3RD Cot

School KALIPAY CENTRAL SCHOOL Grade Level FOUR
Teacher CHERRY S. ACERO Learning Area ENGLISH

Teaching Dates FEBRUARY 28, 2023 (1:00-1:50) Quarter THIRD
Annotation:
(My Teaching Philosophy)
This lesson subscribes to the reconstructionism/critical theory which focuses on the student experiences and real-life
situations. Subsequently, it also adheres to the idea of community-based learning bringing the world into the
classroom. As I will formulate the learning components and their activities, I will make sure that they are responsive to
student experiences by contextualizing and localizing each learning situation or context so learners can easily relate
and learning will become more significant. That they will be engaged various learning activities through differentiated
instructions and varied learning activities which complements learner’s learning level.
I. OBJECTIVES
A.Content Standards Demonstrate understanding of the various forms and conventions of

print,
non-print, and digital materials
B.Performance Standards Evaluate effectively the message constructed and conveyed in various
viewing texts
C.Learning Competencies/ Identify adjectives in the sentences.
Objectives
II. CONTENT Identifying adjectives in the sentences.

( Subject Matter)
III.LEARNINGRESOURCES
A.References
1.Teachers Guide pages
2.Learners Material Pages
B. Other Learning Resources Charts, PowerPoint presentation, activity sheets, tag boards
IV. PROCEDURES
A. Reviewing previous Teacher shall activate pupils’ prior knowledge of the topic.
lesson or presenting the
new lesson Ask:
How do you understand adjective?
Give me an example of adjective.
B. Establishing a purpose Strategy: Remember Me This Way

for the lesson
Divide pupils into two groups. Teacher shall direct them to remember the
words on the special tag board. When the teacher says “freeze”, each
group shall write all the words that they remember from the tag board.
The group which has many adjectives written wins.
Ask: What are the words that each group has written?
C. Presenting Say: Today, you are expected to learn how to identify real or make-
examples/instances of believe, fact or non-fact images.
the new lesson
Reading of the story –The Butterfly (see attached copy)
Strategy: DRTA (Directed Reading Thinking Activity)
The story shall be read by pupils. Teacher shall ask questions at different
points of the reading activity.
HOTS Questions:
1. How did the man help the butterfly?
2. Why the butterfly’s wings did not enlarge?
3. If you were the man in the story, what would you do upon seeing
a butterfly struggling in its cocoon?
Science Integration: Life Cycle of Butterfly
Teacher shall briefly describe the stages in life cycle of butterfly.
Contextualization
How can you relate the struggles of butterfly to your life now as a learner
in the new normal?
D. Discussing the new Strategy: Explicit Instruction

concepts and practicing
new skills #1 I Do (Modelling)
Using PowerPoint presentation, teacher shall discuss the topic on
identifying real or make-believe, fact or non-fact images using the
springboard story.
Ask:
What part of the story shows real or make-believe? Fact or non-fact?
Differentiate real or make-believe, fact or non-fact images and give
examples.
E. Discussing the new We do (Guided Practice)

concepts and practicing
new skills # 2 Strategy: Pic Can Tell
Show images. Have pupils identify whether the pictures tell real or make-
believe, fact or non-fact. Have them choose a picture and place it in the
correct place in the graphic organizer where it correctly belongs.
F. Developing mastery You do (Independent Activity)
Strategy: That’s the Word
Teacher shall show pictures on the screen. Have them identify whether
the picture shown is real or make-believe, fact or non-fact. Have pupils
write the correct word on their show-Me-Board.
Example:
Real Make Believe
G. Finding practical Differentiated Activity

applications of concepts
and skills in daily living Group 1: Role play a make believe situation
Group 2: Broadcast a factual happening.
Ask: why is it important to learn how to identify real from make-believe

images? Fact and non-fact images?
H. Making generalizations How do you identify real from make-believe images? Fact and non-fact
and abstraction about images?
the lesson
Have pupils complete the last column of their K_W_L Chart
I. Evaluating learning Identify whether the given image is real or make-believe, fact or non-fact.
Encircle the correct answer.
(See attached evaluation sheet)
Annotation:
Using the principle of alignment,

in which there should be
consistent across learning
components or parts of the
lesson for the realization of
learning objectives. Since the
learning objectives of my lesson
is on identification of real or
make-believe, fact or non-fact
images, I aligned my
assessment to the learning
objectives by letting learners
identify whether the given
image is real or make-believe,
fact or non-fact using activity
sheets.
J. Additional activities for Have pupils make a graphic organizer on why is it important to learn how
application or to identify real from make-believe images and Fact and non-fact images.
remediation
V. Reflection
A. No. of learners who earned

80% in the evaluation
B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
SHILLA O. DE LOS SANTOS

Master Teacher II
Checked and Observed by:
GENEVIEVE M. ALVARADO
Principal I
Name: ________________________________________________
Directions: Identify whether the given image is real or make-believe, fact
or non-fact. Encircle the correct answer.
1) 2)
3) 4)
5)

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School KALIPAY CENTRAL SCHOOL Grade Level FOUR

Teacher CHERRY S. ACERO Learning Area ENGLISH

A.Content Standards Demonstrate understanding of the various forms and conventions of

II. CONTENT Identifying adjectives in the sentences.

1.Teachers Guide pages

2.Learners Material Pages

B. Establishing a purpose Strategy: Remember Me This Way

D. Discussing the new Strategy: Explicit Instruction

E. Discussing the new We do (Guided Practice)

F. Developing mastery You do (Independent Activity)

Strategy: That’s the Word

Real Make Believe

G. Finding practical Differentiated Activity

Group 2: Broadcast a factual happening.

Ask: why is it important to learn how to identify real from make-believe

Using the principle of alignment,

A. No. of learners who earned

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

SHILLA O. DE LOS SANTOS

Checked and Observed by:

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