Lesson Plan in English 4 I. Objectives: A. Content Standards

Lesson Plan in English 4

I. Objectives:

A. Content Standards:
The learner demonstrates an understanding of the elements of literary and informational
texts for comprehension and demonstrates an understanding of texts types to construct
feedback.
B. Performance Standards:
The learner recalls details, sequence of events, and shares ideas on texts listened to
and identifies story perspective and text elements.
C. Learning Competencies:
At the end of 50-minute period, 75% of the learners are able to:
a. Draw conclusion in informational text heard
b. Give conclusions for humorous/cumulative poem heard
LC Code EN4LC-IVe-33

II. Content:
Subject Matter: Drawing conclusion in informational text heard
Giving conclusion for humorous/ cumulative poem heard
Teaching Strategies: Explicit teaching, Brainstorming, Show and Tell
Values integration: Always be careful
Subject integration: Naming and describing animals (Science)
References Curriculum Guide p. 94
Teacher’s Guides Teacher’s Guide pp. 390-392
Learner’s Material pages Learners’ Materials pp. 376-377
English for You and Me (Reading) pp. 167-168
Quarter: 4 Week: 5 Day: 1 Date:_____________
III. Learning Activities
A. Preliminary Activities
1. Motivation
Show and Tell
One pupil will show an object and ask the class:
What do I have?
What is its color?
What can you say about its shape?
(He will show it)
You’re right. I have a ball here inside the box. It is blue. It is round. I use it
every day in playing. Mother bought it from the market.
2. Unlocking of Difficulties
>swallowed (through action)
I swallowed the biscuit.
>catch (through action using a ball)
The teacher will throw the ball and instruct somebody to catch the ball.
>absurd (through contextualized clues)
The boy does absurd things because he put a frog on the food of his sister,
kept the other pair of his sister’s slipper and locked her inside the room. He is
foolish.
B. Developmental Activities
1. Presentation
What will happen if you accidentally swallowed a fly?
I am going to read to you a story. Its title is, “The Old Woman Who Swallowed
a Fly”.
What do you want to find out from the story?
2. Teaching/ Modelling
(The teacher will use Direct Reading-Thinking Activity (DRTA)
There Was an Old Lady Who Swallowed a Fly

Poor old lady, she swallowed a fly
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Poor old lady, she swallowed a spider,

It squirmed and wriggled and turned inside her.
She swallowed the spider to catch the fly.
I don’t know why she swallowed the spider to catch a fly.
Ask: What do you think will be the next animal the old woman will
swallow?
Poor old lady, she swallowed a bird.
How absurd! She swallowed a bird.
She swallowed the bird to catch the spider.
Ask: What do you think will be the next animal the old woman will
swallow?
Poor old lady, she swallowed a cat.
Think of that! She swallowed a cat.
She swallowed the cat to catch the bird.
She swallowed a bird to catch a spider.
She swallowed a spider to catch a fly.
I don’t why she swallowed a fly.
Ask: What is next after the cat?
Poor old lady, she swallowed a dog.
She went the whole hog when she swallowed the dog.
She swallowed the dog to catch the cat.
She swallowed the cat to catch the bird.
Say: Oh no!
Ask: Can you swallow a dog? What do you think will be the next
animal?
Poor old lady, she swallowed a cow.
I don’t know how she swallowed a cow.
She swallowed a cow to catch the dog.
She swallowed a dog to catch the cat.
She swallowed a cat to catch the bird.
I don’t know why she swallowed the fly.
Ask: What do you think will happen next?
Poor old lady, she swallowed a horse,
She died, of course.
Ask: What happened at the end of the story? Why did the old woman die after
she swallowed the horse?
(Because the horse can swallow the cow, being smaller. There was no more
space in her stomach.)
3. Guided Practice
Recall the character in the poem “ The Old Woman who Swallowed a Fly” Let
us give three to four sentences to show what could happen at the end of the
poem or give possible conclusion to the poem.
The old woman swallowed _______________________________________

If she swallowed a fly or a spider, she must
________________________________________________________
She might _______________________________________if she swallowed

the _____________________________________________
She must be
Values integration: As much as possible, to avoid accidents, what should be

done?
Subject integration: In the poem, what are the animals mentioned? Are you
familiar with these animals? Can you describe one?
4. Independent Practice
Directions: Read the selection carefully and draw conclusion in each situation.
One day, Lino was passing by a clump of bamboo trees on his way home
from school when he heard the meowing of a cat. He was about to pass but the
meowing continued as if in pain. He put his bag down and went to the bamboo
clumps. He found a cat whose paw was caught between the bamboo stumps.
He freed the cat, but still it lay moaning painfully. Lino tried to soothe the cat’s
injured foot when all of a sudden Lino jumped and cried in pain.
1. Lino freed the cat but still it was moaning in
pain,_______________________________________________
2. If Lino called for adult’s
help,_______________________________________________
3. If Lino ignored the meowing of a cat he
heard,______________________________________________
4. Since Lino was crying in
pain,_______________________________________________
5.Generalization
How do you draw conclusion? What are the things to be considered when
you draw conclusion?
IV. Evaluation
Directions: Write the possible outcome or conclusion of the following situations.
Miss Ranin politely excused herself and left the breakfast table. She was
not feeling well. She had been resting in her cabin for some time when she
smelled smoke. She thought it was just the machine room. Then she heard an
alarm. “Maybe it’s just the fog horn”, she said to herself. But when she opened
her cabin room, she saw people running and going up the upper deck. Smoke
was everywhere. She grabbed a life jacket from under her bed and put her
overcoat. In a few minutes, she was outside her cabin.” This way!” a man said.
“I must find my brother,” she said as she followed the man. “There is no time!”
the man said as he pushed her towards the lifeboat.
1. Which phrase describes the setting of the story?

A. dining room, not feeling well, machine room
B. cabin, deck, fog horn
C. life jacket, overcoat, the man
2. The smoke, people running and going up the upper deck, and the sound of
the alarm are meant to give you________.
A. a happy feeling
B. a funny feeling
C. a frightened feeling
3. You can conclude that the action took place in the morning
because_____________________.
A. Miss Ranin was resting,
B. Miss Ranin was reading.
C. Miss Ranin left the breakfast table.
4.”This way!” From this expression you can conclude that the man was telling
___________________.
A. Miss Ranin where to go.
B. Miss Ranin not to be afraid.
C. Miss ranin to go back to her room.
5. You can conclude that that the story took place ___________________.
A. in an airplane
B. on a train
C. on a ship
IV. Assigment: Recall the story about Miss Ranin. Give your conclusion about the
situation in your notebook.
“There is no time!” the man said as he pushed her towards the lifeboat. From this
sentence you can conclude that the man wanted to________________.
Remarks:______________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________.
Reflection:
A. No. of learners achieve 80%____________________
B. No. of learners who require additional activities for remediation:____________
C. Did the remedial lessons work?_______________
D. No. of learners who have caught up the lesson___________________
E. No. of learners who continue to require remediation________________
F. Which of the teaching strategies worked well? Why did these work?
_____________________________________
G. What difficulties did I encounter which my principal or supervisor help me solve?
___________________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share with
other teacher.
I. Objectives:
A. Content Standards:
The learner demonstrates an understanding that word meaning can be derived from
different sources and demonstrates an understanding that words are composed of
different parts and their meaning changes depending on context
B. Performance Standards:
The learner uses different resources to find word meaning and uses strategies to decode
the meaning of words
C. Learning Competencies:
At the end of 50-minute period, 75% of the pupils are able to identify meaning of words
with suffixes –ful and –less.
LC Code EN4LC-IVe-43
II. Content
Subject Matter: Identifying meaning of words with suffixes-ful and -less
Values integration: Be Careful
Subject integration: Naming farm animals (Science)
Teaching strategies: Brainstorming, Explicit teaching, MQ-MQ Tandem
Quarter: 4 Week: 5 Day: 2 Date:___________
III. Learning Activities:
1. Dril
Read the following sentences.
1. The old woman was so powerful that she could swallow a lot of animals.
2. The old woman was careless to swallow a fly.
3. The old woman is beautiful.
4. She had a sleepless night when she swallowed a fly.
2. MQ-MQ Tandem
Motivation Question: Have you gone to a farm? Mountain? If you do, what do you love
to do in the farm?
Motive Question: What did the children in the story do in the farm?
1. Presentation
Let us read a story about the children who went to a farm to visit their grandchildren.
It was summertime. The children are excited to visit their grandparents in the
farm. The children had a sleepless night. They were imagining of the wonderful things
they do in the farm. They play and eat in a peaceful meadow near the lake. They
sometimes swim in the lake with their cousins. Their cousins were helpful to make things
easy for them. In the afternoon, they were so eager to help in feeding grandpa’s animals
while grandma is watchful and reminds them to be careful. The children can’t wait for
another summer to come. They wish they could do these things this summer and for the
next summers to come.
Answering the motive Question: What did the children in the story do in the farm?
What are the underlined words in the story?
word Root word Suffix( syllable Meaning of the Meaning of the word
after the root suffix
word)
sleepless sleep -less without Without sleep
wonderful wonder -ful Full of Full of wonder
peaceful peace -ful Full of Full of peace
helpful help -ful Full of Full of help
 What is the root word of the word sleepless?
 What syllable was added at the end of the root word?
 What does the suffix –ful mean?
 What is the meaning of the new word?
 In what does a suffix change the meaning of a word?
 What words with suffix –ful do not have counterpart with the suffix –full?
Values integration: Have you gone to a farm? If you are in the farm, what should you do
to avoid accidents?
Subject integration: What do you think are the animals found in the farm? Can you
describe some of them?
3. Guided Practice
Say: I will divide you into three groups. Each group should have a leader, a write
and a reporter.
Group I
Directions: Match the words in column A with their correct meaning in column B.
Column A Column B
1. careful a. full of mercy
2. hopeless b. without hope
3. merciful c. full of care
4. powerful d. full of power
5. shameless e. without shame
Group II
Directions: Make sentences using of the following words.
1. meaningful
2. meaningless
3. useful
4. useless
5. wonderful
Group III
Directions: Complete the table below.
Root word suffix Meaning of word
lifeless
seamless
sinful
painful
sorrowful
Directions: Add the suffix –less or –ful to the word inside the parenthesis to make the
sentence correct. Write the newly formed on the blank.
_____________________1. Boy Scouts are having a (wonder) time.
_____________________2. They are (rest) for the whole day.
_____________________3.There are (count) activities ahead of them.
_____________________4. The scout master taught them to be (faith) to God.
_____________________5. They were taught to be (help) to other people.
Generalization
What is a suffix? How do suffixes help you understand the meaning of word?
IV. Evaluation:
Directions: Complete the sentence using the word in the parenthesis by adding
suffix-less or –ful.
1. They must be _______at all times. (truth)
2. Being_____ to humans and nature is one of the values they learned. (respect)
3 They visited the needy and ___________people. (hope)
4. They assisted fire victims who were left __________in going to evacuation center.
(home)
5. The troop that won the game received a ___________of candies. (hand)
V. Assignment:
Give 5 examples of words that used the suffix –ful and 5 words of the suffix –less.
Write them in your notebook.
Remarks:______________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________.
Reflection:
_____________________________________
___________________________________________________________
other teacher.
I. Objectives
Content Standards: The learner demonstrates an understanding of texts elements
comprehend various texts and demonstrates an understanding that reading in a wide
range of texts provides pleasure and an avenue for self-expression and personal
development
Performance Standards: The learner uses knowledge of text types to correctly
distinguish literary from informational texts and uses literal information from texts to aptly
infer and predict outcomes
Learning Competencies: At the end of 50-minute period, 75% of the pupils are able to
make inferences and draw conclusions based on informational text.
LC Code EN4RC-IVe-44
II. Content
Subject Matter: Making inferences and drawing conclusions based on
informational text
Fun in English textbook pp. 172-175
Values integration: Be Prepared at all times
Subject integration: Gravity (Science)
Teaching Strategies: Explicit teaching, brainstorming, MQ-MQ Tandem

1. Drill
Read the following flashcards.
astronaut
cosmonauts
space
float
celestial
spacesuits
2. MQ-MQ Tandem
Motivation Questions:
Have you dreamed to go to outer space?
How do you think will you survive in outer space?
Motive Questions:
Who was the first woman astronaut who was sent to outer space?
How did she survive in outer space?
1. Presentation
Look at the picture. What can you say about the picture?
This morning, we are going to read a story about the woman astronaut who was
sent to outer space. It is entitled “Living in Space”.
Living in Space
Shannon Lucid was the first woman astronaut who was sent to outer space. She
stayed aboard Russia’s space station, Mir, for 188 days.
How do you think did she live that long in a space station without seeing land or
body of water? Did she live a normal life like she did on Earth?
In outer space, astronauts are weightless. They float around in their spacecraft.
The Mir spacecraft is a laboratory where astronauts and cosmonauts do scientific work.
They observe how it is to live in outer space. They study and investigate celestial bodies
like the moon, the stars, and other planets including the earth. They bring with them
complete equipment including air in their spacesuits and head coverings for their oxygen
needs.
In spite of all the necessary things they have in the laboratory, most of the
astronauts and cosmonauts feel sick because their bodies find it hard to cope with the
different living conditions in outer space. This is called “space sickness”. They have to
bring with them medicines and medical instruments to protect their health. They also
need to exercise every day because their muscles must function like they do on earth.
How do you think do astronauts and cosmonauts feel in outer space away from
their friends and families? The space station has communication devices which enable
astronauts to communicate with their families and co-astronauts on earth. We can also
peep into their spacecraft through a special television broadcast.
Since everything in space is in “zero gravity,” everything floats. The astronauts
and cosmonauts are weightless. They have to hold on to something or else they will stay
floating. They squeeze a container or use a straw to drink. They sleep in sleeping bags
to keep them from floating away. But they look so funny when they put out their arms
because their arms float outside their bags. They also take a bath in an unusual manner.
They need to use a special bath suit. It sounds so exciting to be an astronaut. How
would you like to be one someday and go to outer space?
Answering the motive questions.

Who was the first woman astronaut who was sent to outer space?
How did she survive in outer space?
2. Teaching/Modelling
In the story “Living in Space”, you can draw several conclusions based on facts.
Below are facts from the story. What conclusion can you give for each? Choose
your answer from those in the box below.
a. It is really difficult to cope with the living conditions in outer space.

b. If a person is really decided and works hard to get what he or she wants, he or
she will surely succeed.
c. In outer space where there is no gravity, things are weightless.
d. Living in outer space is just like living on earth.
e. Scientists want to make astronauts and cosmonauts feel comfortable and not
feel alone out of their own world.
f. People can stay and live in outer space even for a long time.
1. Scientists have long been experimenting and investigating on how to go outer space.
And they have succeeded.
Conclusion:_______________________________________________________
2. Astronauts have to bring some medicines and medical instruments when they go to
outer space. They also experience “space sickness”.
Conclusion:_______________________________________________________
3. In outer space, there is “zero gravity”. Everything floats.
Conclusion:_______________________________________________________
4. Shannon Lucid stayed in the Mir space station for 188 days. She helped other
astronauts and cosmonauts in their studies and experiments.
Conclusion:_______________________________________________________
5. The space station is equipped with communication devices. Through those, astronauts
in outer space are able to talk to people on earth.
Conclusion:_______________________________________________________
Remember: When you draw conclusions, you usually make judgments based on
that information.
Values integration: When you go far places, what is the first thing you should do?
Subject integration: Have you read about the outer space before? Can you share about
what you have read? Or share about a movie you have watched about outer space?
3. Guided Practice
I will divide you into three groups. Choose the best correct conclusion you think best tells
about each. Each group will present their answer in class.
Group I.
The Mir spacecraft is a laboratory. Astronauts and cosmonauts stay in space lab
to do scientific work. They observe how it is to live in space. They study and investigate
celestial bodies like the moon and the other planets.
A. Scientists want to find out about other things that exist around our own planet
Earth.
B. Scientists want to show the world that they are intelligent and can send
spaceships and people to outer space.
C. Scientists can create vehicles that can transport people from one planet to
another.
D. Scientists just want to keep themselves busy.
Group II.
Shannon Lucid is the first woman astronaut who was sent to outer space. She
stayed aboard Russia’s space station, Mir.
A. Women can also be astronauts.
B. A person can stay in space even for a number of months.
C. A space station is a safe place to stay while in outer space.
D. Only American women can be astronauts.
Group III.
In spite of all the necessary things the astronauts and cosmonauts have in the
space laboratory, most of them feel sick in that place. Their bodies find it hard to cope
with the different living conditions in space, especially being weightless.
A. It is difficult to be weightless because people are not made to float and fly like
a bird.
B. Even astronauts who are supposed to be in the best of health also get sick.
C. There are many germs in outer space,
D. Astronauts tire easily because they are always floating in the spacecraft.
Directions: Read the selections carefully and draw conclusion of each situation. Reporter
in every group will present the group output.
The bell rang. Pupils were moving fast to go out for lunch. They were running
towards the cottages in front of their classroom and immediately got their lunch
box to eat. Some were heading to the school gate.
Group I: Pupils were moving fast to go out for lunch. It is concluded that the pupils were
______________________________________________________________________
_____________________________________________________________________
Group II: They were running towards the cottages in front of their classroom and
immediately got their lunch box to eat. It is concluded that
______________________________________________________________________
___________________________________________________________________
Group III: What time of the day was it?
_____________________________________________________________________
______________________________________________________________________
Generalization
How do you make inferences or draw conclusion from informational text? What are the
things to be considered when you draw conclusion or make inferences?
IV. Evaluation:
A. In a sheet of paper, choose the correct conclusion of the following situations.
1. Although cosmonauts and astronauts eat, sleep bathe, and exercise in an
outer space station, they do these differently from the way they do them on earth. They
need special suits and equipment to do them.
A. Living in space is just like living on earth.
B. Living in outer space is more exciting than living on earth.
C. Astronauts and cosmonauts need to adapt themselves to their environment in
outer space.
D. Living in outer space is complicated.
2. Astronauts and cosmonauts are provided with complete equipment and all
materials they need. They have to wear a special kind of suit and head covering that
includes oxygen in order to stay alive in outer space.
A. There is not enough oxygen in outer space to sustain life.
B. There is no hospital in outer space where astronauts and cosmonauts can be
brought to when they get sick.
C. It is difficult and expensive for astronauts and cosmonauts to come down on
earth everytime they need some equipment and materials.
D. Astronauts and cosmonauts are required to wear special suits only when
necessary to make sure that these will not wear out easily.
3. Air pollution is a most serious problem of the current time all over the world
especially in the large cities because of the huge level of industrialization. The release of
such air pollutants in heavy concentrations such as smog, particulates, solid materials,
etc are getting settled over the city.
A. There is a threat of people’s lives because of air pollution
B. Air pollution is caused by natural activities.
C. The government is making solution about the problem.
D. It is difficult to resolve air pollution.
B. Write your conclusion after reading the situations.
4. In outer space, things and people are weightless. They float. They cannot take
a bath in the normal way like they do on earth. They cannot sleep without their sleeping
bags.
Conclusion:______________________________________________________
5.Marlon is a bright student. He is consistently getting gardes of 90 in Filipino; 90
in Civics and Culture; 90 in English; 90 in Science; but always 80 in Mathematics.
Conclusion:_______________________________________________________
Remarks:______________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________.
Reflection:
_____________________________________
___________________________________________________________
other teacher.
I. Objectives
Content Standards: The learner demonstrates an understanding of library skills to
research on a variety of topics
Performance Standards: The learner uses library skills to gather appropriate and
relevant information.
Learning Competencies: At the end of the 50-minute period, 75% of the pupils are able
to interpret a map.
LC Code EN4G-IVe-5.4
II. Content
Subject Matter: Interpreting a map
Fun in English 4 (Reading) pp. 195-196
Value integration: Be patient
Subject integration: Araling Panlipunan
Teaching strategies: Explicit teaching, Brainstorming
Quarter: 4 Week: 5 Day: 4 Date:_________________

Motivation
Look outside and face to your right. What do you see?
Now to your left, what do you see?
If you want to go to the principal’s office, are you going to your left or right?
If you want to go to the canteen, which way you’ll take?
1. Presentation
Class, look what am I holding?
What is this? (It’s a map ma’am)
Sometimes a simple map or sketch is very helpful in directing someone to
go to a certain place.
Pretend you are a Muslim from Mindanao who just arrived in Manila. You
want to go to the Golden Mosque in Quiapo, but you don’t know how to get there.
With the help of this simple map with street names and arrows, see if you
can follow the route you are instructed to go through.
1. From T.M. Kalaw Street, where will you go?
2. What is the first street will you cross?
3. On which street will you turn right?
4. Which street will you cross before you reaching the bridge?
5. What bridge will you cross?
6. At the foot of the bridge, to which direction will you turn?
7. On what street will you find the Golden Mosque?
Values integration: In looking for a certain place using a sketch and a map,
what value should you possess to get to your desired destination?
Subject integration: In your locality, are you familiar with the places and
landmarks? Why is it important that we should be familiar with the places in your
locality?
3. Guided Practice
The class will be divided into three groups.
Using the map, you are going to answer the questions below. After that, each
group will present their answers.
(Post the map on the board)
1. If you are in Philippine Normal College, what other route can you follow to get
to the Golden Mosque?
2. Over what body of water was Quezon Bridge constructed?
3. What other bridges connect the places?
In your own purok or barangay, draw a simple map showing four (4) important
or significant landmarks. (Examples: School, church, barangay hall, court,
cemetery, bridge)
Generalization
What is one thing that helps you in directing a certain place to go? How
does a map or sketch help you?
IV. Evaluation:
Directions: Answer the following questions based on the map.
1. If you are in Pasay City, which is the fastest way to reach Parañaque City?
2. From the Coastal Road, what streets will you pass to go to Taguig City?
3. From Taguig City to Pasay City, you will pass to what streets?
4. If you are in PasayCity to Makati, which direction you will turn?
5. From Pasay City to Parañaque City, what airport will you pass by?
https://www.google.com/search?
biw=1280&bih=657&tbm=isch&sa=1&ei=tsgNXd_mKYSy8QWN66jQDw&q=sketch+map+sample+in+manila&oq=sketch+map+sample+in+manila&gs_l=img.3...120785.130188..130398...
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IV. Assignment
Make a sketch map of our school. Draw it in a long bond paper.
Remarks:________________________________________________________
________________________________________________________________
__________________________________________________________
Reflection:
B. No. of learners who require additional activities for
remediation:____________
_____________________________________
G. What difficulties did I encounter which my principal or supervisor help me
solve?___________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share
with other teacher.
I. Objectives
Content Standards: The learner demonstrates a command of the conventions of
Standard English grammar and usage when writing and speaking and demonstrates an
understanding of English grammar and usage in speaking or writing.
Performance Standards: The learner speaks and writes using good command of the
conventions of standard English and uses the classes of words aptly in oral and written
discourse
Learning Competencies: At the end of the 50-minute period, 75% of the pupils are able
to use prepositional phrases in sentences.
LC Code EN4G-IVe-7.2
II. Content
Subject Matter: Using prepositional phrases in sentences
Learner’s Material pages Learners’ Materials pp. 379
Values integration: Taking care of animals at home
Subject integration: Animals that are hatched from eggs and animals that are born alive.
(Science)
Teaching strategies:
1. Drill
Read the following phrases in the flashcards.
1. on the desk
2. above the trees
3. below the ground
4. under the sun
5. in the closet
6. under the chair
7. in the vase
8. on the teacher’s chair
9. over the wall
10. above the sky
2. Motivation
Class, what do you see in the pictures? Tell me the location of the animals in
each of the picture.
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2.Teaching/ Modelling
Say: Aside from other prepositional phrases that we have studied, there are more
prepositional phrases. Let us underline the prepositional phrase in the sentence.
1. The old woman drives away the flies around the table.
2. She watched the food until her children and grandchildren arrived.
3. While waiting, she heard the screech of the car from the garage.
4. The children happily got out of the car.
5. Her son told the family that they saw a beggar along the road.
6. The children told grandmother that they gave all the food at the back of the car to the
beggar.
Remember: A prepositional phrase is made up of a preposition and a noun or

pronoun and all the other words in between.
3.Guided Practice
Group Work
Group I
Directions: Inside the envelopes are jumbled phrases to form a sentence with
prepositional phrase. Reporters will present your answers.
1. The old woman around the house has many animals.

(Answer: The old woman has many animals around the house.)
2. in the doghouse. dogs She has
(Answer: She has dogs inside the doghouse.)
3. her cats and chickens at the backyard. She feeds
(Answer: She feeds her cats and chickens at the backyard.)
4. under the tree. grazed Her cow
(Answer: Her cow grazed under the sun.
5. from morning until night. She takes care of them
(Answer: She takes care of them from morning until night.
Group II
Directions: Make a 1 stanza poem with 4 lines that uses prepositional phrases. You can
choose any topic you want.
Group III.
Directions: Draw three pictures and write a complete sentence of what each picture show
using prepositional phases.
Values integration: Look at the picture, who among you have these animals at
home? How do you take care of you animals at home? Who among can share about
his/her experience.
Subject integration: Among these animals in the picture, who can name one?
Now, which of these animals are hatched from eggs? Which of these are born alive?
4.Independent Practice
Directions: The sentences use prepositional phrases. Match column A to column B.
A B
_____1. I was surprised with the lizard fell a. under the sun
_____2. Everything is possible b. on my desk.
_____3. She hid her favorite dress c. on the teacher’s table.
_____4. The thoughtful pupil left the letter d. in the closet.
_____5. The cat chased the rat and it jumped e. over the wall.
Generalization
What is prepositional phrase? Why is it important to use prepositional phrase?
IV. Evaluation
Directions: Use the following prepositional phrases in a sentence.
1. on the table
2. along the street
3. below the curtains
4. under the moon
5. in the cabinet
6. under the bed
7. in the box
8. on the floor
9. over the hills
10. in the sea
IV. Assignment.
Use the following into sentence. Write it in your notebook.
1. below the frame
2. on the grass
3. under the bench
4. above the clouds
5. along the way
Remarks:______________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
Reflection:
_____________________________________
___________________________________________________________
other teacher.

Lesson Plan in English 4 I. Objectives: A. Content Standards

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Lesson Plan in English 4

There Was an Old Lady Who Swallowed a Fly

Poor old lady, she swallowed a spider,

The old woman swallowed _______________________________________

She might _______________________________________if she swallowed

Values integration: As much as possible, to avoid accidents, what should be

1. Which phrase describes the setting of the story?

Quarter: 4 Week: 5 Day: 3 Date:___________

III. Learning Activities

Answering the motive questions.

a. It is really difficult to cope with the living conditions in outer space.

III. Learning Activities

Remember: A prepositional phrase is made up of a preposition and a noun or

1. The old woman around the house has many animals.

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