1

English
Quarter 3 – Module 4H:
Discussing, Illustrating and Dramatizing
Specific Events

CO Q3 English 1 Module 4H
 English – Grade 1
Alternative Delivery Mode
Quarter 3 – Module 4H: Discuss, illustrate and dramatize special events
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Mely G. Guevarra
Authors: Editors: Reviewer: Illustrator:
Juvy S. Balatbat; Irene P. Bosque Divina I. Ramel
Layout Artist: Carlito G. Tambalque
Mely G. Guevarra, Cherry Ann R. Varon

Management Team: Dindo John H. MorenoBermelita E. Guillermo,

Merlie M. Binay-an, Evelyn V. Ramos, Chester C. Cortez, Jonathan A. Fronda,
Rachel L. Llana

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E-mail Address : [email protected]

 1

English
Quarter 3 – Module 4H:
Discussing, Illustrating and Dramatizing
Specific Events
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

This module is designed and written with you in mind. It is here to

help you master your listening, comprehension and creativity in oral
and art skills. The lessons are arranged to follow the standard
sequence of the curriculum guide.

After going through this module, you are expected to:

1. listen to a story.
2. answer question.
3. express your thoughts orally .
4. create artistically .

What I Know

Directions: Recall your first day in school in Kindergarten and tell

us what are your experiences.

1
CO Q3 English 1 Module 4H
 Lesson
Discussing, Illustrating and
1 Dramatizing the Story

Look at the illustration below, and where do you think it happened?

This is the story about two old friends meeting a new friend in
school.
Would like to hear about the story?

Before telling you the story, you are going to find which character did
you like most?
Instruction to parent/guardian: Read the story as the learner listens
intently who well then answer the question found in the next page.
Zinia has a new friend, Lani. Zinia wants Tina to meet Lani.
Zinia: “ Hello, Tina. This is my friend Lani.”
“ Lani, this is Tina. She is my playmate. She is in Grade 1
too.”
Lani: ” Hi, Tina I am glad to meet you.”
Tina: “ Hi , Lani. I am glad to meet you, too.”
 What’s In

Directions: Answer the following questions orally.

1. Who is Zinia?
2. Who has a new friend?
3. Why does Zinia want Lani to meet Tina?
4. Do you think they are all in grade one?

Notes to the Parent

Read the story then ask the learner to discuss,

illustrate and dramatize some of the events. If the learner
cannot do that, read again the story for him to understand
the story well. The learner may also need sample
discussion, illustration or acting out events. In these cases,
the parent/family should be the partner of the learner.
 What’s New

The learner role play the situation with her mother.

Rina woke up early. She kissed her mother.” I love you

mother,” said Rina. She gave an envelope to her mother.
“What is this?” asked mother. Mother opened the
envelope. It had a beautiful Valentine’s Day card.
“Did you make this, Rina?” asked mother. ”I made it in
school. Do you like it, mother?” asked Rina.
“I love this card, Rina. Thank you very much,” Mother
said.

Answer the following questions.

1. Who woke up early?
2. What did Rina give to her mother?
3. Where did she make it?
4. Did her mother like it?
5. What have you given to your mother on valentine’s
day?
 What is It

Directions: After answering the questions above, the family member

should show a sample of a valentine card. Provide materials needed.
The learner draws his own version of a valentine card.

What’s More

Directions: Dramatize the dialogue.

Read the dialogue as the learner listens intently. After which, the
learner and a family member will act out the dialogue found in the
next page.
 Shopping Time

Jana and Fe went to the mall. As they walked, they saw pairs of
shoes, fans and bags.
Jana: “Look at the fan. It is pretty, isn’t it?” Fe: “Yes,
it is. Look at this bag. It is pretty too”. Jana : “I want
to buy a bag.”
Fe: “Here is a bag. It is big. Do you like it?” Jana:
“Yes, it is lovely. I will buy it.

Answer the given questions.

1.Who saw a pretty fan?
2. What did Fe see?
3. What did Jana want to buy? 4.What did
Jana say about the bag?

What I Have Learned

Understand the story very well to be able to illustrate and dramatize

it.
 What I Can Do

Directions: The learner performs the following activities with

the presence and guidance of the parent or any capable member
of the family.

1. Let the learner act the dialog of the two girls in the story.

2. Let the learner draw the thing she likes in “Shopping Time” a
fan, a shoe, or a bag. Just choose any one.

Assessment

Listen to the story and discuss the events with your parent.

It is Ben’s first day in a new school. He is afraid because he does not

know anyone there. All his friends are in his old school.
During recess, a girl calls out to him. “Hi, I’m Lisa,” she said.
“Come and join us. We are going to play tumbang preso,” she added.
Ben eagerly joins Lisa and her friends. He is happy now.
Directions: Perform /act out how Ben and Liza play Tumbang
Preso. Draw the materials used in playing a Tumbang Preso
 Additional Activities

Listen to the story and discuss the events with your parent.

The Lost Kitten

Joyce lived in a new house. There was a small park in front of

the house, with grass, trees and flowers.
One rainy morning, while Joyce was waiting for the school
bus, she saw a little kitten. It was wet, so all its red fur stuck to its
skin and showed how thin it was.
Joyce was sorry for the little kitten. She was worried that it
had lost its mother. She did not want it to go hungry.

Directions: Dramatize how Joyce got the little kitten while waiting
for the school bus to arrive.
Draw a kitten.
 Answer Key

Rubrics for the Drawing

Criteria 4 Points 3 Points 2 Points

The drawing is The drawing showed The drawing showed poor

Skill
outstanding average craftsmanship craftsmanship

The pupil drew the Some parts of the The drawing has no
Accuracy
correct situation drawing is correct connection to the leave
taking being chosen

All members participated Half or more than half of Less than half of the
Effort
the members participated members participated

Total:
 Rubrics for the Roleplay

Criteria 4 Points 3 Points 2 Points

All ideas made sense. Not all ideas made No ideas made sense. All
Content/Ideas Stayed on track. sense. Some parts parts went off the track.
went off the track.

Feelings and ideas were Feelings and ideas were No feelings and ideas
expressed in in not properly expressed. It were expressed.
interesting ways. lacked strong emotions Lacked strong emotions.
Acting Skills
Various emotions and where it was needed
strong acting prowess most.
were displayed.

All members were able to Half or more than half of Less than half of the
contribute ideas and the members were able to members were able to
Group Dynamics organized the final output contribute ideas and contribute ideas and
together. organize the final output. organized the final
output.

Total:
References

English for you and me, Grade 1

MG DLP in English 1, Quarter 2, week 6
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifa
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-49
Email Address: *

CO Q3 English 1 Module 4H