School MARCOS CATIBOG MEMORIAL ELEMENTARY SCHOOL Grade Level 4

MATATAG Teacher DOMINGA C. TUMAMBING Learning Area English

K to 10 Curriculum
Weekly Lesson Log Teaching Dates and Time JULY 29 – AUGUST 2, 2024 Quarter/Week First/Week 1

Day 1 Day 2 Day 3 Day 4 Day 5

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

Relate one’s
experiences to the text
D. CONTENT Sound Devices Predictions Drawing Conclusions Summarizing Story
Narrative text Linear Plot Reality vs. Fantasy Events
Story Grammar Story: Story: The Poor Story:
Story: Maya’s Adventure Bunny’s Magic Maya’s Adventure
Maya’s Adventure Present By Pedro
Pablo Sacristan
E. INTEGRATION
II. LEARNING RESOURCES
A. References Teacher’s Guide pp. Reading Package 3 Teacher’s Guide pp. Reading Package 3 https://www.youtub
112-119 (Sequencing Events), 357-360 (Inferring/Drawing e.com/watch?v=THO
English Learner’s Curriculum English Learner’s Conclusions), Vem7nRkA
Material Grade 4, pp. Development Division, Material Grade 4 p. Curriculum
102-111 Bureau of Elementary 181 Development Division, https://
Education 2005 pp. Bureau of Elementary englishlinx.com/
32-33, 51-52 Education 2005 pp. 31- images/Writing a-
35 Summary-
Worksheet.png
https://www.youtub
e.com/watch?v=THO https://
Vem7nRkA www.pinterest.ph/pin/
282671314099963286
/

https://
www.k5learning.com/
worksheets/
readingcomprehensio
n/2nd grade-2-reading
playground.pdf
B. Other Learning worksheets, printed worksheets, slide worksheets, slide worksheets, slide worksheets, slide
Resources copies of the story, decks, laptop, printed decks, laptop decks, laptop decks, laptop, sheets
slide decks, laptop, copies of the story of paper
pictures
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior Review the two types Review of the Have you watched or Who among you lives Review the elements
Knowledge of texts: narrative and elements of a heard about the movie near a river, a lake or of the story,
informational. Then narrative/story Harry Potter? What is by the sea? Have you Maya’s Adventure
present and read the grammar. Recall the he? What does he do? gone fishing? Let
following paragraphs. story, Maya’s learners share their
Have them identify Adventure. Identify the experiences when
which is a narrative elements present in fishing.
text and an the story.
informational text.

A. “Here” shouted Jill,

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

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

Ask the learners about

a story they have read
and what makes it
interesting. Have
some sharing of their
favorite part of the
story
B. Establishing Lesson Explain that stories In this lesson, we shall
Choose the meaning of Today, we shall listen Using the story
Purpose have a structure or work on the plot of thethe following words to a short story about elements, we can
framework called story same story we had from the given choices. “Going Fishing” and we make a summary of a
grammar, which yesterday and identify shall draw conclusions story we read. Have
includes different sound devices used in 1. Mr. Cruz is very based from it. you tried writing or
elements that make stories. annoyed because his retelling a summary of
up a narrative. Write car stopped in the Choose the meaning of a story you’ve read?
"Story Grammar" on Match the underlined middle of the road. If the word from the
the board. Explain that words in column A with one is annoyed, he is choices below. WORD HUNT: Read
you will be exploring their meaning in _____. the words pasted on
the different elements column B. A. angry 1. dawn the pocket chart. Call
of story grammar B. excited Dawn is the first
on a learner to draw a
together. C. happy appearance of light in
D. sad the morning followed slip of paper in the box
Unlock the following by sunrise. where the meaning of
words using context 2. The long summer the word is written and
clues, picture clues or season resulted in 2. garage match it with the
through actions/ drought and hunger in Father got two cars in correct word.
realia: nestled, the region. There was our garage.
symphony, venture, no rainfall for a long
Words: nestled,
mystical, enchanting, period and the plants 3. skillful
symphony, venture,
damp, perched, dried. Drought means An artist is skillful in
mystical, enchanting,
echoed, vibrant, ___. the use of colors.
damp, perched,
mesmerized, soothing, A. frequent flooding
fluttering, stumbled. B. long dry season a. good at something vibrant, mesmerized,
C. seasonal rain b. early morning soothing, fluttering,
Example: D. strong typhoon c. place where vehicles stumbled
1. He nestled his head 3. Houdini, the wizard are kept
against his mother’s performed wonderful
shoulder. magical tricks in front
of the audience. A
2. symphony (use a wizard is a _____.
picture or give a A. actor
synonym) damp (get B. magician
water and some of it C. pianist
on your hair to D. singer
illustrate the meaning)
4. She placed a
bouquet of brightly
colored flowers on the
table. Bouquet as used
in the sentence means
_____.
A. a basket full of
flowers
B. a box full of flowers
C. a truck full of
flowers
D. a small bunch of
arranged flowers
C. Developing and Reading of the Text Reread the text,
Read the story aloud to Listen to Drawing Reread the story
Deepening Maya’s Adventure the learners. At Conclusion Short Maya’s Adventure.
Understanding Read the story aloud orally with the learners.indicated points, ask Passage by Kelley • Silently on their
while learners listen.
Pause between them what they think Randall on seats
Choose some learners paragraphs and ask will happen next in the https://www.youtube.co • Orally by selected
to read aloud using Maya’s adventure to story. (See pp. 359- m/watch?v=Yj lqA- learners
the Popcorn Reading direct the learners on 360 of the Teacher’s Wal0
Technique the sequence of events Guide for the copy of Ask comprehension
or plot of the story. the story) Teaching Modelling questions focusing on
Note: pls access the Write their answers on the elements of the
story and group the sequence ladder. Let the learners There are two types of story. Write their
activities/tasks at answer the motive texts: narrative and answers in a
http://tinyurl.com/5Day Example: question: What did the informational. A paragraph form on the
Tasks wizard give the bunny narrative text is a type board.
1. Maya decided to go and did the bunny use of text that tells a story
Teaching Modelling for an adventure into it? Answer or recounts a series of 1. Who loves to go for
the forest. comprehension events. It typically an adventure?
There are two types of 2. She heard the birds questions about the includes elements 2. Where does she
texts: narrative and on the branches of the story (see p. 361 of the such as characters, live?
informational. A trees. Teacher’s Guide) setting, and plot. 3. Where did she go
narrative text is a 3. She spotted a group Narrative texts can be one sunny morning?
type of text that tells a of colorful butterflies. What we did in found in various forms. 4. What were Maya’s
story or recounts a 4. She came across a between the story is to The purpose of a experiences in the
series of events. It small stream. make predictions. How narrative text is to forest? State them
typically includes 5. She stumbled upon were you able to entertain, engage, or according to the order
elements such as a group of children predict? *Predicting is inform the reader by they happened in the
characters, setting, playing “Patintero” giving possible presenting a sequence story.
and plot. Narrative 6. She heard the outcomes or events of events in a logical
texts can be found in barking dogs before that could happen in and coherent manner. What we just did is the
various forms. The evening arrives. the story based on the A story grammar is a summary of the story.
purpose of a narrative * Tell the learners that situations or ideas way to understand and Let the learners watch
text is to entertain, what you did together presented. It is analyze the structure the video explainer on
engage, or inform the is called sequencing or important to listen or of a story. It helps us https://www.youtub
reader by presenting a identifying the read the details identify the important e.com/watch?v=THO
sequence of events in components of the plot carefully. Look for elements and how they Vem7nRkA or discuss
a logical and coherent of the story. It is a clues and use what fit together to create a what a summary is. A
manner. A story strategy that will help you know to predict complete narrative. summary of a story is
grammar is a way to them better understand outcomes. The elements of a much shorter than the
understand and a narrative text. story grammar are story. Summarizing is
analyze the structure Let us read the setting, character, telling the important
of a story. It helps us Ask: What sounds did following sentences. and plot. The setting events or ideas in a
identify the important Maya hear as she went talks about the place story in your own
elements and how for an adventure in the 1. The wizard offered and the time that the words. A good
they fit together to forest? Write the the bunny a bag filled events in the story summary does not
create a complete learners’ answers on with little magical happened. The give your own ideas or
narrative. The the board. bouquets of flowers. characters are the opinions. To
elements of a story people or animals in summarize a story,
grammar are setting, • soft "squish squish" 2. The bunny was the story. The plot is you need to include
character, and plot. sound on the damp dying of hunger. made up of the events the story elements-
The setting talks earth that happened in the setting, character, plot
about the place and • "tweet-tweet" of birds 3. He remembered story. It consists of the (beginning, middle and
the time that the • loud "buzzzzz" how his parents had beginning, the ending)
events in the story coming from a nearby always taught him to middle, and the
happened. The tree share everything. ending. Read the story and
characters are the • soothing "babble • Beginning- It gives accomplish the
people or animals in babble" sound of the 4. At that moment, with the problem faced by activity.
the story. The plot is water a great rumble of the main character.
made up of the events • "gulp-gulp" sound thunder, the wizard • Middle – It presents
that happened in the from her throat appeared again. the actions made by
story. It consists of the • "tap-tap" sound from the characters to solve
beginning, the children’s feet 5. He pulled the the problem.
middle, and the • "woof-woof" of dogs bouquet out of the bag • Ending- it gives the
ending. The highlighted words and gave it to the solution to the problem
• Beginning- It gives are called sheep. As soon as he
the problem faced by onomatopoeia. did this, the bunch Read the passages
the main character. shone with a thousand with the learners and
• Middle – It presents Onomatopoeia is a colors. Magic was at have them draw
the actions made by fun and interesting work. conclusions.
the characters to solve literary device that
the problem. helps make writing • Which among the Note: Please access
• Ending- it gives the more engaging and sentences show the story and group
solution to the descriptive. It is a word fantasy? Which shows activities/tasks at
problem that imitates or reality? http://tinyurl.com/5Day
suggests the sound it • How did you know? Tasks
Divide the class into is describing. For
three groups for them example, words like Teaching/Modelling
to do their group "buzz," "crash,"
tasks. "sizzle," and "meow" Reality refers to
are all examples of situations that happen
Note: Please access onomatopoeia. in real life.
the story and group Onomatopoeia can be
activities/tasks at found in all kinds of Example: Plants and
http://tinyurl.com/5Day writing, including animals died because
Tasks stories, poems, of drought.
comics, and even in
everyday Fantasy refers to
conversations. It brings situations that are
words to life by magical or make
creating a connection believe and could not
between the sound happen in real life.
and the meaning.
Examples: "buzz," Example: A fairy
"crash," "sizzle," and appeared to Mina.
"meow"

Divide the class into Group the learners into

three groups for them three and let them do
to do their group tasks. the following tasks.

Note: Please access Note: Please access

the story and group the story and group
activities/tasks at activities/tasks at
http://tinyurl.com/5Day http://tinyurl.com/5Day
Tasks Tasks
D. Making What is a narrative What do we do when What do you do when What two things do we What do we do when
Generalizations text? What are the we arrange the events you make predictions? need before we can we summarize?
elements of a story in a plot of a story? What is reality? draw conclusions?
grammar? How can this strategy fantasy?
help us? What is
onomatopoeia? Give
examples.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning A. Choose the letter of A. Read the story and A. Read the following Read and draw Read the story and
your answer. number the events (1- situations and choose conclusions from the make a summary.
6) as they happened in what you think might following short stories.
1. It is the element of the story. happen next. Playground
the story which gives 1. “When I grow up,”
the place and time It was Janet’s birthday. 1. Jaime is playing with said Mila, “I want to fly Molly and her friend
when the story She woke up early. his kite. The kite is an airplane. It must be Bella were playing at
happened? She dressed up and flying high above a fun to fly over the the playground. They
A. plot went to church. When coconut tree. towns. It must be fun to were supposed to be
B. setting she arrived home, she Suddenly, the kite see people down taking turns on the
C. characters helped Mother set the string snapped. there.” swing. Molly counted
D. point of view table. She put plates, A. The kite will fly to 100 while Bella was
spoons and cups on higher. From the story you can on the swing. Bella
2. They are the people the table. She got a B. The kite will fall and tell that: didn’t get off the
or animals in the story. flower vase and put the hit the tree. A. Mila wants to be a swing. “Bella! I
A. plot flowers in it. She put C. The kite will be doctor. counted to 100, it’s my
B. setting the cake on the table, carried away by the B. Mila doesn’t mind turn!” said Molly. “You
C. characters too. She put the chairs wind. high places. counted too fast, it’s
D. point of view around the table. Soon D. The kite will be C. Mila wants to go still my turn,” Bella
her visitors arrived. torned. somewhere. said.
3. It refers to the D. Mila is afraid of
sequence of events in Number the events (1- 2. All the pupils are heights. Molly was upset. She
the story 6) as they happened in inside the classroom. wanted a turn on the
A. plot the story. Some are playing and 2. “Look at your hands, swing, too! What could
B. setting ____ She got a flower others are chatting. Henry.” said Mother. “I she do? Molly could
C. characters vase and put the The teacher comes in. have never seen your tell the teacher, but
D. point of view flowers in it. A. The pupils will seat hand look like that. Get her teacher always
____ She helped her quietly. them clean right now. wanted them to try to
4. It is the part of the Mother set the table. B. The teacher will go How could you sit solve the problem first.
plot that gives the ____ She woke up out of the room. down to eat with those What could she try?
problem of the main early and went to C. The pupils will dirty hands.”
character of the story. church. continue with what She decided to try
A. middle ____ She put the they are doing. From the story you can using an “I message”.
B. ending chairs around the D. The teacher will get tell that: That means to tell the
C. resolution table. mad at her pupils. A. Henry got a chair for other person how
D. beginning ____She put the Mother. you’re feeling, why
3. Mother is cooking
plates, spoons, and B. Mother likes to see you feel that way, and
5. It is the part of the cups on the table.“sinigang”. She dirty hands. what they can please
plot that gives the ____ Her accidentally used two
visitors C. Henry loves to have do to make it better.
solution to the arrived soon. tablespoons of sugar dirty hands.
problem of the main ____She put the cake instead of salt. D. Henry’s hands are “Bella, I feel sad
character. on the table, too.A. The sinigang will clean most of the time. because we were
A. middle taste sweet. supposed to take turns
B. ending B. Encircle B. The sinigang will be
the after 100 seconds. Will
C. resolution very salty.
onomatopoeia in each you please get off?”
D. beginning sentence. C. The sinigang will be Molly asked. Finally,
more delicious. Bella got off the swing.
B. Read the story and 7. The audience D. The sinigang will Molly was happy
answer the questions clapped at the end of taste very sour. because she solved
that follow. the play. her problem all by
8. The feather fluttered herself!
There was a brave to the ground. B. Write reality or (Source:
and imaginative girl 9. The delivery man fantasy on the line. https://www.k5learn
named Sarah. One knocked on our front ing.com/worksheets/
sunny day, Sarah door. ____4. A superhero reading
decided to go on an 10. The race car can stop a storm in a comprehension/2nd-
exciting adventure in zoomed pass the other snap of his finger. grade-2-reading
her neighborhood. car. playground.pdf)
With a backpack filled ___5. Prolonged
with snacks and a drought can lead to
sense of curiosity, she famine and hunger.
set off on her journey.
She explored the
nearby woods,
climbed trees and
discovered hidden
treasures like colorful
leaves and shiny
rocks. Along the way,
she encountered
friendly animals like
squirrels and birds,
who seemed to guide
her deeper into the
forest. Sarah's
adventure was filled
with laughter, wonder,
and the joy of
discovering the beauty
of nature right in her
own backyard.

1. Who is the main

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

2. Where did the story

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

4. What is the ending

of the story?

A. Sarah went for a

journey in the woods.
B. Sarah brought her
backpack filled with
snacks.
C. Sarah met some
animals along the
way.
D. Sarah’s adventure
was filled with
laughter, wonder and
joy.

5. How will you

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

5. Fairies have magical

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

D. Teacher’s Reflection

Prepared by: Reviewed by: Approved by:

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

Teacher III Master Teacher I Head Teacher II