10

Quarter
Lesson 14
1
Lesson Exemplar Lesson

for English 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 10
Quarter 4: Lesson 1 (Week 1)
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2025-2026. 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: Cathy Bringuela

Validator: 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 4/ GRADE 10

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
Standards (research report [stage 2] based on literature review) for clarity of meaning, purpose, and target audience as a
foundation for publishing original informational texts.

B. Performance The learners analyze the style, form, and features of informational texts (research report based on literature review);
Standards evaluate informational texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (research report [stage 2] based on literature review) using appropriate forms and
structures that represent their meaning, purpose, and target audience.

C. Learning Learning Competency

Competencies
and Objectives Evaluating informational text: Research Report based on literature review STAGE 2
EN10INF-IV-1 Examine text structures for clarity of meaning and purpose.
EN10INF-IV-3 Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual,
operational, and expanded definition of words.
EN10INF-IV-4 Extract significant information.

C. Content Examining the text structures for clarity of meaning and purpose
● Parts of a Research
● Common Types of Research
● The Language of Research

D. Integration Skills

II. LEARNING RESOURCES

Difference Between Research Paper and Research Report

https://bohatala.com/difference-between-research-paper-and-research-report/?fbclid=IwZXh0bgNhZW0CMTEAAR13x3270kX-
fRlbqt8wPiZo6m86jX5kO7YR5qZ-pZ1HfwZ0bJsXcoLZXwk_aem_5aVJLaq2JA_q-AsALMCQyg

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Research Paper – Structure, Examples and Writing Guide
https://researchmethod.net/research-paper/

IMRAD
IMRAD (Introduction, Methods, Results and Discussion) | Science Writing Resources (new) (ubc.ca)

Factors affecting the production and measurement of hydrogen peroxide in honey samples (Sample Research Article)
Sample-IMRAD-Research-Article-4.pdf (ubc.ca)

Types of Research
https://www.discoverphds.com/blog/types-of-research

Descriptive Research Design

Descriptive Research Design - Types, Methods and Examples (researchmethod.net)

Explanatory Research Design

https://researchmethod.net/explanatory-research/

Experimental Research Design

Experimental Design - Types, Methods, Guide (researchmethod.net)

Correlational Research Design

https://researchmethod.net/correlational-research/

Language of Research
36155_CH02_21_33 (jblearning.com)
Academic Writing Style - Organizing Academic Research Papers - Research Guides at Sacred Heart University

Rubric
iRubric: Infographic Project rubric - MX6987W (rcampus.com)

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Time allotment: 10 minutes

Knowledge Short Review
Students recall the differences between a Research Paper and a Research Report by For students to practice
filling out the table below based on the following: collaboration, students may be
divided into three groups
Research Paper Research Report (depending on the class size)
Length and be given time to write and
Format present their answers.
Purpose
To prepare for the activity, the
teacher must pre-assign
Difference Between Research Paper and Research Report students to bring with them
https://bohatala.com/difference-between-research-paper-and-research- manila paper and marker.
report/?fbclid=IwZXh0bgNhZW0CMTEAAR13x3270kX-
fRlbqt8wPiZo6m86jX5kO7YR5qZ-pZ1HfwZ0bJsXcoLZXwk_aem_5aVJLaq2JA_q- Each group will be given 30
AsALMCQyg seconds to present their
outputs.

Process students’ answers by

identifying similarities and
differences in their outputs.
Teacher can add information by
referring to the given link.
Connect assessment with the
lesson intended for the week.

B. Establishing 1. Lesson Purpose Time allotment: 30 minutes

Lesson Purpose To introduce the lesson on Parts of Research, let students identify each by
browsing through the given information. The teacher instructs students
to read the given information
and provide possible answers
for each. Use Worksheet 1.

Possible Answers:
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EYE to CLARIFY (Activity 1) 1. Method
2. Results
The researchers used Qualitative Research Design: Focus Group to explore the 3. Discussion
perceptions of non-language reading facilitators and the challenges they experienced 4. Recommendations
in facilitating the Project Creating Reading Experience and Advancement thru
5. Background
Eskwela (CREAtE) reading program in terms of materials, instructions, and duration
of the program. The researchers used purposive sampling and was conducted among
25 non-language teachers at San Jose Community High School. The researchers After checking, teacher may
used an electronic questionnaire to gather data to answer the research questions. ask for clue/s the students may
Thematic analysis was used for the analysis of the gathered data. have used to identify correct
responses. Students’ answers
may be listed on the board for
reference.
Possible Answer: _______________________________
This study identified the perceptions of the non-language teachers as reading
facilitators based on their answers in the electronic questionnaire. The general
themes were: reading materials were easy to understand but should be aligned with
the MELC; reading instructions were effective when using basic and specific terms;
however, reading facilitators lacked training and; the program duration was enough;
but, students needed follow-ups. On the other hand, the participants met these
challenges during the program implementation: students’ vocabulary skills, English
language proficiency, and lack of teachers’ follow-ups.

Possible Answer: _______________________________

According to participants, the materials used in the reading intervention program
were “easy to understand and readable.” It is a collection of reading materials from
the different learning areas in which English is the medium of instruction. However,
though the reading materials used were from across learning areas, the reading
facilitators also believed the reading program could have been “better if aligned to
lesson.” Aligning reading materials with objectives, especially that of the Most
Essential Learning Competencies (MELCs) implies that they should be selected to
assist students in directly achieving the goals.

Possible Answer: _______________________________

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 ● Prepare reading materials aligned with the Most Essential Learning
Competencies (MELC) to improve the reading and comprehension skills of struggling
readers and their knowledge of the subject matter.

● When preparing reading materials, focus not only on developing reading and
comprehension skills but also on students’ vocabulary skills to help them fully
understand a text.

Possible Answer: _______________________________

San Jose Community High School (SJCHS) is one of the public schools in GMA that
always promotes literacy. Last Brigada Pagbasa, the English Department created a
Reading Intervention Program named Project CREAtE (Creating Reading Experience
and Advancement thru Eskwela) for School Year 2021-2022. It aimed to aid
struggling learners improve their reading and comprehension skills. The learners
were identified based on the reading report of their previous English teachers. The
program can be considered a success because based on the progress report
presented during the closing program, the learners’ reading skills improved by 13%.
For that reason, SJCHS decided to continue the program, aligned with the work
plan of the district’s 1-GMA and it was done using face-to-face modality. The reading
facilitators came from different departments; English, Mathematics, Science,
MAPEH, and TLE.

Possible Answer: _______________________________

2. Unlocking Content Vocabulary

Time allotment: 5-10 minutes
Allow the students to be familiar with the words they will encounter for this Teachers refer to students’
week’s lesson. listed responses in Activity 1
with the given terms and
Term Definition definitions.
Background It provides the reader with relevant information about the
topic, including its historical context, previous research, Teachers can have this part as
and any existing knowledge gaps. a game by providing printed

5
 Introduction It outlines the objectives, significance, and scope of the materials of the terms and
study. definitions and let students
Methods This describes the research design, the sample selection, connect the term and the
definition.
the data collection and analysis procedures, and the
statistical methods used to analyze the data. Groupings can be composed of
Results This presents the findings of the research using tables, the same students as that of
graphs, and figures to illustrate the data. the review part of the lesson.
Discussion This shows the interpretation of the findings and
discusses their implications for the research question and
the literature review.
Conclusion It summarizes the main findings of the study, restates the
research question and hypothesis, and provides a final
reflection on the significance of the research.
Recommendations These are suggestions or implications for further research
or practice based on the findings and limitations of a
research project.

C. Developing and DAY 2 Time allotment: 45-50 minutes

Deepening SUB-TOPIC 1: Parts of a Research
Understanding The teacher divides the class
1. Explicitation into groups of four. A piece of
To activate and identify students’ prior knowledge about the lesson, let them paper will have to be drawn by
play GUESS the TERM. a representative from the group
and randomly tells keywords
Identify the Research part as your classmate says keywords. connected to the term. The
other group members will then
guess the parts of the research.
Term Possible Keyword/s Groups will take turns in
Background ● historical context guessing the word. The team
● previous research with the highest number of
● knowledge gaps guesses will be declared as
winner.
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 Introduction ● objectives
● significance
● scope of the study

Methods ● research design

● sample selection
● data collection and analysis procedures
● statistical methods

Results ● findings
● tables
● graphs
● figures

Discussion ● interpretation of the findings

● discussion of implications

Conclusion ● summarizes main findings

● restates research question and hypothesis
● provides a final reflection of the significance

Recommendations ● suggestions “IMRaD” format refers to a

● implications for further research paper that is structured by four
main sections: Introduction,
Methods, Results, and
Discussion. This format is often
2. Worked Example
used for lab reports as well as
The teacher guides the class discussion by letting students highlight and explain for reporting any planned,
keywords from the table below. systematic research in the
social sciences, natural
Term Definition sciences, or engineering and
Introduction ● Context for your research (for example, the nature computer sciences.
and scope of your topic)
● A summary of how relevant scholars have
approached your research topic to date, and a

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 description of how your research contributes to the
scholarly conversation
● An argument or hypothesis that relates to the
scholarly conversation
● A brief explanation of your methodological
approach and a justification for this approach (in
other words, a brief discussion of how you gather
your data and why this is an appropriate choice for
your contribution)
● The main conclusions of your paper (or the “so
what”)
● A roadmap, or a brief description of how the rest of
your paper proceeds

Methods ● An overview of the methodology at the beginning of

the section
● A chronological description of what you did in the
order you did it
● Descriptions of the materials used, the time taken,
and the precise step-by-step process you followed
● An explanation of software used for statistical
calculations (if necessary)
● Justifications for any choices or decisions made
when designing your methods

Results ● A presentation of the data obtained through the

means described in the methods section in the
form of tables and/or figures
● Statements that summarize or explain what the
Students will use Worksheet 2.
data show
Teacher will instruct students
● Highlights of the most important results
to read the information before
Discussion ● Engagement with sources that are relevant to your filling out the keyword/s and
work (you should compare and contrast your writing the research part. This
results to those of similar researchers)
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 ● An explanation of the results that you found, and can be given as an individual
why these results are important and/or interesting output or a group activity.

Possible Answers:
Hint/s Research
3. Lesson Activity Part
Data found Results
EXAMINE HINTS (Activity 2) in
conducting
Based on what you have learned, identify the research parts and indicate hint/s the research
present in the given information. Indicates Methods
what the
researchers
Information Hint/s Research used and
Part how the
research was
conducted
Context was Introduction
provided
needed to
understand
the scope
and purpose
of research
Interprets Discussion
the results
found

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10
 Time allotment: 45-50 minutes

Students will use Worksheet 3.

Teachers will instruct students
to pair with two of their
classmates. They will discuss
among themselves what they
know about the listed common
types of research. They will fill
out the table and share their
DAY 3 answers to the class.
SUB-TOPIC 2: Common Types of Research

1. Explicitation

THINK, PAIR, SHARE (Activity 3)

Pair with two of your classmates. Fill out the table below on what you know about
the following. Be ready to share your answers to the class.

Student 1 Student 2 Student 3

Descriptive

Teachers may refer to the links

provided in the Learning
Explanatory Resources for more
information and explanation.

Experimental

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 Correlational

2. Worked Example
Discuss the common types of research.

Research Type Purpose Advantage Limitation

Descriptive ● to provide ● provides an ● potential

an accurate accurate for bias
description description ● limited
of a ● easy to depth
population conduct
or ● can be used
phenomeno to monitor
n changes
● to identify
trends and
patterns

Explanatory ● identify and ● provides a ● time-

explain the deeper consumin
relationship understandin g and
s between g resource-
different ● can lead to intensive
variables, as the ● limited
well as to development control
determine of effective over
the causes solutions variables
of those

12
 relationship
s
● can help to
answer
questions
such as
“why” and
“how”

Experimental ● control and ● control over ● ethical

manipulate extraneous concerns
Students will use Worksheet 4.
one or more variables ● cost and
Possible Answers:
independent ● precision time
#1:
variables to Purpose - examine the
determine relationship between two or
their effect more variables
on a Research Type - Correlational
dependent
variable #2:
Purpose – to provide
Correlational ● examine the ● can be less ● third description of autism spectrum
relationship expensive and variable disorder
between two time- problem Research Type - Descriptive
or more consuming
variables than #3:
experimental Purpose – answer the
research questions “why” and “how”
● useful in Research Type - Explanatory
exploring new
#4:
areas of
Purpose - control and
research
manipulate one or more
independent variables to
determine their effect on a
dependent variable

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3. Lesson Activity Research Type - Experimental

#5:
KNOW THY PURPOSE (Activity 4) Purpose - to identify trends
Below are research titles. Identify the purpose and research type of each item. and patterns
Research Type - Descriptive
Research Title Purp Research Type
ose
1 Emotional intelligence and aggression in
adolescents Time allotment: 45-50 minutes
2 Understanding Autism Spectrum Disorder Students will use Worksheet 5.
Answers:
3 Meditation makes nurses perform better 1. variable
2. data
3. population
4 Divorce and Its Impact on Children 4. hypothesis/hypotheses
5 Factors Influencing Student Performance 5. reliability

DAY 4
SUB-TOPIC 3: The Language of Research

1. Explicitation

GUESS THE WORD (Activity 5)

Fill out the missing letter to unlock a word.
Teachers may refer to the link
provided in the Learning
A I B Resources for more information
and explanation.

Language of research refers to

D A the specific terminology,
concepts, and jargon

14
 P U T N commonly used in academic
and scientific research.
Language should be concise,
H O H S formal, and express precisely
what you want it to mean.
Avoid vague expressions that
R I A I are not specific and precise
enough for the reader to derive
exact meaning ["they," "we,"
2. Worked Example "people," "the organization,"
etc.] abbreviations like 'i.e.'
Discuss language of research. ["in other words"], 'e.g.' ["for
example"], and contractions,
such as, "don't", "isn't", etc.

In the same manner, specific

terminologies are being used
consistently to understand the
entirety of the research
context.

Students will use Worksheet 6.

Answers:
1. variable
2. hypothesis/hypotheses
3. data
4. operationalization
5. reliable

3. Lesson Activity

FILL IN THE WORD (Activity 6)

Using the words you have acquired in Activity 5, complete the paragraph below.

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 Language of research refers to the specific terminology, concepts, and jargon
commonly used in academic and scientific research. Learning the language of
research can help me in so many ways. (1) ________________ can change in different
situations over time. It can either be dependent or independent. Meanwhile, the (2)
________________ is an idea or explanation for something that is based on known
facts but has not yet been proved. Considerable (3) ________________ can be
presented in research but the process of (4) ________________ can help measure
concepts and interpret data collection. All in all, the research should be (5)
________________ to show consistency.

A. Making To help students reflect on this week’s lesson, ask them to complete the prompts.
Generalizations
1. Learners’ Takeaways
Directions: Complete the prompts below.

I learned that _______________________________________________________________

I intend to __________________________________________________________________

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

A. Evaluating 1. Formative Assessment Use Worksheet 7.

Learning This can be given as an
To assess if students have a deeper understanding of the lesson and have gained the individual output or a group
target skills, let students produce an infographic based on the information learned activity.
throughout the week.

Rubric:

16
Infographic

Advanced Proficient Progressing Basic

4 pts 3 pts 2 pts 1 pts

Infographic Content Advanced Proficient Progressing Basic

The infographic The The infographic The infographic

includes all of infographic is missing some is missing
the required includes the of the required several pieces
information as required information as of the required
outlined on the information as outlined on the information as
assignment outlined on the assignment outlined on the
sheet in an assignment sheet. assignment
exceptional sheet. sheet.
manner.

Principles of Design Advanced Proficient Progressing Basic

The infographic The The infographic The infographic

incorporates infographic somewhat does not
principles of incorporates incorporates incorporate
design such as principles of principles of principles of
alignment, design such as design such as design such as
balance, alignment, alignment, alignment,
consistency, balance, balance, balance,
contrast, consistency, consistency, consistency,
directional contrast, contrast, contrast,
flow, focus, directional directional flow, directional flow,
proportion, flow, focus, focus, focus,
white space, proportion, proportion, proportion,

17
 document white space, white space, white space,
layers, text document document document
effects, and layers, text layers, text layers, text
color in an effects, and effects, and effects, and
exceptional color. color. color.
manner.

Graphics Advanced Proficient Progressing Basic

Graphic Graphic Graphic Graphic

elements elements elements elements do not
support and support and somewhat support and
enhance the enhance the support and enhance the
message in an message. enhance the message.
exceptional message.
manner.

Presentation/Formatting Advanced Proficient Progressing Basic

Infographic is Infographic is Infographic is Infographic is

formatted to formatted to somewhat not formatted
enhance enhance formatted to to enhance
maximum readability and enhance readability and
readability and audience readability and audience
audience understanding. audience understanding.
understanding. Consistency in understanding. Consistency in
Consistency in formatting is Consistency in formatting is
formatting is evident. formatting is not evident.
clearly evident. Appropriate somewhat Appropriate
Exceptional use typeface, text evident. Semi- typeface, text
of typeface, effects, type appropriate effects, type
text effects, size, and typeface, text size, and
effects, type

18
 type size, and assigned color size. and assigned color
assigned color. are used. assigned color are not used.
are used.

Work Quality Advanced Proficient Progressing Basic

Quality of The work was Final product Final product

infographic done with shows little does not show
exceeds satisfactory effort, quality is effort, quality is
expectations. effort. Criteria not what the not acceptable.
Contains no was met. learner is It is evident that
keying or Contains 1-2 capable of. It is the work was
grammar keying or evident that the rushed. Work is
errors. The grammar work was sloppy and
infographic is errors. The rushed. Work is incomplete.
clear, and infographic is incomplete. Contains more
concise. fairly clear and Contains 2-3 than 4 keying or
concise. keying or grammar
grammar errors. The
errors. The infographic is
infographic is not very clear or
somewhat clear concise.
or concise.

Works Cited Advanced Proficient Progressing Basic

Submitted a Submitted a Submitted a Did not submit

complete complete biographical list a complete
biographical biographical of two or less biographical list
list of three or list of three or sources used in of sources used
more sources more sources semi-correct in correct MLA
used in semi- MLA format. format.

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 used in correct correct MLA
MLA format. format.

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

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

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

Reflection ▪ principles behind the teaching lesson conducted/ facilitated
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/Collab
What roles did my students play in my lesson? sessions.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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