LESSON GUIDE

ENGLISH
QUARTER I – WEEK 6

I. Attributes, Curriculum Content, Standards, and Lesson Competencies

A. Attributes: Key Righteous: Be able to choose peaceful ways of

Stage Outcome doing things. (Identifies and manages one’s
(Indicator) emotions)
B. Content Standard The learners demonstrate their expanding
vocabulary knowledge and grammatical
awareness, comprehension of literary and
informational texts, and composing and creating
processes; and their receptive and productive
skills in order to produce age-appropriate and
gender-responsive texts based on one’s purpose,
context, and target audience
C. Performance The learners apply comprehension of literary and
Standard informational texts and produce narrative and
expository texts (enumeration-description) based
on their purpose, context (mealtimes and
birthdays), and target audience using simple,
compound, and complex sentences, and age-
appropriate and gender-sensitive language.
D. Learning Learning Competency
Competency and
Objectives EN4SW-I-6: Use appropriate non-verbal cues
for clarity of context, purpose, and meaning.

Lesson Objectives:
 Identify various facial expressions.
 Distinguish different hand gestures.
 Write a 10-sentence composition
expressing emotions.
E. Content  Using the facial expression
 Using gestures
F. Learning Resources Sound speaker, Over Head Projector, pictures,
graphic organizer, pencil, color
G. References MATATAG Curriculum Guide

Contextualized Basic Education Framework

MATATAG Lesson Exemplars

Lesson Exemplar for English, Quarter 1: Lesson

6

4
 (Writer: Rhea O. Estiller, Parada National High
School, SDO Valenzuela)

Stories for Thinking Children 1 by: Harun Yahya

– Adnan Oktar

English 4 Teacher’s Guide, First Edition 2015 by:

Grace U. Rabelas et al

See link: YouTube, Wikipedia

https://www.youtube.com/watch?v=lcnsTJvB-
jQ
https://en.wikipedia.org/

II. Teaching and Learning Procedures

Day 1

A. Lesson Proper (4As Approach)

1. Activity

Listen, read, and sing the song:

1.1. Play the music video and instruct the learners to close their eyes, listen,
and internalize the message conveyed by the song.
1.2. Have learners read the song silently (individually) and aloud (in groups).
1.3. Encourage learners to sing along with the song.

Assalam Aleykum
By: Daria
www.dariamusic.com

(Song Based on Muslim Greeting)

Assalam Aleykum
Wa-Alaikum As-Salaam
Assalam Aleykum
Wa-Alaikum As-Salaam

Peace Be Upon You

And Upon You Peace
May Your Joys Be Many
May Your Sorrows Cease
May They Cease

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 2. Analysis

2.1 Discussion Questions:

 How did you feel while listening to the song? Share your thoughts with
the class.
 Were you able to internalize the message it conveyed? If yes, how? If
not, why?
 As a Bangsamoro, how often do you use the greeting “Assalam
Aleykum”?
 What does “Assalam Aleykum” mean?
 What are the two emotions mentioned in the song?
 In what instances do you experience joy? How about sorrow?

Day 2 – 3

3. Abstraction

3.1 Review Questions:

 What song did we sing yesterday?
 Can we sing it again today?
 What are the two emotions mentioned in the song?

3.2. Jumbled Letters Activity:

 o j y (joy): the state of being that allows one to experience feelings of
intense, long-lasting happiness and satisfaction with life
 r o w r o s (sorrow): an emotion, feeling, or sentiment
 c e a p e (peace): societal friendship and harmony in the absence of
violence
 a e s e c (cease): to come to an end

3.3 Discussion
Using non-verbal cues to clarify context, purpose, and meaning:
a. Facial Expressions
These are configurations of different micromotor (small muscle) movements
in the face that are used to infer a person's discrete emotional state.
Show images of facial expressions and their corresponding emotions:

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 happy sad anger calm excite bore

 Solicit additional examples from the learners.

 Model emotions with correct facial expressions for the class.
 Have the class demonstrate what has been modeled.
 Review antonyms (sad – happy, anger – calm, bored – excited).
 Emphasize the attribute of righteousness: In every difficult situation,
they can always choose to find a brighter perspective in a rightful way.
(Example: If they are sad, they can find ways and means to become
happy.)

b. Hand Gestures

These are movements made with parts of the body, especially the hands, to
express emotions or information.
Show images of hand gestures.

pray love okay peace

Unlocking Content Vocabulary:

 Pray: address a solemn request or expression of thanks to a deity or
other object of worship
 Love: an intense feeling of deep affection
 Okay: (informal) used to express assent, agreement, or acceptance
 Peace: a state or period in which there is no war or a war has ended

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  Solicit more examples from the learners.
 Model hand gestures and their meanings for the class.
 Have the class demonstrate what has been modeled.

Day 4

B. Application

4.1. Motivation

 Sing the song “Assalam Aleykum” by Daria.

 Ask: Did you feel calm and peaceful while listening to the song?
 Let the class greet one another with “Assalam Aleykum”.

4.2. Activity

Group 1
 Identify the facial expression in each picture.

_____________ 1. ________________ 4.

_____________ 2. ________________ 5.

____________ 3.

 Match the correct hand gestures in Column A to their appropriate

pictures in Column B. Write the letter of the correct answer in the
space provided.

A B

__________ 1. peace a.

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 __________ 2. love b.

__________ 3. pray c.

__________ 4. okay d.

Group 2

 Present the song “Assalam Aleykum” as a poem. Observe proper

facial expressions and hand gestures.
Group 3

 Draw and label at least four facial expressions that your

groupmates feel right now.

My
Emotions

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Day 5

III- Evaluation

A. Identify the facial expression being described in each sentence. Write the
correct answer from the given choices.

__________ 1. One day, while returning home from school, Ali was very happy
and, as always, excited. When he reached home, his mother was preparing
dinner in the kitchen. He immediately started to tell his mother what had
happened at school.

__________ 2. Rasheed was walking to the bus stop one day to go home after
school. While waiting, he began listening to a conversation a group of other
children were having. One of them was speaking loudly, pointing to his shirt
and an electric car he was holding. Rasheed began to pay more attention and
was able to understand what they were saying.

__________ 3. Bilal and Dawud were two friends who got along very well
together. They had just read a book about the lives of animals and enjoyed it
very much. How exciting it would be to get to know these animals better!

H. Mark if the hand gesture implies a positive gesture and if it

implies a negative gesture.

_____ 1. _____ 4.

_____ 2. _____ 5.

_____ 3.

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C. Informal Theme Writing: Write a 10-sentence composition expressing your
emotions.

Criteria:

Criteria Points
Organization of ideas 5
Grammar and spelling 3
Punctuation and capitalization 2
Total 10

_______________________________
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Improvements Summary

 Clarity: Ensure instructions and content are clear and concise.

 Engagement: Include interactive and reflective activities to keep students

engaged.

 Structure: Maintain a logical flow in the lesson plan to facilitate better

understanding and execution.

 Inclusivity: Emphasize cultural elements appropriately to foster a more

inclusive learning environment.

 Feedback: Provide opportunities for feedback and self-assessment.