0% found this document useful (0 votes)
23 views8 pages

LP in English and Health

This lesson plan for Grade IV English focuses on composing riddles, with objectives that include identifying key details, writing riddles, and sharing them confidently. The plan includes activities such as analyzing riddles, group activities to find hidden riddles, and applying learned concepts by writing their own riddles. Additionally, it integrates personal hygiene education with varied activities aimed at enhancing students' understanding of hygiene practices.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
23 views8 pages

LP in English and Health

This lesson plan for Grade IV English focuses on composing riddles, with objectives that include identifying key details, writing riddles, and sharing them confidently. The plan includes activities such as analyzing riddles, group activities to find hidden riddles, and applying learned concepts by writing their own riddles. Additionally, it integrates personal hygiene education with varied activities aimed at enhancing students' understanding of hygiene practices.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

Lesson Plan

GRADE IV - ENGLISH

Prepared by: Mizy Lyra G. Maghuyop


Lindzy Kieth S. Sumiog

Date: April 20, 2024

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

III. Procedure (4 A's)


A. Activities
Show an illustration of group of animals and asks questions.
Let the pupils name the animals in the illustration.

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

I. Intended Learning Objectives:


With the use of varied learning activities, the pupils with 85% efficiency are expected to:
A. name personal hygiene tools;
B. classify the different personal hygiene items to the activity they are used for;
C. demonstrate the proper usage of the different personal hygiene items
D. develop an increased appreciation for personal hygiene practices

II. Learning Content


Subject Matter: Personal Hygiene
Value Integration: responsibility, self-care, health awareness, and respect for oneself
and others
Materials: big illustration, story book, chart, box, cut pictures of personal hygiene items
that will serve as realia /neat and clean kit, box of emotions/emojis,
worksheets, laptop
References: INTO THE FUTURE: Science and Health 1. Estrella, Sonia. et. al. 1997.
pp. 18-30.
www.cyh.com - General personal hygiene information especially for
children.
http://health.kaboose.com - Includes a Hygiene Guide for Kids.
The Little Dirty Boy – self-made story

III. Learning Experiences


1. Engagement
Show a big illustration of germs, a stinky and dirty kid, and a clean kid, and ask the
following questions: (note: additional questions may be asked during the actual demo)
 What can you observe on the illustration?
 What can these germs do to your body?
 Can you tell the difference between the two illustrations? (referring to the two
kids)
 Which among these two illustrations do you want to be? (referring to the two
kids)
Now, without giving the students any preliminary information, pass the two “Neat and
Clean Kit” on each group. Have each pupil take one personal care item. The number of
personal hygiene items on each neat and clean kit must equate with the total number of pupils
on each group. (Note that each personal hygiene items inside the neat and clean kit of one
group is facsimiled inside the neat and clean kit of the other group)

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.

What How When


Use soap, warm water and Hands and face: before
Hands, face and body a washcloth to clean away meals, after playing, and
all the dirt and germs. Use whenever necessary.
General a hand towel or bath towel
Cleansing to dry completely so you Body: bath or shower once
don’t get cold. Washing a day or at least every
means always using soap, other day.
not just water.

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.

Dry completely and brush


Grooming hair or comb thoroughly In the morning before
school, after playing,
before meals, and as
necessary.

Brushing teeth Using only a pea-sized BRUSH AT LEAST two


drop of toothpaste, brush times each day – in the
teeth with short, gentle morning after breakfast,
strokes. Proper brushing and before going to bed.
Oral Care
should take a full TWO You should also brush after
MINUTES eating any sticky or sugary
foods. For fresher breath,
brush your TONGUE, too!
4. Elaboration
Whole Class: Using a the box of emotions/emojis let the pupils tell if the given description is
Good or Poor Hygiene. Happy emoji for good hygiene and stinky emoji for poor hygiene.
 Brushes teeth in the morning and at night
 Doesn't wash his hands at all
 Wears deodorant
 Wears dirty clothes off the floor
 Showers once a week
 Clips his fingernails and toenails
 Washes hands after using the bathroom
 Keeps his hair neat
 Makes sure his socks and shoes don't smell
 Brushes his teeth for 5 seconds
 Wipes his sweat with his shirt
 Wears the same underwear many days in a row

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.

You might also like