1

Date Quarter: 3
Week: 7
Subject/Grade
Level/Section ENGLISH 4
Content Standard Demonstrates an understanding of the story elements
Performance
Standard Reading a story with comprehension.
Learning Analyze a story in terms of its story elements.
Competencies

I. Specific K – Define and identify the story in terms of its story elements.
Objectives: S – Distinguish the elements of the story given.
A – Appreciate the value of sharing and helping some people’s needs.
II. Subject Matter: Topic: Elements of a Story
Code: EN4RC-lb_2.1.1
References: Module in English 4 Quarter 3 Lesson 2.1.1
PIVOT 4A Learner’s Material Quarter 3 Third Edition, 2021
Materials: activity sheets, video presentation
III. Procedure:

A. Daily Routine  Prayer

 Energizer
 Checking of attendance
B.
Motivation/Recall DAY 1
Awareness
Review
A. Directions: Read the following lines with the correct expression and give
the correct tone expressed. Upon reading each sentence, execute the
different feelings in your face, such as the following (angry, happy, afraid,
scared, worried) to show the moods for each sentence.

Let’s do This!

1. "I wonder where father and Arthur are. Their boat is out of sight.”

2. “Who broke my new flower vase?”

3. “How could this be? At first, I hardly had enough room under the

mushroom, and in the end, all five of us could sit under it!”

4. “Oh, hide me!” he cried. “Save me! A fox is chasing me!”

C. LESSON
PROPER 5. “There is a rabbit smell around. Isn’t he hiding here?” said the fox.

ACTIVITY
Are you fond of reading stories? When reading a story, there are people or
even animals who take part in the action. Stories happen in different times
and places. They indicate feelings. They could be joyful, brave, afraid, sad,
loving or threatening. After going through this lesson, you are expected to
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analyze a story in terms of its story elements.

When reading a story, you should take note of the story elements for better
understanding.

Let us read and understand the selection below.

One day, a man wanted to sell his son’s donkey to buy

medicine for his sick wife. He brought the donkey to the market.

“Could you buy my donkey?” he asked his friend in a store.

“I’m sorry, I have no use for a donkey.” His friend replied.

So the man went to Francis’ bookshop. Could you buy my

donkey?” “No, I have a truck that carries my goods,” Francis said.

Then he went to an old lady’s pet shop. “Your donkey is too old to
be my pet,’ complained the old lady. As the man was looking for
somebody to buy his donkey, he met the baker’s wife. “My husband
is looking for a donkey to carry the sacks of flour from the port,” she
said. The man went to the baker and sold his son’s donkey. He said,
“Now I have money for my wife’s medicine.”

 What are the highlighted words in the story?

 What are the encircled words in the story?
 What are the underlined words in the story?

The story's highlighted words (one day, market, store, Francis’ bookshop,
and old lady’s pet shop) are the places and times when the story happened.
They are the setting of the story.

The underlined words (man, wife, his friend, Francis, old lady, baker’s wife,
husband, and baker ) are the characters.

The underlined sentence is the series of events that gives the story's plot.
The plot of the story includes a beginning, middle, and ending. It also
includes the conflict and the resolution. The conflict is the man’s lack of
money for his wife’s medicine. On the other hand, selling the donkey
resolves the conflict/problem.

UNLOCKING OF DIFFICULTIES

A story has three basic elements. These are the characters, the setting,
and the plot, including the conflict and resolution.

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Character- is a person or animal who takes part in the action in a story.

Setting -is the time and place wherein the story happens.

Plot is a series of events and character actions related to the central topic.

Day 2

Motivation

A. Directions: Read the story below and analyze it in terms of its story
elements. Given in the following numbers are the elements of the story.
Identify them as to Setting, Character or Plot. Do this in your notebook.

One Saturday morning, Peter woke up early to prepare breakfast for

her mother. It was his mother’s birthday, and he wanted to surprise
her. He cooked fried rice, fried egg and a hotdog for her. He set the
table and put on the cake he bought yesterday. When his mother
came out of her room, she was very surprised.

1. Peter’s mother

2. One Saturday morning

3. Peter cooks breakfast to surprise his mother on her birthday.

4. Peter

5. Peter’s mother was surprised to see her breakfast and birthday cake.

Have you notice that in reading short or long stories there is always the
place where it is the setting of the story, the people is the character of the
story and the series of events is what we called the plot

A. Directions: Define the correct definition of each word.

Plot
Character
Setting

B. Directions: Read the story below and complete the table by analyzing
the underlined story elements.

It was summer. The Solomom family wanted to go on a journey.

Dad wanted to go to Cebu. Mom wanted to go to Bohol. Mark and
Benedict wanted to go to Boracay. They love going to the ocean.

In the end, the family decided to go to Boracay. They went to the

seashore right away. The sand on the beach was fine and white.

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There

were boats with white sails on the blue sea.

Mark built a sandcastle. Benedict decided to ride a bike, but he

bumped into a rock and fell. He got all bruised and bloodied.
Benedict was sad. He could not swim that day.

ELEMENTS OF THE STORY

PLOT

CHARACTER
S

SETTING

Rabelas, G. U., et al.(2015).English-Grade 4 Learner’s Manual.Vibal Group Inc. Published for the Department
of Education

Day 3

Directions: Read the story below and analyze its elements. Encircle the
setting, underline the character, and box the plot or event in items 1-5

At five o’clock in the morning, the sun came up. A friendly ladybug flew in
from the left. It saw a leaf with many aphids and decided to have them for
breakfast. But just then, a grouchy ladybug flew in from the right. It, too, saw
the aphids and wanted them for breakfast.

“Good morning,” said the friendly ladybug. “Go away,” shouted the
grouchy ladybug. “I want those aphids.” “We can share them,” suggested
the friendly ladybug. “No. They’re mine, all mine,” screamed the grouchy
ladybug.

1. Friendly ladybug

2. Five o’clock in the morning

3. It saw a leaf with many aphids on it and decided to have them for

breakfast.

4. Grouchy ladybug shouted at the friendly ladybug.

5. “We can share them,” suggested the friendly ladybug. “No. They’re mine,
all mine,” screamed the grouchy ladybug.
Rabelas, G. U., et al.(2015).English-Grade 4 Learner’s Manual.Vibal Group Inc.Published for the Department of
Education

LP_English 4_Q3_Week 7
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Day 4
Directions: Read the paragraph below and analyze the story by completing
the diagram below.

Every Friday afternoon, the parents of Mayao Parada Elementary

School go to their children’s learning center. They submit the answer sheets
to the teachers and, at the same time, get the new one for the following
week. They ensure they observe health protocols by wearing a facemask
and face shields. They are also spraying alcohol and following physical
distancing. The situation is challenging for parents, teachers, and especially
the pupils, but they are working hand in hand to continue learning during
this pandemic.

Setting:
1.
2.

Plot:
1.
2.

Characters:
1.
2
Rabelas, G. U., et al.(2015).English-Grade 4 Learner’s Manual.Vibal Group Inc.

Directions: Read the story “Pablo and the Eggs.” Analyze the story and
complete the graphic organizer below by supplying its elements.
D. Analysis
Pablo and the Eggs

Pete, the grasshopper, and his friend Pablo, the praying mantis, played
in the garden. One day, they found some small round objects in the grass.
Pablo wanted to play with them because they looked like small balls.

He was about to pick them up when Pete stopped him. “Those are not
playthings.”

“They looked look like small eggs,” Pete said

“No, they are not eggs. I am going to play with these balls.” Pablo
insisted.

Suddenly the eggs broke and out came little bugs. He got two and
prepared to throw them. Pablo was surprised. “Oh! They’re alive!” he said
as each ran in different directions.

Pete laughed at the frightened Pablo. “See, I told you.”

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 What is a character in the story?

 What is the plot of the story?
IV. Abstraction  What is the setting in the story?
 Differentiate the three elements of the story.
 Why is it important to appreciate being helpful to other people’s
needs?
Directions: Read the story The Lion and the Mouse. Then circle the
story's characters, underline the story's plot and box the story's setting.
III. Application

One day a lion was sleeping in the forest. A little mouse was looking for
something to eat. She ran over his paw. The lion opened his eyes. He
roared at the mouse. He put his paw over her. “I will eat you,” he cried. “I did
not know it was you,” said the mouse. “Please let me go. Someday I will
help you.” “Foolish mouse!” said the lion. “What can a little thing like you
do? I am strong. How could you ever help me?” The lion laughed but let the
mouse go. He did not think the little mouse could ever help him. Soon after
this, the lion was running in the forest. Her ran into a trap. The trap was a
net made of rope. The lion tried to break the net, but the rope was strong.
The mouse saw the lion in the net. She said, “I will help you.” It was hard to
chew the strong rope. The mouse bit and chewed for a long time.

At last, she chewed the rope enough for the lion to break the net. “You have
saved my life. Thank you,” roared the lion as he walked away into the forest.
“A little mouse can help after all,” said the mouse.

(Aesop-Adapted)

V. Assessment: Direction: Encircle the setting, underline the character and box the plot or
event in items 1-5.

1. Friendly ladybug

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2. Five o’clock in the morning

3. It saw a leaf with many aphids on it and decided to have them for

breakfast.

4. Grouchy ladybug shouted at the friendly ladybug.

5. “We can share them,” suggested the friendly ladybug. “No. They’re mine,
all mine,” screamed the grouchy ladybug.

VI. Assignment: Directions: Write a memorable experience with your family, friends,
classmates, and relatives. Choose only 1. Write in a clean sheet of bond
paper.

VII. Reflection: The teachers shall log the accomplishment of the lesson within the week.

VIII. Remarks:

Day 1

Day 2

Day 3

Day 4

Prepared by: JOY A. CENIZA

Position: TEACHER - I

School: LOWASON ELEMENTARY SCHOOL

LP_English 4_Q3_Week 7