4

Quarter
Lesson 1
1
Lesson Exemplar Lesson

for English 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 3: Lesson 2 of 8 (Week 2)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed contents included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
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Development Team

Writer:

• Esper L. Feliciano (Benguet State University)

Validator:

• Cristina M. Padilla (De La Salle University-Dasmariñas)

• PNU-RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the
Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of
Standards 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 their purpose, context, and target audience.

B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts
Standards (enumeration, description, time order: chronology and procedural) based on their purpose, context (christenings and
weddings), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-
sensitive language.

C. Learning EN4LR-III-1: Comprehend literary texts.

Competencies EN4SW-III-1: Use words with literal (denotative) and implied (connotative) meanings in sentences.
and Objectives EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact images.
EN4VR-III-4: Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.).

D. Content Viewing and Representing (3 Sessions)

● Identifying visual elements.
● Expressing the meaning of personally created visual text.
● Identifying multimedia elements: text (photographs, drawings, graphs and illustrations)
● Justifying whether graphics or images are real or make-believe, fact or non-fact graphics or images.

E. Integration Personal and cultural identity

II. LEARNING RESOURCES

Concepcion, J. 2020. ENG6-Q1-LASwk2-Fact-and-Non-fact-images. Accessed at fliphtml5.com/tkihk/iety/basic SAE Alumni Association.

(2016, August 3) What do colors mean and represent. https://alumni.sae.edu/2016/03/08/what-do-colors-mean-and-represent/
Seymour, V. (2023). Elements of Design: Spotlight on Color. Retrieved from https://daily.jstor.org/elements-of-design-spotlight-on-color/
Simply Effective Inc. (2022). The Five Multimedia Elements. https://www.simplyeffectivewebdesign.com/five-elements-of-multimedia/

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Tavaragi M. and Sushma C. (2016). Colors and its significance. The International Journal of Indian Psychology, 3(2), 115-131.
http://www.ijip.in
SAE Alumni Association. (2016, August 3) What do colors mean and represent. https://alumni.sae.edu/2016/03/08/what-do-colors-mean-
and-represent/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review (5 minutes)
The teacher will recall “The Story of the Rainbow” read in the previous lesson. The
teacher will lead the class first in singing “The Colors of the Rainbow,” which may In the absence of access to the
be accessed through https://www.youtube.com/watch?v=C-YvsNQ7yeE. The teacher then video, the teacher may adapt a
repeats the song as the class sings along. familiar melody for the lyrics.

Colors of the Rainbow

How many colors does the rainbow have
Each time it appears in the sky?
Red, orange, yellow, green and indigo
The last one’s violet.

The teacher will recall the picture presented to the class before reading “The Magic
Bahag.” The teacher will say: “In the previous lesson, we learned that there are
details about a literary text that should be noted so that the story can be properly
understood and appreciated. Do you remember the picture that I showed you before
reading the story “The Magic Bahag”? (The teacher may show the picture again.)
Was the picture helpful in appreciating the story? Why?”

B. Establishing 1. Lesson Purpose (1 minute)

Lesson Purpose The lesson will focus on understanding how colors may be used as a visual element
in deriving meanings out of drawings, graphics, or even a story.

2. Unlocking Content Vocabulary (5-10 minutes)

Before giving the instructions for the activity, the teacher will say, "There are words
that we will be using, so it is important to understand their meanings so that the
lesson will be understood properly.

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 The teacher will distribute the Vocabulary Chart worksheet. Learners will be
directed to read the sentences in the vocabulary chart and use the content as clues
in completing the word in the boxes.

(Excerpt from the Vocabulary Chart worksheet.)

The complete vocabulary chart

content is found in the
worksheet.

C. Developing and 1. Explicitation

Deepening Activity 1: Recalling different elements of visual text/image (10-15 minutes)
Understanding The graphic organizer below will be presented to the class. Except for color that
will be discussed in this lesson, the other visual elements had already been
covered in the previous quarters.

• What are the different elements of a visual text or image as shown in the
graphic organizer?
• What are the different kinds of lines? of shapes? of images? Write them on
the appropriate boxes in the graphic organizer.
• What kinds of colors do you know? Write your ideas on the appropriate box
in the graphic organizer.

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 • How does a visual text or image help a reader? Write your ideas on the
right-most box of the graphic organizer.

Activity 2: Describing images based on visual elements (20-25 minutes)

The teacher will show a picture of a rainbow and will ask learners the following:

• Describe the rainbow.

• What gives the rainbow its beauty? (It comes from its various colors.)
• What do you feel when you see a rainbow? Why do you feel that way?
• What is your favorite color in a rainbow? Why?
The teacher will now introduce to the class
the painting “The Starry Night,” a
masterpiece of famous painter Vincent Van
Gogh. The teacher will then facilitate a
discussion through the following:
• Which color was used the most in the
painting? Compared to a rainbow, is the
painting still beautiful with only blue as the
dominant color? Why or why not?
• Assume that each of you is a single color,
such as red, blue, or indigo. Compared to a
rainbow, will you consider yourself
beautiful on your own? Why?
• If there is a singing activity, who should we assign to lead it in our class? Why
are we assigning him/her to do it? Is he well-known for his excellent singing?
Can "superb singing" become his or her identity? Why?
• How about you? What are you well-known for in class? Among your friends? In
your family? So, what is your identity?

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 Lastly, the teacher will show the Lion Pride image
and elicit responses from learners with the
following:
• Can we create something beautiful out of
different colors, as the rainbow does?
• Is the image beautiful? What made the The following may be accessed
image beautiful? Did each color contribute to the for information and details
image's beauty? Based on this, is there beauty in about “Starry Night”:
differences?
• Suppose again you are one color and you https://www.researchgate.net/publication/2
96186069_The_Scream_Starry_Night_Em
only play with people who are the same color as otions_symbol_motives
you. How would you feel about that?
• Would you look for different colors to play with? Why or why not? https://www.vangoghgallery.com/painting/s
tarry-night.html
• What happens if students of varying abilities belong to the same group? Will https://www.britannica.com/topic/The-
something beautiful be created? Why or why not? Starry-Night
Finally, the teacher will acknowledge the responses
provided by the learners through a generalization. The
teacher may say: “You are correct in stating that we
are beautiful in our own right, just as the "Starry
Starry Night is one of the most
Night" depicts. Our abilities are our identities. An
recognized works of Vincent
identity is what we are well-known for, and it informs
Van Gogh. At one time in his
others about who we are as individuals. On the other
life, he got confined and needed
hand, it’s also good to have others around us. Theto be cured. After being
rainbow and lion in the images are visually appealing
hospitalized, he painted it from
due to their different colors. This is similar to us; some
his memory of the sights he
may be singers, some may be dancing to our songs, usually saw from his window.
and some may be composing the songs for us. However, he added his own
Together, we may celebrate our personal and cultural identities. imagination of the village which
did not actually exist. He did
DAY 2 not give an exact description of
2. Worked Example his thoughts and feelings while
The teacher will continue to display the images in front of the learners. (15 doing the painting but in a
minutes) letter addressed to his brother,
sister and a friend, he said that
Firstly, the teacher will focus on The Starry Night and Lion Pride and ask: “the night was more colorful
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 • What kind of image are these? Were there lines used in the image? What kinds than day and that stars were
of lines were used? What are the other kinds of lines? more than simple white dots on
• What shapes were used in the images? What other shapes do you know? black, instead appearing yellow,
• What colors were used in the images? What are the different kinds of colors pink, or green.” Many described
that you know? the “Starry Night” according to
• Are these images showing things that happen in real life? If they are, what the elements used by Van Gogh
kind of images are they? to create it, its meaning or what
Van Gogh was trying to
Next, the teacher will focus on The Starry Night and ask: express. While there is no way
• If you look at the photograph of The Starry Night, what could Vincent Van to know what was really
Gogh, its painter, possibly be expressing? What could be his thoughts while expressed by Van Gogh through
making the painting? What could he be feeling while he was painting The his painting, it remains to be
Starry Night? the identity of his thoughts and
• What is used in the painting that could help reveal his thoughts and feelings? emotions during that period in
• What color was mostly used in the “Starry Night”? What other colors were his life.
used?
• Based on the colors used, what do you think were the emotions or feelings of In sharing their responses,
learners may be asked to
Van Gogh during that time he was making the painting?
respond to one or two questions
• Why do you think he felt that way? When looking at graphics, why do we pay
and allow other
attention to colors?
learners/pairs/groups in
responding to the other
The teacher will now share a generalization of The Starry Night, which is written in
questions.
the other column.
After the learners had shared
It will be followed by the discussion on colors as visual elements, as seen in the
their responses, the teacher will
succeeding image. The teacher may let the learners read its content and share with
also share his/her own insights
the class how they understood what they have read. (10 minutes)
on the posted questions.

The teacher may employ other

strategies or activities he/she
deems necessary for the
facilitation of the lesson
activity.

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 Should the teacher decide to
use the provided lesson activity,
the mechanics should be given
ahead of time as an assignment
so that on Day 3, learners may
spend the time instead in
working together as a group to
respond to the questions.

Note: For Group Task 1 – If

pupils do not have cell phones
with cameras or taking a
photograph is not feasible,
selecting a photograph which
represents the community can
be taken as an alternative.
The teacher will then let the learners reflect on the following, either through think-
pair-share or by group, depending on the teacher’s assessment of the class. After
this, select learners may be called to present their responses to the whole class.
(15-25 minutes)

• Why are colors important as visual elements?

• How do they give meaning to the image of a literary text?
• Do they help convey the purpose of the image? How do colors do this?
• Are colors helpful in understanding literary texts and images? Why?
• What kind of colors were used in the “Starry Night” and “Lion Pride”? What are
these colors?
• Knowing the meaning of these colors, is it possible that the assumptions you
made about Van Gough’s feelings while doing the painting are correct? Why so?
• Based on the colors, what meaning can possibly be inferred from the “Lion
Pride”?

DAY 3
The teacher will continue to display the images in front of the learners and ask
the following. The discussion shall lead to the facilitation of the lesson activity for
the day. (10 minutes)

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• Are the graphics I am showing the original version of the shown paintings? (No)
• If they are not the real paintings, what are they then? (pictures, photographs).
• What is the purpose of pictures or photographs? Do these convey information?
(Yes) What information do these images present? (They visually represent a
message.)
• Do these images carry emotions? (Yes) What emotions may these images be
presenting? (joy, sadness, jolly, etc)
• Do these graphics entertain? (Yes) Why are they entertaining? (They easily
capture attention.)
• If these graphics accompany the texts that are read, will the information in the
text be easier to comprehend? Why? (Because the reader can actually see the
information conveyed by the text.)
• Can these images still convey a message even without the text? Why?

3. Lesson Activity (20-30 minutes)

Before giving the instructions, the teacher should clarify that the activity is about
expressing cultural identity through visual elements and graphics. The teacher will
say: In the story “The Magic Bahag”, Abeong became very proud of his bahag.
According to his father, this bahag tells the story of their forefathers as passed from
generation to generation. Designed in the bahag are the symbols of their community
and culture. Just like Abeong, our community and us, as people, have our
identities. In the activity that will be done, we will create the story of US. We will
highlight our identity or culture by expressing messages we want other people to
know using the different visual elements and kinds of graphics.

The teacher will then divide the class into groups. Each group is given an activity
envelope containing an activity sheet (where they will paste their outputs),
instruction card (where the directions for the activity is written), and meta cards
(concepts for answer are indicated). Each group will do as the instruction card
indicates after which outputs are to be reported by the assigned group reporter.

Complete details of the lesson activity, including the rubric, are attached in the
accompanying worksheet.

Each group shall be given time to present their respective outputs. (10 minutes)
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 D. Making DAY 4
Generalizations 1. Learners’ Takeaways (5 minutes)
The teacher will go back to the graphic organizer accomplished by the class on Day
1. The teacher will facilitate the entry and recall of the correct inputs. The following
is the expected completed graphic organizer.

2. Reflection on Learning (10-15 minutes)

Through a journal entry, the learners will write their thoughts to the following:

1. What is the most important thing that I learned from this lesson?
2. What part of the lesson activities did I enjoy most? Why did I enjoy this part?
3. What part of the lesson was difficult for me? Why was this part difficult?
4. How will I use these lessons when I reach my dream profession/job in the future?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Performance-based Assessment (30-35 minutes) The teacher shall provide first a
Learning The learners will be asked to create a graphic of their choice using all the visual background to the activity.
elements learned. The focus of the graphics will be about themselves and
expressing their identity. Background: The “Starry Night”
is Van Gogh’s expression of
Directions: himself and the things he was
1. Write a paragraph with ten (10) sentences or less about who you are, what you feeling at the time he was doing
want, what you will be in the future. the painting. The colors reveal
2. Choose the kind of graphic that you would like to make showing the information that he was calm and at peace.
you have written on your essay. The way he painted the stars in

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 3. Choose the appropriate visual elements that you will use in completing your the sky tells of the visualizes
graphic. the relationship of the stars
4. In a paragraph, explain the graphics that you developed. You may refer to the and the skies. Since this, this
following guide questions: kind of painting has become his
• What information do your graphics show? Does the graphic express your identity.
identity? How?
• What visual elements are used in the graphic? What are the meanings of Just like Van Gogh, we also can
these visual elements used in the graphic? express who we are, what we
• What do they think about you? What identity are you trying to express in like, how we feel, what we think
the graphic? about matters through
• Is the graphic able to convey the information you want the viewer to graphics. We can draw about it,
understand? Why? we can illustrate, or take a
photograph of ourselves. We
The teacher will assist the learners in setting up a graphics gallery, where all learner can even make graphs about
outputs will be displayed. Other learners are encouraged to look at their classmates’ ourselves, what we like, or
outputs. favorites, places that we have
visited, etc.
The teacher shall grade the graphic developed by the learners using the following
“Expressing US” rubric. The purpose of the activity
which will be done is for each of
you to express yourselves (what
you think, feel, view things,
etc.) by creating a graphic using
the different visual elements.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.
learner engagement/
interaction
Teacher may also suggest ways
others to improve the different

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 activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
▪ learners consider this as an input for
What roles did my students play in my lesson? the LAC/collaborative sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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