School Abuyog Community College Grade Level 4
Grades 4
Teacher Group 1 Learning Area English
DAILY LESSON
LOG Teaching Date and
Quarter 1st
Time
I. OBJECTIVES
A. Content Standard Demonstrates understanding of various linguistic nodes to comprehend various texts.
(Pamantayang Pannilalaman)
B. Performance Standard Uses linguistic cues to appropriately construct meaning from a variety of texts for a
(Pamantayan sa Pagganap) variety of purposes.
C. Learning Competencies / Sequence events in a story or narrative.
Objectives EN4RC-Id-e-24
(Mga Kasanayan sa
Pagkatuto) KBI:Honesty
A. Sequencing of events in a story or narrative.
B. Curriculum Guide
C. PowerPoint presentation, laptop, television, bigbook
D. Concept:
II. CONTENT
Sequence
(Nilalaman)
- the order or arrangement in which things happened
Sequence of Events
- studying the arrangement of events in correct order
III. PROCEDURES
A. Preparatory Activities
Spell the following words.
1. shepherd
2. neighbour
1. Spelling
3. villager
4. liar
5. bored
Pronounce the words correctly.
1. expect
2. extend
6. Pronunciation Drill
3. explore
4. excitement
5. experience
6. Checking of Activity at Pass the assignments.
home
The teacher will ask 2 or 3 students about a story they have read in their previous year
level.
7. Review What stories have you read when you were in grade III? Tell me about the
story in 2 to 3 sentences.
B. Developmental Activities
Mood setting
Who among you has experienced lying?
1. Motivation What do you feel when you do it? Is it good or bad when you tell a lie?
(Pagganyak)
What do you think are consequences of telling lies? What you should do to
avoid it? (Integration of KBI)
2. Presentation Pre-reading Activities
What can you see in the cover page?
Who is the author?
What is the tittle of the story?
What predictions can you make based on the tittle/cover?
Unlocking of difficulties
Direction: Find the correct meaning of each word.
1. Pasture
2. Dull
3. Flock
4. Trick
5. Crept
a. Feeling bored
b. Feeling busy
c. A group of animals.
d. Move slowly and quietly.
e. An action that is intended to deceive someone.
f. A field or land covered with grass suitable for grazing animals.
Motive question
Why is the shepherd Boy lying to the villagers?
THE SHEPHERD BOY AND THE WOLF (THE BOY THAT CRIED
“WOLF”)
A Shepherd Boy tended his master's
Sheep near a dark forest not far from the
village. Soon he found life in the pasture
very dull. All he could do to amuse
himself was to talk to his dog or play on
his shepherd's pipe. One day as he sat
watching the Sheep and the quiet forest,
and thinking what he would do should he
see a Wolf, he thought of a plan to amuse
himself.
His Master had told him to call for help
should a Wolf attack the fock, and the
Villagers would drive it away. So now,
though he had not seen anything that even looked like a Wolf, he ran toward the village
shouting at the top of his voice, "Wolf! Wolf!"
As he expected, the Villagers who heard the cry dropped their work and ran in great
excitement to the pasture. But when they got there they found the Boy doubled up with laughter
at the trick he had played on them. A few days later the Shepherd Boy again shouted, "Wolf!
Wolf!" Again the Villagers ran to help him, only to be laughed at again.
During-reading Activity
Why do you think the shepherd boy cried "Wolf!" the first time?
How do the villagers react to the shepherd boy's first cry of "Wolf!"?
How does the shepherd boy's behavior change after the first time he cries
"Wolf!"?
How do the villagers' reactions change after the shepherd boy's repeated cries
of "Wolf!"?
What do you think the shepherd boy is feeling when the real wolf finally
appears?
Why do you think the villagers don't believe the shepherd boy when the real
wolf appears?
Then one evening as the sun was setting behind the forest and the shadows were creeping out
over the pasture, a Wolf really did spring from the underbrush and fall upon the Sheep.
In terror the Boy ran toward the village shouting "Wolf! Wolf!" But though the Villagers heard
the cry, they did not run to help him as they had before. "He cannot fool us again," they said.
The Wolf killed a great many of the Boy's sheep and then slipped away into the forest.
Moral: Liars are not believed even when they speak the truth.
Post-reading Activity
1. Who is the main character in the story?
2. What are the shepherd boy's character traits? Is it good or bad? Why or why
not?
3. What are the consequences of dishonesty?
4. What is the message of the story?
5. How does this story relate to your own life?
Discovery Lesson
1. What happened first in the story?
2. What happened next?
3. What happened then?
4. What happened last?
5. What does this story tells us?
6. So, what do you think will be our lesson for today?
3. Discussion Sequence
- the order or arrangement in which things happened
Sequence of Events
- studying the arrangement of events in correct order.
- the sequence of events help you to retell the most important part of the
story in order
Example:
The sequence of events in “The Shepherd Boy and the Wolf ”
What happened first?
- The shepherd boy decides to play a trick on the villagers, shouting
“ Wolf! Wolf! ” even though there is no wolf, the villagers rush to
help, only to find the boy is lying.
What happened next?
- The boy, enjoying the excitement, repeats the prank a second time.
Again, the villagers come running, only to find the boy laughing.
What happened then?
- This time, a real wolf actually attacks the sheep. The boy cries
"Wolf! Wolf!" desperately, but the villagers, having been tricked
twice, don't believe him. They dismiss his cries, thinking he's
playing another prank.
What happened last?
- The wolf devours the sheep while the boy watches helplessly. The
villagers eventually realize the boy was telling the truth, but it's too
late to save the sheep.
A. Activity 1
The teacher will present a story and call students in the board to arrange the sequence
of events that happened in the story.
Direction: Arrange the sequence of events in the story.
B. Activity 2 (Learner to material)
Direction: Arrange the sequence of events in preparing sandwich.
4. Differentiated Activities
C. Activity 3 ( Group activity)
Setting of standards
Participate actively
Respect other’s ideas
Keep quiet
On task all the time
Group I – Roleplaying. Reenact the sequence of events in the story from the bigbook.
Group II – Puzzle. Arrange the cut out pictures and order them according to the
sequence of events in the story read from the bigbook.
Group III – Drawing. Choose an specific event that makes you feel interesting in the
story “ The Shepherd Boy and the Wolf ” and draw it.
Rubrics
a. Roleplaying
Criteria Rating
Roles 5
Acting 5
Accuracy 10
Total 20 points
b. Puzzle
Criteria Rating
Time on task 10
Accuracy 10
Total 20 points
c. Drawing
Criteria Rating
Accuracy 10
Creativity 10
Total 20 points
What is our lesson today?
5. Generalization What is sequence of events?
Why is there a need to arrange the sequence of events in a story?
Ask
Ask 1-2 students to describe their morning routines before coming to school, in
6. Application
sequence.
Direction
Read the paragraph. Number each box 1-4 of the correct order of the sequence of
events that happened in the story.
This morning, Antonette’s class went on a trip to the park. Then, they ate lunch.
After lunch, they went to the zoo. Lastly, they went back to school.
IV. EVALUATION
Direction: Read the paragraph and answer the following questions.
Every Monday morning, we line up first in the schoolyard for the flag
ceremony. After the flag ceremony, we all go inside our classrooms. When everyone
is seated, the teacher check the attendance. Next, we learn about English.
V.
HOMEWORK/ASSIGNMENT
1. What do you usually do in school first thing in every Monday morning?
2. What happens after the flag ceremony?
3. When does the teacher check the attendance?
4. What happens next?
