This is the Grade 4 English self-learning module for Quarter 3, Module 5, titled “Keeping Ideas Organized.” It has one lesson, Lesson 5: Use Appropriate Graphic Organizers in Text Read. It was developed by DepEd Region V for home-based learning. By the end, learners can pick a suitable graphic organizer and use it to show the important details of a paragraph or story.
What learners will learn
The module states one learning goal. At the end of the module, learners will be able to:
- Use appropriate graphic organizers in text read.
To reach this goal, learners practice three kinds of organizers:
- Organizers that describe a person, animal, or thing
- Organizers that show a problem and its solutions
- Organizers that show a sequence of events
Parts of the module
| Part | What learners do |
|---|---|
| What I Know (pretest) | Read a short text on bullying and fill in a Problem and Solutions organizer |
| What’s In (review) | Find the main idea, key sentence, and supporting details of a paragraph about Filipino celebrations |
| What’s New | Unlock five new words with context clues: sturdy, peaceful, fragrant, clay, fertilizer. Then read the story “Home” and answer three questions |
| What Is It | Compare two ways of showing the details from “Home” and learn what graphic organizers are |
| What’s More | Activities A (describe), B (problem-solution), and C (sequence events) |
| What I Have Learned | Complete a five-blank summary paragraph |
| What I Can Do | Make an organizer showing how you can keep learning at home |
| Assessment | Use organizers for five short texts |
| Additional Activities | Organize the text “The Structure of the Flower” |
What graphic organizers are
The module defines graphic organizers as charts or visuals that represent what we think. They help us understand what we read. They are useful tools for organizing and presenting information in a short, understandable way.
A graphic organizer can be in any form, design, shape, or size. What matters is that it shows how well you understood the text. You can also use phrases instead of complete sentences to stress the important points.
The module explains this with the story “Home.” It shows the family’s ways of keeping their home neat and clean in two ways:
- Presentation A is a plain bulleted list of sentences.
- Presentation B is a graphic organizer. It places what Father and the speaker do on top, and what Mother and sister do at the bottom, around the topic “How We Keep Our Home Neat and Clean.”
The module says Presentation B is more appealing and easier to understand. It also shows a gallery of other organizers, such as the Venn diagram, KWL chart, story map, flowchart, concept map, cause-and-effect chart, and The 5 Ws.
Reminders from the previous lesson
- The main idea is a word or phrase: the topic of the paragraph.
- The key sentence contains the main idea and is a complete sentence.
- Supporting details come after the key sentence and make up the body of the paragraph.
Three kinds of organizers practiced
Describing
Learners read short paragraphs about a family, a new dress, a baby brother, a puppy, and a bicycle. They fill in a web or chain of boxes around the topic. For example, for “Puppy,” the details include white, fluffy, very active, loves running around, and plays ball.
Problem and solution
Learners find the problem and its solution in five short texts. Here are two examples:
- Andy always gets low scores in exams (problem). He sleeps early and spends his free time reading (two solutions).
- Garbage is everywhere (problem). We should learn to segregate biodegradable, non-biodegradable, and recyclable wastes (solution).
Sequence of events
Learners put the events of Joshua’s day in the right order in six numbered boxes. The story starts with Joshua waking up excited about his basketball game. It ends with his father taking him to the basketball court.
How to use this module
- Learners: Start with the pretest, then go through each part in order. Write your answers on a separate sheet of paper, not on the module. Check your work with the answer key only after you finish, and be honest in using it. The answer key has sample answers for every activity and a rubric for What I Can Do: 10 points for at least five ways you can learn at home, and 5 points for at least four.
- Parents: Help your child read each paragraph and talk about what the main topic is before drawing the organizer. Any shape works, as long as the important details are there.
- Teachers: The module notes that its describing activities accept any three or more correct details. The Assessment gives two points for each text organized correctly. You can use the Additional Activities on the parts of a flower for learners who are ready for more.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 4 English, Quarter 3, Module 5. Its single lesson is Lesson 5: Use Appropriate Graphic Organizers in Text Read.
What is a graphic organizer?
The module defines graphic organizers as charts or visuals that represent what we think and help us understand what we read. They organize and present information in a short, understandable way, and they can take any shape or size.
Does the module have an answer key?
Yes. The answer key covers the pretest, the vocabulary and comprehension questions, all What’s More activities, the summary, and the assessment. It also has a scoring rubric for the What I Can Do task.
What kinds of graphic organizers do learners practice?
Learners practice organizers for describing a topic, for showing a problem and its solutions, and for putting events in order. The module also shows examples such as the Venn diagram, KWL chart, story map, and flowchart.
What new words are taught in this module?
The words are sturdy (strong), peaceful (quiet), fragrant (having a sweet smell), clay (soil molded to make pots), and fertilizer (a substance added to soil). They also appear in the story Home.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 3 – Module 5: Keeping Ideas Organized
Cover
English Quarter 3 – Module 5 Keeping Ideas Organized (Use Appropriate Graphic Organizers in Text Read)
[illustration: students reading and studying under a tree and at a desk, with a globe and a lamp]
CO_Q3_English 4_ Module 5
Copyright and Development Team
English– Grade 4 Alternative Delivery Mode Quarter 3 – Module 5: Keeping Ideas Organized Use Appropriate Graphic Organizers in Text Read First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Ruel B. Diaz; Ma. Francia N. Bulacan; Syrelle France S. Paterter; Lea E. Basquiñas Editors: Joan L. Lagata; Mai Anne D. Rondola Illustrator: Jerome Bonzo Layout Artist: Jay Lord Gallarde Management Team: Gilbert T. Sadsad; Francisco Bulalacao; Grace U. Rabelas; Leilani Lorico; Sancita B. Peñarubia; Edison Mallapre; Maritess Orellana
Printed in the Philippines by ________________________
Department of Education – Region V
Office Address: Regional Center Site, Rawis, Legazpi City 4500
Telefax: 0917 178 1288 E-mail Address: region5@deped.gov.ph
English Quarter 3 – Module 5 Keeping Ideas Organized (Use Appropriate Graphic Organizers in Text Read)
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: two learners with backpacks]
Hello learner! We are your friends Ella and Eloy. Welcome to the exciting world of English for the Third Quarter, Module 5. We are going to work on different activities together so that at the end of the module, you will be able to use appropriate graphic organizers in text read.
[illustration: mascot Kuya Pat]
Hi, there. I am your Kuya Pat. I will be joining you, together with Ella and Eloy in this adventure. First, let us find out how well you know the topic.
What I Know
Direction
Direction: Read the short text below. Using the graphic organizer on the next page, present the important points from the paragraph.
Bullying continues to affect young students. Young learners tend to air their likes or dislikes to the rest of the internet community. As a result, many become victims of bullying. A simple post of a picture revealing awkward situations of a person can affect the victim forever. Expressing one’s feelings or thoughts is normal but it should come with responsibility. This problem has to stop and the only way to stop it is to inculcate respect among young students. They must be taught how to become a responsible internet user. Parents and teachers must join hands to put remedies to this problem.
Source: Bullying Excerpt, Department of Education, Region V, Detailed Lesson Plan, Third Quarter, Week 3, Day 5, page 553
CO_Q3_English 4_ Module 5
Graphic Organizer
[chart: graphic organizer; Problem and Solutions, with blank boxes for answers]
PROBLEM | SOLUTIONS _____________ | _____________ _____________ | _____________ _____________________________ | _____________________________ |
[illustration: two learners with backpacks]
Wait a minute! Let us pause for some time and analyze your answers.
[chart: graphic organizer; Problem and Solutions, completed]
| Problem | Solutions |
|---|---|
| Bullying | Inculcate respect among students |
| They must be taught how to become a responsible internet user. | |
| Parents and teachers must join hands to put remedies on this problem. |
[illustration: mascot Kuya Pat]
Good job! If you were able to get all answers in the four boxes, then it means you are already on the right path towards discovering more about the topic. If not, it is okay. We are here to learn, right?
[transcriber’s note: the fragment “ng young students.” appears at the top of this page in the source rendering, partly hidden; it is not legible as a complete line]
CO_Q3_English 4_ Module 5
Lesson 5
Use Appropriate Graphic Organizers in Text Read
Oftentimes, it is easier to make pictures of what you are thinking through the use of visual tools. These tools can help you present ideas in a short, clear, and understandable manner.
For younger readers like you, using organizers is a great way to help you fully analyze information in a text read. There are a lot of graphic organizers you can choose from depending on the text or paragraph you are reading.
This module provides fun activities and exercises for you to be able to use appropriate graphic organizers in text read.
Before you explore more about this topic, let us have a quick review of the topic discussed from the previous module. Can you still remember it?
[illustration: mascot Kuya Pat]
What’s In
Identifying the Main Idea, Key Sentence and Supporting Details
Read the short paragraph below. On your answer sheet, be able to provide the information asked for.
Filipino people are known for being happy and optimistic. All year round, there are different celebrations and occasions held. Barrio fiestas showcase how high-spirited our fellowmen are. Filipinos remember and give importance to special days and fill them with joy and merriment.
-Ma. Francia N. Bulacan
[chart: graphic organizer; Main Idea, Key Sentence, and Supporting Details. Labels: Main Idea; Key Sentence; Supporting Details, numbered 1, 2, 3]
CO_Q3_English 4_ Module 5
What’s New
Unlocking of New Words
Read the sentences below and be able to identify the meaning of the underlined words using context clues. Write the letter of the correct answer from the given choices on your answer sheet.
- The typhoon did not destroy our sturdy house.
- It is a peaceful night since everybody is fast asleep.
- Butterflies visit the fragrant flowers in the garden.
- Handle the pots with care; they are made of clay.
- You have to put fertilizer on the plants to keep them healthy.
a. quiet b. strong c. having a sweet smell d. a substance added to soil or land e. sticky fine-grained soil, molded when wet, dried, and baked to make pots
Don’t forget to review your answers before checking. Look at the Answer Key on page 18. If you were able to get 4-5: Nicely done! You’re more than ready to learn the new set of skills. 3 and below: Oops. You might want to take a peek again at our previous module. Here are a few reminders from Kuya Pat.
[illustration: learners with backpacks]
REMEMBER: The main idea is a word or a phrase, the topic of the paragraph, or what is being talked about. A key sentence contains the main idea and is expressed in a complete sentence. Supporting details come after the key sentence, making up the body of the paragraph.
CO_Q3_English 4_ Module 5
Done? Check your answers using the Answer Key on page 18. Make sure you understand these words because you will meet them again as you read the text or paragraph that follows.
Think of These: What is the best thing about your home? How do you keep your home clean and neat?
Read the short paragraph below and be able to answer the questions after it.
READING TIME
Home
by: Ma. Francia N. Bulacan
My family and I live in a far but peaceful town. We live in a small hut surrounded by plants. We help each other in keeping our home neat and clean. Father and I work on our garden every morning. It is filled with green, leafy vegetables. We built a sturdy fence around it and painted it blue.
Mother has her garden too. Our front lawn is filled with fragrant and colorful flowers. Mother and sister have pink, clay pots. They remove the weeds that grow, water them every day, and put fertilizer too.
We feel happy looking at all these things growing around the house. It makes the surroundings look happy and lively. It feels fun helping one another in keeping our home beautiful and filling it with love too.
Done? Great! If you need a little more time, you can read it again before you continue. Then, go to the next part once you are ready.
Here are a few questions to test how much you understood the selection presented.
Comprehension Check-Up:
- What is the text about?
- How do they feel about the things around them?
- In what ways can you help maintain a clean home?
Look for the answers on page 18. If you were able to get all the answers right, then it means you are ready for more fun activities. Keep going learner.
What is It
Using a Graphic Organizer From the short text titled “Home”, there are different ways on how the family keeps their home neat and clean. Look at how these important details are presented in two ways.
| Presentation A | Presentation B |
|---|---|
| How We Keep our Home Neat and Clean ➢ Father and I work on our garden every morning. ➢ We built a sturdy fence around the garden and painted it blue. ➢ Mother and sister filled the front lawn with fragrant and colorful flowers. ➢ They remove the weeds that grow, water them every day, and put fertilizer too. | [chart: graphic organizer; Presentation B, shown below] |
[chart: graphic organizer; Presentation B (text printed inside the graphic)] work on our garden every morning built a sturdy fence around the garden and painted it blue Father and I How We Keep Our Home Neat and Clean Mother and Sister filled the front lawn with fragrant and colorful flowers remove the weeds that grow, water them every day, and put fertilizer too
[chart: graphic organizer; Presentation B, repeated; the same text as shown above]
Presentation B is more appealing and easy to understand. This is an example of a Graphic Organizer.
It is a combination of texts and images to help present the details or ideas in a short, clear, and understandable manner.
Instead of expressing the ideas in complete sentences, it is possible to use phrases to emphasize important points.
Here, what Father and the speaker do to keep their home neat and clean are presented on top while what Mother and sister do are written at the bottom.
Let us learn more about Graphic Organizers.
What are Graphic Organizers? Graphic organizers are charts or visuals which are used to represent what we think of. They can help us understand what we read. Source: Department of Education, Region V, Detailed Lesson Plan, First Quarter, Week 6, Day 3, page 166
Why do we use Graphic Organizers? They are useful tools in organizing and presenting information in a short, understandable manner. They can be in any form, design, shape, or size as long as they show or represent how much you understood the text read.
Some common types of graphic organizers can show a sequence of events, problem-solution, description, similarities and differences, and more.
Guide Questions: Which presentation is better? Presentation A or Presentation B? Why? Think, think, think before moving on. For sure, you chose Presentation B!
Here are more examples of Graphic Organizers.
[chart: graphic organizer gallery; More examples of Graphic Organizers] Row 1: Balloons; Brainstorming Web; Cause & Effect; Circles Story Map; Character Map Row 2: Compare; Concept Map; Dear Tim & Moby; Description/ Prediction Chart; Experiment Observations Row 3: Pause Points; Predictions; Story Map; Story Mountain; Story Pyramid Row 4: Storyboard; Synonym & Antonym Pairs; The 5 Ws; Tim’s Shirt; Venn Diagram Row 5: Flowchart; Ideas Details; Item Description; Knowledge & Conclusion; KWL Chart Row 6: KWS Chart; Main Idea; Moby Alphabet; Observation Chart; Paragraph
Source: Graphic Organizers, https://www.scribd.com/document/342863913/5-6-LM-in-Eng-5-Q4-week-5-6-docx
What’s More
A. Using a Graphic Organizer to Describe
Use the graphic organizers to present the details about the different topics given below.
- I have a big and happy family. Father is very hardworking and thoughtful. Mother is kind and understanding. I have five sisters and three brothers. I am the youngest and the clown of the family. I make them laugh when they’re tired and I help with the chores too. I thank God that I have a big, happy family.
[chart: graphic organizer; unnumbered chain of boxes] Family hardworking and thoughtful Father (remaining boxes are blank)
- My mother bought my sister a new dress. It is bright yellow and filled with sparkly stones. The hemlines are stitched with a white, lacy cloth. There are little roses with leaves embroidered on the skirt too. It is very pleasant to look at.
[chart: graphic organizer; hexagon cluster] bright yellow Topic: DRESS (remaining hexagons are blank)
- My baby brother is a bundle of joy. His cheeks are chubby, red, and have dimples on them. His eyes are bright and always smiling. His tiny fingers curl on my fingertips every time I touched them. He giggles a lot and it makes everybody happy.
[chart: graphic organizer; circle web] chubby, red cheeks BABY BROTHER (remaining circles are blank)
- Our family owns a puppy. It is white and fluffy. It is a very active puppy and loves running around. It plays ball too. It waits for me at our door and wags its tail every time it sees me. We love our puppy so much and consider it as family.
[chart: graphic organizer; boxes] fluffy PUPPY (remaining boxes are blank)
- Brother owns a new bicycle. It is bright red and runs fast too. It has a big basket in front where he puts his bag. It has a silver, round bell that makes loud rings. Brother rides it to school and he takes care of it well.
[chart: graphic organizer; cloud and arrow chain] BICYCLE has silver, round bell (remaining boxes are blank)
What’s More
B. Using Problem-Solution Graphic Organizers
Use the graphic organizers to present the problem and solutions in the following texts.
- It was Sunday. Emma needs to finish her project. It needs to be submitted tomorrow. She finds it difficult to work on it alone. She saw her older sister watching TV. Emma asked for help. They work on the project together. The project was finished before the day ended.
[chart: graphic organizer; arrows] Problem Solution
- Garbage and trash are everywhere. Some people do not know how to dispose them of properly. To avoid this, we should learn to segregate biodegradable, non-biodegradable, and recyclable wastes. This can help lessen pollution everywhere!
[chart: graphic organizer; two circles] PROBLEM SOLUTION
- Andy always gets low scores in exams. He seems always tired and sleepy. He decided to sleep early at night. He also decided to spend most of his free time reading. After some time, his grades improved.
[chart: graphic organizer; branching boxes] Problem Solution 1 Solution 2
- Michael forgot his lunchbox at home. He does not have anything to eat during the break. He told his teacher about his problem. The teacher gave him food. His classmates shared their food with him too!
[chart: graphic organizer; speech-style shapes] PROBLEM SOLUTION (remaining boxes are blank)
- Jane cannot find her book. She looked everywhere but all her things are scattered. The room is messy and dirty. She decided to clean her room. She also put her things in their proper places. Suddenly, a book fell from the cabinet! “Finally found it,” said Jane.
[chart: graphic organizer; hierarchy] PROBLEM SOLUTION 1 SOLUTION 2
C. Using Graphic Organizers to Sequence Events
Use the appropriate graphic organizer below to present the series of events in the story.
[chart: sequence graphic organizer; six numbered boxes labeled 1 to 6. Box 1 contains the following text:]
- Joshua woke up early in the morning and was so excited for his basketball game with his father.
[transcriber’s note: the boxes marked “□” below were printed as empty boxes in the original and are reproduced here as list items]
- His father took him to the basketball court.
- He happily helped his father wash and clean the car.
- Joshua got a pail, soap, and rags from the garage.
- Joshua woke up early and feels excited about his basketball game.
- He put on his basketball uniform while the car dried in the noon sun.
- He ate a heavy breakfast with his father.
Source: Department of Education, Region V, Detailed Lesson Plan, First Quarter, Week 6, Day 3, page 165-167
[illustration: two students with backpacks]
Check your answers using the Key to Correction on pages 18-19. If you got: 12-15: Excellent! You were able to follow through the lessons presented. You have shown outstanding performance! 11 and below: Oops, you need to keep your mind back in the activities. You can choose to take a break or continue.
What I Have Learned
[illustration: light bulb]
Let us now give a summary of everything you learned in this module. Complete the sentences below with the missing word. Choose your answer from the given choices.
Generalization
These are charts or visuals which are used to represent what we think of. They can help us (1) _____ what we read. These are called (2) _____.
They are useful tools in presenting and (3) _____ information in a short, understandable manner. They can be in any form, design, shapes, or sizes as long as they show or represent how much you understood the (4) _____ read.
Some common types of graphic organizers can show sequence of events, description, similarities and differences, (5) _____, and more.
| organizing | understand | text | Graphic Organizers | problem-solution |
|---|
Check your answer using the Answer Key on page 17.
What I Can Do
Create your graphic organizer which shows what you can do so that you will still learn even at home.
Look at Answer Key on page 19 to know how you will check your work.
Here is an example.
[chart: hexagon graphic organizer example; center hexagon labeled “How I Learn at Home”; surrounding hexagons are empty]
Assessment
[illustration: a student character with a speech bubble]
Wow! You are finally here. This is your final exam in this adventure. It means you did your best to reach this part. Remember everything you learned. You can even review before moving on.
Use appropriate graphic organizers to present the important details in each paragraph/text. Write the answers on your answers sheet.
My teacher is a very nice person. She smiles most of the time. She encourages us to study hard and to do our best. She looks pleasant and approachable. Seeing her every day makes me happy. I like my teacher so much.
Our classroom is always clean and orderly. The books are piled neatly in cabinets. Our outputs are displayed in one corner too. We have storybooks and reading materials in boxes fully labeled and color-coded. We are always reminded that things should be in their proper places.
My best friend is my classmate. He has curly hair that sometimes covers his forehead. His wide eyes always seem to ask questions. He is very talkative and funny too. He is fair-skinned and tall. We talk about a lot of things. I like it when he’s around.
Our class has a vegetable garden at the back of our classroom. It is surrounded by a wooden fence to keep animals out. You can see red tomatoes, and lots of green, leafy vegetables. You can hardly see weeds growing on it because we pull them out regularly. It feels good looking at all the healthy plants growing on the seedbeds.
Keeping a good study habit helps you improve your grade and it’s easy to do! First, one should listen well when the teacher is discussing the lesson. Next, it is important to take down notes. Then, review and have advance reading too. Finally, submit all homeworks, projects, and outputs.
Check your answers using the Answer Key on page 20. If your score is— 8-10: It means you did great! You know how to use adverbs of manner, time, or place in sentences. 7 and below: Wait! You need to work on all the activities again. It seems you were not able to get it yet. Go on and try again.
Additional Activities
Use an appropriate graphic organizer to present the important points in the text below.
The Structure of the Flower
The lower and outermost part of a flower is the sepals. They are usually green. They look like leaves. They form the protective covering of the flower when it is still a bud.
Above the sepals are the petals. Petals often have bright colors because they attract insects. Growing just above and within the circle of petals are the stamens. Each stamen has a long stem-like part called the filament. At the top of the filament is another which is filled with yellow or reddish dust-like grains called pollen.
The innermost part of the flower is the pistil which has three parts – the stigma, the style, and the large base called the ovary. Within the ovary are small structures called ovules. Seeds develop from the ovules.
Source: https://www.scribd.com/document/342863913/5-6-LM-in-Eng-5-Q4-week-5-6-docx
Congratulations for a job well done! You were able to master the skill in this module and it means you can still do more. It is so much fun, right? Keep going and see you in the next adventure!
[transcriber’s note: this page is printed upside down; it is transcribed here in reading order]
Answer Key
What I Know
| PROBLEM | SOLUTIONS |
|---|---|
| Bullying | 1. Inculcating respect among young students 2. They must be taught how to become a responsible internet user. 3. Parents and teachers must join hands to put remedies on this problem. |
What’s In
Main Idea: Filipino/ Filipino people Key Sentence: Filipino people are known for being happy and optimistic.
Supporting Details: All year round, there are different celebrations and occasions held. Barrio fiestas showcase how high-spirited our fellowmen are. Filipinos remember and give importance to all special days and fill them with joy and merriment.
What’s New
- b
- a
- c
- e
- d
Comprehension Check-Up
- The text is about Home.
- They feel happy about the things around them?
- Answers may vary. Examples: Sweep the floor, clean the yard, wipe the furniture, take care of plants
What’s More
The details in the graphic organizers should include at least three of the following:
FAMILY
- big and happy family
- hardworking and thoughtful Father
- kind and understanding Mother
- five sisters and three brothers
DRESS
- new
- bright yellow
- filled with sparkly stones
- hemlines with white, lacy cloth
- little roses with leaves on skirt
- pleasant
BABY BROTHER
- a bundle of joy
- chubby, red cheeks
- have dimples on cheeks
- bright eyes
- always smiling
- giggles a lot
[transcriber’s note: this page is printed upside down; it is transcribed here in reading order]
What’s More … Continuation
PUPPY
- white
- fluffy
- very active
- loves running around
- plays ball
- waits at the door and wags its tail
BICYCLE
- new
- bright red
- runs fast
- has a big basket in front
- has a silver, round bell
B.
- Problem: Emma needs to finish her project.
Solution: Emma asked for help. - Problem: Garbage and trash are everywhere.
Solution: We should learn to segregate biodegradable, non-biodegradable, and recyclable wastes. - Problem: Andy always gets low scores in exams.
Solution 1: He decided to sleep early at night.
Solution 2: He also decided to spend most of his free time reading. - Problem: Michael forgot his lunchbox at home.
Solution: He told his teacher about his problem. - Problem: Jane cannot find her book.
Solution 1: She decided to clean her room.
Solution 2: She also put her things in their proper places.
C.
- Joshua woke up early and feels excited about his basketball game.
- He ate a heavy breakfast with his father.
- Joshua got a pail, soap and rags from the garage.
- He happily helped his father wash and clean the car.
- He put on his basketball uniform while the car dried in the noon sun.
- His father took him to the basketball court.
What I Have Learned
- understand
- graphic organizers
- organizing
- text
- problem-solution
What I Can Do
Rubric for Checking
You will get 10 points if you were able to use an appropriate graphic organizer and write at least five ways that you can do so that you will still learn even at home.
You will get 5 points if you were able to use an appropriate graphic organizer and write at least four ways that you can do so that you will still learn even at home.
[transcriber’s note: this page is printed upside down; it is transcribed here in reading order]
Assessment
Note: If you were able to use an appropriate graphic organizer and wrote the details written below, then you will get two points.
- Teacher
- a very nice person
- smiles most of the time
- encourages pupils to study hard and to do their best
- looks pleasant and approachable
- Classroom
- clean and orderly
- books are piled neatly in cabinets
- outputs are displayed in one corner
- storybooks and reading materials are boxes
- boxes are labeled and color-coded
- Best Friend
- classmate
- curly hair
- wide eyes
- very talkative and funny
- fair-skinned and tall
- Vegetable Garden
- at the back of our classroom
- surrounded by a wooden fence
- has red tomatoes, and lots of green, leafy vegetables
- no see weeds growing on it
- Good Study Habit
- listen well when the teacher is discussing the lessons
- take down notes
- review and have advance reading
- submit all homework, projects, and outputs
Additional Activities
Your graphic organizer should include the following details.
Topic: The Structure of the Flower
Sepals
- lower and outermost part of a flower
- usually green
- look like leaves
- form the protective covering
Petals
- have bright colors
- above stamens grow and within
Pistil
- the innermost part of the flower
- has three parts – the stigma, the style and ovary
You get one point for every detail you can find in your graphic organizer based on this.
References
Department of Education, Region V, Detailed Lesson Plan, Bullying Excerpt, Third Quarter, Week 3, Day 5, page 553
Department of Education, Region V, Detailed Lesson Plan, First Quarter, Week 6, Day 3, Graphic Organizers Definition, page 166
Department of Education, Region V, Detailed Lesson Plan, First Quarter, Week 6, Day 3, Sequencing Events Using a Graphic Organizer, page 165-167
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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