LP in English and Health
LP in English and Health
GRADE IV - ENGLISH
I. Objectives
By the end of the lesson, pupils are expected to
a. Identify key details and guidelines in composing a riddle
b. Compose and write riddles using provided stimuli
c. Demonstrate confidence and pride in sharing their created riddles with peers
II. Subject Matter:
Topic: Composing Riddle
Materials: Pictures of animals, riddles, Worksheets Springboard: Riddles
References: PELC, page 18, W. 9 Fun in English 4( Language) pages 73, 214
Value Integration: Conserving Wildlife
Activity I:
Here is a riddle for you. Listen carefully. After I read the riddle twice, answer the questions
about it.
I am taller than an elephant. I have brown spots. I am the tallest animal in the zoo. I don't
climb the trees to eat the leaves. I have the longest neck among all animals. What am I?
1. What animal is in the riddle?
2. What clues helped you guess the animal?
3. What does this animal eat?
4. What color of the spots has it?
5. Where can you find this animal?
Value Infusion: What can you do to protect the animals?
Activity 2: Group Activity (Find Me and Hatch Me)
Divide the class into two groups. Have each group search the classroom for hidden eggs.
There are 5 hidden eggs containing riddles. The group that finds 3 eggs will earn bonus
points. Additional points will be awarded for correctly answering the riddles inside the eggs.
If a group answers a riddle incorrectly, the other group can attempt to answer and steal the
points.
1. It can jump. It can croak. It has a long sticky tongue. What is it? FROG
2. I live in water. I have fins and scale. I can swim. What am I? FISH
3. I'm a small, colorful insect that likes to flutter in the garden. People often chase me with
nets. What am I? BUTTERFLY
4. I'm small and like to buzz around flowers. I have colorful wings and make honey. What
am I? BEE
5. As 1 was going St. Ives, I met a man with seven wives; Every wife had seven cats, every
cat had seven kittens. How many were going to St. Ives? ONE
B. Analysis
A. Analyze the riddles in the eggs. How does each sentence begin?
What are found at the end of each sentence?
What kind of words are used to help us give the answer?
B. Discuss the following key details and guidelines in writing a riddle:
1: Begin each sentence with capital letter.
2: End each statement with a period.
3: End the question with a question mark.
C. Abstraction
A riddle is a secret, a puzzle, a brain twister. It is a guessing game.
In writing a riddle, clues are given to help the reader guess the answer.
D. Application
Let the group have a representative to blind pick a picture. Then, have each group write a riddle about
the chosen picture. Lastly, let them trade their riddle, clues are given to help the reader guess the game.
IV. EVALUATION
V. ASSIGNMENT
Draw an object and make a riddle about it in a piece of paper.
Needs
Criteria Excellent (4) Good (3) Fair (2) Improvement (1)
The riddle is clear and The riddle is mostly The riddle is
easy to understand. The clear, but could be somewhat clear, The riddle is unclear,
description gives just a bit more but some parts and it's difficult to
Clarity of enough clues without descriptive to give are confusing or understand what it's
Description giving away the answer. better clues. vague. describing.
The riddle is The riddle shows
The riddle is very creative and some creativity,
creative and unique. It interesting, but it's but it's mostly The riddle lacks
makes the reader think somewhat similar to something seen creativity and seems
Creativity in a new way. other riddles. before. like a common idea.
The language used The language
The language used is is mostly clear and used is somewhat The language used is
vivid and engaging. It engaging, but could clear, but could unclear and doesn't
Language paints a clear picture in be improved in be more help the reader
Use the reader's mind. some areas. descriptive. visualize the object.
The riddle has a The riddle has a
The riddle has a clear structure, but it basic structure, The riddle lacks a
structure with a setup could be improved but it lacks clear structure,
Riddle and a question that to build more suspense or making it confusing
Structure builds suspense. suspense. buildup. to read.
Date: April 15, 2024
2. Exploration
Present a short story entitled The Little Dirty Boy that narrates the life of a stinky boy finding
and realizing himself the importance of proper taking care of his body with the help of his
talking personal hygiene item friends. (note that it is a fictional story in which the following
items can talk and state their uses)
Ask the following questions after:
Why do we practice personal hygiene?
Why is it important to stay neat and clean?
What happens if we touch too many germs?
3. Explanation
Using the “Neat and Clean Chart” discuss to the class the important things to do to
achieved and maintain a proper hygiene. Use the “Ask and Response” techniques to get the
children fully grasp the necessary information - the particular item to be used, how, and when it
should be done.
Washing hair Wet hair and scalp, then Once a day or every other
lather with shampoo. Rinse day.
thoroughly with warm water
Hair Care and dry it using towel.
Group 1:
With the item each pupil picked earlier, have them figure out the name of the item and
which category it belongs and let them paste it on the given cartolina with table. (The
following categories are as follows: Face, Body, Hair, Teeth and Other.)
Group 2:
Instruct them to state the item’s name and let them demonstrate how to use it.
(As the pupils perform the activity, ask questions such as, “How often do we use this item? When?
Why?”)
5. Evaluation
Answering worksheets by grade level
Grade 1: Classify and Color Me!
Let the pupils classify each item to which category it belongs. Color the personal
hygiene items to BLUE if it is used for Hand, Face and Body, color the items RED if it is used
for Hair Care, and YELLOW if it belongs to Oral Care.
Criteria
Group 1: Identification,
Excellent (4) Good (3) Fair (2) Needs Improvement (1)
All pupils correctly Most pupils correctly Some pupils correctly Few or no pupils
identify the name and identify the name and identify the name and correctly identify the
category of their item and category of their item and category of their item and name and category of
paste it accurately on the paste it accurately on the paste it accurately on the their item or paste it
cartolina., cartolina., cartolina. accurately on the
cartolina.
Group 2: Demonstration
Excellent (4) Good (3) Fair (2) Needs
Improvement (1)
All pupils effectively Most pupils effectively Some pupils effectively Few or no pupils
demonstrate how to use demonstrate how to use demonstrate how to use effectively demonstrate
their item, clearly stating their item, clearly stating their item, clearly stating how to use their item or
its name. its name its name clearly state its name.