English 4

Quarter 1 Week 1
EN4LR-1-1 Comprehend literary
texts
Day 1
Learning Objectives:

• Give the distinguishing features of

a narrative text
• Identify the setting, characters and
plot
• Relate one’s experiences to the text
Review:
Review the two types of texts:
narrative and informational. Then
present and read the following
paragraphs.

Identify which is a narrative text

and an informational text.
A. “Here” shouted Jill, “Catch
the ball.” She threw the ball to
Tim. “Now, throw it back.” she
said. “I like to play ball. I have
something to tell you. I am
going to be on the school
team.”
B. The housefly carries many
germs. Some of the germs are on
the hairs of its legs. Some are on
the housefly’s feet. Most flies
carry far more than a million
germs. One fly was known to
carry over six million germs.
What makes it
interesting?

Let us have some

sharing of you favorite
Stories have a structure or
framework called story
grammar, which includes
different elements that make up
a narrative.
LET US READ THE FOLLOWING WORDS
1. Nestled
2. Symphony
3. Venture
4. Mystical
5. Enchanting
6. Damp
7. Perched
8. Echoed
9. Vibrant
10. mesmerized
11. Soothing
12. Fluttering
13. tumbled.
1. He nestled his head against his
mother’s shoulder.

2. symphony (use a picture or give a

synonym)

3. damp (get water and some of it on

your hair to illustrate the meaning)
 Maya’s Adventure
In a small barrio nestled among rice fields and coconut trees, there
lived a young girl named Maya. Maya loved spending her days
exploring the lush countryside and listening to the symphony of
sounds that filled the air.
One sunny morning, Maya decided to venture into the nearby
forest, known for its mystical creatures and enchanting beauty. As she
stepped onto the forest path, her feet made a soft "squish-squish"
sound on the damp earth.
As Maya walked deeper into the forest, she heard the melodious
"tweet-tweet" of birds perched on the branches above. Their songs
echoed through the trees, filling the air with a sweet melody. Maya
couldn't help but smile as she listened to their harmonious chorus.
 Suddenly, she heard a loud "buzzzzz" coming from a nearby
tree. Maya's eyes widened with excitement as she spotted a
group of colorful butterflies fluttering their wings. Their vibrant
colors and delicate movements a her, and she couldn't resist
reaching out to touch one. But as she did, she heard a soft
"flutter-flutter" as the butterfly gracefully flew away.
Continuing her journey, Maya came across a small stream,
its waters gently flowing with a soothing "babble-babble"
sound. She knelt down and cupped her hands, scooping up
some water to quench her thirst. The cool liquid trickled down
her throat, making a refreshing "gulp-gulp" sound.
 As Maya continued her exploration, she stumbled upon
a group of children playing a traditional Filipino game called
"patintero." The children's feet made a lively "tap-tap"
sound as they hopped and dodged, trying to cross each
other's paths. Maya joined in the fun, her own feet adding
to the rhythmic beat.
As the day wore on, the sun began to set, casting a
warm orange glow over the landscape. Maya heard the
distant "bark-bark" of dogs as they announced the arrival of
evening. It was a familiar sound that signaled the end of her
adventure.
 Comprehension Questions:

1. Who loves to go for an adventure?

2. Where does she live?
3. Where did she go one sunny morning?
4. What were Maya’s experiences in the
forest?
5. Are you like Maya? What adventures did
you experience?
DAY 1- GROUP TASKS/ACTIVITY
DIRECTIONS: Read the paragraph before doing your group task.
DAY 1- GROUP TASKS/ACTIVITY
DIRECTIONS: Read the paragraph before doing your group task.
There are two types of texts: narrative and
informational.

A narrative text is a type of text that tells a story or

recounts a series of events. It typically includes
elements such as characters, setting, and plot.
Narrative texts can be found in various forms. The
purpose of a narrative text is to entertain, engage, or
inform the reader by presenting a sequence of events
in a logical and coherent manner.
A story grammar is a way to understand and analyze the
structure of a story. It helps us identify the important
elements and how they fit together to create a complete
narrative.
The elements of a story grammar are setting, character, and
plot.
The setting talks about the place and the time that the events
in the story happened.
The characters are the people or animals in the story.
The plot is made up of the events that happened in the story.
It consists of the beginning, the middle, and the ending.
Beginning- It gives the problem faced
by the main character.
Middle – It presents the actions made
by the characters to solve the problem.
Ending- it gives the solution to the
problem
 Group Activity:

Divide the class into three groups for

them to do their group tasks.
Group 1
Answer the following questions based from the story.

What is the setting of the story? Underline the part where

the setting is mentioned.
Who are the characters in the story? Describe each of the
characters.
Encircle the parts in the story that helped you describe the
character.
Group. 2- Fill out the graphic organizer
and write the plot of the story below.
Group 3- Complete the graphic organizer.
Generalizati
on:
What is a narrative text?

What are the elements of a story

grammar?
Assessment
: letter of your answer.
A. Choose the
1. It is the element of the story which gives the place
and time when the story happened?
A. plot
B. setting
C. characters
D. point of view
2. They are the people or animals in the story.
A. plot
B. setting
C. characters
D. point of view

3. It refers to the sequence of events in the story

A. plot
B. setting
C. characters
D. point of view
4. It is the part of the plot that gives the problem of the
main character of the story.
A. middle
B. ending
C. resolution
D. beginning
5. It is the part of the plot that gives the solution to the
problem of the main character.
A. middle
B. ending
C. resolution
D. beginning
B. Read the story and answer the questions that follow.

There was a brave and imaginative girl named Sarah. One sunny day,
Sarah decided to go on an exciting adventure in her neighborhood. With a
backpack filled with snacks and a sense of curiosity, she set off on her
journey. She explored the nearby woods, climbed trees and discovered
hidden treasures like colorful leaves and shiny rocks. Along the way, she
encountered friendly animals like squirrels and birds, who seemed to guide
her deeper into the forest. Sarah's adventure was filled with laughter,
wonder, and the joy of discovering the beauty of nature right in her own
backyard.
1. Who is the main character of the story?
A. Sarah
B. Selina
C. Shela
D. Sofia

2. Where did the story happen?

A. in school
B. in the garden
C. in the market
D. in the woods
3. What is the beginning of the story?
A. Sarah went for a journey in the woods.
B. Sarah brought her backpack filled with snacks.
C. Sarah met some animals along the way.
D. Sarah’s adventure was filled with laughter,
discovered, wonder and joy.
4. What is the ending of the story?
A. Sarah went for a journey in the woods.
B. Sarah brought her backpack filled with snacks.
C. Sarah met some animals along the way.
D. Sarah’s adventure was filled with laughter, wonder
and joy.
5. How will you describe Sarah?
A. adventurous
B. curious
C. friendly
D. lonely
Additional
Activity:
Map Me Out! Read the short story and fill in the
story map.
Jo and his friends were playing baseball at the
school grounds. They were having so much fun.
When the ball was hit, it flew into the air and he
ran to catch it. Instead of catching the ball, it hit
Jo’s head. He fell to the ground. “My head really
hurts,” he told his teacher. His teacher brought him
to the School Nurse. She gave him an ice pack for
his head. Soon, his head began to feel better.
Day 2
Learning Objectives:

• Identify the sound devices

• Sequence the events of a
narrative (at least 6 events
Review:

Recall the story, Maya’s Adventure.

Identify the elements present in the story.

In this lesson, we shall work on the plot
of the same story we had yesterday and
identify sound devices used in stories.
 Match the underlined words in column
A with their meaning in column B.
A B
1. There are many mystical stories about a. repeated
butterflies.
2. The birds are fluttering around. b. flying
3. The flowers in the garden look vibrant. c. magical
4. His voice echoed and he was heard. d. fallen for
5. The prince was mesmerized by the e. colorful
beauty of the princess
Reread the text, Maya’s Adventure orally
with the learners. Pause between paragraphs
and ask Maya’s adventure to direct the
learners on the sequence of events or plot of
the story.
Write their answers on the sequence ladder.
Example:
1. Maya decided to go for an adventure into the forest.
2. She heard the birds on the branches of the trees.
3. She spotted a group of colorful butterflies.
4. She came across a small stream.
5. She stumbled upon a group of children playing “Patintero”
6. She heard the barking dogs before the evening arrives.
* Tell the learners that what you did together is
called sequencing or identifying the components
of the plot of the story. It is a strategy that will
help them better understand a narrative text.
Ask: What sounds did Maya hear as she went for
an adventure in the forest?

• soft "squish-squish" sound on the damp earth

• "tweet-tweet" of birds
•loud "buzzzzz" coming from a nearby tree
•soothing "babble-babble" sound of the water
•"gulp-gulp" sound from her throat
•"tap-tap" sound from children’s feet
•"woof-woof" of dogs
The highlighted words are called
onomatopoeia.
Onomatopoeia is a fun and interesting literary
device that helps make writing more engaging and
descriptive. It is a word that imitates or suggests the
sound it is describing. For example, words like "buzz,"
"crash," "sizzle," and "meow" are all examples of
onomatopoeia.
Onomatopoeia can be found in all kinds of writing,
including stories, poems, comics, and even in
everyday conversations. It brings words to life by
creating a connection between the sound and the
meaning.

Examples: "buzz," "crash,"

 Divide the class into three groups
Group Activity: for them to do their group tasks.
Instructions: Read each sentence. Copy on your paper and underline the
onomatopoeia used.
Tasks/Questions:
Example: The bird went chirp, chirp, chirp.
Answer: The bird went chirp, chirp, chirp.
1. The duck went quack in the lake.
2. I saw the cow mooo at the owner.
3. The sheep went baaaa, baaaa in the meadow.
4. The dog went ruff, ruff at the intruder.
5. The snake hiss when it encountered its prey.
6. It was a stormy day, I’m so afraid because the thunder rumbled.
7. There was a crackling sound from the burning leaves.
8. Water is gushing everywhere because the roads are flooded.
9. There’s an owl in that tree which hoots every night.
10. I am disturbed with the squeaking of the rat which runs around the
room.
What do we do when we arrange the events
in a plot of a story?

How can this strategy help us?

What is onomatopoeia? Give examples.

A. Read the story and number the events (1-6) as they
happened in the story.

It was Janet’s birthday. She woke up early. She dressed

up and went to church. When she arrived home, she
helped Mother set the table. She put plates, spoons and
cups on the table. She got a flower vase and put the
flowers in it. She put the cake on the table, too. She put
the chairs around the table. Soon her visitors arrived.
Number the events (1-6) as they happened in the story.
____ She got a flower vase and put the flowers in it.
____ She helped her Mother set the table.
____ She woke up early and went to church.
____ She put the chairs around the table.
____She put the plates, spoons, and cups on the table.
____ Her visitors arrived soon.
____She put the cake on the table, too.
B. Encircle the onomatopoeia in each sentence.
7. The audience clapped at the end of the play.
8. The feather fluttered to the ground.
9. The delivery man knocked on our front door.
10. The race car zoomed pass the other car.
Pick Me! Read each sentence and underline the
onomatopoeia used.

Example: The bird went chirp, chirp, chirp.

Answer: The bird went chirp, chirp, chirp.

1. The duck went quack in the lake.

2. I saw the cow mooo at the owner.
3. The sheep went baaaa, baaaa.
4. The dog went ruff, ruff at the intruder.
5. The snake hiss when it encountered its
prey.
Day 3
Learning Objectives:

• Make predictions on
events
• Differentiate fantasy
from reality
Have you watched or heard
about the movie, Harry
Potter?

What is he? What does he

do?
In the story that we will read today, we
will find out what the wizard gave the
bunny and how the bunny used it.
Choose the meaning of the following
words from the given choices.
1. Mr. Cruz is very annoyed because his
car stopped at the middle of the road. If
one is annoyed, he is _____.
A. angry
B. excited
C. happy
D. sad
2. The long summer season resulted in
drought and hunger in the region. There was
no rainfall for a long period and the plants
dried.
Drought means ___.
A. frequent flooding
B. long dry season
C. seasonal rain
D. strong typhoon
3. Houdini, the wizard performed wonderful magical
tricks in front of the audience. A wizard is a _____.
A. actor
B. magician
C. pianist
D. Singer

4. She placed a bouquet of brightly colored flowers on

the table. Bouquet as used in the sentence means
_____.
A. a basket full of flowers
B. a box full of flowers
C. a truck full of flowers
D. a small bunch of arranged flowers
Read the story aloud to the learners.
At indicated points, ask them what
they think will happen next in the
story. (See pp. 359-360 of the
Teacher’s Guide for the copy of the
story)
Let the learners answer the motive question:
What did the wizard give the bunny and did
the bunny use it?

Answer comprehension questions about the

story (see p. 361 of the Teacher’s Guide)
What we did in between the story is to
make predictions. How were you able to
predict?

*Predicting is giving possible outcomes or

events that could happen in the story based
on the situations or ideas presented. It is
important to listen or read the details
carefully. Look for clues and use what you
know to predict outcomes.
Let us read the following sentences.

1. The wizard offered the bunny a bag filled with

little magical bouquets of flowers.
2. The bunny was dying of hunger.
3. He remembered how his parents had always
taught him to share everything.
4. At that moment, with a great rumble of
thunder, the wizard appeared again.
5. He pulled the bouquet out of the bag and gave
it to the sheep. As soon as he did this, the bunch
shone with a thousand colors. Magic was at work.
• Which among the sentences
show fantasy? Which shows
reality?
• How did you know?
Reality refers to situations that happen in
real life.
Example: Plants and animals died because of
drought.

Fantasy refers to situations that are magical

or make-believe and could not happen in real
life.
Example: A fairy appeared to Mina.
 Group the learners into
Group Activity: three and let them do the
following tasks.
Tasks/Questions:
Example:
Statement: Dogs can fly in the sky. Fantasy

1. The sun rises in the east and sets in the west. __________________
2. Unicorns exist and can be found in the forest. ___________________
3. People can breathe underwater like fish. _________________________
4. Dragons are real creatures that can breathe fire. _________________
5. Fairies have magical powers and can grant wishes. _______________
6. The cowboy rode on a white horse across the road. _______________
7. The fish sang three songs for everyone. __________________________
8. Children learn how to multiply in class. _________________________
9. The monkey got a haircut on Saturday. _________________________
10. Our dog has five cute puppies. __________________________________
What do you do when you make
predictions?

What is reality? fantasy?

Evaluation:
Read the following situations and choose what you
think might happen next.

1. Jaime is playing with his kite. The kite is flying

high above a coconut tree. Suddenly, the kite string
snapped.
A. The kite will fly higher.
B. The kite will fall and hit the tree.
C. The kite will be carried away by the wind.
D. The kite will be torned.
2. All the pupils are inside the
classroom. Some are playing and others
are chatting. The teacher comes in.
A. The pupils will seat quietly.
B. The teacher will go out of the room.
C. The pupils will continue with what
they are doing.
D. The teacher will get mad at her
pupils.
3. Mother is cooking “sinigang”. She
accidentally used two tablespoons of
sugar instead of salt.
A. The sinigang will taste sweet.
B. The sinigang will be very salty.
C. The sinigang will be more delicious.
D. The sinigang will taste very sour.
Write reality or fantasy on the line.
____4. A superhero can stop a storm in a
snap of his finger.
___5. Prolonged drought can lead to
famine and hunger.
Assignment:
Believe It or Not!
Read the statements below and determine whether
each statement describes something that is real
(reality) or something that is imaginary (fantasy). Write
"Reality" or "Fantasy" in the space provided.

Example:
Statement: Dogs can fly in the sky.
Reality or Fantasy: Fantasy

1. The sun rises in the east and sets in

the west.
___________________
2. Unicorns exist and can be found in the forest.
Reality or Fantasy: ___________________
3. People can breathe underwater like fish.
___________________
4. Dragons are real creatures that can breathe
fire.
___________________
5. Fairies have magical powers and can grant
wishes.
___________________
Day 4
Learning Objectives:

• Draw conclusions based

on the text read
• Relate one’s experiences
to the text
•Who among you lives
near a river, a lake or by
the sea?

•Have you gone fishing?

•Let learners share their
experiences when fishing.
Today, we shall listen to a short
story about Going Fishing and we
shall draw conclusions based from
it.
Choose the meaning of the word from
the choices below.

1. dawn
Dawn is the first appearance of light in
the morning followed by sunrise.

2. garage
Father got two cars in our garage.
3. skillful
An artist is skillful in the use of
colors.
good at something
early morning
place where vehicles are kept
Listen to Drawing Conclusion Short
Passage by Kelley Randall on
https://www.youtube.com/watch?v=Yj-l
qA-Wal0
There are two types of texts: narrative and
informational.

A narrative text is a type of text that

tells a story or recounts a series of events. It
typically includes elements such as
characters, setting, and plot. Narrative texts
can be found in various forms. The purpose
of a narrative text is to entertain, engage,
or inform the reader by presenting a
sequence of events in a logical and
coherent manner.
A story grammar is a way to
understand and analyze the structure of
a story. It helps us identify the important
elements and how they fit together to
create a complete narrative.
The elements of a story grammar are
setting, character, and plot.
The setting talks about the place and
the time that the events in the story
happened.
The characters are the people or
animals in the story.
The plot is made up of the events that
happened in the story. It consists of
the beginning, the middle, and the
ending.
Beginning- It gives the problem
faced by the main character.
Middle – It presents the actions
made by the characters to solve
the problem.
Ending- it gives the solution to the
problem
Read the passages with the
learners and have them draw
conclusions.
Instructions: Read the short passages and draw conclusions from
it. Write your answers on
your paper.

Tasks/Questions:
1. It takes a turtle about ten hours to travel one mile. A snake can
travel two miles in one hour. A house cat can travel about thirty
miles in an hour. A jack rabbit can travel forty-five miles in an hour.
Cats move more slowly than ___________.

2. There are many rats in the world. No one knows just how many
rats there are. Sundry rats live underground. Many live in other
places where they can’t be seen. Some people say that there are
about as many rats in the world as there are people.
You can tell that no one has ___________.
3. Young birds don’t seem to know what to eat. They will peck at
anything. Put a stick near them and they will open their mouths and
beg. Their mothers and fathers show them what to eat by picking up
food and dropping it in front of them.
A baby bird is likely to _____________.

4. A bee can move its wings very fast. In just one second, it can move
its wings about two hundred times. So can a housefly. A wasp can move
its wings even faster. It moves them about three hundred times in a
second!
Bees and houseflies move their wings _____________.

5. Horses don’t live as long as people do. A horse that lives to the age of
thirty is very old. One year of a horse’s life is equal to three years of a
person’s life. A thirty-year old horse is as old as a person who is ninety.
A ten-year-old horse is equal to a ______________.
What two things do we need
before we can draw conclusions?
Evaluation:
Read and draw conclusions from the following
short stories.
1. “When I grow up,” said Mila, “I want to fly an
airplane. It must be fun to fly over the towns. It must
be fun to see people down there.”
From the story you can tell that:
A. Mila wants to be a doctor.
B. Mila doesn’t mind high places.
C. Mila wants to go somewhere.
D. Mila is afraid of heights.
2. “Look at your hands, Henry.” said
Mother. “I have never seen your hand look
like that. Get them clean right now. How
could you sit down to eat with those dirty
hands.”
From the story you can tell that:
A. Henry got a chair for Mother.
B. Mother likes to see dirty hands.
C. Henry loves to have dirty hands.
D. Henry’s hands are clean most of the
time.
Additional Activity:
Guess It Right!
Read the short passages and draw conclusions from each.

1. It takes a turtle about ten hours to travel one mile. A snake

can travel two miles in one hour. A house cat can travel about
thirty miles in an hour. A jack rabbit can travel forty-five miles
in an hour.
Cats move more slowly than ______.
2. There are many rats in the world. No one knows just how
many rats there are. Many rats live underground. Many live
in other places where they can’t be seen. Some people say
that there are about as many rats in the world as there are
people.
You can tell that no one has ______
Day 5
Learning Objectives:

• Summarize a story event

Review the elements of the story,
Maya’s Adventure
Using the story elements, we can make a summary
of a story we read. Have you tried writing or
retelling a summary of a story you’ve read?
WORD HUNT: Read the words pasted on
the pocket chart. Call on a learner to draw
a slip of paper in the box where the
meaning of the word is written and match
it with the correct word.

Words:
nestled, symphony, venture, mystical,
enchanting, damp, perched, vibrant,
mesmerized, soothing, fluttering, stumbled
Reread the story Maya’s Adventure.
• Silently on their seats
• Orally by selected learners
Ask comprehension questions focusing on
the elements of the story. Write their
answers in a paragraph form on the board.
1. Who loves to go for an adventure?
2. Where does she live?
3. Where did she go one sunny morning?
4. What were Maya’s experiences in the forest?

State them according to the order they happened

in the story.
What we just did is the summary of the
story.
Let the learners watch the video explainer
on

https://www.youtube.com/watch?v=THOVem
7nRkA
or discuss what a summary is.
A summary of a story is much
shorter than the story.

Summarizing is telling the

important events or ideas in a
story in your own words.
A good summary does not give your own
ideas or opinions.

To summarize a story, you need to include

the story elements- setting, character, plot
(beginning, middle and ending)
Read the story and
accomplish the activity.
What do we do when we summarize?
Evaluation:
Read the story and make a summary.

Playground
Molly and her friend Bella were playing at the
playground. They were supposed to be taking turns on
the swing. Molly counted to 100 while Bella was on the
swing. Bella didn’t get off the swing.
“Bella! I counted to 100, it’s my turn!” said Molly.
“You counted too fast, it’s still my turn,” Bella said.
Molly was upset. She wanted a turn on the swing, too! What
could she do? Molly could tell the teacher, but her teacher
always wanted them to try to solve the problem first. What could
she try?
She decided to try using an “I message”. That means to tell the
other person how you’re feeling, why you feel that way, and
what they can please do to make it better.
“Bella, I feel sad because we were supposed to take turns after
100 seconds. Will you please get off?” Molly asked. Finally, Bella
got off the swing. Molly was happy because she solved her
problem all by herself!
(Source: https://www.k5learning.com/worksheets/reading-
comprehension/2nd-grade-2-reading-playground.pdf)
Additional Activity:
What’s Your Story?
Reread the story Playground. Identify the story
elements and write the summary.
Story: ___________
Setting: __________
Characters: ______
Beginning: _______
Middle: __________
Ending: __________
Summary:
__________________
__________________
__________________
(see complete worksheet)
Use rubric to assess learners’ outputs.