MATATAG K TO 10 CURRICULUM

School: CAGBANG ELEMENTARY SCHOOL Grade Level: 4

MATATAG
Name of Teacher ANGELINE D. TOMULTO Learning Area: ENGLISH
K to 10 Curriculum
Teaching Dates and Time: FEBRUARY 24-28, 2025 (WEEK 3) Quarter: Fourth
Weekly Lesson Log

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 2: Viewing and Representing – 4 Sessions
Competencies Learning Competency
and Objectives 1. Identify visual elements using space (three-dimensional, four-dimensional, and proportional). (EN4VR-IV-1)
2. Derive meaning based on the visual elements. (EN4VR-IV-2)
A. Interpret lines, shapes, and colors used to convey meaning;
B. Interpret images/ideas that are explicitly used to influence viewers (symbolism);
C. Identify the purpose of the visual text.
3. Identify real or make-believe, fact or non-fact images. (EN4VR-IV-3)
4. Create a visual text drawn from the visual elements learned. (EN4VR-IV-4)

D. Content Cluster 2: Viewing and Representing

Topic 1:
1. Identifying visual elements: using space
Subtopic/s:
1.1. Three-dimensional
1.2. Four-dimensional
1.3. Proportional
`
Topic 2:
2. Deriving meaning based on the visual elements.
Subtopic/s:
2.1. Interpreting lines, shapes, and colors used to convey meaning, symbolism, and purpose of visual text

1
 MATATAG K TO 10 CURRICULUM

Topic 3:
3. Identify real or make-believe, fact or non-fact images.
Topic 4:
4. Create a visual text drawn from the visual elements learned.

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

II. LEARNING RESOURCES

Arts Foundation & Arts Fundamentals. (2023). 5 Types of Lines in Art – Their Meaning & When to Use It. Retrieved from: 5 Types of Line in
Art, Their Meaning And When To Use Them (yourartpath.com)
Chasov, Y. (2015). Peace Abstract. Lifted from: Peace abstract Painting by Youri Chasov – Pixels
Esaak, Shelley. (2023). “The Element of Space in Artistic Media.” ThoughtCo. What Is the Definition of Space in Art? (thoughtco.com)
Fussel, M. (2021). The Elements – “Shape”. The Virtual Instructor. Lifted from: The Elements of Art – Shape (thevirtualinstructor.com)
LeMieux, J. et.al. (2023). Chapter 2: The Structure of Art: Form and Design. Introduction to Art: Design, Context, and Meaning Journal. Lifted
from: “2. The Structure of Art” in “Introduction to Art: Design, Context, and Meaning” | OpenALG (manifoldapp.org)
Maningo, G. (2021). “Teamwork”. Mixed Media on Canvas. Lifted from:
https://www.facebook.com/art.quadrant/photos/a.104910995117115/234442482163965/?type=3&locale=hi_IN
Prakash, P. (2022). Abstract Family Painting. Lifted from: Family Painting | Abstract painting, Family painting, Abstract (pinterest.com)
Qamar, U. (2022). 7 Elements of Visual Arts. Pranjal Arts. Lifted from: 7 BASIC ELEMENTS OF VISUAL ART — Pranjal Arts
RIZALDYLightful Lessons. REAL OR MAKE-BELIEVE, FACT OR NON-FACT IMAGES English 6 Quarter 1 MELC-Based. Lifted from: REAL OR
MAKE-BELIEVE, FACT OR NON-FACT IMAGES English 6 Quarter 1 MELC-Based #RIZALDYlightfulLessons – YouTube
Rodrigues, L. (2021). Family. Lifted from: Family Painting | Abstract painting, Family painting, Abstract (pinterest.com)
SAE Alumni Association. (2016, August 3) What do colors mean and represent? Retrieved from: What do colors mean and represent? – SAE
Alumni Association Europe
Seymour, V. (2023). Elements of Design: Spotlight on Color. Retrieved from: Elements of Design: Spotlight on Color – JSTOR Daily
Simply Effective Inc. (2022). The Five Multimedia Elements. Retrieved from: Multimedia Elements – Simply Effective Web Design Calgary
Tavaragi M. and Sushma C. (2016). Colors and their significance. The International Journal of Indian Psychology, 3(2), 115-131. Lifted from:
IJIP Home » The International Journal of Indian Psychȯlogy
Three Faces in Abstract. Lifted from: Three Faces in Abstract Painting by Nidhi Agarwal | Saatchi Art
Two-Dimensional Shapes: Lifted from 2-Dimensional Geometric Shapes | Types, Properties, Examples (helpingwithmath.com)

2
 MATATAG K TO 10 CURRICULUM

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Special Note:

Knowledge Lesson Review This lesson is intended for
Quiz Bee: Elements of Short Story, Figures of Speech, Sound Devices four days/sessions only.
Mechanics: Should the teacher find
 Each learner must bring a small whiteboard for the quiz bee. the need to adjust and
 There shall be three rounds: Easy, Average, Difficult modify suggested topics to
 1 Point for each question in Easy Round, 3 Points for Average, and 5 points for maximize the teaching
Difficult and learning process, then
 The scope of the quiz bee shall be the past lessons only. he/she is free to do so.

Questions for the Easy round: The teacher may also use
1. This represents the people, animals, and any living and nonliving thing that other strategies to begin
performs action in a story. his/her lesson, which
2. This is the beginning of a story. What part of the plot is this? he/she thinks is more
3. It is the highest peak of the conflict and usually the most exciting part of a appropriate.
story.
4. Which part of the plot can we find the climax? Note:
5. This is the time, place, and environment of the story. The quiz bee can be by
group or individual. (the
Questions for the Average round: teacher shall be the one to
1. This is what children would call the “moral of the story.” It can be the story’s decide)
subject or the main idea that runs through it.
2. You’ll see the pronouns he/his, she/her, they/them/their, and it/its in what
point of view? Key for Correction (Easy
3. A point of view is where the reader accesses the story through one person. It’s Round):
like reading the main character’s diary. 1. Characters
4. A point of view that uses the pronoun “you.” This point of view establishes the 2. Exposition
reader as the protagonist or main character. 3. Climax
5. A literary tool employed in verse plays, poetry, and prose to emphasize various 4. Middle
sounds. 5. Setting

Key for Correction

3
 MATATAG K TO 10 CURRICULUM

Questions for the Difficult round: (Average Round):

1. Occurs when two or more words repeat the same vowel sound but begin with 1. Theme
different consonant sounds. 2. Third-person Point of
2. This term refers to using words with unmelodious sounds, particularly those with View
sharp, harsh, or hissing qualities. It is created primarily by using discordant 3. First-person Point of
consonants. View
3. A specialized kind of consonance is sibilance. It occurs when consonant sounds 4. Second-person Point of
are repeated but only when those sounds are sibilant consonants, such as s, sh, View
and z. 5. Sound Devices
4. It involves giving a non-human, inanimate object the qualities of a person as if
making it alive. Key for Correction:
5. We make this reading skill based on the story’s setting, the theme, and as well as (Difficult Round):
the genre of the story. 1. Assonance
2. Cacophony
Buffer Questions: 3. Sibilance
1. It is a strategy/ skill in which readers use information from a text (including titles, 4. Personification
headings, pictures, and diagrams) and their own experiences to anticipate what 5. Inferences
they are about to read (or what comes next)
2. It is a false idea or belief or a deceptive appearance or impression. Key for Correction:
3. These are hints found within a sentence, paragraph, or passage that a reader can Buffer Questions:
use to understand the meanings of new or unfamiliar words. 1. Making Predictions
4. It is the state of things as they exist. It’s what you see, hear, and experience 2. Illusion
5. Sometimes, you can guess the definition of a word by seeing some of its examples. 3. Context Clues
4. Reality
5. Exemplification

B. Establishing 1. Establishing the Purpose of the Lesson

Lesson Purpose Relate the previous lesson/activity to the new lesson by stating that this week’s For starters, the given
discussion will also focus on elements, but this time, it is all about visual elements. activity is suggested to be
Then, set the mood by presenting the suggested images. used as a primary
Ask the students to analyze and share their thoughts about the images. springboard for the
totality of Lesson 2.

4
 MATATAG K TO 10 CURRICULUM

Guide Questions: Guide questions were

1. What can you say about the picture? provided, yet if the teacher
2. How do you interpret these abstract paintings? feels that there is a need
3. What can you say about the way the lines, shapes and colors were used? to change or modify the
4. What did you feel upon looking at the images? questions, he/she is free
to do so to achieve the
2. Unlocking Content Vocabulary best outcomes for the
Activity 1: Word Hunt learners.
Ask students to unlock the hidden words by finding the general terms in the word
hunt. Next, ask them to put the words in the vocabulary table alongside their The given activity is highly
meanings. recommended for
unlocking content
vocabulary since the
integration of the English
subject area is being
elicited. Critical thinking
is also practiced since no
clues are provided for
Vocabulary Table: unlocking difficulties.

TERMS MEANING This activity may be

A visual explanation, decoration, or accompaniment of a text. presented trough PPT or
These are hand-drawn images usually created by someone who via visual aids.
is an Illustrator by profession
Visual representation of something; the likeness of an object
produced on a photographic material or a picture on an electronic Key for Correction:
display (such as a television or computer screen). 1. Illustration
Its examples are images, including photographs, illustrations,
2. Images
drawings, clip art, icons, or other non-text elements on a website
or social media. 3. Graphics
These are marks moving in a space between two points. Artists 4. Lines
use actual, implied, vertical, horizontal, diagonal, and contour. 5. Color
Also, each has a different meaning, such as curve, length, 6. Shapes
thickness, and flexibility.
7. Abstract
8. Visual

5
 MATATAG K TO 10 CURRICULUM

It is the light spectrum broken down when hitting a surface and 9. Drawing
reflected into the eye. Its properties include ‘hue’, ‘intensity’, 10. Icons
and ‘temperature.’
A one-dimensional, two-dimensional, or three-dimensional
design encased by lines to signify height and width.
These are images created using photography materials and
equipment that do not have an immediate association with the
physical world.
This skill relates to the sight or to things one can see.
It is a visual art that uses an instrument to mark paper or
another two-dimensional surface.
These images represent an application, a capability, or some
other concept or specific entity with meaning for the user.

C. Developing and Topic 1: Identifying Visual Elements: Using Spaces For the facilitation of the
Deepening Subtopic 1: Spaces of Arts – Two, Three, and Four-dimensional Spaces teaching and learning
Understanding process:
Forms of Arts
In art, proportion refers to the relationship between the different-sized components The teacher should use
within one composition. Proportion can make a composition appear more realistic or the deliberate art of
stylized, depending on the proportion used. questioning to facilitate
learning. Hence,
Because of the limits of nature, art objects are limited to the dimensions of space – modifications may also be
and time. For this reason, art objects fall into three categories: “Two-dimensional made if necessary. Making
Art”, “Three-dimensional Art,” and “Four-dimensional Art.” use of HOTS is
recommended.
Each category has divisions deriving primarily from differences between the materials
and approaches used by the artist. The teacher shall allow
the class to share their
Two-dimensional art occurs on flat surfaces, like paper, canvas, or walls. This thoughts and use the
dimension can be made through drawing, painting, or printing on a flat surface. opportunity to establish
Examples: rapport and a conducive
atmosphere for teaching
and learning.

6
 MATATAG K TO 10 CURRICULUM

The teacher is advised to

2-Dimensional Geometric Shapes | Types, Properties,
prepare additional
https://www.pinterest.ph/pin/277534395760714161/ Examples (helpingwithmath.com) examples besides the
samples provided to
Three-dimensional art goes beyond flat surfaces to encompass height, width, and
expand learners'
depth. This dimension can be made through carving, modeling, casting, or assembly.
understanding of the
Examples:
discussed topic.

What is a 3-dimensional form of drawing? - Quora 3D Drawing - Turtle by taggedzi on DeviantArt

Four-dimensional art is a creative concept that goes beyond traditional three-

dimensional art by introducing the element of time as the fourth dimension. In this
context, dimensions are typically defined as length, width, height, and time.
Examples:

https://www.pinterest.ph/pin/400327854385170078/ https://www.pinterest.ph/pin/563864815820923631/

Worked Example: Differentiated Tasks

Mechanics:
Group the class into 3.
Get out of the classroom and find a conducive space/environment in the school where
learners can use their imagination to create artwork.

7
 MATATAG K TO 10 CURRICULUM

 Each group shall be given “Activity Kits” (manila paper, bond papers, markers, tape,
scissors, marking pens, crayons) – the teacher can announce this in class in advance or
be provided by him/her.
 Group 1: Make a two-dimensional art, and use the environment as your inspiration
for your output.
 Group 2: Make a three-dimensional art, and use the environment as your inspiration
for your output.
 Group 3: Make a four-dimensional art, and use the environment as your inspiration
for your output.
Day 2
Topic 2: Derive Meaning based on Visual Elements
Subtopic 2: Interpreting lines, shapes, and colors used to convey meaning,
Symbolism, and Purpose of visual text
To appreciate and interpret artworks appropriately, one must understand and
learn the seven (7) basic elements of visual art: Line, Space, Form, Texture, Value, and
Color.
In this topic, we shall focus more on understanding the importance of Lines,
Shapes, and Colors to convey the meaning of an artwork.
Lines are marks moving in a space between two points. Artists use many different
types of lines, including actual, implied, vertical, horizontal, diagonal, and contour lines.
Each line has a different meaning, curve, length, thickness, and flexibility.

http://www.crystalhinds.com/line.html

Types of Lines and their Implied Meaning in Arts:

 Vertical Lines – straight up and down lines that move in space without any slant and are
perpendicular to horizontal lines. They suggest height and strength because they extend
towards the sky and seem unshakeable
 Horizontal Lines – straight lines parallel to the horizon that move from left to right.
They suggest width, distance, calmness, and stability.

8
 MATATAG K TO 10 CURRICULUM

 Diagonal Lines – straight lines that slant in any direction except horizontal or vertical.
When in use, they suggest movement or lack of stability.
 Zigzag Lines – a series of diagonal lines joined at ends. They can convey action and
excitement, as well as restlessness and anxiety.
 Curve Lines –lines that bend and change direction gradually. They can be simply wavy
or spiral. Such lines convey feelings of comfort, ease, and sensual quality as they remind
us of the human body.
 Spiral Lines – convey action, excitement, restlessness, and anxiety.

Shapes are created when a line is enclosed. Shape is one of the seven elements of art,
and it has a variety of uses in the creation of art. Shapes play essential roles in the
creation of drawings and paintings. Shapes help to create complex drawings and
paintings, affect the composition, and contribute to the balance within a work.

We commonly see two general types of shapes in an artwork: Geometric Shapes and
Freeform Shapes.
The teacher is encouraged
Geometric Shapes - precise shapes that can be described using mathematical to emphasize how lines
formulas. Ex: Circle, square, triangle, oval, rectangle, parallelogram, trapezoid, are incorporated into
pentagon, pentagram, hexagon, and octagon. symbolism. Provide
examples if necessary.

Freeform Shapes - also called organic shapes, are irregular and uneven shapes.
Their outlines may be curved, angular, or a combination of both

Shapes and their Implied Meaning:

 Squares - Strength, Security, Reliability, and Discipline.
 Triangle – Movement, Balance, Risk, and Stability.
 Circles – Eternity, Universe, and Mystery
In this part, the teacher
 Spirals – Growth, Intelligence, Creativity, and Modernity
should be able to make a
connection between

9
 MATATAG K TO 10 CURRICULUM

If lines and shapes convey different meanings, then so do Colors. The symbolism of shapes and lines. Also,
colors is one of the most exciting aspects of visual communication. As a designer or a comparing and
digital journalist, you will make decisions on specific palettes of colors used for diverse contrasting the meanings
projects. It does not matter if you work on a brand identity, a poster or a website. should be emphasized to
Color choices can and will change the meaning of whatever you create. further solicit ideas from
the learners, eliciting
Here are some of the most commonly used implied meanings of Colors: active and lively class
Red is the color of fire and blood. It is also associated with excitement, participation.
energy, passion and sexuality. It also symbolizes desire, power, speed and
strength. On the other hand, it also stands for aggression, danger, violence
and war. Many of us consider red to be a color of love, but it is more
related to the excitement of falling in love and waking passion for the
other person. Red is also a color of Christmas, bringing joy, warmth and
safety. Moreover, it is widely used in flags and signs associated with
pride.

Yellow is a color associated with sun - brightness. It symbolizes optimism,

energy, joy, happiness and friendship. It might also stand for intellect. On
the contrary, yellow can indicate jealousy, betrayal, illness and danger. It
is strongly associated with food, often evoking cheerful feelings.
Orange is a secondary color that combines two primary colors: red and
yellow. It stands for energy, happiness and the joy of life. Moreover, it is
associated with great enthusiasm, encouragement, determination and
stimulation. It is a color of creativity.

Blue is a cool and calming primary color for intelligence, openness,

spirituality and creativity. Blue is popular among large concerns, hospitals
The teacher is advised to
and airlines, since it symbolizes wisdom, trust, loyalty and strength. It is
use the meanings of each
relaxing and connotes calmness and peace. It is always associated with the
visual art element to
color white.
solicit the learners' real-
life experiences. Let them
Green is the color of nature and the environment that combines the power
of blue and yellow. It is associated with growth, health, renewal, youth,
harmony, freshness and fertility. On the other hand, it can symbolize safety

10
 MATATAG K TO 10 CURRICULUM

symbolically and physically. Also, in some cultures, green is always incorporate the elements
associated with good fortune – money luck. with their experiences.

Purple has the stability of blue and the energy of red, two primary colors.
It is associated with royalty, nobility, ceremony, mystery, transgression and There are so many
spirituality. It also symbolizes both wisdom and enlightenment. It is a meanings of the elements
strong indicator of imagination. that can be incorporated
with the focus of values
Some of the colors have the same symbolism; hence, it is in the hands of the artist to formation – unity and
emphasize colors in an artwork. Color combinations, lightness, darkness, brightness, cooperation. Make use of
lightness, and the like are some of the aspects affecting the impact of colors in an the opportunity to teach
artwork. the learners how each
element's meaning is
Activity 2: Interpret Me! connected to it.
Mechanics:
 Different images are provided.
 In each image, there will be three aspects of Visual Elements that you need to If possible, the integration
fill out to complete the graphic chart. of other values is also
 You can make use of your notes/lectures as your guide. encouraged.
 Interpretation should be in three or more sentences.

1. The teacher is also

2. encouraged to emphasize
how colors are
incorporated into
symbolism. Provide
3. examples if necessary.

Day 3
Topic 3: Identifying Real or Make-believe, Fact or Non-fact Images

11
 MATATAG K TO 10 CURRICULUM

Real/Realistic vs. Make-believe Images

Real or Realistic Images are said to be artworks that portray real meaning in life. It could
happen in real life, and it does exist. On the other hand, make-believe images are the
opposite, and they do not occur in real life; these are manifestations of imagination and
combined illusions and fantasies, evoking make-believe artistry.

Realistic images are considered “Factual” since they evoke reality and can happen in real life,
and it does exist. Also, it is proven. On the contrary, make-believe images are considered
“Non- factual” since they evoke a non-realistic perspective imagination and can not happen
in real life; it does not exist and will not be proven.

Examples: Real/Factual Images

How to make AI art on Instagram: What app is everyone using? (cosmopolitan.com) , animals - Google Search

All examples are considered realistic and factual since humans exist in real life, and
the same is true of animals.
Examples: Make-Believe/Non-Factual Images

Check out this transparent Talking Tom and Friends Waving PNG image (cartoongoodies.com), If I were a talking
flower ... (yocee.in), Jpg Royalty Free Clark Kent Superhero

All examples are non-realistic and non-factual since superheroes like Superman do
not exist in real life. The same is true when talking about flower and animal characters.

Activity 3: Real or Not!

Identifying real/factual or make-believe/non-factual images
Ask students to analyze the given images and identify whether it is real/factual or The examples provided are
make-believe/non-factual. Ask them to provide justification for their answers. all from Google Images,

12
 MATATAG K TO 10 CURRICULUM

which are open source.

Should the teacher decide
to change the sample
2. 3.
images or add more to
improve the teaching and
learning process, then he/
1. she is free to do so.
Note: The teacher shall
ask the learners to bring
the following for the
5. worksheet activity of the
4. next lesson topic.
Activity 4: Cut it out!  Magazines or any
Identifying real/factual or make-believe/non-factual images material that they
Materials Needed: can get images
 Magazines or any material that they can get images  Scissors
 Scissors  Marking Pens
 Marking Pens  Glue
 Glue
Mechanics: Reminder: The teacher shall
Using the magazines or resource materials that you have, complete the graphic ask the learners to bring the
organizers with appropriate images.Remember to be careful when using scissors. following for the subsequent
Real/Factual Make-believe/ lesson topic activities.
 Drawing Materials
Images Non-Factual
 Coloring Materials
 Marking Pens
 Short bond papers (2
to 3 Pieces)

D. Making Day 4
Generalizations Learners’ Takeaways
Directions: For your takeaways, complete the provided introduction statements by adding
what you learned and experienced throughout the week.

13
 MATATAG K TO 10 CURRICULUM

This week, I was able to learn...

I was very much interested in...

Reflection on Learning: Journal Writing

Direction: Write a 10-sentence paragraph enumerating and describing your learning
experiences for the past two weeks in your journal. Include in the paragraph your thoughts
on how important Visual Elements are mainly for you as a student.

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

A. Evaluating Topic 4: Creating Visual Text Drawn

Learning After being able to learn the different Visual Elements as well as the different purposes,
meanings, and symbolism of lines, shapes, and color, as well as being able to learn how to
distinguish real/ factual images and make-believe/ non-factual images.

Next, the learners will be able to apply what they have learned. They shall now draw and
create their own artwork using what they learned from the previous discussions.

Visual Text is anything that uses pictures and other elements of visual arts instead of words
to convey meaning, such as photos, advertisements, movies, television shows, cartoons,
artworks, books, magazines, signages, and any other that uses images instead of words.
Often times, visual text is best exemplified by road signages. Signages
now a days doesn’t have words and are more solely pictures.

SAFETY SIGNAGE PHILIPPINES | M&G Global Ads (mgglobalads.com)

Activity 5: Let’s Draw!

Ask the students to create their own visual text using the given elements of visual
arts.

14
 MATATAG K TO 10 CURRICULUM

Lines 2D Shapes

Colors

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 record encountered after utilizing
strategies explored
relevant observations the different strategies,
and/or critical materials used, learner
teaching events that materials used engagement and other
he/she can reflect on related stuff.
to assess the learner
achievement of engagement/ Teachers may also suggest
objectives. The interaction ways to improve the
documenting of different activities
experiences is guided explored/lesson exemplar.
Others
by possible areas for
observation, including
teaching strategies
employed,
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

15
 MATATAG K TO 10 CURRICULUM

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 the What principles and beliefs informed my lesson? necessary to improve
teacher in reflecting Why did I teach the lesson the way I did? practice. You may also
on and for practice. consider this as an input
Entries on this ▪ students for the LAC/Collab
component will serve What roles did my students play in my lesson? sessions.
as inputs for the LAC
What did my students learn? How did they learn?
sessions, which can
center on sharing best ▪ ways forward
practice; discussing What could I have done differently?
problems encountered
and actions to be What can I explore in the next lesson?
taken; and identifying
anticipated challenges
and intended
solutions. Guide
questions or prompts
may be provided.
Some examples are
given here.

16