MARCELA MARCELO

School: ELEMENTARY SCHOOL Grade Level: IV

MATATAG Learning
K to 10 Curriculum Teacher: MONICA M. CUERDO Area: ENGLISH
Daily Lesson Plan Teaching 2nd QUARTER
Dates October 2, 2024 Quarter: (Week 2)
IV-TRUST (7:00 AM-7:45 AM)
IV- PEACE (8:30 AM-9:15 AM)
IV- JOY ( 10:00 AM – 10:55 AM)
Time And IV – FAITH ( 11:40 AM – 12 : 25 CHERYL
Section AM) Checked By: D.TAGARAO MT 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners demonstrate their expanding vocabulary knowledge and grammatical awareness,
comprehension of
literary and informational texts, and composing and creating processes; and their receptive and
productive skills in
order to produce age-appropriate and gender-responsive texts based on their purpose, context,
and target audience.
B. Performance The learners apply comprehension of literary and informational texts and produce narrative and
Standards expository texts
(enumeration, description, time order: chronology and procedural) based on their purpose,
context (christenings and
weddings), and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-
sensitive language.
C. Learning Learning Competency
Competencies Listening and Reading
1. Note important details of a story/literary text (story grammar) through;
1.1 Identifying the sequential type of plot
1.2. Identifying the author’s point of view (first person, second person, third person)
1.3. Inferring setting, theme, and genre
2. Sequence at least 6 events of a story/literary text.
3. Differentiate fantasy from reality.
4. Applying the important story elements to one’s schema through relating to one’s experiences
(make connections)
D. Learning Objectives At the end of the lesson, the children are expected to:
Learning Competencies
Listening and Reading
1. Note important details of a story/literary text (story grammar) through;
2. Sequence at least 6 events of a story/literary text.
1. 21st Century Skills Visual Literacy
Information Literacy

2. Integration Problem Solving

Cooperation
II. CONTENT Noting important details of a story/literary text (story grammar)

III.
LEARNINGRESOURCES

References Adapted from Crown Copyright 2013 A Guide to Text Types: Narrative, Non-fiction and poetry
Overview of structure, language features and

key knowledge. (n.d.).

https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_text_types_final-1.pdf

Education Scotland. (n.d.) Teachers’ Guide to Reading Comprehension Strategies P5–S3.

https://education.gov.scot/media/vaapuk03/lit13_teachingreadingcomprehensionfinaldraft.pdf

Lewis University. (n.d.). Narrative Elements Explained.

https://lewisu.edu/writingcenter/pdf/narrative-elements-1.pdf

1. Teacher’s Guide MATATAG Curriculum Guide in English 4, p. 87

2. Learner’s Material Learning Activity Sheets number 4 and 5

4. Additional Materials from YouTube. Google for the pictures.
Learning Resource (LR) Portal

IV. TEACHING AND LEARNING PROCEDURES

Before the Lesson/Pre-lesson Proper
A. Activating Prior Watch and learn.
Knowledge
https://www.youtube.com/watch?v=XFQZfeHq9wo
 Show the illustration below. Tell the pupils that this is a cover

of a story book entitled “The Giving Tree” by Shel

B. Unlocking Content 2. Unlocking Content Area Vocabulary

Vocabulary
Have pupils infer the meaning of the highlighted words by analyzing the context

clues. Use the worksheet provided. Below is the word list.

a. Author’s point of view

b. Sequential plot

c. Make predictions

d. Denotative meaning

e. Connotative meaning

f. Onomatopoeia

g. Alliteration

C. Lesson Study:
Purpose/Intention

Where did the story happen? Was a time or place mentioned in the story we read? What type of
setting does the story have?

What is the first event that happened in the story? How did the story begin? What happened next?
How did the story end?

Who is the author of the story? Who is narrating the story in the story we read? What are the
pronouns used in narrating the story?
 Can the events of the story happen in real life? What of these events have you seen happening in
real life? Which events do not happen in real life? Is the story factual? Why say so?

What message does the author want us to know through the story? How did the characters grow?
What did they realize at the end of the story

During the Lesson/Lesson Proper

D.Developing Understanding Group Activity.
of Key Idea/Stem Read and analyze.
The North Wind & the Sun
The North Wind and the Sun had a quarrel about which of them was the stronger. While
they were disputing with much heat and bluster, a Traveler passed along the road
wrapped in a cloak.
"Let us agree," said the Sun, "that he is the stronger who can strip that Traveler of his
cloak."
"Very well," growled the North Wind, and at once sent a cold, howling blast against the
Traveler.
With the first gust of wind the ends of the cloak whipped about the Traveler's body. But
he immediately wrapped it closely around him, and the harder the Wind blew, the
tighter he held it to him. The North Wind tore angrily at the cloak, but all his efforts
were in vain.
Then the Sun began to shine. At first his beams were gentle, and in the pleasant warmth
after the bitter cold of the North Wind, the Traveler unfastened his cloak and let it hang
loosely from his shoulders. The Sun's rays grew warmer and warmer. The man took off
his cap and mopped his brow. At last he became so heated that he pulled off his cloak,
and, to escape the blazing sunshine, threw himself down in the welcome shade of a tree
by the roadside.

E. Deepening Group 1
Understanding of What is the title of the story/literary text? Can this story happen in real life? What are
Key Idea/Stem the events in the story that are similar to the things happening in real life?
Group 2
Is the author talking in the story? Does he know everything about the events in the
story? What pronouns did the author use in narrating the story?
Group 3
Was the location of the story mentioned? Where do you think did the story happen?
What tells you that it happened in that place?
Group 4
Does this story use a sequential plot? Does one event lead to another event? What is the
conflict between the North Wind and the Sun? How was this resolved? Who won after
they placed a bet? Why did the Sun win?
Group 5
What is the message of the story? What are the details in the story that supports the
message? Why do you think the author needs to tell us this message?

After the Lesson/Post-lesson Proper

F.Making Generalizations Fill in the blanks in the concept chart below.

▪ How helpful was the story grammar in understanding the important details in the
story?
▪ Was accomplishing the activities in the difficult? What help do you need to do the
activities better?

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

A. Evaluating Learning Work on a reading portfolio which may include the following parts:
Part 1. Title page which includes the title of your portfolio, your name, your subject area and your
teacher’s name.
 Part 2. The copy of the literary or narrative text that you have read.

Part 3. The graphic organizer which you designed for the story grammar of the literary or narrative
text that you have read.

Part 4. The chart that you have designed shows the application of the tools needed for deeper
understanding of the literary or narrative text that you have read.

Part 5. The chart that you designed shows the text devices used in the literary or narrative text that
you have read.

Part 6. The reflection part where the importance of learning to comprehend a literary or narrative
text is written in a 5-sentence paragraph.

B.Teacher’s Remarks: Note observations Effective Practices Problems Encountered

on any of the
following areas:
strategies
explored

materials used

learner
engagement/
interaction

Teacher’s Reflection  Reflection guide or prompt can be on:

 What principles and beliefs informed my
lesson?
 Why did I teach the lesson the way I did?
 What roles did my students play in my
lesson?
 What did my students learn? How did
they learn?
 What could I have done differently?
 What can I explore in the next lesson?