DETAILED LESSON PLAN

QUARTER TWO – GRADE FOUR| ENGLISH

[Link]
A. Content The learners demonstrate an understanding of writing
Standards as a process.
B. Performance The learners use a variety of strategies to write
Standards informational and literary compositions.
C. Learning Write a short story (fiction and non-fiction) with its
Competencies complete elements. EN4WC-lid-20
D. Learning At the of the lesson, 90% of the grade 4 students should
Objectives be able to:
a. identify the elements of a fable;
b. point out the elements of the fable in the selected
story; and
c. write your own sample of a fable.
[Link] ELEMENTS OF A SHORT STORY
[Link] RESOURCES
A. References
1. Teacher’s Guide Most Essential Learning Competencies
pages
2. Learner’s Material Module 1 (Quarter 4)
pages
3. Additional Materials
from Learning [Link]
Resource Portal
B. Other learning Youtube Video, Ppt, Visual Aids
resources
Strategies /approaches Reading Comprehension, Interactive Discussion,
Creative Writing, Real-Life Appilication, and Technology
Incorporation.
[Link]
Teachers’ Activity Pupils’ Activity
A. Preliminary Activity

1. Prayer
Let us all stand and pray
(The teacher will play a prayer video). (Learners will stand).

2. Greeting
Good morning class! Good morning too, ma’am!

Before you may take your seat, please pick

up the papers under your chair and throw
it to the trashcan. Ok, ma’am!
3. Checking of Attendance
Let’s see if anyone is absent today. Class
secretary please check if there is absent
today. None, ma’am!

That’s good to know.

4. Classroom Management

Class, in your home do you have a house

rule to follow? Yes ma’am!
Great! Because we also have rules in our
classroom to follow.

Remember always our rules in the word

“S-T-O-R-Y”.

S-it properly and stay in your seat when its

required.
T-ake your time to do the activities/task
and keep quite during our class.
O-bserve the cleanliness of our classroom
and always obey your teacher and follow
the instructions.
R-espect individuality and each other’s
diversity.
Y-ou are here to learn, so listen carefully
and participate in all activities.

Is that clear? Yes ma’am!

B. Reviewing previous lesson or

presenting the new lesson

Class, before we proceed to our new

lesson, who among you remembers our
lesson yesterday? (Learners raising their hand).

Yes, Gab? Ma’am our topic yesterday is all about

verb!

Very good! What is verb again class? (Learners raising their hands).

Yes, Rica? Verb is an action word ma’am!

Can you give an example of verb? Dance ma’am.

What else? Sing, walk, and run. Ma’am!
Wow! Very good! I’m glad that everyone
understands our lesson yesterday.
C. Establishing a purpose for the
lesson (motivation)

Now, before we begin to our new lesson for

today, let us sing along with this song.

Are you all ready? Yes, Ma’am!

(Teacher play a video). (Learners and teacher start sing the

song).
Did you enjoy singing the song class? Yes, ma’am!

Now I have another question, do you love

to read books or stories? Yes, ma’am!

What are the stories do you love to read? (Answer may vary).

I’m glad that you love reading books class.

D. Presenting examples/instances of
the new lesson

Now, before we start I have here a picture

and let’s identify it.

(Teacher present the picture).

Do you know who is in the picture? Yes ma’am!

Who is she? She is Snow White, ma’am!
Is she a good or bad person? Good person, ma’am!
Why is she a good person? Because she's kind, courteous, and
thoughtful ma’am!
How about her? Is she a good or a bad
person? She is a bad person.

Why is she a bad person? She is a bad person because she

planned to kill Snow White.
Very good!

How about this one? Forest ma’am!

Where do you think snow white lives? At the forest, ma’am!
Fantastic!
Can someone tell us what is the story of
Snow White all about? (Learners raising their hands).

Yes, Rodessa? The seven dwarfs wanted to protect

snow white from the evil queen, so
they invited snow white to live with
them. To celebrate, the new friends
sang and danced the night away. Back
at the castle, the queen learned that
snow white was still alive. Enraged,
she made a magic potion to change
her appearance and planned to kill
her.
Very good!

Snow White is an example of a story. Based

on what we do, what do you think our
lesson today?

Very good! Elements of fables. Elements of fables ma’am!

But before we proceed, let me present you

our expected learning outcomes in today’s
lesson.

At the of the lesson, 90% of the grade 4

students should be able to:
a. Identify the elements of a fable;
b. Point out the elements of the fable
in the selected story; and
c. write your own sample of a fable.
E. Discussing new concepts and
practicing new skills #1

Class before we proceed to our topic lets

read first this story entitled “The Rabbit and
the Tortoise”.

(The teacher will read first the story).

The Rabbit and the Tortoise

Once upon a time there was a Rabbit and a

tortoise. They were good friends. They
used to meet and play every day. The
rabbit always boasted that he could run
faster than the tortoise.

So, they decided to have a race. They chose

a starting and finishing point. The rabbit ran
really fast and soon left the tortoise far
behind. He thought that tortoise is too slow
and he Can rest for a while. So, he stooped
under a tree and went to sleep. Meanwhile
tortoise kept walking the whole time and
reached the winning point. When the rabbit
woke up, he saw that tortoise has already
won the race.

Now it’s your time to read. (The learners read the story).
Did you enjoy the story? Yes ma’am!
Does the story have values? Yes ma’am!

Then what is it? Slow and steady wins the race.

Correct!

Who is your favorite character in the story? The tortoise ma’am!

Why it became your favorite character? (Answers may vary).

How about the others? Do you have your

favorite character in the story? Yes ma’am!
(The learners share their ideas).
That’s great!

What did you feel when you read the story? (Answers may vary).

Do you think the rabbit is boastful? Yes ma’am!

Why is it? Because he always boasts that he is

faster than the tortoise.

Have you experienced being boastful and

underestimate other people? (Answers may vary).

Why we should not be boastful and not

under estimate other people? Because boasting hurts others’ feeling
and makes us seem unfriendly.
Underestimating others stops us from
learning from them and making new
friends.
Very good! Being boastful and
underestimate other people will make
people hate us, so never do that to other
people, ok? Yes ma’am!

Always be kind to other people class.

Did you enjoy reading stories? Yes, ma’am!

Can someone share with us your favorite

book? (Learners raising their hands and
answers may vary).
Okay, what have you observed in the story
that we read and in your favorite books? (Answers may vary)

What do you think are their similarities? (Answers may vary)

Very Good! For today’s discussion, we are
going to learn the elements of the short
story:

Let’s us discuss first the 1st element of a

story.

In the story that we read earlier, where do

you think in the elements of the short story
belong the rabbit and the tortoise? Character ma’am.

Very good!

Monette, kindly read the meaning of the

character. The characters are the people or
animals who take part in the story.

It tells about WHO, the people or

animals in the story that carry out the
actions.
The character is the people or animals who
perform roles in the story. Another example
in the story of David and Goliath. David and
Goliath are the main character in the story.

Can you give another story and tell who are

the main character of the story? (The learners raised their hands and
answer may vary).
Very good, class.

Another element is Setting. In the story

the rabbit and the tortoise, where do you
think it happen? (Learners raising their hands).

Yes, Marissa? In the forest ma’am.

Why did you say so? Because this is where the story takes
place.
Very good! When we say setting. It is the
place where the story happens and the time
when it happens. It tells about WHEN and
WHERE the story takes place.
Can you give another story and where the
story take place? (The students give their answers).

Very good! Now let’s proceed to another

elements.
Gracy, kindly read. The plot is the sequence of events or
actions that happened in the story.
It tells about WHAT happens in the story,
the sequence of events in the story.

What do you think is the plot of the story

the rabbit and the tortoise? A race between a tortoise and the
rabbit ma’am.
Very good, let me discuss to you the
sequence of events in the story. The
beginning, middle and ending.

(The teacher will call a student to read each

meaning).
o Beginning – It introduces the setting
and the characters. It gives the
problem faced by the main character.

o Middle – It presents the action made

by the characters to solve the
problem.

o Ending – It gives the solution to the

problem. It should make the story feel
finished.
(The teacher will explain each meaning).
Did you understand class? Yes, ma’am.

Now, I have here 3 pictures of the story the

rabbit and the tortoise. I will call some
students to identify either the picture is
beginning, middle, and ending of the story
and you will explain why did you say it is
beginning, middle, and ending. Understand
class? Yes, ma’am.

First picture

Ending ma’am.

Why? (Learners will explain his/her thoughts

or ideas).
Very good, next picture.

Beginning ma’am.

Why? (Learners will explain his/her thoughts

or ideas).
Good job, last one.

Middle ma’am.

Why? (Learners will explain his/her thoughts

or ideas).
Very good class. Let’s proceed to the last
which is the theme. Dianne kindly read. Theme is the central or main idea of
the story. It could be the lesson of the
story.
(The teacher will explain).
Did you get it class? Yes, ma’am.

What do you think is the moral lesson in the

story the rabbit a d the tortoise? (Learners raising their hands).
Yes, Jona? It teaches us that slowly and steadily
can win the race, showing that
persistence is more important than
speed.
Very good. Did you understand our topic for
today class? Yes, ma’am.
F. Discussing new concepts and
practicing new skills #2

If you really understand our topic for today,

I will divide you into 8 groups. (Start counting).
Go to your corresponding group and form a
circle. (The student will go to their groups
corresponding groups and form a
circle).
INSTRUCTIONS:
- The teacher provides different stories.
- Each group will identify the elements of
the story.
- Each group will write their answer on
cartolina.
- Students have only 3 minutes to do the
task.
- After 3 minutes all groups will paste their
answer in front and choose one
representative to present their output.
- Each question will be equivalent to 5
points.

FABLES
• Pablo and the eggs
• Buddy and the cat
• Snow white and the 7 dwarfs
• Daniel in the lion’s den
• Noah’s Ark
• The good Samaritan
• The boy who cried wolf
• Monkey ang the turtle
G. Developing Mastery (Leads to
Formative Assessment)

TEST I
DIRECTIONS: Underline the correct story
element in the statement.

1. The (plot, character, setting, theme) are

the people or animals in the story.
2. The (characters, theme, setting, plot) is
the series of events.
3. The (setting, characters, theme, plot) is
the time and place of the story’s action.
4. The (theme, setting, plot, characters) is
the message about life.
5. The (plot, beginning, end, middle) gives
the solution to the problem.
TEST II
DIRECTIONS: The following sentences tell
us story, but they are not in order. Number
the sentences to show the correct order of
the events. Then write the sentences in
correct order.

THE PLANE TREE

__3_ “How useless is the Plane!” said one
of them. “It bears no fruit whatever, and
only serves to litter the ground with
leaves.”
__5_ “Thus ungratefully, O God, do men
receive their blessings!”
_ 1__ “Two travelers, walking in the
noonday sun, sought the shade of a wide
spreading tree to rest.
_4__ “Ungrateful creatures!” said a voice
from the Plane tree. “You lie here in my
cooling shade, and yet you say I am
useless!”
__2_ As they lay looking up among the
pleasant leaves, they saw that it was a
Plane tree.
H. Finding Practical applications of
concept and skills in daily living

(Group Activity)

MECHANICS:
- The students will divide into 4 groups.
- The teacher prepared a short story
entitled “The Ant and the
Grasshopper”. Each group has an
assigned to do based in the story.

Group 1: Make a character map of the

characters in the story.
Group 2: Make an illustration of the setting
of the story.
Group 3: Create a 2 stanza of poem related
to the theme of the story.
Group 4: Make a plot diagram for the story.

- Each Group will be given 5 minutes to do

the task.
- After 3 minutes, each group will present
their output.
The Ant and the Grasshopper (Aesop’s
Fables)”.

One warm, sunny day, a grasshopper was

bounding through the fields. He was happy,
and sang a song as he jumped. As he got
tired, he decided to lay down on a warm
rock in the sunshine and watch the clouds.
Just then, an ant passed by, working very
hard to carry an ear of corn to his nest. The
grasshopper was so enjoying his day that
he called out to the ant, “Hey! Why are you
working so hard? It’s a beautiful day! Come
enjoy the sunshine with me!”
The ant called back, “We need to store food
for the winter. In not so many days, it will
be cold, and we will be hungry.”
The grasshopper thought that was silly.
“Why, there’s plenty of food!” he cried. He
went back to lazing in the sunshine. The ant
shook his head, and went back to work.
The next day, it was again sunny and the
grasshopper decided to visit the riverside.
He bounded from leaf to leaf over the crisp
cool water, not a care in the world. Once
again, he saw the ant pass by. This time,
the ant was carrying a large leaf. The
grasshopper called out again, “Hello friend!
Why are you working so hard again today?
Come sit in the shade and enjoy the sound
of the river!”
Once again, the ant refused. “These pretty
days are not so many, Grasshopper. Soon,
the cold will come. We must be ready.” The
ant returned to his work.
On the third day, when the grasshopper
awoke, the sun was not shining. It was not
warm. Winter had come overnight, and the
ground was frozen and covered with snow.
The grasshopper shivered. And as he
looked for food to eat, he found nothing.
He walked for hours through the snow,
searching for food and shelter. As he
walked, he passed the ant’s nest. Inside, he
saw ants warm and happy, and sharing a
delicious looking meal. It was then that he
understood that the ant was right all along
– not all days are sunny.
The ant turned then and saw the
grasshopper freezing and hungry. He felt
pity for the poor grasshopper. “Come,
friend,” he called. “There is room here, and
there is food. I’ve saved enough for many
seasons. Come in and eat.”
And so, the grasshopper was welcomed
into the ant’s home, and the ant’s
preparations kept the ant, his family, and
the grasshopper warm and fed the whole
winter long.

Creativity 15 points
Participation 10 points
Delivery 15 points
Language and 10 points
Grammar
TOTAL 50 points
I. Making generalization and
abstractions about the lesson

What is our lesson for today class? (Learners raising their hands).
Yes, Abby? Elements of fables ma’am.
Again, what is the different elements of
fables, class? (Learners raising their hands).
Yes, Jayzelyn? Character, setting, plot, and theme
ma’am.
(Learners raising their hands).
What is character class? The characters are the people or
Yes, Angelina? animals that take part in the story
ma’am.
What else? (Learners raising their hands).
Yes, Cristine? Is the people or animals that’s perform
their roles in the story ma’am.
Very good, how about the setting? (Learners raising their hands).
Yes, Joshua? It is the place where the story
happens ma’am.
Very good, Its answer the question WHERE
and WHEN.

How about plot? (Learners raising their hands).

Yes, Gabriel? It is the sequence of events or actions
that happened in the story ma’am.
What else? (Learners raising their hands).
Yes, Florifel? It also talks about WHAT happens in
the story in the beginning, middle, and
ending ma’am.
Very good, what is beginning again class? (Learners raising their hands).
Yes, Karen? It introduces the setting and the
characters ma’am.
How about the middle? (Learners raising their hands).
Yes, Rachelle? It presents the action made by the
characters to solve the problem
And the last one, Ending? ma’am.
Yes, Xyra? (Learners raising their hands).
It gives the solution to the problem
What else? ma’am.
Yes, Kim? (Learners raising their hands).
It should make the story feel finished.
Great job, class.
J. Evaluation

TEST I
Directions: Read the questions carefully
and encircle the letter of the correct
answer.

1. Where did the plot of a story happen? ANSWERS:

A. In the beginning TEST I
B. In the end 1. C
C. Occurs throughout in the beginning, 2. D
middle, and end 3. D
D. in the middle 4. A
5. D
2. The characters in a story can be an? 6. B
A. Animals 7. B
B. People 8. A
C. Super heroes
D. All of the above TEST II
9. C
3. What do we call in the main idea of the 10. B
story? 11. A
A. Plot 12. A
B. Setting 13. B
C. Character 14. B
D. Theme 15. A

4. It is referring to the time and location in

which the story takes place.

A. Setting
B. Theme
C. Plot
D. Character
5. It refers to the start of the story and
gives the problem faced by the main
character.
A. Middle
B. End
C. Plot
D. Beginning

6. What do we called to the people or

animals in the story that carry out the
actions?
A. Heroes
B. Character
C. Superman
D. The king

7. It talks about WHAT happens in the story

or the sequence of events in the story.
A. Theme
B. Plot
C. Character
D. Setting

8. It presents the action made by the

characters to solve the problem.
A. Middle
B. Beginning
C. Plot
D. End

TEST II:(Items 9-15)

Directions: Read the short story carefully.
Analyze and identify the elements of the
short story by answering the following
question.

“Good Things Come to Good People”

Liam came from a poor family. His parent’s
work is to collect garbage. Despite their
condition in life, he grew up to be a very
kind and industrious boy. He always helps
his parent collecting garbage after he came
home from school. One Saturday morning,
while Liam was helping his parents in
collecting the garbage in a vacant lot, he
found a bag that contains lots of money. He
looked around to see if there is someone
who’s looking for the bag. Liam did not
hesitate to find the owner of the bag. It
never crossed his mind that what he found
was interesting even though he knew it
would be a big help to them. Liam went to
the police station to report what he has
found and thought that the owner might be
looking for it. When he reached the station
and as he was talking to the police,
suddenly a rich businesswoman came to
report he missing bag.
Liam immediately gave the bag to the
woman and explain where he got it. The
woman was thankful to Liam for returning
the bag. She was very glad for the little
boy’s honesty. When the woman knew the
situation of the child’s life, she felt even
more amazed by the child’s character.
Because of this, the woman promises Liam
that she will help the little boy in his studies
in return for the good did.

9. Who is the main character of the story?

A. The parents B. The woman C. Liam
10. When did the story happen?
A. One Sunday morning
B. One Saturday morning
C. One Saturday afternoon

11. Where did the story happen?

A. In a vacant lot
B. In the forest
C. In the classroom

12. What is the beginning of the story?

A. He found a bag in the vacant lot.
B. He was playing at the vacant lot.
C. He went to the police station.

13. Where did Liam bring the bag that he

found?
A. He gave it to his parents.
B. He brought it to the police station.
C. He brought it to the market to buy
some food.

14. How does the story end?

A. The girl felt angry about what he did.
 B. The girl thanks him for his good
deed.
C. The girl just gets the money.

15. What did you learn from the story?

A. There is a good reward for every
good deed.
B. Perseverance has good fruit.
C. There is money in the trash.
K. Additional Activities

Directions: Write your own fable in A4 bond

paper. Be guided in the following
guidelines.

Rubrics:
Description
Content The details have a
(15 points) relation to the topic
discussed.
Organization Effectively organizes
and format thoughts and ideas.
(15 points)
Mechanics Uses correct
(10 points) grammar, spelling,
and punctuation
correctly.
Originality Integrating
(10 points) authentic language
to enhance and
create meaningful
composition.
TOTAL: 50 points

Prepared by:
Neslyn M. Curibang
April Joy G. Fontiveros
Reynalin C. Laddran
KC T. Garcia