Exemplar for

English
4

Lesson
Quarter 3Lesson 7
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for English Grade 4
Quarter 3: Lesson 7 of 8 (Week 7)
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 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:
• Dubhe F. Estallo, MA, LPT (Siliman University)

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

• 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].
ENGLISH/QUARTER 3/GRADE 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and
Standards inferential 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
Standards culture specific narrative and expository texts (time order: chronology and procedural, recount) based on their
purpose, context (funerals and symposia), and target audience using simple, compound, and complex
sentences, and age appropriate and gender-sensitive language.

C. Learning Learning Competency

Competencies
1. Compose appropriate sentences for clarity and coherence.
and Objectives
2. Use adjectives in the comparative and superlative degrees.

D. Content Adjectives: Degrees of comparison

Writing sentences for clarity and coherence

E. Integration Localization (local/regional tourism)

II. LEARNING RESOURCES

Basilica Minore del Santo Nino de Cebu.https://santoninodecebubasilica.org/basilica-minore-del-santo-nino/magellans-cross/ British

Council. (n.d.) https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/comparative-superlative-adjectives Cebu
Insider Team. (2024, January 14). Oslob Whale Shark Watching 2024: A Complete Guide for Tourists. https://cebuinsider.com/oslob
whale-shark-watching/
Department of Education. (2023). Curriculum Guide in English. Prepared by the Department of Education. Bureau of
Curriculum Development, Department of Education, Philippines.
Only my English. (2023, June 3). https://onlymyenglish.com/comparative-adjectives/
British Council. (n.d.) https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/comparative-superlative-
adjectives PhilAtlas. (n.d.). https://www.philatlas.com/visayas/r07/cebu-city.html

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PhilAtlas. https://www.philatlas.com/mindanao/r11/davao-city.html
PhilAtlas. (n.d.). https://www.philatlas.com/luzon/ncr/manila.html
Bubblepedia.blogspot. Region 7 map. https://3.bp.blogspot.com/-
7fQhvz3bwqI/UIegyZ55wmI/AAAAAAAABNg/qsv2nR6qpVY/s640/region+7.png
Saavedra, J.R. (2023, January 5,). Sinulog 2023 opening draws 300K Sto. Niño devotees.. Philippine News
Agency. https://www.pna.gov.ph/articles/1192051
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1 The short review aims to

Prior Knowledge 1. Short review (15 minutes) activate learners’
understanding of
The learners will be given a few seconds to write one (1) word/short phrase that informational texts, which
comes to mind when hearing about Cebu. After that, the teacher will share with was covered in the two
the class two videos about Cebu – the first is about Sinulog, a Cebuano festival, previous lessons.
and the second is about Cebu’s history and culture.

• Video #1: Cebu Sinulog Festival 2024: https://www.youtube.com/watch?v=8cElhMB2g9Y

• Video #2: Cebu culture: https://www.youtube.com/watch?v=lBIFG5oLSO8

Prior to showing the videos, the teacher will post the following questions as pre If a viewing activity is not
viewing guide. Learners, through think-pair-share, will provide their responses possible, the teacher may opt
to these questions after watching the videos. to present pictures of Cebu’s
1. What is the theme/message of the Sinulog festival? Sinulog festival, as well as
2. What is one food/delicacy that Cebu is famous for? historical and cultural spots
3. “Suroy tas Cebu” means Let’s visit Cebu. Based on the videos you’ve watched, (e.g., Magellan’s Cross,
why should people visit Cebu? Basilica Minore del Santo
Nino, Fort San Pedro, etc.)

B. Establishing 1. Lesson Purpose (1 minute)

Lesson Purpose
The lesson will focus on developing learners’ skills in composing appropriate
sentences for clarity and coherence using adjectives in the comparative and

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superlative degrees. This comes after the lessons on understanding literary and Answer key to vocabulary
informational texts. items (Answers may vary but
should come close to these
2. Unlocking Content Vocabulary (10-15 minutes) definitions): a. chieftain –
leader or ruler b.
Learners will be provided with a text titled Why Cebu is the Queen City of the industrialized- having many
South. Learners, still in pairs, will be asked to write a word/phrase to define or businesses and factories
explain the highlighted words. The teacher should remind the learners to take a
c. robust- strong, doing well
clue from how the words were used in the sentences in the text.
d. endowed (upon)- given to
Why Cebu is the Queen City of the South e. noble – good, honorable f.
by: Dubhe F. Estallo cradle- crib, birthplace, place
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From a fishing community ruled by a chieftain in pre-Hispanic times, Cebu has risen to become of origin
one of the largest and most industrialized cities and the most developed business and technology
hubs of the Philippines.

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Cebu is a province in the Central Visayas of the Philippines. Its capital, Cebu City, is referred to
as the Queen City of the South owing to its location in the southern part of the Philippines and its
robust economy. However, the title “Queen City of the South” was originally bestowed upon Iloilo.
Queen Regent Maria Cristina of Spain named Iloilo “Muy Noble Ciudad” (Very Noble City) because
it was loyal to Spain and had the second largest economy next to Manila. People fondly called it
“The Queen’s Favored City in the South,” and, eventually, it became known as “The Queen City of
the South.”

Overtime, Cebu surpassed Iloilo’s economy and became the second largest economy outside of
Manila. Since Cebu is also located in the south, it was given the name “The Queen City of the
South” and has been known by this name ever since. At present, Cebu is a center for trade,
internet technology and business process outsourcing, shipping, and furniture-making.

Cebu is known throughout the country not only for its economy but for its history as well. 3Cebu
is the oldest city in the Philippines and is considered the cradle of Christianity. 4In fact,
Magellan’s cross is one of the most visited tourist spots in Cebu. Cebu also has many churches
and watch towers which date back to the Spanish period. Most notable, too, is Cebu’s Sinulog
which is a festival in honor of Senor Santo Nino de Cebu (infant child Jesus).

When it comes to tourism, Cebu remains to be among the top tourist destinations. With its
mountains, beaches, falls, and historical spots, there’s something for everyone at Cebu, the
Queen City of the South.

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 Footnotes
1
In the pre-colonial period, Cebu was divided into barangays which were each ruled by a
datu (chieftain).
2
The province of Cebu consists of the main island and 167 other islands and islets. 3 The
Spanish explorer, Miguel Lopez de Legazpi, named Cebu as the first Philippine city under
Spain on April 1565.
4
Magellan’s cross is an octagon-shaped kiosk that houses the cross erected by Ferdinand
Magellan in the 1520’s. It is believed that inside this cross is a relic of the original cross
that Magellan ordered to be made during the baptism of Cebu’s Rajah Humabon and
family. Humabon’s clan became the first Christians, thus, Cebu is referred to as the
cradle of Christianity in the country.

C. Developing 1. Explicitation (20 minutes)

and Deepening
Understanding The teacher will ask learners to provide one or two adjectives to describe Cebu.
In describing Cebu, learners should also be able to explain why they chose
those adjectives. After this quick sharing activity, the teacher will now introduce
the lesson on the degrees of comparison in adjectives.

• When comparing two (2) adjectives, the suffix -er is added to regular
adjectives to form the comparative degree and -est to form the superlative
degree. Some adjectives change their spelling when forming their
comparative and superlative degrees.
Positive degree
Comparative degree
Superlative degree
(only 1 adjective)
(2 adjectives)
(3 or more
adjectives)
sweet
sweeter
sweetest
great
greater
greatest
white
whiter
whitest
short
 shorter
shortest
brave
braver
bravest
tall
taller
tallest
hot
hotter
hottest
big
bigger
biggest
sad
sadder
saddest

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• When the adjective ends in -y, the -y is replaced with -i and the suffix -er
and -est are added to form the comparative and superlative degrees
respectively.
Positive degree Comparative degree Superlative degree happy
happier
happiest
lonely
lonelier
loneliest
lively
livelier
liveliest
busy
busier
busiest

• Some adjectives form the comparative and superlative degrees by adding

more/less and most/least.
Positive degree Comparative degree Superlative degree
famous
more/less famous
most/least famous
bitter
more/less bitter
most/least bitter
courageous
more/less courageous
most/least courageous
entertaining
more/less entertaining
most/least entertaining
expensive
more/less expensive
most/least expensive
unusual
more/less unusual
most/least unusual
 • Other irregular adjectives change their spelling to form their comparative
and superlative degrees.

Positive degree Comparative

degree Superlative degree

good
better
best
bad
worse
worst
far (physical distance)
farther
farthest
far (metaphorical distance)
further
furthest
old
older/elder
oldest/eldest

Day 2
2. Worked Example

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Ask the class to answer their worksheets by completing the given sentences with As learners share their
the correct adjective in their comparative or superlative degree. (10-15 minutes) responses, the teacher
should direct learners to the
lesson on the degrees of
comparison in adjectives.
Learners should be able to
pinpoint the specific rule
1. Cebu province is ____________ (large) than that applies in each
Siquijor. response.

2. It is also one of the ___________ (busy) cities in the

Philippines.

3. Lapu-Lapu, the ruler of Mactan, is believed to be

the __________________ (brave) warrior during his
time.

4. Many believe that the Sinulog festival is the

____________ (grand) of all Philippine festivals.

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 5. The Sinulog Festival this year drew around 2.5-3 Aside from directing learners
million people. This is ____________ (many) than the to the lesson on the degree of
300,000 people who attended in 2023. comparison in adjectives, the
teacher will also facilitate
learners’ understanding of
referring to information
Learners will accomplish another activity on the degrees of comparison in
detailed in a table. The
adjectives. This time, learners must base their responses on the information
learners should be able to
detailed on the table below. (20-30 minutes)
justify their
responses based on the
Comparison among cities
given table.
City Land Area (2013) Population (2020) Cebu 315.00 km2 (121.62
sq.mi) 964,169 Manila 24.98 km2 (9.64 sq.mi) 1,846,513 Tagbilaran
36.50 km2 (14.09 sq.mi) 104, 976 Tacloban 201.72 km2 (77.88
Answers:
sq.mi)) 251, 881 Davao 2,443.61 km2 (943.48 sq.mi) 1,776,949
1.bigger
1. Cebu is _______________ (big) compared to Tagbilaran.
2.wider
2. Its land area is even ______________ (wide) than that of Manila. 3. In
3.smaller
fact, Manila is the ______________ (small) city among the cities listed
4.largest
above.
5.most
4. Davao, on the other hand, is the _____________ (large).
6.fewer/less
5. Yet, despite its land area, Manila has the ____________ (many) people
7.most peaceful
with a population of more than 1.8 million.
6. In comparison to Manila, Davao has ___________ (few) people by around
69,000.
7. Davao is also considered to be among the ____________ (peaceful) cities
in the Philippines based on its low crime rates.
8. Tagbilaran is also known as the City of Friendship in reference to the
Blood Compact that marked the friendship between Bohol’s Rajah
Sikatuna and Spains’ Miguel Lopez de Legazpi. It does not mean,
however, that its people are ____________ the (friendly) in the entire
country.

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 9. Tacloban is an urbanized city in the Visayas. But compared to Cebu, it 8.friendliest
is ____________ (urbanized). 9.less urbanized
10. It was among the places that was the ___________ (damage) when 10. most damaged
Typhoon Yolanda hit in November 2013. Fortunately, Tacloban has
bounced back from this disaster and has continued to be known for its
cultural heritage and natural beauty.

Day 3
3. Lesson activity (40-50 minutes)

Based on previous lessons, learners will be asked to write an informational text

about their place – either the place where they are residing at, the place they
consider as their hometown, or any place that are close to their heart. The
learners may do a prior research should they need to present specific
information, such as history, culture, and others.

However, the teacher should remind the learners to make the informational text
as personal as possible to avoid simple copy-pasting of texts found from another
source. Applying the lesson on the degree of comparison should also be
observed, while doing illustrations are also encouraged.

While writing, the learners may seek assistance from the teacher when
necessary. After the writing activity, a few learners may be called to present their
writing outputs in front of the class.

Day 4
1. Learners’ Takeaways (10 minutes)

Learners will respond to this prompt: If you were to teach someone your lesson
on comparing adjectives, how would you explain in the shortest and simplest way
possible the following:
• How do you form the comparative and superlative degrees of regular
adjectives?

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 • How do you form the comparative and superlative degrees of irregular
adjectives?
2. Reflection on Learning (10 minutes)

Learners will respond to this prompt in their notebooks or in any piece of clean
sheet.

How does knowing about the

degrees of comparison in
adjectives help me write
better sentences and texts?

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

A. Evaluating Learners will respond to the following questions (20-30 minutes) Answer key:
Learning
Encircle the letter of the correct answer. 1. louder (a)
1. The comparative degree of loud is ____. 2. spicier (b)

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 a. louder b. more loud c. loudest 3. most difficult (a)
4. thinner (a)
2. The comparative degree of spicy is ______. 5. farther (a)
a. spicer b. spicier c. more spicy 6. more (b)
7. livelier (a)
3.The superlative degree of difficult is ______. 8. more sour (c)
a. most difficult b. more difficult c. difficulter 9. farther (a)
10. further (b)
4. When used to compare 3 or more nouns, thin becomes 11. more (b)
_______. a. thinner b. thinnier c. thinnest 12. Babies sleep longer
5. In comparing the distance of 2 places, the adjective far becomes than kids. (a)
______. a. farther b. further c. furthest 13. Goliath was the
strongest among all the
Complete the sentences. Encircle the letter of the correct answer. Philistines. (c) 14. Keon is
more artistic than Ted. (c)
6. There are _______ (many) boys than girls in Ms. Piamonte’s 15. Your second idea is
class. a. many b. more c. most better than the first. (c)
7. Good music makes a party _____ (lively).
a. livelier b. liveler c. liveliest
8. This green mango is ________ (sour) compared to that
tamarind. a. sour b. sourer c. more sour
9. The _____ (far) you drive, the more places you’ll see.
a. farther b. more far c. further
10. Please explain _____(far) so that everyone will understand.
a. farther b. further c. more far

11. According to a study, kids prefer reading online books ______ (many) than
print books.
a. many b. more c. most

12. Select the sentence that is correctly written.

a. Babies sleep longer than kids.
b. Babies sleep more long than kids.

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 c. Babies sleep the longest than kids.

13. Select the sentence that is correctly written.

a. Goliath was stronger among all the Philistines.
b. Goliath was the strongest among all the Philistines.
c. Goliath was more strong among all the Philistines.

14. Select the sentence that is correctly written.

a. Keon is the most artistic compared to Ted.
b. Keon is much artistic than Ted.
c. Keon is more artistic than Ted.

15. Select the sentence that is correctly written.

a. Your second idea is more good than the first.
b. Your second idea is most good than the first.
c. Your second idea is better than the first.

B. Teacher’s Note observations Effective Practices Problems Encountered The teacher may take note of
Remarks on any of the some observations related to
following the effective practices and
areas: problems encountered after
utilizing the different
strategies explored strategies, materials used,
learner
materials used engagement, and other
related stuff.

learner Teacher may also suggest

engagement/ ways to improve the different
interaction activities
explored/lesson
others exemplar.

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/facilitated
What principles and beliefs informed my lesson? is essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an
• Students input for the
LAC/collaborative sessions.
What roles did my students play in my lesson?
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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