4

Quarter 4
Lesson Exemplar Lesson

for English 1
Lesson Exemplar for English Grade 4
Quarter 4: Lesson 1 of 8 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
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Development Team

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

Reviewed and Revised:

• PNU Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/QUARTER 4/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

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

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

Competencies Learning Competency
and Comprehend literary texts. (EN4LR-IV-1)
Objectives
1. Identify the main parts of a short story: characters, setting, plot, problem, and lesson learned (theme).
2. Arrange/sequence the events of a short story in the correct order.
3. Identify the narrator (first or third person) and how point of view affects the way the story is told.
4. Summarize a short story by retelling the main events in their own words.
5. Make connections between the story and their own experiences.

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

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

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

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II. LEARNING RESOURCES

Dinneen, K. and O’Connor, M. (2019). Elements of a Short Story. Yale-New Haven Teachers Institute. Retrieved from
https://teachersinstitute.yale.edu/curriculum/units/1983/3/83.03.09.x.html

Elementary Nest. Point of view teaching activities and ideas. Retrieved from https://elementarynest.com/point-of-view-teaching-activities-
and-ideas-exploring-ela/

Literacy Ideas for teachers and Students (2024). Teaching The 5 Story Elements: A Complete Guide for Teachers & Students. Teaching
Resources. Retrieved from https://literacyideas.com/teaching-story-elements/

We Are Teachers. 15 Helpful anchor charts for teaching point of view. Ideas and inspiration for reaching the next generation. Retrieved from
https://www.weareteachers.com/point-of-view-anchor-charts/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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

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

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

B. Establishing 1. Lesson Purpose This section on lesson

Lesson Purpose You can tell your students, “Today, we'll be embarking on a journey to unlock the purpose is to use engaging
secrets of short stories! Have you ever wondered what makes a story exciting, language, visuals
funny, or even scary? By the end of this lesson, you'll be detectives, uncovering the (referencing detectives),
key ingredients that make a short story tick.” and clear learning
Questions: objectives to capture
1. What do you call the people in the story (characters)? students' interest and
2. Where and when does the adventure take place (setting)?
emphasize the importance
3. What happens throughout the story (plot)?
of understanding story
4. What challenge do the characters face (problem)?
5. What's the underlying message or lesson learned (theme)? elements.

Explain that by understanding these elements, they may become good storytellers.
They will be able to examine their favorite stories in a whole new way, and even Guide for Processing:
start creating their own amazing short stories. (2-3 minutes) After unlocking all the
terms, you should

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

C. Developing and 1. Explicitation

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

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

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

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

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

Parts of a Plot

Possible Answers for the

key questions:

1-3 The story starts in

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

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 Setting panics when he realizes
The setting establishes a time, place, and environment in which the characters Muning is missing and
and events of the story are based. It is the time and place in which the events feels relieved when he finds
in the story happen. her.

Point of view 6-7 After Muning squeezes

Refers to the writer’s perspective in telling the story, influencing how the reader
under the fence, she finds
interprets characters, events, and details. herself lost in a maze of
unfamiliar streets, feeling
Conflict scared. The story ends with
Is closely linked to the theme of a narrative, it motivates the characters and Brando finding Muning
affects the plot. It usually surfaces when the protagonist (main character) faces and bringing her safely
an obstacle or hardship. Conflict forms “the heartbeat of a story”, so the story back home, where she feels
needs to have a defining conflict to impact the reader’s mind. happy and secure.

Theme 8. The main challenge

A theme is what children would call the “moral of the story”. It can be the Muning faces is getting lost
subject of the story, or the main idea that runs through it, or simply the in a maze of unfamiliar
message that is conveyed from the writer to the reader through the short story. streets after squeezing
under
Activity 1. Have the students read the story "The Lost Cat" and review the elements 9 Muning learns that even
of a short story using key questions to find out how much they remember. familiar places can seem
scary when you're lost. It's
"The Lost Cat" important to stay close to
Muning, a fluffy orange cat, loved playing and exploring her backyard. One sunny afternoon, home or someone you
her curiosity led her on an adventure. She squeezed under the fence and found herself in a trust.
maze of unfamiliar streets. The world was much bigger and louder than her usual stomping
ground. Muning felt a pang of fear. She was lost. Meows escaped her throat, a desperate plea
for someone to hear her.

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

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

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

CHARACTERS
4. Who are the two main characters in the story?
5. How does Brando react when he realizes Muning is missing?
Activity 1
PLOT The suggested activity hits
6. What happens after Muning squeezes under the fence? the following objectives; 1,
7. How does the story end? Noting important elements
of a short Story & 3,
CONFLICT/PROBLEM Sequence events of a Short
8. What challenge does Muning face in the story?
Story.
THEME
9. What lesson does Muning learn from her adventure?
Reminder, the activity
should be collaborative in
POINT-OF-VIEW nature.
10. Is it Muning, telling the story herself using "I" and "me"?
Or is it someone else telling us about Muning's adventure from the outside?

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

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

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Activity 3 Speaker’s Point of View

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

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

Role Playing
Mechanics:
• Group the class into 5 (or whatever suits the class size)
• Each group shall prepare a presentation using the different point of views discussed:
✓ Group 1: Short Scenario showcasing First Person point of view.
✓ Group 2: Short scenario showcasing Second Person point of view.
✓ Group 3: Short scenario showcasing Third Person point of view.
• Provide at least 30 minutes for brainstorming.
• Each presentation shall last only last for 15 minutes.
• After each presentation, there should be at least 5 to 10 minutes for peer evaluation.
The teacher may choose to
discuss only the first-
DAY 3 - 4

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Lesson Activity person point of view unless
you observe that the
The Lion, The Witch, and The Wardrobe students demonstrate an
Summary by C.S. Lewis advanced level.

During World War II, the Pevensie siblings – Peter, Susan, Edmund, and Lucy – find
The activity focuses on a
themselves uprooted from their London home and sent to live with the eccentric Professor
person's point of view.
Kirke in the countryside. Little do they know, a magical wardrobe awaits them, holding the
key to a fantastical world. Introducing the second and
third-person point of view
Thrust into Narnia, a land trapped in perpetual winter by the White Witch's curse, Lucy can be quite complex for
stumbles upon the first sign of trouble when a kind faun named Tumnus betrays her. fourth-grade students.
Meanwhile, Edmund, lured by the Witch's enchanted Turkish Delight, makes a terrible choice Concentrating on the
and joins forces with her, betraying his siblings in the process. simpler first-person
concept allows them to
The story unfolds from a third-person perspective, allowing us to witness events through the understand the basic idea
eyes of various characters and understand their motivations. We see the conflict unfold – a
of point of view in
battle between good and evil. The White Witch seeks to maintain her iron grip on Narnia
storytelling. You can
through fear and control, while Aslan, a majestic lion representing courage and sacrifice,
strives to liberate the land with the help of the Pevensies. always revisit concepts
from other points of view in
Guided by the loyal and wise Mr. Beaver, the siblings eventually meet Aslan. Their journey later grades.
becomes a test of their courage and character, forcing them to confront themes of loyalty,
temptation, the power of belief, and the ultimate triumph of good over evil. Though Aslan
sacrifices himself, he is miraculously resurrected, leading the children to victory against the Reminder: The activity
White Witch. should be collaborative.
The teacher should create
The Pevensies ascend the thrones of Narnia, experiencing adventures and personal growth as rubrics to assess the
kings and queens. But their time in this magical land is not meant to last. Eventually, they
suggested activity.
are returned to their own world through the wardrobe, forever changed by their fantastical
experiences. Though no time has passed in their world, they carry the lessons learned in
Narnia deep within their hearts. The story and its analyses
can be accessed at the
Activity 4. Summarizing Story, Making Connections, and Creativity following link:
Based on the provided summary of "The Lion, the Witch, and the Wardrobe," here https://www.sparknotes.com/lit/lion/summ
are two engaging group activities for your grade four students ary/

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A. Narnia Newspaper (Summarizing and Creativity)
Materials: Large sheets of paper, markers, crayons
Divide the class into groups (3-4 students). Each group will create a front page of a
Narnia newspaper. The teacher can bring a
newspaper or show sample
1. Write a catchy headline summarizing the main events of the story (e.g., "Pevensie article in a PPT for visual
Siblings Rule Narnia, White Witch Defeated). representation of what the
2. Each group member can write a short article about a different aspect of the story, like students are expected to
"Lucy Discovers the Wardrobe" or "Aslan's Sacrifice." Encourage students to use key produce.
details and quotes from the story.
3. Decorate the newspaper with creative drawings to illustrate the articles.

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

Have students brainstorm connections between the events in Narnia and their own For Activity A, the teacher
world. Ask students the following questions: can provide a simple
template for article/news
1. How does the battle between good and evil in Narnia relate to real-life situations? writing. Once completed,
2. Think of a problem you face at school or at home. How can you apply the courage and each group can present
cooperation shown by the Pevensies to solve it? their newspaper to the
3. Each group can create a short skit or a poster depicting their chosen real-world class, sharing the exciting
connection inspired by the story. news from Narnia.

Activity 5. Plot, Sequence of Events Activity B helps students

A. Sequencing events to create a plot summary. Use the summary of "The Lion, the understand how the story's
Witch, and the Wardrobe" to map out the key events of the story using the diagram themes and lessons can be
below. relevant to their own lives.

The teacher should ensure

the activities are exciting
and enjoyable and promote
teamwork. These activities
can be used as a starting
point for more discussions
B. Questions related to the themes, Unity and Cooperation

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

D. Making 1. Learners’ Takeaways

Generalizations Imagine you are telling a story to your friend. Why is it important to know who the
characters are, what happens to them (plot), where the story takes place (setting),
and the main problem they face (conflict)? Complete the prompts below:
I have learned that ________________________________.
I realized that _____________________________________.
2. Reflection on Learning
1. Did any of the story elements we discussed today, such as characters, plot,
setting, conflict, or theme, seem confusing?
2. Which activity did you find the most enjoyable? Was it mapping the story, acting
out the characters, or perhaps something else?
3. This week, we have explored a variety of stories. Is there a particular aspect or
story you're curious about and would like to explore further?

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

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

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

Effective Practices Problems Encountered some observations related to
Remarks of the following areas:
the effective practices and
problems encountered after
strategies explored 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
activities explored/lesson
exemplar.
Others

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

Reflection lesson conducted/ facilitated
▪ principles behind the teaching is essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may
also consider this as an input
Why did I teach the lesson the way I did? for the LAC/Collab sessions.
▪ students
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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