easily, away from the path of the fire. If smoke and heat becomes intense, cover your mouth with your shirt, preferably wetting it first Activity 2 Study the picture below to tell how to put out fire.
Activity 3 Groupings. Write two means of putting out fire. 1. 2, Reporting E. Generalization: You can help put out the fire when you take away fuel, heat or oxygen. F. Application: If there will be fire in our classroom, what will you do? III. EVALUATION: Write True or False. ____ 1. Fire extinguisher cuts off air. ____ 2. You cannot remove heat using water. ____3. Read labels of containers at home if its flammable to use or not. ____4. Fire breaker is important if theres no water. ____5. Hide inside the comfort room during fire. IV. ASSIGNMENT: List the lessons on your notebook. P.L. : ___________________________________________ REMARKS: ___________________________________________
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______________ I. OBJECTIVE: A. Read words with ow sound. II.
Reading
Grade IV 3
SUBJECT MATTER: Reading of words with ow sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ow sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. low blown bowl fellow lowland snowflake show shown blowing follow rainbow rowboat tow grown lowly hollow snowball shadowed slow growing widow shadow following lowly flow glowing willow minnow grower slowly glow crowing pillow elbow
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ow sound. D. Application: What words with ow sound youve learned. IV. EVALUATION: Read the following words below. 1. show 2.tow 3.slow Assignment Make a list of words with ow sound. P.L. : _____________________ REMARKS: _____________________
4.flow
5.glow
V.
257
TUESDAY, DECEMBER 10, 2013 7:15 7:30 7:30 8:30

I. II. III.
IV.
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.
V.
8:00 9:00
I. OBJECTIVE:
II.
Give conclusions to situations, news, oral reports heard. Subject Matter A. Topic: Giving Conclusions to Situations/News/Oral Reports Heard B. References: PELC I 13 http://www.elementary.ph/drawing-conclusions-using-picture%E2%80%93-stimulipassages C. Materials: Chart Value Focus: Making Sound Conclusion
III.
Procedure A. Pronunciation Drill:Tongue Twister:
One-One was a racehorse; Two-Two was one, too. When One-One won one race, Two-Two won one, too. On mules we find two legs behind And two we find before. We stand behind before we find What those behind be for.
258
B. Review: Inferring feelings of character C. Unlocking Difficulties
Say: Class, I will give some situations, news and oral reports which do not have conclusion. You will be the one to give the conclusion. You might be puzzled with the word conclusion. To find the meaning of conclusion, fill out the configuration clues. Write the letters that correspond to the boxes. Word conclusion Configuration clues e n d f i n i s h j u d g e m e n t
D. Presentation
Activity !
Read the paragraph about bananas. The numbered statements are conclusions drawn from the paragraph. Write T on the blank if the statement is correct and F if it isnt. At present, bananas are at a top Philippine export. The banana industry began in our country in 1966 when 176 thousand banana seeds of the giant Cavendish variety from Costa Rica were planted in 73 hectares of Davao land. Today thousand of hectares of South Cotabato and the Davao provinces are planted with bananas. Unlike the native bananas, they are big and do not bruise when packed for export. _______1. The Philippines has been exporting bananas in the past 30 years. _______2. Mindanao is our chief source of bananas for export. _______3. Banana exporters prefer Cavendish bananas to the native Philippine banana. _______4. Cavendish bananas have seeds. _______5. The chief food of the Filipinos is banana.
Activity 2
Read the paragraphs. Draw your conclusion based from the given choices: 1. Rico and Ted were in the forest to hunt for birds. They had already walked a mile when they heard a cry of an animal. Quickly, they hid behind a big tree and waited for the animal to come out in view. They were surprised when a wild bear moved behind them. a. Rico and Ted are professional hunters. b. Rico and Ted never hunt animals. c. They hardly hunt a bird. d. We have many bears in the Philippines. e. Rico and Ted went to forest to hunt birds. 2. Riza was host to her friends. After a dance practice, two of her friends began to quarrel. As a host, Riza did not want to spoil the day she _______ a. Listened to the quarrel without interrupting. b. Suggested to the two boys to agree that people may have different opinions. c. Slapped the boy who started the quarrel. 3. A long, long time ago in a deep forest lived seven orphan brothers with their sister. The youngest, called Minudo, was a bright-eyed and brave six-year old who ask the most curious questions. You can conclude that: a. The childrens parents died a long time ago. b. The oldest of them was more ten years old. c. Minudo was a shy and quiet child. 4. Mang Doming was a lumber man. He and his brother handled a huge saw that could cut down a tree in fifteen minutes. But because the forest was flooded by heavy rain, there was no cutting of trees. Mang Doming was out everyday sawing trees and cutting them up into logs. One can conclude that Mang Doming a. Was married to a pretty girl. b. Was older than his brother. c. Had big muscular arms.
259
Activity 3 Direction: Read the paragraphs. Write a good conclusion for each one. 1. The library book was due today. Julia couldnt find it anywhere. She was afraid she would have to pay for the book. Then she looked in her little brothers room. There was Celano, pretending to read the book out loud. Conclusion:_____________________________________ (What do you think Julia feel? Why?) 2. Jazper never liked going to the doctor. This year, Jazpers mother took him to a new doctor. Dr. Cabildo gave Jazper a shot, he said, This will feel just like a little pinch. Later, Jazper told Ciara about Dr. Cabildo Conclusion:_____________________________________ (Why do you think Jazper told Ciara about Dr. Cabildo) 3. It would be silly to buy rollerblades for someone who lives in a tall apartment building, far from a park. And if you know someone who lives in a house with lots of green space around it, a puppy might be a good gift. Conclusion:_____________________________________ (What are the things you have to consider in giving a gift?) E. Generalization
When I read the situations, what did I tell you to give? (You told us to give the conclusion.) Most of you were able to give the conclusion for each situation. How did you come up with the conclusion? (We just thought about how every situation ended. F. Application Give your own conclusion to the situation, news report, oral report. 1. Election is over. Cesar Montano, a senatorial candidate appeared on national television with a gloomy face. He thanked those who supported his candidacy. (Conclusion: Cesar Montano lost in the senatorial election.) 2. Vivian was tasked by her teacher to research on the biography of Julian Felipe. Here is a part of Vivians report. One day, Julian Felipe went to the forces of Gen. Aguinaldo. When the general learned that he was a musician and composer, he was tasked to write a song that will inspire the soldier. (Conclusion: Julian Felipe composed the Himno Nacional) 3. Its Balitanghali time. Ivan Mayrina, the male newscaster begins his newscast. People gathered in the field. Old and young carry colorful kites. They wait for the wind to blow. (Conclusion: There will be kite flying.) Value Integration
IV.
Why is it important to make good conclusions? How do conclusions affect your reactions about situations?
Evaluation Draw the correct conclusion for the following situations. Choose the best answer from the given choices. 1. Belen went to see a play at the school auditorium. She arrived late and discovered the performers were already on the stage. Belen was asked to be seated until the scene ended. What should Belen do? a. complain to the ticket agent b. wait in the rear seat c.complain loudly and disturb everyone
2. Larry went to the library to look up some materials on poisonous snakes for school report. He roamed among the racks, inspecting every book that interested him. Wiping the dust off, he started to read the mystery story in it. When he looked at the clock, he saw that he had wasted half of the afternoon. What should Larry have done? a. asked for help in using the card catalog b. wonder aimlessly among the rocks
260
c.continue to read the mystery book 3. It was raining hard. Arturo was glad he was able to get a ride to school in a passing bus. When the bus stopped, another boy came up and sat beside Arturo. His raincoat was dripping. If you were in Arturos place, what would you do? a. keep silent about the whole thing b. tell the boy angrily to move away from you c.request the boy politely to take off his raincoat meantime that he is in the bus 4. Everything looked as gray as smoke. Even though it was daytime, it was hard to see the road, so the men drove slowly. They could see bushes growing at the sides of the road but they could not see the houses at all. a. smoke had piled on the road b. an array of raindrops entirely fell throughout c.fog or mist covered the land V.
Give your conclusion to the following. 1. Princess Bea decided to bathe in the crystal clear waterfalls. She was enjoying the cool water when all of a sudden a big lion approached, ready to swallow her. A strong, handsome man came with his spear. What is the conclusion? (The strong handsome man killed the lion.) 2. Joy read her research to class. A part of it said, The Senate passed a bill replacing the maya as the national bird. The bill is now on its third and final reading. What is the conclusion? (Maya is not the national bird anymore.) 3. Some children went to a nearby river. They were watching the soft flow of water when they saw fishes coming in groups. What is the conclusion? (The children caught some fishes to bring home.)
Assignment
P.L. : ______________________________________ REMARKS: ______________________________________
Science IV
I. OBJECTIVE: Identify how fire becomes useful and harmful II. SUBJECT MATTER: Fire: useful and Harmful BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 168-169 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: physical and chemical change C. Unlocking of Difficulties: flammable, handling D. Motivation: Have you ever been burned or accidentally hit with hot objects? Why does it happen? What will you do next time around?
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Activity I Create sentence strips that begin Fire helps people because ________________________________or, Fire hurts people because _______________________________________ Have small groups of pupils help you finish each strip. Place the sentence strips on bulletin board paper and tell the pupils to draw pictures that represent the sentences. Activity 2 Complete the chart below. GOOD FIRE
BAD FIRE
Activity 2 Tell if the picture shows good fire or bad fire.
IV.
E. Generalization: Fire is useful and sometimes its harmful. F. Application: Is fire useful or harmful for you/ How? Evaluation Identify useful and harmful things brought by fire. Draw a sad for harmful fire and happy face for useful fire. ____ 1. ____ 2. ____3. ____4. ____5.
ASSIGNMENT: Have the pupils work with their families to create lists of helpful fires at home. How do their families make sure that the fires do not become harmful? pupils should share their lists with the class. P.L. : ___________________________________________ REMARKS: __________________________________________
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______________ I. OBJECTIVE: A. Read words with ow sound. II.
Reading
Grade IV 3
SUBJECT MATTER: Reading of words with ow sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ow sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. low blown bowl fellow lowland snowflake show shown blowing follow rainbow rowboat tow grown lowly hollow snowball shadowed slow growing widow shadow following lowly flow glowing willow minnow grower slowly glow crowing pillow elbow
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ow sound. D. Application: What words with ow sound youve learned. IV. EVALUATION: Read the following words below. 1. show 2.tow 3.slow Assignment Make a list of words with ow sound. P.L. : _____________________ REMARKS: _____________________
4.flow
5.glow
V.
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Division of City Schools General Santos City South District FRANSISCO ORINGO, SR.

Grade IV - SATURN SY 2013-2014

EMMAMUEL S. HALAGO III

VICTORIA C. LARIOSA, JRA.

AFTERNOON SESSION Science Science Science

EMMAMUEL S. HALAGO III

VICTORIA C. LARIOSA, JRA.

LESSON PLAN FOR GRADE IV

English Grade IV - Saturn

OBJECTIVE: Identify the stressed syllables. SUBJECT MATTER:

3. shoulder P.L. : ___________________________________________ REMARKS: ___________________________________________

TUESDAY, JUNE 04, 2013 7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

English Grade IV Saturn

Materials; Chart, flashcards, activity cards

Check and discuss.

WEDNESDAY, JUNE 05, 2013 7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

P.L. : ___________________________________________ REMARKS: ___________________________________________

English Grade IV Saturn

7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

P.L. : ___________________________________________ REMARKS: ___________________________________________

English Grade IV Saturn

OBJECTIVE: Follow 3-4 step diections. SUBJECT MATTER:

MONDAY, JUNE 10, 2013

7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

Assignment Make a list of words with consonant th and dh sound

P.L. : ___________________________________________ REMARKS: ___________________________________________

English Grade IV Saturn

TUESDAY, JUNE 11, 2013

7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

English Grade IV Saturn

Get information from a conversation listened to

C. Materials: Conversation, chart, pictures

Value Focus: Attentiveness

Thats on Sunday afternoon at around 4 o clock.

Thanks. Ill be there.

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FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

English Grade IV Saturn

FRIDAY, JUNE 14, 2013 7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

English Grade IV Saturn

Materials: III. Procedure

A. Preparatory Activities Name each drawing. Write the names.

notebook mountain haircut homework

A. Match the word with the picture to form compound words.

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MONDAY, JUNE 17, 2013 7:15 7:30

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TUESDAY, JUNE 18, 2013 7:15 7:30

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WEDNESDAY, JUNE 19, 2013 7:15 7:30

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THURSDAY, JUNE 20, 2013 7:15 7:30

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MONDAY, JUNE 24, 2013 7:15 7:30 7:30 8:30

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

English Grade IV Saturn

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3. shoulder P.L. : _ REMARKS: _

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P.L. : _ IV. REMARKS: _

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Make a list of words ee sound. P.L. : _ REMARKS: _

V. Assignment Make a list of words ee sound. P.L. : _ REMARKS: _

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