Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF NAGA CITY
STA CRUZ ELEMENTARY SCHOOL

TERM 1 WEEK 1
JUNE 15-18, 2026 (KEY STAGE 2 / GRADE 4)

Name of Teacher SHEENA Y. OSABAL

Grade Level and Section GRADE IV (IV-SO_7:30-8:30) (IV IC_8:30-9:30) (IV-10:45-11:45) (IV-MN_2:00-3:00)
Learning Area ENGLISH
Lesson Title MAKING PREDICTIONS, ELEMENTS OF A STORY, DRAWING CONCLUSIONS
References/Learning Resources Bailey, C. S. (1906). The Legend of the Dipper. Accessed via CommonLit at [Link]
Bloom, J. (2017, April 7). Elements of the Story Rap [Video]. YouTube. [Link]
Grade 4 English Three-Term Budget of Work: Term 1, Week 1.
Story text strips, dictionary, Word Family Tree template, story map, pictures of the Big Dipper and a tin dipper, manila paper, markers, board, comic-strip worksheet,
and learner notebooks.
Declaration of AI use
Cite how AI was used in the formulation of the lesson plan.

Content Standard The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary 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 their purpose, context, and
target audience.
Performance Standard The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-description, time order: chronology and
procedural) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and complex sentences, and age-appropriate
and gender-sensitive language.
Sessions Learning Session 1 Learning Session 2 Learning Session 3 Learning Session 4
(Monday) (Tuesday) (Wednesday) (Thursday)
June 15, 2026 June 16, 2026 June 17, 2026 June 18, 2026
INTENTIONS
Learning Competency EN4LR-1-1 Comprehend literary texts
(What competency/ies from the [Link] the setting, characters and plot
curriculum are we targeting?) [Link] the events of a narrative (at least 6 events)
[Link] predictions
[Link] conclusions based on the text read
Learning Objectives  identify the characters, setting,  make reasonable predictions  arrange the events of a story in  No Class. Naga City Charter
(What smaller knowledge, skills or tasks and plot of a story correctly based on a story correctly correct sequence Anniversary
from the competency will learners work  show appreciation for the lessons  show interest and curiosity while  show cooperation during
on, and what should they be able to show learned from stories listening to stories sequencing activities
by the end of a session? What content or  describe the elements of a story  share predictions confidently  retell story events using
performance standards are applicable to through oral and written activities during class discussions sequence words correctly
the session?) accurately  
 Learner Context
(Write your observation of your learners and how they have been performing or
responding to learning experiences recently. Include strenghts, interest, and
possible barries to learners)

LEARNING EXPERIENCE
Pre-Lesson Activity: Recall a Familiar Story Activity: What Happens Next? Activity: Arrange the Events
(What will I do to help the learners get Direction: Direction: Direction:
ready for the lesson?) Think of a familiar Filipino folktale or Read the situations carefully. Predict Arrange the events from 1 to 4.
legend such as “The Monkey and the what might happen next. ___ The girl gave water to the dog.
Tortoise” or “The Legend of the 1. Dark clouds filled the sky and ___ The girl searched for water.
Pineapple.” strong winds blew outside. ___ The girl brought water to her
Answer the following questions orally. 2. Ana heard a loud noise in the mother.
1. Who are the characters in kitchen at midnight. ___ The mother became well again.
the story? 3. The boy studied very hard for Sample Answers:
2. Where did the story happen? the test. 1. The girl searched for water.
3. What problem happened in 4. The puppy was left alone in 2. The girl gave water to the
the story? the rain. dog.
4. What lesson did the story 5. Carlo forgot to water the 3. The girl brought water to
teach? plants for many days. her mother.
Sample Answers: Sample Answers: 4. The mother became well
1. The Monkey and the Tortoise 1. It might rain. again.
2. Near the river 2. She might check the kitchen. The teacher will ask:
3. The monkey tricked the 3. He might get a high score. • Why is it important to arrange
tortoise 4. Someone might help the events correctly?
4. We should not be greedy puppy. • What words help us show
The teacher will ask: 5. The plants might dry up. sequence?
• What makes stories interesting? The teacher will ask:
• Why are characters important in • What clues helped you make
stories? predictions?
• Why do stories teach lessons? • Why is predicting useful while
reading?

Flow Introduction to Story Elements Introduction to Making Predictions Introduction to Sequencing Events  No Class. Naga City Charter
Describe activities that you can The teacher will explain that stories The teacher will explain: The teacher will explain: Anniversary
implement in one or more sessios to are made up of important parts called • Predictions are smart guesses about • Stories happen in order.
meet the learning objectives. story elements. what may happen next. • Sequence tells what happened first,
The main story elements are: • Readers use clues from the story and next, then, and last.
Apply the Learning Design Principles by • Characters their own experiences. Vocabulary Development
thinking about how to: • Setting Vocabulary Development • First
 Make the objectives clear for • Plot • Predict • Next
the learners? Vocabulary Development • Clue • Then
 Guide learners before letting • Character • Event • After that
them try the task on their own? • Setting • Problem • Finally
 Check the state of the learners’ • Plot • Solution Teacher Discussion
well-being, understanding, and • Conflict Teacher Discussion Using the Story The teacher will review the story “The
mastery over the lesson? • Ending “The Legend of the Dipper” Legend of the Dipper.”
 Connect today’s new concepts Teacher Discussion The teacher will present the first part of Main events:
 to past competencies? Characters the story. • The land became dry.
 Encourage collaboration • The people or animals in the story “There had been no rain in the land for • The mother became sick.
among learners? • They perform the actions in the story a very long time. The land was dry and • The girl searched for water.
 Invite learners to reflect on why Examples: brown.” • The girl helped the dog.
these matters to them? • The little girl The teacher will ask: • The girl shared water with the
 Ensure inclusions for learners’ • The mother • What could the people feel? stranger.
varied abilities, learning styles, • The dog • What problem might happen next? • The mother became well.
and contexts? • The stranger Sample Predictions: • The dipper rose into the sky.
Setting • The people may become thirsty. Teacher Presentation
• The place and time where the story • Plants may dry up. The teacher will demonstrate how to
happens • The little girl may search for water. arrange story events using a
Examples: Teacher Presentation sequence chart.
• Dry land The teacher will continue reading parts Sequenc
• Mountainside of the story one at a time and pause for Event
e
• During a drought prediction questions. First
Plot Examples:
Next
• The sequence of events in the story • What do you think the little girl will do?
• Includes the beginning, middle, and • What might happen to the dog? Then
ending • Why do you think the dipper After that
Teacher Presentation changed? Finally
The teacher will present short • What do you think will happen at the Guided Practice
paragraphs from a familiar story and end of the story? Direction:
ask learners to identify: Guided Practice Arrange the events in the correct
• Who are the characters? Direction: order.
• Where did the story happen? Listen to the short paragraph. ___ The dipper turned into gold.
• What happened first, next, and last? “The little girl walked alone in the dark ___ The girl found water in the
Guided Practice carrying the dipper full of water.” mountainside.
Direction: Predict what may happen next. ___ The stranger asked for water.
Read the short paragraph carefully. Sample Answers: ___ The girl helped the dog.
“A boy found a lost puppy near the • She may meet someone on the road. Sample Answers:
park. He brought the puppy home and • She may spill the water. 1. The girl found water in the
gave it food and water.” • She may safely return home. mountainside.
Answer the questions. Activity: Prediction Stop Game 2. The girl helped the dog.
1. Who are the characters? Direction: 3. The stranger asked for
2. What is the setting? The teacher will read a short story water.
3. What happened in the story? aloud. 4. The dipper turned into gold.
Sample Answers: Whenever the teacher says “STOP,” Activity: Story Strip Sequencing
1. The boy and the puppy learners will: Direction:
2. Near the park • Write their prediction on paper. The teacher will distribute story strips
3. The boy helped the puppy • Explain what clues helped them. containing events from the story.
Activity: Story Element Chart • Share predictions with a partner. Learners will:
Direction: The teacher will discuss the different • Read each event carefully.
Read a short story given by the predictions after each stop. • Arrange the strips in correct order.
teacher. • Paste the strips on manila paper.
Complete the chart below. • Retell the story to the class using
 Story sequence words.
Answer
Element
Characters
Setting
Beginning
Middle
Ending
After completing the chart, learners will
share their answers with the class.

Opportunities for Integration Values Education Values Education English

Are there spaces to meaningfully • Learning kindness and honesty from • Understanding kindness and bravery • Using sequence words in sentences
integrate: stories Technology Arts
 Another learning area? Arts • Viewing storytelling videos • Creating story sequence posters
 A special topic? • Drawing favorite story characters Arts Technology
 Technology? Technology • Drawing predicted story endings • Watching sequencing videos
• Viewing animated stories or videos Critical Thinking Values Education
Filipino • Using clues to make predictions • Teamwork and cooperation
• Comparing Filipino folktales and
legends

ASSESSMENT
Formative Assessment Direction: Direction: Direction:
(What task, activity, or questions can I Answer the following questions. Read each situation and predict what Arrange the events from 1 to 5.
use to evaluate learning? What can we 1. Who are the people or might happen next. ___ The mother became strong
do together so that learners can tell me animals in a story? 1. The little girl carried water again.
what kind of support they need from 2. What do we call the place carefully down the mountain. ___ The girl searched for water.
me?) and time in a story? 2. The dog looked weak and ___ The girl met a stranger.
3. What do we call the thirsty. ___ The girl shared water with the
sequence of events in a 3. The stranger asked for water. dog.
story? 4. The mother was very sick. ___ The dipper turned into silver.
4. Name one character from 5. The dipper turned into gold. Answers:
your favorite story. Sample Answers: 1. The girl searched for water.
5. Why is the setting important 1. She might reach home safely. 2. The girl shared water with
in a story? 2. The girl might help the dog. the dog.
Answers: 3. The girl might share the 3. The dipper turned into
1. Characters water. silver.
2. Setting 4. The mother may need help. 4. The girl met a stranger.
3. Plot 5. Something magical may 5. The mother became strong
4. Answers may vary happen. again.
5. It tells where and when the
story happens.
 WAYS FORWARD
Extended Learning Opportunities Assignment Assignment  No Class. Naga City Charter
(What experiences outside the classroom Direction: Direction: Anniversary
can I suggest to learners to reinforce Choose your favorite story at home. Choose a favorite story and write at
what they have learned? What Write the following in your notebook: least five events in the correct order
experiences might make learners more • Characters using the words first, next, then, after
curious or engaged in this lesson?) • Setting that, and finally.
• Beginning
• Middle
• Ending

Reflection
(Is there anything I need to change for
tomorrow based on what happened? Is
there something the learners are
interested in exploring? Are there some
things I would like to share with my co-
teachers, parents, or school leaders
about my classroom experience?

Prepared by: Checked by:

SHEENA Y. OSABAL REBECCA M. BUE
Teacher IV Master Teacher I

Noted by:
GRACE E. ORBETA
Principal I