4

Quarter 1
Lesson Exemplar Lesson

for English 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 1: Lesson 6 of 8 (Week 4)
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 is 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

Writer:

• Rhea O. Estiller (Parada National High School, SDO Valenzuela)

Validators:

• Cristina M. Padilla (De La Salle University – Dasmarinas)

• Jasper Eric C. Catan, EdD, LPT (Siliman University)

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].
ENGLISH/QUARTER 1/ 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 to
produce age-appropriate and gender-responsive texts based on one’s purpose, context, and target audience.

B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts
Standards based on their purpose, context, and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.

C. Learning EN4SW-1-5- Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s
Competencies purpose, context, and target audience.
and Objectives Lesson Objectives:
1. Differentiate narration from enumeration- description patterns.
2. Identify the structure and write a friendly letter.

EN4SW-1-6 Use appropriate non- verbal cues for clarity of context, purpose and meaning.
Lesson Objectives:
1. Use facial expressions and gestures when speaking.

D. Content • Differentiate narration from enumeration- description patterns.

• Identify the structure of a friendly letter.
• Write a friendly letter based on a given situation.
• Use facial expressions and gestures when speaking.

E. Integration

II. LEARNING RESOURCES

DepEd TV - Official. (2020, December 16). Grade 4 English Q1 Ep9: Connotation and Denotation. YouTube.
https://www.youtube.com/watch?v=bkHqulZMgJ4&t=292s
English with Geronimo. (2022, February 19). Using Appropriate Facial Expressions. YouTube.
https://www.youtube.com/watch?v=V5G_FT0Ib6A

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Friendly Letter Worksheets. (n.d.). Www.superteacherworksheets.com. https://www.superteacherworksheets.com/letter -writing.html
Grade 4 Verb Worksheets | Free Printables | Worksheets. (2022, June 28). Slamboresources. https://slamboresources.com/grade-4-verb-
%20worksheets/#google_vignette
Javed, A., & Shah, S. J. H. (2021, April 29). Enumeration examples types and uses. EngloPedia. https://englopedia.com/enumeration-its-
Macmillan Learning for Instructors | Textbooks & Resources for Higher Education. (n.d.). Www.macmillanlearning.com.
https://go.bfwpub.com/rs/122-CFG-317/images/Handout_AP%20Language_Patterns%20of%20Development.pdf
Mansour, A. (2020, November 25). How to Write a Friendly Letter. Www.youtube.com. https://www.youtube.com/watch?v=3ClV82aT2oA
public speaking examples for elementary - Google Search. (n.d.). Www.google.com. Retrieved from
https://www.google.com/search?q=public+speaking+examples+for+elementary
Titser Damz. (2021, November 20). NARRATION DESCRIPTION DEFINITION | Patterns of Development in Writing | Reading and Writing
Skills. YouTube. https://www.youtube.com/watch?v=q8XbO3FWrJg&t=190s

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Short Review
That’s Not a Complex Activity
Instructions: Teams of students will have to identify whether the given sentence is Print one handout of the
complex or not. following sentences for each
team.
1. A party in our house is not ideal because our neighbors might oppose it.
2. Helen is very sick today. The teacher may provide
3. Although Mike is the smartest student in our class, he failed to pass his additional sentences or
examinations. modify the activity.
4. The cat jumps on the table while I am eating.
5. She enjoys swimming.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Learners will listen/watch the story. The Ant and the Dove.

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 https://www.youtube.com/watch?v=KVullcCTvEM

Ask: How does the storyteller read?

Is he/she narrating or enumerating?

2. Unlocking Content Vocabulary

A. Fill in the correct letter to complete the word. Choose your answers from the
letters given below.

1. S ak d – extremely wet

2. ddl -a short pole with a broad blade at one or both ends

C. Developing and SUB-TOPIC 1: Patterns of Development

Deepening 1. Explicitation
Understanding
Narration is the act of telling a story or recounting a series of events.
The story that follows is an example of narration.

Last night, I was on my way home when it suddenly rained. I forgot to bring my umbrella, so I
ran to avoid getting completely soaked in the rain. Not seeing where I was going, I fell into the
paddle of water. Then a guy helped me to stand. When I looked up, I recognized him. I forgot I
was soaking wet and that I felt very cold. He offered to walk me home, and I just nodded. The
next day, I saw him in school. At last, we talked like old friends.

Who is telling the story?

What important events are narrated by the storyteller?
How are the events arranged?

Events in a narration are arranged in a chronological or sequential order. It is

because chronology is an important aspect of narration. Chronology includes concrete
details, a point of view and sometimes even a dialogue.
Enumeration is the act or process of making or stating a list of things one after
another.

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The following paragraphs show examples of enumeration.

Covid-19 is a respiratory illness that is caused by different viruses. Most people infected by
Covid-19 will experience mild and moderate respiratory illnesses and recover without any
special treatment.

As a grade 4 pupil, Emmanuel is already motivated in many ways. He does things in order so
that he will not forget anything when he starts helping his parents. First, he would assist his
mother in doing some household chores. Next, he would go to his father in the farm to pasture
the carabao in the field. Then, he would gather firewood to be carried back home. Finally, he
would burn the midnight oil working on his assignments and study his lesson.

What is the main idea in each paragraph?

What evidence or specific examples support the main ideas?
The second paragraph uses the words First, Next, Then and Finally. What do we call
these words?
How do these words contribute to the development of ideas of the paragraph? The teacher may change or
modify the follow-up activity
First, Next, Then and Finally are examples of transition or signal words. These words according to the preference
show that important ideas are enumerated in a given text. or student’s level of
understanding.
2. Worked Example
Instructions: Identify whether the paragraph shows narration or enumeration.
1. The child was very excited in the ice cream parlor. There was a world of Note: The complete activity
chocolate, vanilla, mango, strawberry, apple, grapes, and every possible flavor. content is found in the
2. What could I say about Fernando? He was someone attentive. He liked watching worksheet.
video games, singing, going fishing with his friends, and studying. In short, he
was a very well-rounded young man.
3. He came and talked to us for a few moments. He seemed upset; but he managed
to get through all the bad news. Shaking our hands before he left the house come
twilight, he seemed to feel better now that he had delivered the news. He waved
from the car as he pulled out the driveway, narrowly missing the mailbox again,
and drove off to return home.
4. It was late summer the last time we saw Max. He was standing at the edge of the
hill, and he never looked up even though he knew we were there. He was there to
see Carrie but he never showed up. Max was still there waiting for Carrie to come.
After a few hours, we decided to go home, and Max stayed hoping he would meet
Carrie.

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Tasks/Questions:
What is narration? enumeration?

3. Lesson Activity
Use a graphic organizer to show the difference between enumeration and narration. In this lesson activity, the
Provide examples. teacher may divide the class
into groups then let them
Day 2 collaborate to come up with
SUB-TOPIC 2: Structure of a Friendly Letter and Writing a Friendly Letter their understanding of the
1. Explicitation lesson. Allow them to
present their final output in
The teacher will show a picture. class and give feedback on
their work.
Ask: What do you think is the boy doing?
The teacher will show a Friendly Letter.

September 1, 2022
Dear Fred,
How are you? Next Monday is the opening of our classes. I am so excited to go to school. I am
glad that we are classmates again. See you on Monday.
Your friend,
Max

Match each underlined word in column A with its meaning in column B.

A B

1. I hope you are in good condition. a. to recall the mind by an act or effort of memory; to
think of again
2. I like the present you gave me. b. the state of something with regard to its
appearance.
3. I remember the days when you still liked me. c. a gift from someone

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Let us read the letter.
August 22, 2023

Dear Mia,
Hi, how are you? I hope you are in good condition.
I just want you to know that I have a new pet. I named it Magic because I remembered/ thought of
you when my Mom gave it to me as my present.
See you soon, Mia.
Take care and keep safe.
Your friend,
Zion

Say: Do you have a friend?

How do you get in touch with your friends?
Writing a letter is one way to connect with your friends.

Have you experienced writing a letter? (Teacher shows a friendly letter)

A Friendly Letter uses the following structure:
1. The Heading is in the upper right corner of your letter.
It shows the date when the letter was written.
2. The Greeting is the way you say hello. You can say “Dear John”. Comma is
used after the greeting.
3. The Body is where you write your message.
4. The Closing states the way you say goodbye. Examples are Sincerely, Your
friend, Yours truly,
5. The Signature is where you sign your name.

2. Worked Example
A. Structure of a Friendly Letter
Instructions: Identify the structure of a friendly letter.

Tuesday, August 22,2023

Dear Zeus,
Hello! I hope you’re doing great. I want to update you on my situation right now. I am not in
good condition. I got sick and was confined in the hospital. The doctor told me that I suffered from
pneumonia. Don’t worry; they are taking care of me, and I am feeling better now.
I hope to see you soon. God bless you!

Your friend,
Heidi

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Tasks/Questions:
What is the purpose of a friendly letter?
The teacher may change or
B. Writing a Friendly Letter modify the follow-up activity
Instructions: Write a friendly letter. Use the space provided. according to the preference
or student’s level of
understanding.

Note: The complete activity

content is found in the
worksheet.
3. Lesson Activity
Instructions: Drag and drop the words from the box to identify the parts of the letter.
Signature Closing
Heading Greeting
Body

Monday, August 21, 2023

Dear Tom,
How are you? I hope you’re doing fine. I and my mom are coming to visit you in two days. I hope to
visit the Botanical Garden and Baywalk. We also plan to swim in your beaches there.
I can’t wait to see you.

Your cousin,
Angel
Day 3 and 4
SUB-TOPIC 3: A. USING FACIAL EXPRESSIONS WHEN SPEAKING
1. Explicitation
Activity 1
Watch the song “Mr. Happy”.
https://www.youtube.com/watch?v=qfZXh AWj4

What are the emotions mentioned in the song?

Activity 2
Arrange the jumbled letters to get the correct answer.

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 1. tedexci- very eager
2. prisesur – an unexpected event or happenings.
3. oonhpyt – a violent storm and wind that has a circular movement.
4. acementnnou - a public and typically formal statement about a fact,
occurrence

Activity 3
Identify and underline the facial expression used in each sentence.

1. Jonathan was so excited that he couldn’t stop talking about the movie he watched.
2. I am scared that my dog will die.
3. Some children get bored at long conversations.
4. It makes me sad knowing that I can’t go outside.
5. He must be very angry to do some things like that.

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.
B. USING GESTURES WHEN SPEAKING

(Teacher asks questions about the pictures shown above.)

1. What is the boy/girl doing?

Children stand and follow what is in the picture.

Hand Gestures are movements that you make with a part of your body,
especially your hands, to express emotion or information.

The teacher will demonstrate the different hand gestures.

Read the paragraph below and use the proper facial expressions and hand
gestures.

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Hello my name is ___ and I am running for the Pupil Government. I am
years old. The most important thing to me is to give my best ability to be a
good leader. My three best traits are . I promise to do my duty as your secretary.
Don’t forget to write my name on your ballot. Thank you!

The teacher will show the different hand gestures here again.

Say: Remember: When you talk in front of people, do hand

gestures and facial expression.

Why do we need to do hand gestures when we speak? The teacher may modify the
activity. It can be in a
2. Worked Example PowerPoint presentation or
Using Facial Expressions and Gestures when Speaking just use instructional
Instructions: Identify the facial expression of each picture. materials that allow the
students to drag and drop
the words to identify the
parts of the letter.
1.
2.
3.
4.
5.

Tasks/Questions:

The Group Activity allows

the learners to practice what
they have learned.

The teacher may also ask

the learners to present their
outputs in front of the class.

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 Read the story and use correct facial expressions and hand gestures while reading
this story. Checking the outputs and
giving feedback are
necessary.

The teacher may change or

modify the follow-up activity
according to the preference
or student’s level of
understanding.

Note: The complete activity

content is found in the
worksheet.

3. Lesson Activity
Read the story with proper facial expression and gestures.

Alice sleeps early on Sunday evening. She is excited to go to school the next day. She arrives
at school so early. She was surprised when nobody was in school. She didn’t know that there
was an announcement of class suspension due to a typhoon. So, she went back home. On
her way home, she saw the flooded road. She got scared of the thought that she couldn’t go
home. Her mother was too worried when Alice didn’t arrive on time. She immediately took an
umbrella and a raincoat and for
her. Alice saw her mother waiting for her. This made her feel relaxed.

Question:
Why do we have to use proper facial expressions and hand gestures when we speak?

A. Making 1. Learners’ Takeaways

Generalizations Emoji Exit Ticket
1. Circle one or more emojis that reflect how you feel now about today’s lesson.
Explain your reasons why.

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 I choose this emoji because
___________________________________________________________________________________
_____________________________________________________________________________

2. Write one thing that you have learned today.

___________________________________________________________________________________
_____________________________________________________________________________

https://www.tes.com/teaching-resource/emoji-exit-ticket-for-learner-feedback-12524442

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

A. Evaluating 1. Formative Assessment

Learning A. Identify whether the statement below is a narration or enumeration.
1. I like everything about him-his smile, his personality, and his sense of humor.
2. She unpacked her suitcase, her toothbrush, her slippers, her shirt, her pants
and her laptop.
3. I was seven years old when I started singing. My mother taught me to sing. My
favorite song is Dream. As I got older, I became a choir member. Singing is a
God-given talent that I will treasure.

B. Arrange the parts of letter to form one complete friendly letter.

1. Yours truly,
2. August 30, 2023
3. Hi. I heard that you passed your entrance exam in SLU. Congratulations my
friend. Another achievement unlocked for you.
I will visit you next month. See you soon.
4. Melanie
5. Dear Michelle,

C. Compose a letter for your friend telling her you have a new pet.
Rubrics:
• 5pts -Includes all 5 parts of the letter.
Proper Capitalization and Punctuation is observed.
All sentences are complete.

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 • 4pts -Incudes only 4 parts of the letter.
1-2 errors in capitalization and punctuation are observed.
Some sentences are complete.
D. Box the facial expression appropriate for the underlined noun used in the
sentences below.

1. Ana is excited to open her gifts.

2. The dog barks angrily at the snake on a tree.

3. Lucy was so nervous before her job interview.

4. Don’t be shy Carla; you have a good voice.

5. Tom was scared to say that he had broken the glasses.

2. Homework (Optional)

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

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

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problems
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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