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Sample Lesson Exemplars in English Using the IDEA Instructional Process

Modular Distance Learning

(Learners-Led Modality)

This lesson exemplar is anchored to the learner’s module.

This sample is part of Enclosure 7 of RM No. 296, s. 2020.

School CALABARZON National HS Grade Level Grade 11

Teacher Jhonathan S. Cadavido Learning Area English (SHS)
LESSON Oral Communication in Context
EXEMPLAR Teaching Date Sept. 1-4, 2020 Quarter First Quarter
Teaching Time 1-2pm No. of Days 4 days
(see PIVOT 4A BOW for the number of days)

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
I. OBJECTIVES At the end of the lesson, learners are The objectives should reflect the concepts
of knowledge, skills and attitudes/values
expected to:
(KSAVs). There may be three (3) objectives
a. Differentiate various models of representing KSAVs. However, a single
communication; objective containing KSAVs may be
b. Explain the process of formulated.
communication through elements In formulating the objectives, consider the
involved; and concepts specified by the MELC and/or
c. Recognize the importance of enabling competencies.
models in understanding
At times, lesson objectives are already
communication process in everyday specified at the beginning portion of the
lives. module.
A. Content Standards The learner understands the nature and Refer to the curriculum guide for the
content standards set for this subject,
elements of oral communication in context. grade level and quarter.
B. Performance Standards The learner designs and performs effective Refer to the curriculum guide for the
controlled and uncontrolled oral content standards set for this subject,
communication activities based on context. grade level and quarter.

C. Most Essential Learning Check the PIVOT 4A BOW and look for the
MELC. Except for SHS subjects, MELCs can
Competencies (MELC) Differentiates the various models of
be identified through the number assigned
communication to it. The number represents the number of
MELCs set for each grade level.
D. Enabling Competencies Check the PIVOT 4A BOW and look for
enabling competencies. Enabling
(If available, write the attached enabling
competencies are the LCs that appear
competencies)
before the MELC. They are considered
enabling as they aid learners and teachers
- in achieving mastery in dealing with the
assigned MELC.

For this case, no enabling competencies

were mapped for the identified MELCs.
II. CONTENT The content may be identified by
evaluating the concepts portrayed in the
MELC. Though the contents specified in
enabling competencies are important, still
Communication Models they are not the main focus as these will just
help in dealing with the MELC.

Usually, the content is already identified in

the module.
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Write the pages where you can find the
specified content in the learner’s materials.
b. Learner’s Material Pages Write the pages where you can find the
pp. 1-22 specified content in the learner’s materials.
c. Textbook Pages In the context of using modular distance
learning modality, the only material is the
learner’s material/module.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 2 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)

d. Additional Materials from Indicate other learning resources to be

used. These resources may be taken from
Learning Resources the LR portal. Others may be online, offline,
print and/or non-print resources. This may
be filled if online distance learning,
blended learning and face-to-face
learning delivery modalities will be
employed.
B. List of Learning Resources for List down other resources to be used
especially for the development and
Development and Engagement engagement phases.
Activities Oral Communication in Context for Quarter 1 In the new ADM modules, lessons and flow
of discussion are already designed based
– Module 2: Communication Models on IDEA instructional process. Parts of
modules are already mapped as identified
in Item 6 of Regional Memorandum No.
296, s. 2020.
IV. PROCEDURES The procedures of this sample lesson
exemplar are learners-led considering that
modular distance learning delivery
modality is employed. The tone of the flow
of the lesson is learner-structured
considering that the lesson is one-way as
there is no face-to-face nor synchronous
online interaction with the teacher and
other learners.
A. Introduction What I need to know? In this portion, the lesson content and
learning objectives will be presented in the
 The learners will do the walkthrough Introduction phase to guide the learners on
of the lesson expectations. the learning expectations.
 In this part, the content of the lesson
will be presented. In modular distance learning, introducing
the objectives and content is the first step
 Learning objectives will also be of learning considering that this modality is
introduced to guide the learners on learner-led.
the learning targets founded on
In face-to-face learning, an activity which
KSAV principles. may be indicated in What’s new? may be
done prior to the presentation of learning
content and objectives considering that
this modality is teacher-led.
What’s new? This part provides preliminary activity that
introduces initial concepts on the learning
 The learners will answer the prompt targets. The activity will allow learners to
questions indicated at the beginning maximize their initial knowledge as regards
of this portion. content and skills required for the lesson.
 They will read the short selection
The activity may be conducted or done
entitled The Glitch written by Divina with the help of learners’ parents,
P. Maming. To make the reading guardians and/or housemates.
activity interactive, they may asked
their parents, guardians or
housemates to help them in the
exchange of dialogues indicated in
the selection.
 After reading the selection, they will
answer the questions provided at
the end of the selection.
B. Development What I know? The teacher presents an activity in linking
learners’ KSAVs revolving in the contexts of
 The learners will answer the 15-item MELC and/or enabling competencies. This
activity to test what they know about portion provides initial assessment on
communication and/or models of learners’ KSAVs. From the results, the
communication. activities will revolve on developing their
KSAVs on the target content and MELCs
 After answering the questions, they and/or enabling competencies.
may check their answers on page 20
to determine their background
knowledge about the given topic
reflected in the MELC.
What’s in? In this portion, activity focusing on learners’
background KSAVs and the discussion of
 The learners will read the paragraphs content shall be bridged. The activity will
that introduce preliminary concepts help the learners in providing initial
about communication. background on the KSAVs to be
developed with the help of the content to
be discussed in What is it?

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 3 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
 They will complete the word pool
activity to determine their
vocabulary knowledge about the
target content. They may use
dictionaries to guide them in this
activity. However, it is
recommended that they use
context clues in accomplishing this
task.
What is it? Concept presentation is important in the
Development phase. In here, target
 The learners will be provided with concepts before providing activities or vice
scenarios on the importance and versa will be presented. The presentation of
role of communication in daily lives. concepts will be helpful in bridging the
They may have personal reflection gaps between what the learners know and
have to know.
on the importance of
communication in their day-to-day
activities.
 To strengthen the points of their
personal reflection and further
develop their knowledge about
communication and
communication models based from
the What I know? activity, the
learners will proceed with reading
and personal discussion on the
different communication models. If
they have internet access, they may
check these models online using the
links provided below each model.
 Dictionaries and/or context clues
may help them in developing their
knowledge, skills and attitude/values
about the topic.
C. Engagement What’s more? In deepening learners’ KSAVS’ the activities
in this portion will help them in applying
 The learners will do/perform the what they have learned in the
activities indicated in the module. Development phase.
These activities include the following:
(a) Venn Diagram on similarities and
differences of communication
models, (b) vocabulary building on
communication process, (c) grid-
filling on the elements of
communication, and (d) writing
answers/responses on dialogue
prompts.
 These varying activities will help them
in involving themselves in deeper
learning on the target concepts
about communication models.
What I can do? In this part, the learners are given life-
related activities that will allow them meet
 The learners will perform real-life tasks the learning expectations. These real-life or
identified in the module. These tasks authentic activities should allow them to
include: (a) calling a friend over the perform particular tasks or produce
phone, (b) interviewing family products in various forms. The activities
should strengthen the KSAVs learned during
members and listening to radio or the D phase.
watching teleseryes.
 They are expected to reflect on the
process of performing the tasks while
focusing on their learned concepts
about communication models.
What other enrichment activities can I These activities in this part of Engagement
phase should really help the learners to be
engage in? (Additional Activities) engaged in learning and further

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
 To further enrich learners’ understanding their learned concepts
through various real-life activities. The
knowledge, skills and attitude/values learners should further engross themselves
(KSAVs), they will be performing to feel and stay connected with the target
other enrichment tasks such as (a) concepts using varied activities.
listing down situations reflecting the
use of each communication model,
(b) writing a paragraph based on
the given situation, and (c)
exchange of emails or messages.
D. Assimilation What I have learned? The Assimilation phase should bring the
learners to a process where they shall
 In formulating or creating bits of demonstrate ideas, interpretation, mindset
information reflective of what they or values and create pieces of information
have learned during the that will form part of their knowledge in
Development and Engagement reflecting, relating or using it effectively in
any situation or context. This part
phases, the learners will answer the encourages learners in creating
questions focusing on the given conceptual structures giving them the
topic. The given questions are avenue to integrate new and old learnings
leading to their personal perception on
directed on synthesizing their what they have learned.
learned information based on the
given content.
 They are expected to relate their
learned concepts to their personal
lives.
What I can do? (Assessment) Though assessment may be embedded
already in any phase of the lesson, this
 The learners will answer the questions portion further assimilates learners’ learned
provided. concepts from I phase to D phase to E
 They may check their answers using phase.
the key answer found at the latter
part of the module.
V. REFLECTION  The learners, in their notebook, The use of reflective learning embedded in
multimodal assessment should not only
journal or portfolio will write their direct feedback process but also promote
personal insights about the lesson personal reflection processes where
using the prompts below. learners reflect more on their knowledge,
skills, attitude/values, aspirations and
actions as contribution in making the
I understand that _____________. society a better place for all. This allows
I realize that __________________. learners to think about what they have
thought, read, seen, done and learned by
relating these concrete concepts to their
own lives.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 5 of 11

Online Distance Learning (Synchronous)

Teacher-Led Modality

***In Online Distance Learning, teachers may use the materials presented in the module. He/She may
also be creative in adding or providing additional relevant activities.

School CALABARZON NHS Grade Level Grade 7

LESSON
Teacher Jhonathan S. Cadavido Learning Area English
EXEMPLAR
Teaching Date Oct. 19-21, 2020 Quarter Second Quarter
Teaching Time 1-2pm No. of Days 3 days

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
I. OBJECTIVES At the end of the lesson, learners are
The objectives should reflect the concepts
expected to: of knowledge, skills and attitudes/values
a. Identify key ideas and supporting (KSAVs). There may be three (3) objectives
details in various texts; representing KSAVs. However, a single
objective containing KSAVs may be
b. Effectively simplify ideas by formulated.
consolidating them using appropriate
graphic organizers; and In formulating the objectives, consider the
concepts specified by the MELC, enabling
c. Paraphrase or write the summary
and/or enrichment competencies.
and/or precis of the given texts.
A. Content Standards The learner demonstrates understanding of:
East Asian literature as an art form inspired
and influenced by nature; relationship of
visual, sensory, and verbal signals in both
Refer to the curriculum guide for the
literary and expository texts; strategies in
content standards set for this grade level
listening to long descriptive and narrative and quarter.
texts; value of literal and figurative language;
and appropriate grammatical signals or
expressions suitable to patterns of idea
development.
B. Performance Standards The learner transfers learning by composing
and delivering a brief and creative
entertainment speech featuring a variety of Refer to the curriculum guide for the
effective paragraphs, appropriate performance standards set for this grade
grammatical signals or expressions in topic level and quarter.

development, and appropriate prosodic

features, stance, and behavior.
C. Most Essential Learning Check the PIVOT 4A BOW in English and
look for the MELC. The MELC can be
Competencies (MELC) Extract information from a text using a
identified through the number assigned to
summary, precis, and paraphrase it. The number represents the number of
MELCs set for each grade level.
D. Enabling Competencies Check the PIVOT 4A BOW in English and
look for enabling competencies. Enabling
(If available, write the attached enabling - Identify key ideas competencies are the LCs that appear
competencies)
- Identify supporting details before the MELC. They are considered
- Simplify ideas enabling as they aid learners and teachers
in achieving mastery in dealing with the
assigned MELC.
II. CONTENT The content may be identified by
evaluating the concepts portrayed in the
MELC. Though the contents specified in
Summary, Precis and Paraphrase enabling competencies are important, still
they are not the main focus as these will just
help in dealing with the MELC.
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Write the pages where you can find the
pp. 87-90 specified content in the teacher’s guide.
The given pages are just samples.
b. Learner’s Material Pages Write the pages where you can find the
pp. 135-148 specified content in the learner’s materials.
The given pages are just samples.
c. Textbook Pages If no other textbooks will be used, leave it
unfilled.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 6 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)

d. Additional Materials from Indicate other learning resources to be

used. These resources may be taken from
Learning Resources the LR portal. Others may be online, offline,
print and/or non-print resources.
B. List of Learning Resources for List down other resources to be used
Development and Engagement especially for the development and
engagement phases.
Activities
IV. PROCEDURES
A. Introduction Picture Game Activity In the Introduction phase, the teacher may
provide an activity as a start-up. The
 The class will be grouped into eight activity should be related to the teaching
(8). targets as reflected in the MELC and
 The teacher will post the following enabling competencies. This is a sort of a
pictures on the screen: motivational activity which will help in
getting learners’ attention about the
- Taal Volcano topic/s to be presented.
- Pagsanjan Falls
- Dr. Jose P. Rizal
- Philippine Flag
 The first four (4) groups will be
assigned with a particular picture to
be described.
- Group 1 - Taal Volcano
- Group 2 – Pagsanjan Falls
- Group 3 – Dr. Jose P. Rizal
- Group 4 – Philippine Flag
 Groups 1-4 will be given five (5)
minutes to describe the features
and/or characteristics of the
items/person assigned to them. They
should list down as many information
as they can. They will organize their
gathered information for the
presentation.
 One representative from each
group will be asked to present
his/her output.
 Meanwhile, Groups 5-8 will listen to
the presentation of the group
assigned to them. Their assignments
are as follows:
- Group 1 – Group 5
- Group 2 – Group 6
- Group 3 – Group 7
- Group 4 – Group 8
 During the group presentation,
Groups 5-8 will be given time to take
note of the information presented by
the group assigned to them.
 Each group will be given five (5)
minutes to organize the information
they have heard from Groups 1-4.
One representative will be asked to
present his/her work.
 During the presentation of the
representatives of Groups 5-8,
Groups 1-4 will listen and note the
information presented.
 Groups 1-4 will assess and give
comments if Groups 5-8 have
captured all important information
that they mentioned during their
presentation. They will be asked to
give their comments in the chat
section of the platform.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 7 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
 The teacher will discuss the
importance of capturing information
from various sources.
Goal Orientation This part is very important as this will make
the learners aware on the lesson
 The teacher will present the expectations. In here, teachers may
objectives of the lesson and the directly present the lesson objectives which
ways on how each objective will be learners should achieve at the end of the
achieved. lesson.

B. Development Reading Hub 1.0 The teacher presents an activity in linking

learners’ KSAVs revolving in the contexts of
 The class will be divided into five (5) MELC and/or enabling competencies.
groups.
 The teacher will provide one short
passage for each group. He/She will
share his/her screen for the learners
to see the passages assigned to
them.
 After the reading period, they will be
asked to provide the key ideas and
supporting details of the given
passages using guide questions.
 Learners will be asked to write their
answers in the comment section of
the platform.
 Through a group representative, the
learners will be asked to present their
output.
 The teacher will check and give
comments on learners’ outputs.
Concept Presentation Concept presentation is important in the
Development phase. In here, the teacher
 The teacher will share his/her screen may present first the target concepts
and present the concepts on key before providing activities or vice versa.
ideas and supporting details. The presentation of concepts will be helpful
 The teacher will present and discuss in bridging the gaps between what the
learners know and have to know.
the process of getting key ideas and
support details in a particular
passage.
 Samples will be provided for the
learners to understand on how main
ideas and supporting details are
identified in a particular text.
Reading Hub 2.0
 Using learners’ outputs in Reading
Hub 1.0, the teacher will ask the
learners to write short passages
regarding the given topics.
 The teacher will share his/her screen
to present learners’ outputs.
 Each group will be asked to present
their outputs through one
representative.
 After the presentation, the teacher
will show through his/her screen the
original copy of the passage and let
the learners check their outputs. The
teacher will also give comments on
their outputs.
 Using the original copies of the short
passages, the learners will be asked
to rewrite the passages by rewording
them. They will write their outputs in
their own screen while the teacher

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 8 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
presents the original copies of the
short passages.
 Through their representatives, the
learners will present their outputs.
 The teacher will check and give
comments on the conciseness and
correctness of the outputs.
Concept Presentation
 The teacher will share his/her screen
and present the concepts about
summary, precis and paraphrase.
 The teacher will present and discuss
the process of paraphrasing and
writing down summary and precis of
a particular passage.
 Samples will be provided for the
learners to understand on how
summary, precis and paraphrase
are developed.
C. Engagement Knowing Corona In this phase, the learners are given life-
related texts, materials and/or activities
 The teacher will provide an article on that will allow them meet the learning
COVID-19 accessed at expectations. These real-life or authentic
https://www.who.int/health- activities should allow them to perform
topics/coronavirus#tab=tab_1. particular tasks or produce products in
various forms. The activities should
 The learners will be asked to read the strengthen the KSAVs learned during the D
short article. phase.
 After the reading period, they will be
asked to provide the key idea of the
article.
 Then, the teacher will ask the
learners to provide the supporting
details about the main idea.
Octopus Mapping Activity
 The teacher will divide the class into
11 groups.
 The teacher will provide an article on
COVID-19 in the Philippines entitled
100 days of COVID-19 in the
Philippines: How WHO supported the
Philippine response written by the
World Health Organization. This is
accessible at
https://www.who.int/philippines/news/feature-
stories/detail/100-days-of-covid-19-in-the-
philippines-how-who-supported-the-philippine-
response
 The said article is divided into 11
parts. Each group will work on a
specific part. Each group will work on
the following parts:
- G1 - Surveillance
- G2 - Contact tracing
- G3 - Infection prevention and
control
- G4 - Laboratory and
therapeutics access
- G5 - Clinical care
- G6 - Non-pharmaceutical
interventions and mental
health
- G7 - Risk communication and
community engagement
- G8 - Logistics support

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 9 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
- G9 - Subnational operations
support
- G10 - Responding to outbreaks
in high risk areas
- G11 - Moving forward with the
response
 Using the octopus graphic organizer,
the learners will identify the main
idea and supporting details of the
specific parts of the article assigned
to them.
 Then, one representative from each
group will present his/her output. The
teacher and other members of the
class will check and give comments
on the answers of the group.
 The teacher will capture the inputs of
the learners to come up with his/her
own accomplished graphic
organizer.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 10 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
Graph-to-Text Activity
 The teacher will share his/her screen
and present the accomplished
graphic organizers based on what
he/she has captured during the
presentation of outputs.
 For the next activity, the graphic
organizer developed based from the
presentation of Group 1 will be given
to Group 2, the output of Group 2 to
Group 3, and so on and so forth. The
teacher will present each graphic
organizer one at a time. The learners
may take picture or screenshots of
the slide.
 Using the accomplished/presented
octopus graphic organizers, each
group will prepare a summary and
precis through a short paragraph by
using the content of the material
given to them.
 Outputs of each group will be
presented by each representative.
The teacher and other members of
the class will check and provide
feedback on correctness or
accurateness of the outputs.
 The teacher will capture the outputs
of the group representative to be
used for the next part of the activity.
 After the presentation, the outputs
(summary and precis) of each group
will be given to another group, i.e.
the output of Group 1 will be given
or presented to Group 2 and so on
and so forth.
 Using the summary and precis as
outputs of the previous activity, each
group will paraphrase the
paragraph (summary). The learners
may take a photo or screenshot of
the outputs to be used by the
learners during the activity.
 Outputs of each group will be
presented through group
representative. The teacher and
other members of the class will
check and provide feedback on
correctness or accurateness of the
outputs.
D. Assimilation On Point Reflection on the contexts of real-life
activities may be done to allow learners to
 The teacher will provide the learners be fully engaged on the tasks given to
important points for review in terms them.
of coronavirus, COVID-19 and
pandemic response issues.
Mind Review The teacher brings the learners to a process
where they shall demonstrate ideas,
 The teacher will ask the learners to interpretation, mindset or values and
give situations as to where create pieces of information that will form
paraphrasing and providing part of their knowledge in reflecting,
summary or precis becomes relating or using it effectively in any
situation or context. This part encourages
relevant or important. learners in creating conceptual structures
 Learners will also be asked on ways giving them the avenue to integrate new
as to how paraphrasing, summary and old learnings.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division
 Page 11 of 11

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
and precis can be done and
presented.
 The teacher will ask the learners on
their personal reflection on the
importance of getting the key ideas
and supporting details. This also
includes the reflection on the
importance of paraphrasing and/or
writing down the summary or precis
of an article read and/or listened to.
V. REFLECTION  The teacher will ask the learners to The use of reflective learning embedded in
multimodal assessment should not only
write in their notebook, journal or direct feedback process but also promote
portfolio their personal insights about personal reflection processes where
the lesson using the prompts below. learners reflect more on their knowledge,
skills, attitude/values, aspirations and
actions as contribution in making the
I understand that _____________. society a better place for all. This allows
I realize that __________________. learners to think about what they have
thought, read, seen, done and learned by
relating these concrete concepts to their
own lives.

JHONATHAN S. CADAVIDO
Curriculum and Learning Management Division