School Lucena West I Elementary Grade Level Four

School
DETAILED Teacher Learning English
LESSON PLAN Area
Date and Time November 9, 2023 Quarter Second

I. OBJECTIVES

A. Content Standard
B. Performance standard
Use clear and coherent sentences employing appropriate
grammatical structures: Kinds of Nouns – Mass Nouns and Count
C. Objective Nouns, possessive nouns, collective nouns

Using clear and coherent sentences employing

II. CONTENT
appropriate grammatical structures (Mass Nouns)
A. References
Teacher’s Guide pp.
1. Teacher’s Guide pages
English 4 pp.
2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
Portal

B. Other Learning Resources

III. PROCEDURES
Directions: Identify the type of context
A. Reviewing previous lesson or clues used in each statement. In your
presenting the new lesson notebook, write D for definition and E for
exemplification.

1.Biology, the study of life, is Ken’s favorite branch of

science.
2.School stakeholders, such as teachers, parents, learners
and other volunteers, support the school’s Green Project.
3.To do that Chemistry experiment, we
need Germanium, a grayish white
hardchemical element.
4.Archeology, the scientific srehistoric
cultures, if iinteresting.
5.Piscatorial creatures, galungong
tulingan tuna, are common in Philippines.

Today, you are going to use clear and coherent sentences

B. Establishing a purpose for the lesson employing appropriate grammatical structures: Kinds of Nouns –
Mass Nouns

Read the passage below while paying attention to the highlighted

C. Presenting examples/instances of words.
the lesson
Tree of Life
Do you know that a coconut is called the tree of life? It is called
the tree of life because all its parts have something to offer. Let
us begin from bottom to top. Its roots are used in making dyes
while the trunk is made into lumber for buildings, bridges and
 other constructions. The pith, which is found inside the upper
trunk of the tree can be made into fresh lumpia and salad. The
outer layer of the fruit called the husk and shells can be made
into mattresses, bunot, fuel, charcoals and even native decors.
Inside its shell are the meat and its juice, or the water. The meat
can be mixed to salad and other delicacies while the water can
be refreshing drinks. Its leaves can be dried to make baskets,
bags and mats while the leaves’ midribs are made into
broomsticks for sweeping. These are the many uses of the
coconut tree. No wonder, it is called the tree of life.

Answer the following questions:

D. Discussing new concepts and
Practicing new skills #1 How do you call highlighted words above?
Words such coconut, buildings, water and baskets are nouns.
Nouns are naming words. There are different kinds of nouns and
one of these is Mass Nouns.

Let’s look at the words below. Tell me what you notice about
E. Discussing new concepts and the grouping.
Practicing new skills #2
sand soil gas hair grain water

Nouns such as gas, sand and soil cannot be counted.

What do we call these kinds of nouns?
Mass nouns (uncountable nouns) are names of
uncountable things that we look upon as one big mass.

We cannot say one gas, three sands, twelve soil.

So, how do you count mass nouns?
You can't, but you can measure them.
What can you use to measure nouns that are uncountable?
For mass nouns, we use counters!

Try to find the noun counter in the sentences:

1. a box of cereal
2. six buckets of water
3. a dozen pockets of butter
4. two liters of milk
5. five slices of cake

Directions: Tell whether if the word is a mass noun.

F. Developing mastery (Leads to _____1. Rice
Formative Assessment 3) _____2. Furniture
_____3. Milk
_____4. Book
_____5. Bus
_____6. Equipment
_____7. Table
_____8. Sheep
_____9. Flag
_____10. Pen

Directions: Identify the mass nouns that do not have

G. Finding Practical applications appropriate counters. Encircle the letter of the correct
of concepts and skills in daily answer.
living 1. a. five kilos of rice
b. strands of hair
c. four gallons of salt
2. a. a bag of tea
b. two liters of paint
c. a slice of milk
3. a. eleven tanks of oxygen
b. nine bottles of meat
c. three kilos of rice
4. a. a basket of vinegar
 b. a sack of cement
c. eight ounces of soda
5. a. a cup of coffee
b. seven cans of butter
c. a box of soap

Why do we need to identify mass nouns?

H. Making generalizations and Identifying mass nouns would make us communicate our
abstractions about the lesson ideas better!
Imagine saying milks, sugars, or coffees! These nouns are
in incorrect forms because they are mass nouns that need
counters for measurement.

Directions: Write on the line if the underlined noun is

I. Evaluating learning uncountable and put an X if it is not.
__________1. Would you like some milk on your cereal?
__________2. You will need eggs and sugar for this recipe.
__________3. Devon asks for more time to finish his test.
__________4. Do you have enough information to write your
report?
__________5. Matt should listen to his coach; he gives good
advice.

Directions: Place a, an, or some before the following mass

J. Additional activities for nouns.
application or remediation 1. _____ advice
2. _____ love
3. _____ music
4. _____ problem
5. _____ rice
IV. REMARKS
A.No. of learners who earned 80% in the
evaluation
B.No. of learners who require additional
activities for remediation who scored
below 80%
C.Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which
my principal or supervisor can help me
solve?
G.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?