Grade 4 Unit 11: Predicting Outcomes/Sequencing

Grade 4 Unit 11: Predicting Outcomes/Sequencing

Table of Contents

Introduction 2

Objectives 2

Lesson 1: Suffixes and Root Words 3 Warm-up! 3 Learn About It! 4 Check Your Understanding 7 Let’s Step Up! 8

Lesson 2: Predicting Outcomes and Sequencing 9 Warm-up! 9 Learn About It! 10 Check Your Understanding 13 Let’s Step Up! 14

Lesson 3: The Present Tense of Verbs 15 Warm-up! 15 Learn About It! 16 Check Your Understanding 18 Let’s Step Up! 19

Performance Task 20

Self-Check: How Well Did I Learn? 22

Wrap Up 23

Bibliography 24

GRADE 4 |English

UNIT 11

Predicting Outcomes/Sequencing

When reading a story, we always take note of what the characters say or feel. When we know what they feel, we can sometimes predict what they will do next when they encounter a problem or conflict. We can make predictions based on these clues from the story and even based on what we already know as well as what we have experienced.

Objectives

In this unit, you should be able to:

● use suffixes and root words as clues to get meaning of words;

● predict outcomes of events in the story;

● sequence events in a story listened to; and

● use timeline to show order of events.

Copyright © 2018 Quipper Limited 2

Lesson 1: Suffixes and Root Words

There are times when it is difficult to understand a text that we are reading, especially when it contains words that we are not familiar with. Learning different strategies on how to unlock the meaning of such words would make us understand texts and, make us better readers. One of these strategies is using suffixes and root words as clues to get the meaning of words.

Warm-up!

Think-Pair-Share Activity: With a partner, examine the words below.

visit

novel

visitor

novelist

1. Give the meaning of each word. Then, compare the words in the first column with those in the second column. What are their differences? How did you come up with your answers? Share your thoughts with your partner.


2. Among the four words, which are the ones that would fit in the following sentences? Why?

A Christmas Carol is written by the English __________, Charles Dickens. Jayne likes to _______ her cousins every weekend. We let the _______ into the living room. I have read my favorite _______ several times.

How did you decide on which word would best fit the sentences? Discuss your answers with your partner, and share your answers in class.

Learn About It!

New words are formed when a suffix is added to root words. Suffixes are letters placed at the end of the root word.

Let us take a look with the following words.

actor

governor

sculptor

player

leader

teacher

artist

journalist

guitarist The boldface letters -or, -er, and -ist are the suffixes added to root words to refer to persons who practice or do a particular work or job.


Let us study the table below.

Root Words Suffixes Meaning of the

Suffix New Word

Meaning of the New Word

act -or a person who

actor a person who acts govern -or governor a person who governs sculpt -or sculptor a person who makes

sculptures play -er

one who does player one who plays

lead -er leader one who leads teach -er teacher one who teaches

art -ist one who practices

artist one who practices art journal -ist journalist one who practices

journalism guitar -ist guitarist one who plays the guitar

When a suffix is added to the root word, it changes the meaning of the root word.


Let us look at the following examples.

We talked to the artist about the inspiration of his painting.

In this example, artist means “a person who practices art.” Based on the context of the sentence, the artist can provide what he thought of when he did the painting. He can expertly say what the colors and shapes mean in relation to the painting.

The leader gave us assignments for our project.

In this context, the leader is a person who gives direction to a group. In this case, the leader gives instructions to his members on how they can accomplish their project.

He is an award-winning actor.

An actor is a person who acts in either movie, television, or theater. In this context, he is good in terms of acting which is why he receives recognition on what he does. If you know the meaning of the suffix, it will be easier for you to understand the meaning of the new word.


Check Your Understanding

Complete the table below.

Root words

Suffixes Meaning of the suffix New word Meaning of the

new word violin one who plays

painter one who sings

audit piano

Add the correct suffix next to each root word to complete the sentences.

1. One who manages a company or people is a manag___. 2. One who performs in a theater is an act___. 3. One who studies and specializes in science is a scient___. 4. One who rides a cycle is a cycl___. 5. One who edits a newspaper is an edit___.

Transform the root words by adding the correct suffix and write a sentence

about it.

1. invent 2. wipe 3. manicure 4. motorcycle 5. save


Let’s Step Up!


Lesson 2: Predicting Outcomes and Sequencing

Reading can be fun especially when you are reading an interesting story. Being able to predict what happens next and retell a story mean that you fully understand what you have read.

Warm-up!

Quad Activity: Part 1. Form a group of four. Arrange the following sentences in the correct order to make a story.

When they were done, they realized they were both sweaty and dirty.

One hot summer weekend, Louise spent the whole day helping her mother clean their backyard.


They picked up the dried leaves, trimmed the grass, and planted some new shrubs.

Part 2. Make a prediction about what is going to happen next in the story above. Then create a dialogue between Louise and her mother starting from the time they went outside to clean the backyard until the time you predicted the next event.

Learn About It!

1. Predicting Outcomes When you are watching a movie or reading a book, you sometimes think of what will happen next. When you do this, you are making predictions. But how do you predict outcomes? Before you do that, let us read the story below.

Aling Miling Aling Miling wakes up early

every day. She cooks different dishes every morning. Before that, she prepares the ingredients every night. She chops, slices, cubes, minces, peels, and dices the vegetables and meats. Then she marinates and boils them afterwards. She sleeps late at night. So, the next day, she will cook them one by one. Dina and Dana help her every Saturday and Sunday or whenever they don’t have classes like every vacation and during holidays. Before lunchtime, everything is ready,

and people come to their carinderia to eat during lunch. But one day, Aling Miling cannot get out of the bed. She feels weak and hot.


In the story, we know that Aling Miling usually prepares the ingredients for the meals she will cook beforehand so that it could save time. During the weekend or vacation, her daughters Dina and Dana would help her with the preparation. However, the last paragraph suggests that Aling Miling was not feeling well. What possible events can happen next in this story? How can you predict what happens next?

When we are not yet done reading a story or watching a movie, we usually predict what will

happen next, or we sometimes predict what will be the outcome. To do that, we should check on the following:

1. Look for the clues in the story like the traits of the characters or what do they usually do in the story.

2. Look for their actions in the story that we think will lead us to what will happen next in the narrative.

A possible prediction to this story is that Aling Miling may ask her daughters to do the preparations or they will take over their mother’s work after seeing her condition. This can be predicted through the traits of Dina and Dana because they help their mother whenever they can.


2. Sequencing Events Another way we can predict the outcome of the story is by knowing the sequence of the events. Sequencing events is the arranging or ordering of events as they happen in the story. Words like first¸ next, then, and lastly might be used to tell the events of the story. We can also easily arrange the series of events in the story through the use of a timeline. Let us look at the timeline of events in Aling Miling’s story.

The timeline, together with the keywords that indicate the order of events in the story, help the readers easily understand sequencing events in a story.



Fill in the blanks with the correct answer. 1. When you think of what will happen next, you are __________. 2. To predict the outcomes, we should look for ____ in the story. 3. In predicting, we look for the actions and traits of the ______ in the story. 4. Another way on how we can predict the outcome of the story is by knowing the

_______ of events in the story. 5. _______ is the arranging or ordering of events as they happen in the story.

Read the following passages and predict what will happen next. 1. Jacob was told to bring his raincoat because the sky was dark and it was windy.

But he didn’t listen to what his mother told him. While he was on his way to school, the rain started to fall.

2. Jamie loves to eat candies and sweets. After eating, she never brushes her teeth. One night, Jamie is crying and calling her mother.

3. Their teacher announces that they will have their quiz tomorrow. Jarren ignores it, and he did not bring his books with him. He didn’t review his lessons; he just played with his PlayStation all night.

4. Ivan always makes fun of his classmates. He pokes them, gets their things without asking permission, and hurts them.

5. Sara gets the broom. Ali gets the dustpan. Fiona gets the duster. Bing gets the rags. George gets the trash can.

The text below is in not in order. Arrange the text in sequencing order and

write a prediction of what happens next. Rome wanted to cook a batch of cookies. ______ As soon as she arrived home, she placed all of the ingredients and started baking.


______ Rome went to the grocery store to buy ingredients such as flour, eggs, cocoa powder, and butter. ______ Then she spooned the cookie dough on a cookie sheet. ______ After that, she baked the cookies for 10 minutes. ______ She first mixed all of the ingredients together. What do you think happened next?

Let’s Step Up!


Lesson 3: The Present Tense of Verbs

Verbs are an important part of a sentence. A sentence cannot be complete without a verb. The different tenses of verbs are a great help when it comes to knowing and expressing when an event or action took place. Tenses make predicting outcomes and sequencing events a lot easier. In this lesson, you will learn more about the present tense of verbs.

Warm-up!

Triad Activity: Form a group of three. Examine the sentences below and answer the questions that follow.


Questions: 1. Which of the sentences is correct? Why did you say so? 2. What makes the other two sentences wrong? How will you correct them?

Share your answers in class.

Learn About It!

Let us read the following words:

wakes

slices

dices

cooks

cubes

marinates

prepares

minces

boils

chops

peels

sleeps Notice that the words are all action words that end in -s. These verbs are all in the present tense. In order to determine if the action happens in the present, the time expressions should denote the present time or denote a habitual action. Take a look at the examples:

a. Days of the week denote the exact day when the action takes place. Examples of these time expressions are on Sundays and every Wednesday.

We go to church on Sundays.

I practice volleyball on Saturdays.


Bradley visits his cousin every Wednesday.

b. Times of the day denote the exact time or part of the day the action takes place. Examples of these time expressions include at 8:00 in the morning and every afternoon.

She leaves school at 12:00.

Nina gets up early in the morning.

Jarred reads the book in the evening.

The present tense is used to describe actions that are factual or habitual. These are actions that occur in the present but are not necessarily happening right now. The present tense uses the base form of the verb for the first person, second person, and third person plural.

I eat. (first person singular) You eat. (second person)

We eat. (first person plural) They eat. (third person plural)

The third person singular takes an -s form.

She eats. He eats. It eats.


Take note that when the doer of the verb is singular, the verb is written in -s form, while when the doer is plural, the verb is written in the base form of the verb.

Eric goes to school every afternoon.

Eric is a singular subject which makes the verb in the present tense written in -s form.

The birds fly in a V formation.

The birds is a plural subject which makes the verb in the present tense written in the base form.


Match the correct verb to the appropriate sentence.

1. Rico and Dom _________ for work at 6:00 am. a. eats 2. Gina ________ cookies. b. hang 3. The parrot ________ like a person. c. leave 4. We _______ our bags outside every Saturday. d. bakes


5. He ________ dinner every other evening. e. talks

Choose the correct verb form in the parentheses. 1. Lena (study, studies) her lessons every afternoon. 2. June and Marie (practice, practices) dancing on Tuesdays. 3. I (collect, collects) seashells every summer vacation. 4. They (go, goes) to Baguio every year. 5. You (close, closes) the door every night before going to sleep.

Use the following sets of verb and time expressions in a sentence.

1. go - every Sunday 2. drink - every morning 3. have - every Friday 4. brush - twice a day 5. read - at night

Let’s Step Up!


Performance Task

Interactive Choose-Your-Adventure Book

Goal: Your group’s task is to create an interactive choose-your-adventure book about an existing short story.

Role: You are a group of promising young writers.

You have been tasked by a publishing company to create an interactive choose-your-adventure book about an existing short story.

Audience: The target audience is the publishing company’s board of directors, including

other award-winning writers.

Situation: The challenge involves coming up with an interactive choose-your-adventure book about an existing short story and making it as interesting and unique as possible.

Product/Performance and Purpose:

You will create an interactive choose-your-adventure book about an existing short story using the following guidelines:

1. Choose a short story with an interesting theme. 2. Retell the story by making an interactive book about it and create three (3) other

possible endings. 3. Your story must contain 300 to 600 words. It should also contain at least 20 words with

suffixes and 20 verbs in present tense. Don’t forget to highlight these words. 4. The elements of a narrative story must be evident:

a. characters b. setting c. plot


5. On the first page of the interactive book, create a timeline of the events of the original story. Make sure to cite the title of the book (short story) and the author.

6. Present your finished product on short bond paper, size font 12, double-spaced. Gather your group’s finished word and compile them on a folder or ring bind.

Standards and criteria for success: Your work will be judged by the following rubric:

Criteria Beginning (0-12 points)

Developing (13-16 points)

Accomplished (17-20 points)

Score

Content (Focus on details/events are clearly evident; it is clearly related to the topic.)

Organization (Logical progression of details/events; clear transitions between ideas.)

Language (spelling, mechanics, grammar and usage)

Creativity Little evidence of creativity

Contains many creative details and/or descriptions

Written requirements (use of correct words with suffixes and verbs in present tense)

Written requirements not met

All of the written requirements are met and correct

Visual appeal Illustrations are messy

Illustrations are creative, detailed, and


appealing

Elements of a story Incomplete elements

3 elements present

Punctuality More than 1 day late

1 day late On time

Total Score:

Self-Check: How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box.

Skills I think I need more

practice and assistance

I am familiar and can perform well

with minimal assistance

I am confident that I can perform this on

my own

I can use suffixes and root words as clues to get meaning of words.

I can predict outcomes of events in the story.

I can sequence events in a story listened to.

I can use timeline to show order of events.


Wrap Up

Suffixes and Root Words Predicting Outcomes and

Sequencing The Present Tense of

Verbs Suffixes are letters placed at the end of the root word. Suffixes -or, -er, and -ist are used to refer to people who do or practice something.

Predicting outcomes is telling what will happen next. To predict outcomes, we look for clues like:

● traits of the characters, or ● actions of the characters

in a certain event.

Present tense is used to describe actions that are factual or habitual. These are actions that occur in the present but are not necessarily happening right now.

Sequencing events is the arranging or ordering of events as they happen in the story.

● Words like first¸ next, then, and lastly might be used to tell the events of the story.

● A timeline may also be used to help readers to identify the sequence of events in a text.

Time expressions show when the action is done.


Bibliography

“Present Tense.” Accessed March 12, 2018.

http://grammar.ccc.commnet.edu/grammar/tenses/simple_present.htm

“Present Tense.” Accessed March 12, 2018. https://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense

“Simple Present Tense.” Accessed March 12, 2018. http://www.ef.com/english-resources/english-grammar/simple-present-tense/

“Sequence of Events.” Accessed March 12, 2018. http://www.beaconlearningcenter.com/WebLessons/SequenceofEvents/default.htm

“Sequencing Events: Arranging Events as to Time Order.” Accessed March 12, 2018. https://prezi.com/ro7ohjw2eszt/sequencing-events-arranging-events-as-to-time-order/

“Time Expressions and Tenses.” Accessed March 12, 2018. https://www.thoughtco.com/time-expressions-and-tenses-1210672

“Time Expressions with Simple Present Tense.” Accessed March 12, 2018.

https://www.englishgrammar.org/time-expressions-simple-present-tense/ “What’s the Difference between ist and er.” Accessed March 12, 2018.

https://english.stackexchange.com/questions/235958/whats-the-difference-between-ist-and-er


Grade 4 Unit 11: Predicting Outcomes/Sequencing

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