MATATAG K to 10 School: Grade Level: IV

Curriculum –
Weekly Lesson Log Teacher: Learning Area: ENGLISH

Teaching Dates and Time: Quarter: 3rd QUARTER Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes; and apply their receptive
and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience
B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture
Standards specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose,
context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age
appropriate and gender-sensitive language
C. Learning EN4LR-III-1: Comprehend literary texts.
Competencies EN4SW-III-1: Use words with literal (denotative) and implied (connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact images.
EN4VR-III-4: Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.).
D. Content Noting important details of a story/literary text (story grammar) through the stories “The Story of the Rainbow,” an
Indian legend, and “The Magic Bahag,” a story by Cheeno Sayuno.
Identifying sound devices (assonance, onomatopoeia, and alliteration) and simile as a figure of speech)
E. Integration Personal and cultural identity
II.LEARNING RESOURCES
Hope, A. (1978). The story of the rainbow (An Indian legend). Words and Music and Stories.
https://wordsmusicandstories.wordpress.com/2016/12/22/the-story-of-the-rainbow/
Sayuno, CM, (2014,) The Magic Bahag. Quezon City: Lampara Publishing House, Inc .
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior Show the learners What is a simile? How important figurative Pick out the rhyming words in
Knowledge the following words in the story? the poem “I Am Proud To Be a
1. Short Review: sentences. Filipino.” Write your answers
Emphasize the inside the box below.
words in bold when
showing the
sentences.
With a slow
swooshing, the
 stories fluttered from
the bahag.
Amazed Abeong is
in awe of the
beautiful bahag.

The first sentence

uses onomatopoeia,
where words sound
like the noise being
described. On the
other hand, the
second sentence
uses alliteration,
where two or more
words begin with the
same sound. Finally,
present the following
sentence. Highlight
as well how the
vowel sounds were
repeated in the
words in bold.
Abeong and his
friends danced,
clapped and
stamped at the yard.
Assonance is a
sound device where
repeated vowel
sounds appear in
nearby words.
B. Establishing Lesson Purpose
1. Lesson This lesson will focus Continuation of the topic. Continuation of the topic. In your journal, write a
Purpose: on enhancing reflection with at least five
learners’ ability to sentences on the following
note important topic:
details of a
literary text. Noting
important details in What Being a Filipino
a literary text is
 called story Means to Me?
grammar.
2. Unlocking Direction: Read the following sentences and pay attention to the words in bold and
Content Vocabulary in italics. Using the context clues that are provided in each sentence, encircle the
appropriate meaning of the highlighted words.
1. The events done by a main character can be presented through a first-person author's point of
view using nouns such as "I," "we," and "us." Author's point of view refers to
__________.
a. the way the story is presented
b. the events of a story
2. For the story to be properly understood, the teacher presented it in a
sequential plot. She began by introducing the characters, then narrated the
various events in which the characters solved a problem, and ended with how
the problem was solved. Sequential plot refers to __________.
a. two or more events presented at
the same time
b. the arrangement of events in a
story
3. After reading the story, the learners were asked to draw conclusions by
examining the events in the story, the possible meaning of these events, and
why these events occurred. Draw conclusions means __________.
a. making meaning out of what is
not clearly stated
b. to say what will happen in the
future
4. To be able to draw or infer conclusions, the denotative or dictionary meaning
of words used in a story must be analyzed. Denotative means __________.
a. literal meaning
b. implied meaning
5. Aside from the denotative meaning of words, the connotative meaning used
in a story should also be analyzed. Connotative means __________.
a. literal meaning
b. implied meaning

C. Developing and Deepening Understanding

SUB-TOPIC 1: Topic: Noting Developing a simple Facilitating the Reading the literary
 Explicati details of a story story grammar (15 discussion of responses text titled “The Magic
on or literary text minutes) provided by the Bahag” (25 minutes)
(story grammar) learners, the teacher will
Before proceeding to the introduce simile, an Show this sample
The teacher will read next activity, the example of a figure of sentence to the
to the class a short teacher will recall the speech. learners: “The beautiful
literary text titled reading of The Story Simile, a figure of bahag is as bright as the
“The Story of the of the Rainbow. The speech, uses “as” or radiant rainbow.” Then
Rainbow”. But teacher will ask the “like” to compare or ask the following
before proceeding following: describe two things, questions:
with the reading of Did you like the literary objects, events, or 1. What two objects were
the story, the text we read? Why or why people. compared in the sentence?
teacher should not? As an exercise, the 2. What description was
discuss first with the How did we understand learners may be called given to the beautiful
the literary text we bahag?
class the following to respond to the
read?”(Answer: We
guide questions. The described how the story following prompt: “I am 3. What word was used to
whole class should was presented, how the like the color (choose compare the two objects?
be events of the story were any color) because 4. Which sound device was
able to answer the arranged, and what _________________________ used in the sentence:
guide questions message the story is ________. onomatopoeia, alliteration,
after reading the trying to tell the readers.) or assonance?
short story. Why?
1. Who are the
characters in the I Am Proud To Be A Filipino Present this picture to
story? How was the Toribia Maño the learners before
story presented? reading the literary text.
2. What happened in
the story? How were
the events in the
story narrated?
3. What is the
ending of the story?
I am a Filipino. I came from
What message can
islands rippled with sun
you get from the
Where days are green fires
story?
and nights are warm With
The Story of the moon and stars. Girdling my
Rainbow loins is blood rich as milk For I
(An Indian Legend) was born of sultans, rajahs,
Once upon a time, all kings, Soldiers, heroes who
the colors in the world
fought to sing The poetry of
started to quarrel; each
claimed that she was freedom. My house is my land
the Virgin, brown, wombed out of
best, the most loam, volcanic rock and shells,
important, the most
useful, the favorite... Carpeted with rice, corn,
Green said: "Clearly I coconut, cane, trees That rise
am the most important.
I am the sign of life and as temples to grapple winds
of hope. I was chosen Rains, mighty rivers furrowing
for grass, trees, and the earth. Where I walk, my
leaves ---without me all shadow is a marriage of flags
the animals would die.
Malay, Chinese, Spanish,
Look out over the
countryside American, Japanese While in
and you will see that I my bones sleep quietly as a
am in the majority." bride Vanquished desires of
Blue interrupted: "You conquerors who dreamt of
only think about the
earth, but consider the
empires, Gold, trade and
sky and the sea. It is spice. Though a paly breed I
water stand with the ancients for my THE MAGIC BAHAG by
that is the basis of life Cheeno Marlo Sayuno
love and loyalty Are as fish to
and the clouds draw the sea. I am proud of my “Im-pa-pas-ta-kun-rag-sak,
this up from the blue
sea. The sky gives brownness, My duty and Ya-a-ay, e-la e-la-lay,”
space and destiny are thirty-million Abeong sighs between sighs
peace and serenity. brown men Planting rice, and whispers as
Without my peace you the jeepney treads the
husking coconut, throwing
would all be nothing but rough roads downhill. It is
busybodies."
nets far into the Pacific only in Pasil, his hometown,
Yellow chuckled: "You're Hacking mountains of iron, where he ever has had
all so serious. I bring coal, chrome, manganese and friends, and now, they are
laughter, gaiety, and timber To live. We are one and leaving the place forever.
warmth into the world. The song plays on Abeong’s
the same. A moving, restless head like a symphony
The
sun is yellow, the moon caravan. trapped by a wall that is his
is yellow, and the stars Of dark brown skins building a skull. He tries
are yellow. Every time holy heritage of democracy to sleep only to be
you look at a sunflower awakened by the jeepney
Piece by piece with our
the bumps and jumps. He just
dreams, sweat and death As a then looks outside, but
whole world starts to
smile. Without me there bird builds patiently twig by as the sun greets the day
would be no twig The warm, brown circle with its rays that warm the
fun." of its nest. I am a Filipino. I skin of the early-morning
Orange started next to travelers, he feels
believe in the goodness and like it is bidding him
blow her own trumpet:
"I am the color of health
the bounty of God, I believe in goodbye, teasing him even.
and strength. I may be the grandeur of charity and For him, he will never see
scarce, but I am peace as a cure for the ills of this giant ball of
precious for I serve the man For I am a Christian who warmth the way he sees it
inner needs of human from the mountain side
life. I carry all the most looks upon all men As Pasil. Whether Tabuk will
important brothers whose task it is to give him the same
vitamins. Think of view, he does not know or
carrots and pumpkins, love. I believe in my country care.
oranges, mangoes and and in the deathlessness of my “Nana, do we really have to
papaws. I don't hang flag For its every color is a do this?” Abeong asks his
around all history of courage, sacrifice, mother, holding tighter to
the time, but when I fill her as the
death Against injustice,
the sky at sunrise and jeepney turns to a curve.
sunset, my beauty is so tyranny, oppression and hate. His mother sighs, “this is the
striking that no one I believe in my people as noble only way. We can’t stay in
gives keepers of the faith: That all Pasil forever. There is a
another thought to any men are equal; that all men good opportunity
of you." for your father, and we
Purple rose to her full
are free. I believe with verdant cannot let it pass.”
height. She was very and sprawling mountains, “But we’re alright, aren’t
tall and spoke with hills, valleys, plains, Lakes, we? I am okay with Tata’s
great pomp: "I am the waterfalls, rivers, sunsets, hunt and the camote tops.”
color of “This is for the better”, his
beaches And a generous sea.
royalty and power. mother concludes. Abeong
Kings, chiefs and Alive, sovereign, wondrously looks away, gazing at the
bishops have always happy in work and Abundant view of the hillside, where
chosen me for I am a with hope for my people. I am trees and roofs appear like
sign of authority proud to be a Filipino. parches
and wisdom. People do of an unfinished Silanbituon
not question me -they blanket, reminding him even
listen and obey." more of Pasil. E-la-lay, ya-
Indigo spoke much ay-i-lay.The
more quietly than all voices of his friends
the others did, but just resonate in his head again,
as determinedly: "Think bringing back their laughter
of me, I after Lindayaw, the
am the color of silence. youngest girl, would jokingly
You hardly notice me, belt out the last line of the
but without me, you all song, even when she knows
become superficial. I that singing
represent thought and is not her talent.
reflection, twilight and “But my friends, they have
deep waters. You need been my friends for years.”
me for balance and “You will have more friends
contrast, in Tabuk, don’t worry,” his
for prayer and inner mother tells him as she
peace." ruffles his
And so the colors went coconut-husk-like hair. “The
on boasting, each school there is big. You can
convinced that they have all the friends you
were the best. Their want.” His Nana’s embrace
quarreling always gives him comfort,
became louder and but this time, no matter how
louder. Suddenly there he tries, Abeong
was a startling flash of cannot get Pasil out of his
brilliant white lighting; head. Everything he sees
thunder and hears reminds him of
rolled and boomed. Rain Pasil.
started to pour down The huts clutching on the
relentlessly. The colors hillside remind him of the
crouched down in fear, Binayon** hut that they
drawing close to one have for a school
another for comfort. which twenty pupils filled
Then Rain spoke: "You with laughter in chorus. It
foolish colors, fighting reminds him of the early
among yourselves, each mornings that they
trying to dominate the spent with Ms. Legaspi, a
rest. teacher volunteer from
Do you not know that Manila, when they would
Creator made you all? read tales about the
Each for a special bullied skinny kid who saved
purpose, unique and the town or the
different. engkantadafrom the lake,
Creator loves you all. who fell in love with the
Join hands with one chieftain’s son.
another and come with The chirping of the crickets
me. Creator will stretch echoes in his mind the same
you harmony that used to be his
across the sky in a only
great bow of color, as a company during hide and
reminder that Creator seek, until someone would
loves you all, and that find him camouflaged with a
you can pool of dry
live together in peace -a leaves or hidden behind a
promise that Creator is bunch of gabi plants. The
with you. A sign of hope cascading river connects
for tomorrow." And so him to the splashes
whenever Creator has of water when he and his
used a good rain to playmates would swim and
wash the world and a catch fish after class.
rainbow appears in the The tweeting of the birds
sky, let now joins that of the
us remember to crickets, humming in his
appreciate one another. heart the songs he and
his friends used to sing. In
“Did you know fact, the folk song they
learned before he left keeps
that by answering on resonating in
the questions, you his head.
were already able to Abeong knows that he has
to understand everything,
note some details of
as Nana told him, but what
the story? We were can he do? He
also able to identify is starting to hate everyone
the author’s point of even more as the view of
view, describe the Pasil becomes smaller and
story’s sequential smaller. He hates
plot, and draw those men in orange polo
shirts who visited their
conclusions.” village to recruit men who
would work for a
construction project*** in
Isabela, near the boundaries
of Tabuk City. He hates the
elders of their
little community who let the
families decide on their own
accord. He hates his Tata for
accepting
the offer just because he
had no other job other than
hunting. When he can no
longer see Pasil,
tears start welling up in his
eyes, he rubs them off.
“Nana, do I have extra
shorts that I can use for
school tomorrow?”Abeong
asks his mother who
is hanging washed clothes
that Sunday afternoon, a
week after they moved from
Pasil.
“Well, yes,” his mother says,
“but why? You can wear
your bahag. The school
allows pupils to
wear it.”
Rumpling the end of the bag
he is wearing, Abeong says,
“I don’t want to wear my
bahag.”
“And why is that?”. Her
mom faces him, hands on
her waist, a little taken
aback.
“Nothing. I just don’t want
them to laugh at me.” He
says plucking out a loose
thread from his
Bahag.
“They will not laugh at you’,
her mother assures him as
she hangs a blanket on the
clothesline.
“They would, just like in Ms.
Legaspi’s stories. Just please
let me wear shorts, Nana.”
Abeong watches his bahag
and tee-shirt, hanging by
the window, fluttering as the
wind blows from outside. He
has been tossing and
turning on their papag for
almost an hour now, as he is
not yet comfortable in their
makeshift bunkhouse. His
banig back home would still
do a better job lulling him to
sleep. Aside from that, he
fears tomorrow’s first day of
classes.
“You have to sleep early,
you know,” his father
speaks, sitting beside him.
“I know Tata. I close my
eyes, and still, I can’t sleep.”
Abeong tries closing his
eyes even harder.
“Let me tell you, Abeong,”
Tata says, “you don’t have
to worry about tomorrow.
But if you still do, then I
think it’s time.”
“Time? For what? Abeong’s
forehead curls, puzzled by
what his father is trying to
say. His father rummages
under their bed, reaching for
a small box with lizard-
symbol prints and a
padlock.
“Is that a present? New
shorts?”
His father shakes his head.
“This is a bahag. But mind
you, this is not an ordinary
one. This
was worn by my father and
my father’s father and my
father’s father’s father. It
has been passed
from one generation to the
next.”
As Tata opens the lock,
Abeong pouts. He does not
want to wear bahag
tomorrow, let alone wear
an old one. He thinks that
the already-threadbare
bahag would be stinking
because it was kept
inside the box for years, and
Nana would have to wash it
first. There is no way that he
is going to
wear it. Not tomorrow. Not
ever.
But the moment his father
lifts the Kalinga bahag from
the box. Abeong marvels at
it like it is a
treasure from a huge chest
all moldy and damp after
being taken from the depths
of the
engkantada’s lake. The
bahag is like no other; the
red cloth glistens before
Abeong’s eyes, and the
patterns of black, white, and
yellow play in that red
stream. To him, the old
bahag is magical.
“It was when I wore this
bahag that I started
becoming the best hunter in
Pasil. I was a short
boy and I was clumsy, not
even able to catch a
chicken,” his father shares,
his eyes shining with
excitement, “but this bahag
made me become strong
and confident. There was a
mysterious magic
spell that I cannot explain
whenever I wear this. The
same happened to our
forefathers when they
owned this.”
“Wow!” Abeong exclaims,
his eyes widening. “And
now, it is all yours,” Tata
says as Abeong reaches for
the family treasure.
Abeong’s worry turns to
thrill when he wakes up the
next day. He takes a bath
right away, and wearing his
new bahag, he rushes to
school. He feels an
unexplainable energy
flowing through
his veins as he walks, chin
up and hands swaying, even
galloping by the sidewalk.
This bahag is indeed
magical, he tells himself.
“Good morning, my name is
Mica,” a little girl starts off
the introduction portion in
their first subject.
“Hello. My name is Carlo.” “I
am Jessica.” “You can call
me Maria.” “I am John.”
When it was Abeong’s turn,
he stood chin up and walked
to the front like he is not a
new student. “Hi, I am Eon!”
Abeong introduces himself
using his new self-thought
nickname, thinking it can
help him fit in and be cool.
During recess, Eon
approaches a team of boys
and girls laughing while
eating their snacks. “I
want to be a hunter like
Alim, that epic hero,” Carlo
says, showing off his pint-
size biceps.
“Well, I am the best hunter
in Pasil,” he butts in. “May I
join you?” If not for the
bahag, he can never talk to
a big team like this, but he
does anyway. He does not
feel shy at all.
“Hi Eon,” Maria says. “You
did well in Math earlier and
also in science. You recite
and recite. Now, you’re a
hunter too. You must be the
best kid in your hometown.”
“Well, we do not have
classes like this in Pasil. I
only took a special test so
that I can be in this grade*.
In Pasil, we have a study
team and we sing and read.
We even hunt sometimes.”
Eon answers, mimicking a
hunter ready to shoot with
his imaginary bow and
arrow. “Wow, that’s fun!
Can you tell us more about
it?” Carlo says as their
classmates gather.
Eon cannot believe that he
can make a bunch of his
classmates laugh and listen
to him on his
very first day in school. He is
an instant celebrity. He
cannot believe that he does
not feel the
slightest glint of
awkwardness. This bahag is
indeed magical, he tells
himself.
In the afternoon, during
their PE class, the boys split
into two teams to play
basketball. The
girls cheer whenever one
shoots, hoops, or blocks an
opponent’s shot. Eon had
barely played
basketball before, but he
finds himself becoming and
ace player, leading his team
to victory. His
classmates rejoice and
praise him as they lift and
toss him up and down. He is
still shocked. This
bahag is indeed magical, he
tells himself.
“Im-pa-pas-ta-kun-rag-sak,
Ya-a-ay, e-la e-la-lay,” the
kids sing in chorus as they
walk home
after class. With arms on the
shoulders of one forming
one horizontal line, they
laugh and sing
on the top of their voices.
Eon knows the song; for
him, it carries the best
memories. It reminds
him of Bochok leading the
song and Lindayaw ending it
out of pitch, sending
everyone laughing,
then they would start all
over again as they tried to
perfect it.
It rekindles the memories of
Pasil and his friends there.
But now, Carlo and John are
singing it
louder, and the girls laugh
because they are out of
tune. It also makes him
laugh, and so he
reaches for John’s shoulder,
chanting as loud as they do.
This bahag is indeed
magical, he tells
himself.
“Hey are you going to wear
that bahag again
tomorrow?” John asks Eon
before turning to a
different route home.
“Yes. Why? There is nothing
wrong with this. This is who
we are.” Eon says. I couldn’t
believe I
just said that, he tells
himself, charging it to the
powers of his bahag.
“Well, nothing. See
you tomorrow!” John runs to
the others as they disperse
homeward. “He would still
wear it.”
“Come on, let’s wear ours
too.” Eon hears the distant
chatters of his classmates.
He smiles and
walks away.
“Nana, Nana, I can’t believe
it. I had a lot of friends
already and I recited in
classes. I was always
raising my hand and I got
the right answers! Can you
believe it?’, he says,
hugging his mother.
“Tata! Tata! I was the best
in class today. I even had
lots of friends and they
listened to my
stories! I was even the best
player in basketball! He
hugged his father. Thank
you for your magic
bahag!”
Tata and Nana smile at him
as he tells his stories. “That
is not a magic bahag,
Abeong”, his
father admits.
“It was you who had the
magic,” Nana follows.
 Abeong did not say anything
for a while. Then, he smiles
and hugs his parents again,
this time
even tighter. That night, he
takes out all his notebooks
and lays them on his bed.
One after another, he
changes the name written
on each of them to his real
name. He does not need to
be Eon after all.
The next day, Abeong
bathes early, humming his
classmates’ chant. He takes
out a fresh bahag
from his drawer and wears
it. He rushes to school,
feeling the energy flowing
through his veins as
he walks, chin up and hands
swaying, even galloping by
the sidewalk.
He sees the sun greeting the
day with its rays that warm
the skin of the people
walking early
that morning, and he feels
like this giant ball of warmth
welcomes him to his new
home.
 Worked The class will be Instructions: Using the Let’s see how well you The teachers will ask the
Example divided into four (4) template below, understood the poem. following questions:
groups. Each group summarize the text The Choose the letter of the 1. Did the “bahag” really
shall develop a basic Story of the Rainbow phrase that completes the have magic?
2. What magic did it have?
story grammar of sentence.
(inspiration/being proud of
the text they have 1. The poem is mainly
your identity)
read. The diagram about _____. 3. Who had the real magic?
below serves as an a. pride in being a Filipino (Abeong did.)
example. b. equality of all Filipinos
c. characteristics of a
Filipino
2. The writer says that the
Filipino is _____.
a. a victim of injustice
 b. of noble origin
The learners are c. basically generous
allowed to change 3. The Filipino is by nature
the diagram by _____.
adding more boxes a. poor but brave and
or making it more religious
detailed. The b. peace-loving but proud
changes should be and ambitious
guided by the c. charitable, hardworking
following guide and freedom-loving
questions: 4. The value the poem aims
What is the title of to develop in the reader is
the story? Who is the _____.
author of the story? a. industry
Where did the story b. obedience
take place? When do c. nationalism
you think the story
happened?
How did the story
begin? How did it end?
What six events are
the most important
events of the story?
Illustrate these events
by drawing boxes and
arranging them
correctly
 Lesson Each group will DIRECTIONS: In the first Complete the table below A. Read each of the five
Activity present their outputs paragraph underline the by writing down the sensory sets of sentences that
in front of the class. words that have a positive images found in the poem “I
follow. For each
Each group shall connotation. In the second Am Proud To Be A Filipino.”
take paragraph, underline the sentence in the set,
note which details words that have a negative write O if the sentence
which details are not connotation. If needed, use uses ordinary
present in their a dictionary or a thesaurus language and F if it
output but are to help you.
uses figurative
present in
the outputs of the Positive Connotation language. Write your
other groups. Amelia has been a answer on the blank
(valuable, costly) member before the number.
of our organization this past
year. During that time, she
has been very (helpful,
overbearing) to other
members of the class. She
has (strong, militant)
opinions, but she is
(reasonable, satisfactory) in
her dealings with others,
and has shown herself to be
a (leader, tyrant). Her
problem‐solving abilities are
(unusual, weird) but she
always solves her own
problems, and helps others
to solve problems too.

Negative Connotation
Mary is a (easy‐going, lazy)
babysitter. She is (patient,
disinterested), (serious,
dour) and (funny, sarcastic).
My brother tried to explain
this to my parents, but they
were (skeptical, suspicious)
of his motives and told him
that he had better (obey,
cooperate with) Mary or he
would be in big trouble.

Replace each word below

with a word that has a
positive connotation.
1.strife ________________
________________
2.weird _______________
_________________
3. exhausting
______________________
________
4.caterwauling _________
______________________
_
 5.begging _____________
______________________
_
D. Making The teacher should discuss the following The students will share their responses to the
Generalization additional concepts that relate to following reflection question:
comprehending literary texts. Which among the concepts presented are easy to
 Learners understand? difficult to understand?
’ Takeaways

 Reflecti
on on
Learning

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning
The learners will Directions: Look up each A. Write the letter of the phrase Encircle the letters of
Formativ respond to the of the words below. Fill in that does NOT appeal to the the figure of speech
e Assessment following questions in the chart. same sense as that of the used and the correct
their notebooks (or in phrase in bold print. interpretation of each
any blank sheet). 1. the grating of cartwheels on passage taken from the
Learners may be the pebbles poem.
selected to share their a. the murmuring haunt of flies 1. “Though a paly breed
responses in front of b. the crackling of the fire I stand with the ancients
the class. c. vast ridges of forest for my love and loyalty
(25 minutes) 2. gentle swaying of the reeds are as fish to the sea.”
What do you think is a. the eternal note of sadness The figure of speech
the story all about? b. tiny human figures laboring used is
What message does in the distant fields c. curls of a. simile
the author wants you to smoke rising lazily from farm b. metaphor
understand through the BONUS: Choose 3 of the house chimney c. hyperbole
story? words above. That have a 3. wet grass between my toes The passage means
Did you like the story?
 Can this story happen in positive connotation. Think a. dressed in crude and gaudy a. I am as loyal and
real life? of a word that has a attire loving as other people.
negative connotation for b. completely wet and icy cold b. I am as loving and
each one and write them c. a grain of sand in the eye 4. loyal to my ancestors as
on the lines. chocolate, ice cream and apple a fish is to the sea.
pie c. The fish is as loyal to
a. tang of salt spray the sea as I am to my
b. many sweet thoughts friends.
c. ice cold mango juice 2. “Where I walk, my
5. scent of cologne, jasmine shadow is a marriage of
and body spray flags.” The figure of
a. pungent like old wine speech used is
b. acrid fumes of burning wax a. simile
c. guttural twang of the bull frog b. apostrophe
c. metaphor
The passage means
a. My shadow is
covered with flags.
b. The path I walk is
covered with flags.
c. I am a product of
different cultures.
Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used

learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• • ways forward

What could I have done differently?

What can I explore in the next lesson?

PREPARED BY: