4

Quarter 4
Lesson Exemplar Lesson

for English 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 4: Lesson 1 of 8 (Week 1)
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 content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writers:
• Myron Willie III B. Roque, PHD-ELL (Parada National High School)

Reviewed and Revised:

• PNU 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 4/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and
productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.

B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific
Standards narrative and expository texts (recount) based on their purpose, context (national holidays), and target audience using
simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

C. Learning Cluster 1: Listening/Reading and Speaking/Writing (literary text) – 8 Sessions

Competencies Learning Competency
and Objectives Comprehend literary texts. (EN4LR-IV-1)

1. Identify the main parts of a short story: characters, setting, plot, problem, and lesson learned (theme).
2. Arrange/sequence the events of a short story in the correct order.
3. Identify the narrator (first or third person) and how point of view affects the way the story is told.
4. Summarize a short story by retelling the main events in their own words.
5. Make connections between the story and their own experiences.

D. Content Cluster 1: Listening/Reading and Speaking/Writing (literary text)

Topic 1:
1. Comprehending Literary Texts
Subtopic/s:
1. Identifying Elements of a short story
2. Sequencing of events of a story
3. Understanding the narrator's voice
4. Summarizing/retelling the main events of the story (using own words, focusing on the most important parts).
5. Making connections between the story and students’ experiences

E. Integration Intensifying “Unity” and “Cooperation”.

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II. LEARNING RESOURCES

Dinneen, K. and O’Connor, M. (2019). Elements of a Short Story. Yale-New Haven Teachers Institute. Retrieved from
https://teachersinstitute.yale.edu/curriculum/units/1983/3/83.03.09.x.html
Elementary Nest. Point of view teaching activities and ideas. Retrieved from https://elementarynest.com/point-of-view-teaching-activities-and-
ideas-exploring-ela/
Literacy Ideas for teachers and Students (2024). Teaching The 5 Story Elements: A Complete Guide for Teachers & Students. Teaching
Resources. Retrieved from https://literacyideas.com/teaching-story-elements/
We Are Teachers. 15 Helpful anchor charts for teaching point of view. Ideas and inspiration for reaching the next generation. Retrieved from
https://www.weareteachers.com/point-of-view-anchor-charts/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 In the introduction, you can

Knowledge Lesson Review ask a few students to share
their favorite stories and
Think-Pair-Share: What Makes a Story? why they like them (allow a
Introduction (1 minute): few students to share
1. Who can tell me what a STORY is? What are some of your favorite stories? briefly).
Think Time (1 minute):
1. What makes a good story? What makes a story interesting and fun to read or In Think Time, you can ask
hear? students to think
individually about what
Instruct students to think individually for about a minute. Encourage them to makes a good story. What
consider things they like about stories, characters they remember, or exciting events elements do they remember
that happened. from stories they have read
or heard (characters,
Pair-Share (2 minutes): exciting events, scary places,
1. Instruct students to turn to a partner and share their thoughts on what makes a etc.)?
good story.
2. Encourage them to discuss their ideas and build upon each other's thoughts.
In Pair-Share, you can have
3. Prompt them with questions like: What characters do you like in stories? Where do
students turn to a partner
stories often take place? What happens in the story that keeps you interested?
and share their ideas about

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 Class Discussion (3-4 minutes): what makes a good story.
1. Bring the class back together as a whole group. Encourage them to discuss
2. Ask a few pairs to share what they discussed with their partner. and build upon each other's
3. Write down their ideas on the board or chart paper, using clear and simple thoughts.
language (e.g., exciting characters, funny situations, scary monsters, places we've
never been). Briefly explain the story
elements (characters,
Connecting to Story Elements (2-3 minutes):
setting, plot, problem, and
1. Once you have a list of student responses, guide the discussion towards
theme) and how they work
connecting their ideas to specific story elements.
together to create a complete
2. For example, point to a response like exciting characters and ask: What makes a
character exciting? Do they have special powers? Are they brave or funny? This and enjoyable story.
leads to the element of character traits and development.
3. Continue in by connecting other student ideas to elements like setting (places
we've never been), plot (scary monsters), or theme (funny situations might
connect to themes of friendship or overcoming challenges).

B. Establishing 1. Lesson Purpose This section on lesson

Lesson Purpose You can tell your students, “Today, we'll be embarking on a journey to unlock the purpose is to use engaging
secrets of short stories! Have you ever wondered what makes a story exciting, language, visuals
funny, or even scary? By the end of this lesson, you'll be detectives, uncovering the (referencing detectives), and
key ingredients that make a short story tick.” clear learning objectives to
Questions: capture students' interest
1. What do you call the people in the story (characters)? and emphasize the
2. Where and when does the adventure take place (setting)?
importance of understanding
3. What happens throughout the story (plot)?
story elements.
4. What challenge do the characters face (problem)?
5. What's the underlying message or lesson learned (theme)?
Unlocking Vocabulary:
Key to Correction:
Explain that by understanding these elements, they may become good storytellers. 1. C - Theme
They will be able to examine their favorite stories in a whole new way, and even 2. D - Conflict
start creating their own amazing short stories. (2-3 minutes) 3. B - Setting
4. E – Characters
5. A. - Plot
1. Unlocking Content Vocabulary

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 Directions: Match the terms on the left with their definitions on the right. Write the Guide for Processing:
letter of your answer in the provided space below. After unlocking all the terms,
you should acknowledge that
A. Plot 1. The main idea or lesson learned from the story.
these terms constitute the
B. Setting 2. The problem or difficulty the characters face.
C. Theme 3. It tells where and when the story happens. entirety of the lesson for this
D. Conflict 4. The people or animals (or even things) who come week. You can say, “as we
to life in a story. progress through the
E. Characters 5. The sequence of events that takes place in a story. discussions, you will come
It is like the path/plan of the story. across these terms and
understand how they are
1. ______ 4. ______ interconnected. This will aid
2. ______ 5. ______ you in comprehending
3. ______ literary texts and using
words with both literal and
implied meanings.”

C. Developing and 1. Explicitation

Deepening Select a story from covered in the previous quarters/lessons and ask the following
Understanding questions:

Characters:
• Who are the main characters in the story?
• How can you tell they are important?
• What are some clues about their personalities or goals?
Setting:
• Where and when does the story take place?
• Does the setting affect the characters or the events that happen? How?
Plot:
• What happens in the story?
• Can you identify a beginning, middle, and end?
• How are these events connected?

Problem:
• What challenge or obstacle do the characters face in the story?

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 • How do they try to overcome it?

Theme:
• What is the main message or lesson learned from the story?
• Is there something the story wants us to think about?

Point-of-view
Whose eyes are we seeing the story through? Is it someone in the story saying "I" and
"me," or is it someone telling us about the characters from the outside?

2. Worked Example The teacher may modify the

Plot is the sequence of events in a plot is tied to the central conflict in a story. The activity or change the
plot develops as the protagonist struggles with their given problem, finds a solution, reading text.
and eventually accepts the results.

Parts of a Plot

Possible Answers for the key

questions:

1-3 The story starts in

Muning's familiar backyard,
where she enjoys exploring.
Then, the setting changes to
a maze of unfamiliar streets,
which is much bigger and
Character louder, making Muning feel
Characters represent the people, animals, or other figures who appear in your lost.
stories. They perform actions and say dialogue to move the story along. Without
characters, a story can’t exist. 4-5 The two main characters
are Muning, the fluffy
Setting orange cat, and Brando, her

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 The setting establishes a time, place, and environment in which the characters owner. Brando panics when
and events of the story are based. It is the time and place in which the events he realizes Muning is
in the story happen. missing and feels relieved
when he finds her.
Point of view
Refers to the writer’s perspective in telling the story, influencing how the reader 6-7 After Muning squeezes
interprets characters, events, and details. under the fence, she finds
herself lost in a maze of
Conflict unfamiliar streets, feeling
Is closely linked to the theme of a narrative, it motivates the characters and scared. The story ends with
affects the plot. It usually surfaces when the protagonist (main character) faces Brando finding Muning and
an obstacle or hardship. Conflict forms “the heartbeat of a story”, so the story bringing her safely back
needs to have a defining conflict to impact the reader’s mind. home, where she feels happy
and secure.
Theme
A theme is what children would call the “moral of the story”. It can be the 8. The main challenge
subject of the story, or the main idea that runs through it, or simply the Muning faces is getting lost
message that is conveyed from the writer to the reader through the short story. in a maze of unfamiliar
streets after squeezing under
Activity 1. Have the students read the story "The Lost Cat" and review the elements 9 Muning learns that even
of a short story using key questions to find out how much they remember. familiar places can seem
scary when you're lost. It's
"The Lost Cat" important to stay close to
Muning, a fluffy orange cat, loved playing and exploring her backyard. One sunny afternoon, home or someone you trust.
her curiosity led her on an adventure. She squeezed under the fence and found herself in a
maze of unfamiliar streets. The world was much bigger and louder than her usual stomping
ground. Muning felt a pang of fear. She was lost. Meows escaped her throat, a desperate plea
for someone to hear her.

Meanwhile, Muning's owner, Brando, realized his furry companion was missing. Panic surged
through him. He called her name, searching every nook and cranny in the backyard. When
despair began to creep in, a flash of orange fur caught his eye behind a bush. Relief washed
over him as he ran towards it, calling Muning's name.

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Muning, overjoyed at hearing the familiar voice, purred loudly, and rubbed against Brando's
legs when he scooped her up. Back in her haven, Muning snuggled cheerfully in Brando's arms,
feeling safe and loved. The little adventure reminded her that even familiar places could seem
scary when one is lost. It was best to stay close to home, or better yet, with her beloved owner.

Key Questions
SETTING
1. Where does the story take place?
2. Does the setting change throughout the story?
3. How might the setting make Muning feel lost and scared?

CHARACTERS
Activity 1
4. Who are the two main characters in the story?
5. How does Brando react when he realizes Muning is missing? The suggested activity hits
the following objectives; 1,
PLOT Noting important elements
6. What happens after Muning squeezes under the fence? of a short Story & 3,
7. How does the story end? Sequence events of a Short
Story.
CONFLICT/PROBLEM
8. What challenge does Muning face in the story? Reminder, the activity should
be collaborative in nature.
THEME
9. What lesson does Muning learn from her adventure?

POINT-OF-VIEW
10. Is it Muning, telling the story herself using "I" and "me"?
Or is it someone else telling us about Muning's adventure from the outside?

Activity 2. From the given short clip, have students identify the elements of short
story that you can find and summarize the short video clip using the plot diagram.

Wisdom Of The Geese - Best Motivational Video (youtube.com)

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Activity 3 Speaker’s Point of View

Point of view is the writer’s way of deciding who is telling the story to whom.
Establishing a clear point of view is important because it dictates how your reader will
interpret characters, events, and other important details.

Three kinds of point of view: first person, second person, and third person.
1. First Person
In first-person point of view, the reader accesses the story through one person.
It’s like reading the main character’s diary. The reader will notice pronouns like
I, me/my, we, us, or our in first-person writing.
2. Second Person
Second-person point of view uses the pronoun “you”. This point of view
establishes the reader as the protagonist or main character. It is the most
difficult point of view to maintain in a longer piece of creative writing. As a
writer, the goal is to make the reader be engrossed, engaged, enthralled, and
involved.
3. Third Person
In third-person point of view, the narrator has the ability to know everything.
You’ll see the pronouns he/his, she/her, they/them/their, and it/its in
third-person point of view.

Role Playing
Mechanics:
• Group the class into 5 (or whatever suits the class size)
• Each group shall prepare a presentation using the different point of views discussed:
✓ Group 1: Short Scenario showcasing First Person point of view.
✓ Group 2: Short scenario showcasing Second Person point of view.
✓ Group 3: Short scenario showcasing Third Person point of view. The teacher may choose to
• Provide at least 30 minutes for brainstorming.
discuss only the first-person
• Each presentation shall last only last for 15 minutes.
point of view unless you
• After each presentation, there should be at least 5 to 10 minutes for peer evaluation.
observe that the students

DAY 3 - 4

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Lesson Activity demonstrate an advanced
level.
The Lion, The Witch, and The Wardrobe
Summary by C.S. Lewis The activity focuses on a
person's point of view.
During World War II, the Pevensie siblings – Peter, Susan, Edmund, and Lucy – find
Introducing the second and
themselves uprooted from their London home and sent to live with the eccentric Professor
third-person point of view
Kirke in the countryside. Little do they know, a magical wardrobe awaits them, holding the
key to a fantastical world. can be quite complex for
fourth-grade students.
Thrust into Narnia, a land trapped in perpetual winter by the White Witch's curse, Lucy Concentrating on the
stumbles upon the first sign of trouble when a kind faun named Tumnus betrays her. simpler first-person concept
Meanwhile, Edmund, lured by the Witch's enchanted Turkish Delight, makes a terrible choice allows them to understand
and joins forces with her, betraying his siblings in the process. the basic idea of point of
view in storytelling. You can
The story unfolds from a third-person perspective, allowing us to witness events through the always revisit concepts from
eyes of various characters and understand their motivations. We see the conflict unfold – a
other points of view in later
battle between good and evil. The White Witch seeks to maintain her iro n grip on Narnia
grades.
through fear and control, while Aslan, a majestic lion representing courage and sacrifice,
strives to liberate the land with the help of the Pevensies.

Guided by the loyal and wise Mr. Beaver, the siblings eventually meet Aslan. Their journey
becomes a test of their courage and character, forcing them to confront themes of loyalty, Reminder: The activity
temptation, the power of belief, and the ultimate triumph of good over evil. Though Aslan should be collaborative. The
sacrifices himself, he is miraculously resurrected, leading the children to victory against the teacher should create
White Witch. rubrics to assess the
suggested activity.
The Pevensies ascend the thrones of Narnia, experiencing adventures and personal growth as
kings and queens. But their time in this magical land is not meant to last. Eventually, they
are returned to their own world through the wardrobe, forever changed by their fantastical
experiences. Though no time has passed in their world, they carry the lessons learned in
Narnia deep within their hearts.

Activity 4. Summarizing Story, Making Connections, and Creativity

Based on the provided summary of "The Lion, the Witch, and the Wardrobe," here
are two engaging group activities for your grade four students

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 The story and its analyses
A. Narnia Newspaper (Summarizing and Creativity) can be accessed at the
Materials: Large sheets of paper, markers, crayons following link:
Divide the class into groups (3-4 students). Each group will create a front page of a
https://www.sparknotes.com/lit/lion/su
Narnia newspaper.
mmary/

1. Write a catchy headline summarizing the main events of the story (e.g., "Pevensie
Siblings Rule Narnia, White Witch Defeated).
2. Each group member can write a short article about a different aspect of the story, like
"Lucy Discovers the Wardrobe" or "Aslan's Sacrifice." Encourage students to use key
details and quotes from the story.
3. Decorate the newspaper with creative drawings to illustrate the articles.

B. Real-World Connection (Making Connections & Problem Solving)

Have students brainstorm connections between the events in Narnia and their own The teacher can bring a
world. Ask students the following questions:
newspaper or show sample
article in a PPT for visual
1. How does the battle between good and evil in Narnia relate to real-life situations?
2. Think of a problem you face at school or at home. How can you apply the courage and representation of what the
cooperation shown by the Pevensies to solve it? students are expected to
3. Each group can create a short skit or a poster depicting their chosen real-world produce.
connection inspired by the story.
For Activity A, the teacher
Activity 5. Plot, Sequence of Events can provide a simple
A. Sequencing events to create a plot summary. Use the summary of "The Lion, the template for article/news
Witch, and the Wardrobe" to map out the key events of the story using the diagram writing. Once completed,
below. each group can present their
newspaper to the class,
sharing the exciting news
from Narnia.

Activity B helps students

understand how the story's
themes and lessons can be
B. Questions related to the themes, Unity and Cooperation relevant to their own lives.

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 1. The story shows how Peter, Susan, Edmund, and Lucy work together to defeat the White
Witch. Can you imagine any examples from the story where the Pevensie siblings helped The teacher should ensure
each other? (e.g., What did her siblings do When the White Witch captured Lucy?) the activities are exciting
2. In the story, the Pevensies also meet other characters who help them. Can you remember and enjoyable and promote
who these characters are and how they worked together with the siblings to achieve their
teamwork. These activities
goals? (e.g., Mr. Beaver, Aslan)
can be used as a starting
3. Think about your classroom. How can you and your classmates work together as a team
to make learning fun and successful for everyone? (e.g., helping a classmate who needs point for more discussions
it, sharing ideas during group projects) and exploration of the
4. Have you ever been part of a situation where working together with others helped you story's themes.
achieve something great? Share an example from your own life where teamwork makes a
difference. An activity for integration:
These questions focus on
specific examples from the
story to help students
understand the concept of
unity and cooperation in a
relatable way. They also
encourage students to
connect the story's theme to
their experiences.

D. Making 1. Learners’ Takeaways

Generalizations Imagine you are telling a story to your friend. Why is it important to know who the
characters are, what happens to them (plot), where the story takes place (setting),
and the main problem they face (conflict)? Complete the prompts below:

I have learned that ________________________________.

I realized that _____________________________________.

2. Reflection on Learning

1. Did any of the story elements we discussed today, such as characters, plot,
setting, conflict, or theme, seem confusing?

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 2. Which activity did you find the most enjoyable? Was it mapping the story, acting
out the characters, or perhaps something else?
3. This week, we have explored a variety of stories. Is there a particular aspect or
story you're curious about and would like to explore further?

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

A. Evaluating Choose one story, "The Lost Cat" or "The Lion, the Witch, and the Wardrobe," and
Learning create a comic strip summarizing its main events with pictures and captions.

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

Remarks any of the following Effective Practices Problems Encountered of some observations
This lesson design areas: related to the effective
component prompts practices and problems
the teacher to encountered after utilizing
strategies explored
record relevant the different strategies,
observations materials used, learner
and/or critical materials used engagement and other
teaching events related stuff.
that he/she can learner engagement/
reflect on to assess interaction Teachers may also suggest
the achievement of ways to improve the
objectives. The different activities
documenting of Others
explored/lesson exemplar.
experiences is
guided by possible
areas for
observation
including teaching
strategies
employed,

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instructional
materials used,
learners’
engagement in the
tasks, and other
notable
instructional areas.
Notes here can also
be on tasks that
will be continued
the next day or
additional activities
needed.

Teachers can be
provided with notes
on which particular
lesson
component(s) they
can focus on.

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

Reflection lesson conducted/
This lesson design ▪ principles behind the teaching
facilitated is essential and
component guides What principles and beliefs informed my lesson? necessary to improve
the teacher in Why did I teach the lesson the way I did? practice. You may also
reflecting on and for consider this as an input
practice. Entries on ▪ students for the LAC/Collab
this component will What roles did my students play in my lesson? sessions.
serve as inputs for
What did my students learn? How did they learn?
the LAC sessions,
which can center ▪ ways forward
on sharing best What could I have done differently?
practice; discussing

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problems What can I explore in the next lesson?
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided. Some
examples are given
here.

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