Reading works!4 tm_unit1-watermark

Unit I
Knowing Myself

Chapter 1
Discovering the Beauty within Me

Lesson 1 Yes, I Can!

I. Hits
At the end of this lesson, this pupils should be able to
1. use available reference materials in the library by identifying the type of
information that can be found in them;
2. compare and contrast related reference materials;
3. show self-confidence by presenting a talent or skill in class; and
4. find the meaning of words using context clues.

II. RSS Feed
A. Title of the Selection: The Quiz Show
B. Values Integration:
1. self-esteem (confidence in oneself / belief in one’s abilities)
2. respect for others (respect for quiet classmates and for what others can
do)
C. Materials: task cards, manila paper and markers (optional), reference
materials (dictionary, encyclopedia, atlas, etc.)

III. Live Streaming
1. Use the motivation questions found in Connect to start the lesson. Call two
to three pupils to provide their explanation for each question. Ask follow-up
questions such as
• What competition was this?
• How did you feel when you joined that competition?
• What are the things you did to prepare for that competition?
• How did you feel when...?
• What are the things...?

2. For the second part, define the words confidence, supporters, luck, knowledge,
and experience. You may give the definition or you may ask pupils to define
them. Allot three to five minutes for this activity. Call two to three students to
share their answers.
3. Allot five to seven minutes for the pupils to answer Search. Check their answers
to make sure that they understand the meaning of the given words before
reading the selection.
4. Ask the pupils to read the selection silently. Provide a graphic organizer to aid
them in understanding the selection. This can be done in school if time permits
or it can be given as homework.
5. Suggested engagement activities:
Guide the pupils in accomplishing the following activities.
Task 1: Using a Venn diagram, compare and contrast Erwin and Julia.
How are they similar? How are they different? If you were their
classmates, who would you choose to be your friend? Why?
Task 2: Pretend that you are Julia. Write a journal entry expressing your
feelings in winning the general information quiz bee.
How do you think Julia would act the following day in school? How
do you think her classmates would act toward her? Why do you
think so?
Task 3: Identify the things or people who help you to be confident.
In what way do they make you feel good about yourself? Can you
also make other people feel confident about themselves? In what
way?
6. Let the pupils answer the comprehension questions in Click on their own to
gauge their undertstanding of the story. Process the questions afterward by
asking them to share their answers.
7. Bring actual reference materials to use as visual aids during discussion. Or you
may divide the class into groups of five pupils. Assign one reference material
per group. Ask them to describe it and its uses.
8. Ask the class to do the activities in Link. Check their answers as a class.
9. Encourage the pupils to share their talents and skills by showing your own
talent or skill in class. It could be as simple as preparing a mixture for dessert

2 Reading Works! 4

such as salad or banana split. Then call the pupils one by one and ask
them to present their talent or skill. Make sure that the pupils listen to those
who are presenting. Limit the presentation to one to two minutes so that
everyone can present. Allot at least two sessions for this activity.

IV. Update
• http://eduscapes.com/tap/topic9.htm
• http://www.cln.org/subjects/refmat.html
• http://www.enchantedlearning.com/library/referencebooks/worksheet/
• http://www.englishbanana.com/downloads.html
• http://www.suite101.com/content/how-to-use-reference-materials-efﬁciently
-a91900

Lesson 2 Uniquely Smart

I. Hits
At the end of this lesson, the pupils should will be able to
1. articulate how people have different abilities;
2. deﬁne words using the features of the dictionary;
3. identify the main idea of an essay by answering questions about it; and
4. show appreciation of their abilities by relating them to well-known people with
the same abilities.

II. RSS Feed
A. Title of the Selection: What Kind of a Smart Are You?
1. valuing abilities
2. awareness of the things one can do and the things one can learn to
do.
C. Materials: task cards, manila paper and markers (optional), actual reference
material (dictionary)

Teacher’s Manual 3

III. Live Streaming
1. Allot five minutes for the pupils to do the motivation activity in Connect. Ask
three to four pupils to share their answers afterward. You can also ask them
to find a partner and share their answers with their partner. If time permits,
make a tally of pupils who can do the tasks in the checklist. By tallying what
the pupils can do, you can see what type of learners you have in your class.
2. Allot five to seven minutes for the pupils to answer Search. Make sure that the
students use a dictionary. Assign them to bring a dictionary the day before.
Check their answers to make sure that they understand the meaning of the
given words before reading the selection.
3. You may ask the pupils to read the selection silently or you may do an oral
reading in class. However, you have to read the first paragraph so you can
model the proper way of reading orally. Call five to six students to read the
next paragraphs. Ask them to take turns in reading the paragraphs in front of
the class.
Task 1: Identify your classmates whom you think match the smart types in
the essay.
Why do you think they fit the description? Give one to two reasons
for each.
Task 2: Think of ways on how you can improve the areas you are weak in.
Suggest at least three ways. Be guided by the following questions
and come up with your own:
a. How can a person who is not good in math improve his or her
skills?
b. How can a person be a better singer or dancer?
Task 3: List four to five skills or characteristics that you should have to be
successful in your studies.
Explain briefly why you think these skills or characteristics are
important.
gauge their understanding of the story. Process the questions afterward by

4 Reading Works! 4

6. Ask the class to bring their own dictionaries. Bring a pocket dictionary and
a comprehensive dictionary. If resources allow, set up a computer with an
Internet connection to access an online dictionary. During the discussion,
ask the pupils to identify whether their dictionary is a pocket dictionary or a
comprehensive one.
7. Using their personal dictionaries, ask the pupils to identify the parts of a
dictionary entry and to point out the guide words.
8. After the discussion, you can have a game in which the pupils will compete
in finding words and giving their meanings. The first one to find the assigned
words will be declared winner. If a computer set up is available, ask each
pupil to try searching a word using the online dictionary.
9. Guide the class in answering the exercises in Link. Check their answers
afterward.
10. Motivate the pupils to do Upload by telling them about the person you admire
most. Ask them to complete the paragraph on page 19 of their textbook using
your output as model and then using their own outputs. Allot two class sessions
for this activity. The first session will be a research session. The second one will
be a sharing session. Encourage the pupils to look for pictures of the person
that they admire and show them to class.

IV. Update
• http://esl.fis.edu/learners/advice/dic.htm
• http://library.thinkquest.org/5585/dictionary.htm
• http://literacyworks.org/mi/assessment/findyourstrengths.html
• http://www.brainy-child.com/article/multiple-intelligence-activities.shtml
• http://www.enchantedlearning.com/dictionary/wordentry/
• http://www.lth3.k12.il.us/rhampton/mi/lessonplanideas.htm
• http://www.teach-nology.com/worksheets/critical_thinking/dictionary/

Lesson 3 The Goodness in Me

I. Hits
At the end of this lesson, the pupils should be able to
1. compare and contrast the characters in a story;


2. make inferences about the characters in a story;
3. connect the information about a book with its corresponding parts; and
4. show appreciation of someone’s goodness by writing a personal narrative
about a time when this person helped someone.

II. RSS Feed
A. Title of the Selection: The Book of Salamat
1. gratitude
2. helpfulness
3. sincerity
4. contentment
5. positive belief in one’s character (knowledge of one’s capacity to be
good)
C. Materials: task cards, manila paper and markers (optional), textbooks that
have complete book parts

III. Live Streaming
1. Allot five minutes for the pupils to do Connect. Ask three to four pupils to share
their answers with the class. You can also ask them to find a partner and share
their answers with each other.
2. Allot five to seven minutes for the pupils to answer Search. Make sure that the
pupils use a printed or online dictionary. Assign them to bring a dictionary
the day before. Check their answers to make sure that they understand the
meaning of the given words before reading the selection.
3. Ask the pupils to read the story silently in class. You may also assign the
reading of the selection as homework and discuss it the following day.
Guide the class in accomplishing the following activities.
Task 1: Compare and contrast Kali and Gani using a Venn diagram.
In what way are they similar? In what way are they different? Who
do you think is more successful? Why?
Task 2: Draw three to four ways in which you can remind yourself to be
kind to others.

6 Reading Works! 4

How can reminding yourself to be kind help you? Why do you think
you have to be reminded sometimes that you can be good?
Task 3: Using a balance scale, show whether people are generally good
or generally unkind.
Agree or disagree: People are naturally good. Explain your
answer.
6. Ask the pupils to bring out a textbook. Use their textbooks as visual aids.
During the discussion, let them find the part of the book that is being discussed.
You may also call on volunteers to show to the class the part of the book that
is being discussed. You may also ask three to five students to name the parts
of the book in front of the class after the discussion.
7. Ask the class to do the activities in Link. Check their answers afterward.
8. Prompt the pupils to do the activity in Upload by sharing a particular instance
in which a person thanked you. Allot two class sessions for this activity. The
first session will be allotted for writing. The second session will be for sharing
with the class (or sharing with a group or partner, depending on the class size)
what the pupils have written.

IV. Update
• http://ethemes.missouri.edu/themes/487
• http://languagearts.pppst.com/partsofabook.html
• http://www.teach-nology.com/worksheets/research/book/

Lesson 4 Afraid No More

I. Hits
1. sequence the events in a selection;
2. classify books and writings as fiction or nonfiction;
3. analyze the reasons for reading particular books through a book talk;


4. show appreciation for the virtue of courage; and
5. articulate reasons for choosing a particular reading material.

II. RSS Feed
A. Title of the Selection: The Brave Eagle
1. bravery (conquering one’s fears)
2. optimism (in facing difficult situations)
C. Materials: task cards, manila paper and markers (optional), different kinds
of books

III. Live Streaming
1. Call three to five people to talk about the things that they fear. Let them share
why they fear these things. Ask other pupils if they fear the same things.
2. Give the class five minutes to complete the sentence in Connect. Call three to
five pupils students to share their answers.
3. Give the class three to four minutes to answer Search. They may use a dictionary
if they need to. Check their work afterwards to ensure that they will understand
the selection.
4. Do a shared oral reading in class. Post a picture of an eagle on the board.
While reading, ask the pupils to point out the part of an eagle that is being
mentioned. Explain to the class that, as horrific as it sounds, Ellie’s story is
merely a metaphor for what people have to go through in order to change.
Task 1: Draw a 40-year-old eagle like Ellie. Follow the description in the
selection.
How does a 40-year-old eagle look like? Explain you answer.
Task 2: Based on the selection, present a short play on the process of
change that Ellie has to go through.
What are the changes that Ellie has to experience? Why does he
have to experience those changes?

8 Reading Works! 4

Task 3: Draw an eagle that has completed the process of change. Base
your drawing on the selection.
What are the good things that will be brought about by the painful
process? Explain your drawing.
7. Show a variety of books to the students during the discussion. Ask them to
identify whether the books are fiction or nonfiction. You may also ask them to
bring their favorite book and tell them to identify whether that book is fiction
or nonfiction. In your discussion of fiction and nonfiction texts, touch on reality
and fantasy. Give examples to help the class understand the concepts.
8. Guide the class in answering he exercises in Link. Check their answers
together.
9. Tell the pupils to bring their favorite book in class. Ask them to briefly share
with the class why they like that book. Let them say if their book is fiction or
nonfiction. Call some pupils to share about their favorite book.
Guide Questions:
1. What is the title of the book? Who is the author?
2. Is it fiction or nonfiction?
3. What is the theme or the message of the book?
4. What part of the book interests you the most? Why?

IV. Update
• http://www.lessonplanet.com/search?keywords=fiction+and+nonfiction&
media=worksheets
• http://www.myschoolhouse.com/courses/O/1/106.asp

Enrichment:
• Make a big book about yourself from the time when you were a baby to the
present. Choose five to seven important events in your life that you would
place in your big book. Present your work in class.
• Stage a talent show like “Pilipinas Got Talent” showcasing your talents and
your classmates’ talents.


Chapter 2
Learning More about Myself

Lesson 1 Creating a New Me

I. Hits
At the end of the lesson, the pupils should be able to
1. ﬁnd the meaning of words using context clues;
2. identify the elements of a short story;
3. make a summary of narratives by applying knowledge of story grammar;
4. demonstrate knowledge of story grammar by identifying the characters, setting,
and main events of a story;
5. show effective listening skills by summarizing a story they have heard; and
6. show willingness to change by creating a printed sign to remind themselves
that they have to improve on their character.

II. RSS Feed
A. Title of the Selection: The Boy Who Cried Wolf
1. improving oneself (in terms of values, habits, and behavior)
2. consequences of lying
C. Materials: pens, small sheets of paper, task cards, manila paper, markers,
copy of any short story that the pupils can summarize for Activity 3

III. Live Streaming
1. Divide the class into groups with three pupils. Tell them to discuss in their
groups the following questions.
• Have you ever lied before?
• Why do you think people lie sometimes?
• What will you feel if somebody lied to you?
Process the pupils answers afterwards.
2. Allot ﬁve to seven minutes for the class to answer Search. Check their answers
10 Reading Works! 4

3. Ask the pupils to read the selection silently or do a shared oral reading.
Provide a graphic organizer to aid them in understanding the selection. This
can be done in school if time permits or it can be done as homework.
Task 1: Present a short monologue of how Ali thought of making fun of the
village people.
What do you think was going on in his mind when he decided to
make fun of the people in his village? If you were as bored as Ali
was, would you have done the same thing? If not, what would you
have done instead? Why?
Task 2: Present a short dialogue between Ali and his father when he returns
home without their flock.
What do you think should Ali say to his father? How do you think
would his father react? Why?
Task 3: Role play a meeting among the villagers talking about what Ali did
to them.
How do you think did the villagers feel after Ali tricked them? Should
they help Ali find his flock the next day? Why or why not?
5. Let the pupils answer the comprehension questions in Click on their own
to gauge their understanding of the story. Let them discuss their answers in
class.
6. Demonstrate to the class the correct way of summarizing a selection. You may
use previous stories to have common references.
7. For Activities 1 and 2, ask the pupils to bring their favorite short story or to visit
the school library and find a short story. Do a sharing activity afterward.
8. For Activity 3, find a story that can be read in class. Prepare a storytelling
session of the selection to help the class appreciate the story.
9. Let the pupils write an essay about how they can change one bad habit or
trait. Tell them to present their essays to the class. Allot one session for this
activity. Then allot another session for the pupils’ presentation.


IV. Update
• http://edhelper.com/Summarizing.htm
• http://www.authorstream.com/Presentation/bsndev-224528-elements
-short-stories-education-ppt-powerpoint/
• http://www.eslprintables.com/printable.asp?id=1 14788
• http://www.graves.k12.ky.us/powerpoints/gchs/hspgray.ppt
• http://www.havefunteaching.com/reading-worksheets/summarizing
• http://www.lessonplanet.com/search?keywords=short+story+elements+quiz
&media=worksheets
• http://www.storyarts.org/library/aesops/stories/boy.html

Lesson 2 I Love…

I. Hits
1. define a myth;
2. sequence the events in a given story;
3. apply their knowledge of sequencing events to complete a story; and
4. show appreciation for the important things in life by making a portfolio and a
PowerPoint presentation.

II. RSS Feed
A. Title of the Selection: King Midas and the Golden Touch
1. appreciating one’s family and friends
2. evaluating priorities
C. Materials: task cards, manila paper, markers

III. Live Streaming
1. Give three to five minutes for the pupils to think about what they value most.
Call three to five pupils to share and explain their answers to the class. You
can modify this activity by making it a pair work that will allow the pupils to
discuss with their partner their priorties.

12 Reading Works! 4

2. Process the activity by saying that people value different things in life and that
they should be respected for this. However, valuing people is more important
than valuing material wealth, as they will understand from the story of King
Midas.
4. Ask the pupils to read the selection silently or do pair reading. Provide a
graphic organizer to aid them in understanding the selection. This can be
done in school if time permits or it can be done as homework.
Task 1: Using a Venn diagram, compare and contrast the character of King
Midas at the beginning and at the end of the story.
What changes happened to King Midas? What did he realize at
the end of the story?
Task 2: Role play a possible scene between King Midas and Marigold after
the golden touch was removed by the god.
What changes will happen between King Midas and Marigold?
How do you think will the King treat his daughter after his experience
with the golden touch? Why?
Task 3: Make a slogan that shows what you have learned from the story
“King Midas and the Golden Touch.”
Why is family important?
gauge their understanding of the story. Then discuss the answers to the class.
7. Present pictures of well-known Greek gods and goddesses, such as Zeus,
Hera, and Athena, to let the pupils appreciate what myths are. You may share
a particular myth that you like and read it in class.
8. Explain the importance of sequencing events in a story. Emphasize that knowing
how to sequence events helps readers in identifying the most important events
in the story.


9. Guide the pupils in doing the exercises in Link. Check their answers
afterward.
10. Before doing the activity, let the pupils list down the things they will include in
their portfolio. They should write one sentence for each item explaining why
they value the things they have chosen. Allow them to access the Internet for
pictures. Allot two sessions for this activity, one for creating the portfolio and
the other for presentation.

IV. Update
• http://greece.mrdonn.org/myths.html
• http://littleganeshas.wordpress.com/2008/01/29/the-golden-touch-full
-version/
• http://www.havefunteaching.com/reading-worksheets/sequencing
• http://www.planetozkids.com/oban/legends.htm
• http://www.teach-nology.com/worksheets/language_arts/sequence/
• http://www.youtube.com/watch?v=SNgrPcVOwrU

Lesson 3 The Hero in Me

I. Hits
1. identify word meaning through word association;
2. define folktales;
3. infer character traits from the selection;
4. explain bases for inferences; and
5. appreciate the value of sacrifice by presenting a role-playing activity.

II. RSS Feed
A. Title of the Selection: The Little Dutch Boy
1. selflessness (making sacrifices)
2. heroism
C. Materials: task cards, manila paper, markers

14 Reading Works! 4

III. Live Streaming
1. Give one to three minutes for the pupils to think about concepts they associate
with the word hero. Call around 7–10 pupils to write their answers on the
board. Discuss each answer brieﬂy. You may call out the rest of students to
discuss their own answers brieﬂy.
2. Connect the activity to the story by stating whether George can be considered
a hero or not.
4. Ask the pupils to read the selection silently or orally. Provide a graphic
organizer to aid them in understanding the selection. This can be done in
school if time permits or it can be done as homework.
Task 1: Role-play the part where the boy has to plug something into the
dike’s hole.
What were the things that the boy tried to plug into the hole? If you
were George, what would you do in that situation?
Task 2: Rewrite the ending of the story.
If you were the author, how would you end the story? Why?
Task 3: Pretend that you are a reporter and you are going to report about
the little Dutch boy.
What are you going to say to the people who are watching or
listening to your report?
gauge their understanding of the story. Discuss the answers to the class.
7. You may use a Venn diagram to discuss the similarities and differences of
myths and folktales.
8. For the discussion of character inferences, you may use popular literary or
movie characters as examples such as Cinderalla, Little Red Riding Hood, and
Aladdin. Ask the pupils to describe them and explain why they think that way
about the given characters.


9. Guide the pupils in answering the exercises in Link. Check their answers
afterward.
10. Before dividing the class into groups for the role-playing activity, discuss the
possible ways in which the pupils can become heroes in their own simple
ways. List their answers on the board as a guide for the group activity. Give
the groups 20 minutes to prepare and another 20 minutes to present.

IV. Update
• http://academic.cuesta.edu/acasupp/as/309.htm
• http://members.chello.nl/m.jong9/map12/hansbrinker.html
• http://tagaloglang.com/Philippine-Literature/Filipino-Folktales/ﬁlipino
-folktales.html
• http://www.beaconlearningcenter.com/Lessons/3767.htm
• http://www.pitara.com/talespin/folktales.asp
• http://www.testdesigner.com/questions/Making_Inferences_and_Drawing
_Conclusions

Lesson 4 My Rights to Live Right

I. Hits
At the end of this lesson, pupils should be able to
1. use the dictionary to deﬁne words;
2. note important details in a given text by making an outline; and
3. show appreciation of their rights by making a poster reminding people of
children’s rights.

II. RSS Feed
A. Title of the Selection: The Rights of a Child
1. awareness of one’s rights as a child
2. respect for the rights of other children
1
C. Materials: task cards, manila paper, markers, crayons, 4
cartolina

16 Reading Works! 4

III. Live Streaming
1. Before letting the pupils accomplish Connect, ask them how they define a
good life. Then give your own thoughts on what it means. Allot one to three
minutes for the pupils to think of their own needs. Call some pupils to share
and explain what they have written. Then emphasize that children like them
should be given a good life because they are the future generation of the
world. It’s because of this that leaders around the world gathered to ensure
that children would be given this kind of life. Touch briefly on the United
Nations and its programs on the protection of the rights of children around the
world.
3. Ask the pupils to read the selection silently. Provide a graphic organizer to aid
them in understanding the selection. This can be done in school if time permits
or it can be done as homework.
Task 1: Role-play a situation in which one of the listed rights of the children
is violated, and then demonstrate what the child should do when
this happens.
Based on the text, how do the government and other organizations
ensure that children’s rights are observed? How do you feel
knowing that you have people who can help you when your rights
are violated?
Task 2: Make a TV commercial to inform other children about their rights.
What will you do to tell other children about their rights? How will
you inform them?
Task 3: List down three to five things which you would like to add to the list
of children’s rights.
What rights did the Declaration of Children’s Rights leave out? Why
do you think the things you added are important?
gauge their understanding of the story. Discuss the answers with the class
afterward.


6. Brieﬂy discuss the essay and its three major parts. Give an example to help the
pupils understand the concepts better.
7. Prepare an outline and post it on the board. Below are suggested discussion
questions you can use in discussing outlines:
• What is an outline?
• How does it differ from a summary?
• What are its uses?
• Give the format of an outline?
• Compare and contrast the two types of outline.
8. Guide the pupils in doing the activities in Link. Check their answers
afterward.
9. Before dividing the class into groups, present a sample poster that reminds
people to respect the rights of a child. Explain to the class the necessary
information and graphics that their posters should contain.
10. Give the class enough time to make their posters. Check their posters before
posting them on your school’s bulletin boards.

IV. Update
• http://www.eduplace.com/parents/resources/homework/reference/
outline.html
• http://www.lessonplanet.com/search?keywords=making+an+outline
&media=worksheets
• http://www.lessonplanspage.com/LAFashionApproachToOutlining410.htm
• http://www.unicef.org/crcartoons/
• http://www.youtube.com/watch?v=xU07TV3dqze

Enrichment:
• Plan a children’s rights awareness day in school.
• Plan an outreach activity to any institution that helps orphans and abandoned
children.

18 Reading Works! 4

ANSWER KEY

Unit I
Chapter 1

Lesson 1: Yes, I Can!
Search
1. b 4. a
2. c 5. b
3. a

Click
1. Julia was waiting for the day of the quiz show championship. She was competing
in it.
2. She read a lot of books, browsed the Net, and listened attentively to her teacher.
3. Some students thought that Erwin will win because he is known to be smart and
has won the science quiz bee before.
4. Answers may vary. (Check the pupils’ answers).
5. Possible answer: Julia is behaved and quiet in class.
6. Answers may vary. (Check the pupils’ answers).

Link
Activity 1
1. b 4. a
2. c 5. d
3. b or e

Activity 2
1. Abstract means conceptual or intangible, something that cannot be seen nor
touched.
Reference: Dictionary
2. Answers may vary.
Reference: Newspaper, periodical


3. The waters surrounding the country are the Paciﬁc Ocean to the east, the
South China Sea in the north and west, and the Celebes Sea in the south.
Reference: Atlas, encyclopedia

Activity 3
(Note: Questions in this activity may be difﬁcult for some pupils without guidance from
you or their parents. You may opt to discuss these in class or give these as homework
and tell the pupils to ask help from their parents or tutors in answering the questions.)
1. A dictionary offers more information about a word compared to a thesaurus,
which focuses only on the synonyms and antonyms of a word.
2. A magazine has an informal style while a newspaper has a formal style. A
magazine features topics under a unifying theme depending on the issue and its
target audience. A newspaper covers various topics and caters to different types
of readers.
3. Educational Web sites contain all kinds of information that can also be seen in an
encyclopedia.

Lesson 2: Uniquely Smart
Search
1. abilities – natural or learned skill; power to do something
2. logic – reasoning
3. psychologist – a professional who specializes in the study of the human mind and
behavior
4. acquire – gain by one’s own efforts
5. prefer – to like better than another

Click
1. The different smart types or kinds of intelligences are logic, body, music, picture,
word, self, and people.
2. People have different abilities because they use or focus on different intelligences.
3. People have different intelligences and therefore have different abilities.
4. It is possible to excel in more than one intelligence because people are capable
of acquiring different intelligences.
5. Answers may vary. (Check the pupils’ answers.)
6. Answers may vary. (Check the pupils’ answers.)

20 Reading Works! 4

Link
Activity 1
1. a 4. b
2. a 5. d
3. c

Activity 2
1. cónduct – the way a person behaves.
(Check the pupils’ sentences.)
condúct – to lead from a position of command; to direct an operation/activity
2. ínvite – an invitation to an event
invíte – to ask someone to do something or to request the presence or participation of

Activity 3
(Note: Questions in this activity may be difﬁcult for some pupils without guidance from
you or from their parents. You may opt to discuss these in class or give these as homework
and tell the pupils to ask help from their parents or tutors.)
1–2. Check the pupils’ answers.

Lesson 3: The Goodness in Me
Search
1. bloom – to blossom; to grow
2. simple-minded – foolish; unsophisticated
3. terrible – fearful; dreadful
4. absurdity – the quality or state of irrationality or being absurd
5. summon – to call forth
6. grateful – thankful; appreciative

Click
1. Kali and Gani earned their living by planting vegetables.
2. Gani was earning more than Kali because he sold his vegetables at a high price.
3. Kali listed down the word salamat every time people said salamat to him to

remind him of the good things he has done and to motivate him to do more good
deeds.
4. Possible answer: The Sultan was wise and knew how to recognize a person with
a kind heart.
5. (Check the pupils’ answer.)

Link
Activity 1 Activity 2 Activity 3
1. title page 1. table of contents 1–3. (Check the pupils’
2. copyright 2. glossary answers.)
3. table of contents 3. references or bibliography
4. bibliography 4. preface
5. index 5. index

Lesson 4: Afraid No More
Search
1. feathers
2. beak
3. talons
4. prey

Click
1. Ellie was afraid of the process of change that he must undergo.
2. He was afraid because he would feel pain for a period of time.
3. He should pluck his beak, his talons, and his feathers. He should also leave his
nest.
4. Ellie would die if he does not do all these things.
5. (Check the pupils’ answers.)
6. (Check the pupils’ answers.) Possible answer: Being courageous or brave means
conquering one’s fear.

22 Reading Works! 4

Link
Activity 1
A. B. C. Guide the pupils in doing the activity.
1. F 1. F
2. F 2. R
3. NF 3. F
4. NF 4. R
5. NF 5. F

Activity 2
1. Fairy tales are ﬁctional texts because fairies are considered as imaginary beings.
2. Fiction are purposely written to entertain people while nonﬁction generally aim to
give information to people.

Chapter 2

Lesson 1: Creating a New Me
Search
1. countryside
2. entertain
3. group of sheep
4. angrily
5. spread out

Click
1. Ali was taking care of their sheep.
2. Ali tricked the villagers because he wanted to amuse himself. (Check the pupils’
answer to the follow-up questions.)
3. Possible answer: Ali was naughty, playful, and a liar.
4. Possible answer: Ali’s father will be angry at him or he will be scolded. (Check
the pupils’ answer.)
5. Answers may vary.

Link
Activities 1–3 (Check the pupils’ answer.)


Lesson 2: I Love...
Search
Sentences may vary from 1 to 4. Make sure that the words are used in context.

Click
1. Gold was the most important thing for King Midas.
2. Possible answer: King Midas did not pay much attention to his daughter.
3. The golden touch is the power to turn everything into gold by touching.
4. King Midas learned that gold is not the most important thing when he cannot eat
because of it and when he turned his only daughter into gold.
5–6. (Check the pupils’ answer.)

Link
Activity 1
A. B.
2, 1, 5, 3, 4 7, 1, 3, 6, 4, 5, 2

Activity 2
(Check the pupils’ answer.)

Lesson 3: The Hero in Me
Search
D I T C H A B I block
A T R O E C L V dam
M N L R E A O L
S G I U C H C L ditch
R H M O I E K A drainage
Y A W R E T A W wall
A B A R R I E R
D R A I N A G E waterway
barrier

Click
1. Dikes are important because they prevent water from ﬂooding the land.
2. The dike in George’s place had a small hole on it.
3. George plugged the hole with his ﬁnger.

24 Reading Works! 4

4. George died during the night.
5–6. (Check the pupils’ answer.)

Link
Activity 1
A. B. C.
1. c 1. b 1. a
2. e 2. c 2. b
3. d 3. a 3. c
4. b
5. a

Activity 2
(Check the pupils’ answer.)

Lesson 4: My Rights to Live Right
Search
Possible answers:
1. rights: privileges
2. declaration: an announcement
3. organization: a group; an association
4. stand up: to defend; to uphold

Click
1. The United Nations listed down the rights of children.
2. The leaders listed down children’s rights to protect children from people who may
hurt them.
3. Possible answers: Bantay Bata 163, DSWD (Check the pupils’ answer.)
4. The rights that are being violated are the rights for clothing, shelter, and a clean
and peaceful environment.
5. To stand up for one’s rights means to defend one’s rights or not to allow anybody
to violate one’s rights.


Link
Activity 1
1. T
2. F (Topic outline not word outline)
3. F (Roman numeral is used not capital letter.)
4. T
5. F

Activities 2 (Check the pupils’ outlines.)
Activities 3 (Check the pupils’ essay.)

Unit Test

A.
1. b 6. b
2. a 7. a
3. a 8. b
4. b 9. a
5. c 10. a

B.
1. T
2. F
3. T
4. F
5. T

C.
1. atlas
2. folktale
3. theme
4. outline
5. essay

D.
5, 2, 3, 1, 4
26 Reading Works! 4

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