English 4 Quarter 3 Week 2

EN4LR-III-1: Comprehend literary texts.

EN4SW-III-1: Use words with literal (denotative) and implied
(connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact images.
EN4VR-III-4: Identify multimedia elements: graphics (photographs,
drawings, graphs, illustrations, icons, etc.).
 Learning
Objectives:

EN4LR-III-1: Comprehend literary texts.

EN4SW-III-1: Use words with literal (denotative) and implied
(connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact
images.
EN4VR-III-4: Identify multimedia elements: graphics
(photographs, drawings, graphs, illustrations, icons, etc.).
ENglish 4

DAY 1
Quarter 3 Week
2
 Content FOcus
Viewing and Representing (3 Sessions)
• Identifying visual elements.
• Expressing the meaning of personally
created visual text.
• Identifying multimedia elements: text
(photographs, drawings, graphs and
illustrations)
• Justifying whether graphics or images are
real or make-believe, fact or non-fact
graphics or images.
 Pre-Lesson
Proper
Activating Prior
Knowledge
The teacher will recall “The Story of the Rainbow” read in the previous
lesson. The teacher will lead the class first in singing “The Colors of the
Rainbow,” which may be accessed through https://www.youtube.com/
watch?v=C-YvsNQ7yeE. The teacher then repeats the song as the class
sings along.
 Lesson Purpose /
Intention

The teacher will recall the picture presented to the class before reading
“The Magic Bahag.” The teacher will say: “In the previous lesson, we
learned that there are details about a literary text that should be noted so
that the story can be properly understood and appreciated. Do you
remember the picture that I showed you before reading the story “The
Magic Bahag”? (The teacher may show the picture again.) Was the picture
helpful in appreciating the story? Why?”

The lesson will focus on understanding how colors may be used as a visual
element in deriving meanings out of drawings, graphics, or even a story.
 Lesson Language
Practice
Before giving the instructions for the activity, the teacher will say, "There
are words that we will be using, so it is important to understand their
meanings so that the lesson will be understood properly.
The teacher will distribute the Vocabulary Chart worksheet. Learners will
be directed to read the sentences in the vocabulary chart and use the
content as clues in completing the word in the boxes.
 Lesson
Proper
Reading the Key Idea /
Stem
Recalling different elements of visual text/image (10-15 minutes)
The graphic organizer below will be presented to the class. Except for
color that will be discussed in this lesson, the other visual elements had
already been covered in the previous quarters.
 Developing Understanding of Key Idea /
Stem

• What are the different elements of a visual text or image as

shown in the graphic organizer?
• What are the different kinds of lines? of shapes? of images?
Write them on the appropriate boxes in the graphic
organizer.
• What kinds of colors do you know? Write your ideas on the
appropriate box in the graphic organizer.
• How does a visual text or image help a reader? Write your
ideas on the right-most box of the graphic organizer.
 Deepening Understanding of Key Idea /
Stem

Activity 2: Describing images based on visual

elements (20-25 minutes)
The teacher will show a picture of a rainbow and will
ask learners the following:
• Describe the rainbow.
• What gives the rainbow its beauty? (It comes
from its various colors.)
• What do you feel when you see a rainbow? Why
do you feel that way?
• What is your favorite color in a rainbow? Why?
 Post-Lesson
Proper
Making Generalizations and
Abstractions
The teacher will show the Lion Pride image and elicit responses from
learners with the following:
• Can we create something beautiful out of different colors, as the
rainbow does?
• Is the image beautiful? What made the image beautiful? Did each
color contribute to the image's beauty? Based on this, is there beauty
in differences?
• Suppose again you are one color and you only play with people who
are the same color as you. How would you feel about that?
• Would you look for different colors to play with? Why or why not?
• What happens if students of varying abilities belong to the same
group? Will something beautiful be created? Why or why not?
Making Generalizations and
Abstractions

The rainbow and lion in the images are

visually appealing due to their different
colors. This is similar to us; some may be
singers, some may be dancing to our
songs, and some may be composing the
songs for us. Together, we may celebrate
our personal and cultural identities.
 Evaluating Learning

Choose the correct answer.

1. What might a predominantly blue color scheme in a design suggest?
A) Energy and excitement
B) Calmness and trust
C) Warmth and comfort
D) Danger and alertness

2. If a poster uses sharp, angular shapes, what feeling might it evoke?

A) Softness and comfort
B) Stability and trust
C) Tension and unease
D) Fluidity and ease
 Evaluating Learning

3. Which visual element is often used to indicate movement or speed?

A) Circular shapes
B) Diagonal lines
C) Soft textures
D) Solid colors

4. What does a cluttered layout with many different colors often

communicate?
A) Simplicity and elegance
B) Chaos and confusion
C) Order and organization
D) Harmony and balance
 Evaluating Learning

5. A design featuring organic shapes and earthy tones is likely to convey:

A) Futuristic and tech-oriented themes
B) Natural and eco-friendly themes
C) Cold and sterile environments
D) High energy and excitement
 if
applicable
Additional Activities for Application /
Remediation

Choose one image from a magazine, book, or the internet. It could be a

landscape, a portrait, an abstract piece, or any image that interests you.
Make sure to print or draw the image on a sheet of paper.

Look closely at your chosen image and consider the following visual
elements:
Colors: What colors do you see? Are they warm, cool, or a mix?
Shapes: What shapes are present? Are they geometric or organic?
Lines: Are there straight, curved, or jagged lines? How do they guide your
eye?
Textures: Does the image look smooth, rough, soft, or hard? What
materials do you think are represented?
 if
applicable
Additional Activities for Application /
Remediation

Write a detailed description of the image using the observations from

above. Your description should include:
A title for your image
The colors and shapes you see
How the lines and textures contribute to the overall feeling of the
image
Your personal reaction to the image (What do you feel when you look
at it?)
ENglish 4

DAY 2
Quarter 3 Week
2
 Learning
Objectives:

EN4LR-III-1: Comprehend literary texts.

EN4SW-III-1: Use words with literal (denotative) and implied
(connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact
images.
EN4VR-III-4: Identify multimedia elements: graphics
(photographs, drawings, graphs, illustrations, icons, etc.).
 Content FOcus
Viewing and Representing (3 Sessions)
• Identifying visual elements.
• Expressing the meaning of personally
created visual text.
• Identifying multimedia elements: text
(photographs, drawings, graphs and
illustrations)
• Justifying whether graphics or images are
real or make-believe, fact or non-fact
graphics or images.
 Pre-Lesson
Activating Prior Proper
Knowledge

• What are the different elements of a visual

text or image as shown in the graphic
organizer?
• What are the different kinds of lines? of
shapes? of images?
 Lesson Purpose /
Intention

The teacher will continue to display the images in

front of the learners. (15 minutes)
Firstly, the teacher will focus on The Starry Night
and Lion Pride and ask:
 Lesson Language
Practice

• What kind of image are these? Were there lines used in the
image? What kinds of lines were used? What are the other
kinds of lines?
• What shapes were used in the images? What other shapes do
you know?
• What colors were used in the images? What are the different
kinds of colors that you know?
• Are these images showing things that happen in real life? If
they are, what kind of images are they?
 Lesson
Proper
Reading the Key Idea /
Stem
The teacher will now introduce to the class the
painting “The Starry Night,” a masterpiece of
famous painter Vincent Van Gogh. The teacher will
then facilitate a discussion through the following:
• Which color was used the most in the painting?
Compared to a rainbow, is the painting still
beautiful with only blue as the dominant color?
Why or why not?
• Assume that each of you is a single color, such
as red, blue, or indigo. Compared to a rainbow,
will you consider yourself beautiful on your
own? Why?
 Reading the Key Idea /
Stem

• If there is a singing activity, who should we

assign to lead it in our class? Why are we
assigning him/her to do it? Is he well-known for
his excellent singing? Can "superb singing"
become his or her identity? Why?
• How about you? What are you well-known for in
class? Among your friends? In your family? So,
what is your identity?
 Developing Understanding of Key Idea /
Stem
Next, the teacher will focus on The Starry Night and ask:
• If you look at the photograph of The Starry Night, what could Vincent Van
Gogh, its painter, possibly be expressing? What could be his thoughts while
making the painting? What could he be feeling while he was painting The
Starry Night?
• What is used in the painting that could help reveal his thoughts and
feelings?
• What color was mostly used in the “Starry Night”? What other colors were
used?
• Based on the colors used, what do you think were the emotions or feelings
of Van Gogh during that time he was making the painting?
• Why do you think he felt that way? When looking at graphics, why do we
pay attention to colors?
Deepening Understanding of Key Idea /
Stem
 Post-Lesson
Proper
Making Generalizations and
Abstractions

• Why are colors important as visual elements?

• How do they give meaning to the image of a literary text?
• Do they help convey the purpose of the image? How do colors do this?
• Are colors helpful in understanding literary texts and images? Why?
• What kind of colors were used in the “Starry Night” and “Lion Pride”?
What are these colors?
• Knowing the meaning of these colors, is it possible that the
assumptions you made about Van Gough’s feelings while doing the
painting are correct? Why so?
• Based on the colors, what meaning can possibly be inferred from the
“Lion Pride”?
 Evaluating Learning

Select the letter of the correct answer.

1. What feeling might a design with a lot of white space evoke?

A) Crowded and busy
B) Clean and spacious
C) Dark and moody
D) Bright and overwhelming

2. If a brand uses sharp, bold fonts in their logo, what might that signify?
A) Playfulness
B) Seriousness and strength
C) Delicacy
D) Creativity
 Evaluating Learning

Select the letter of the correct answer.

3. A predominantly red color in advertising is often used to evoke:

A) Calmness
B) Love or urgency
C) Sadness
D) Coolness

4. What can a circular logo imply about a brand?

A) Instability
B) Unity and wholeness
C) Aggression
D) Complexity
 Evaluating Learning

Select the letter of the correct answer.

5. If a visual has a gradient that shifts from dark to light, what might this
represent?
A) Simplicity
B) Transformation or growth
C) Confusion
D) Stagnation
 if
applicable
Additional Activities for Application /
Remediation

Instructions: This activity is called “THIS IS

ME”, where you will be asked to make a
graphic of your choice using the different
visual arts. The graphic created will
express who you are as a person, what
you want and who will be in the future. Do
this by complying to the following
directions.
Directions:
1. In the box below, write a 10-sentence
paragraph about who you are, what you
want, what you will be in the future.
 if
applicable
Additional Activities for Application /
Remediation

2. Choose the kind of graphic that you

would like to make showing the
information you have written on your
essay.
3. Choose the appropriate visual elements
that you will use in completing your
graphic.
4. In a paragraph, explain the graphics
that you developed. You may refer to the
following guide questions:
 if
applicable
Additional Activities for Application /
Remediation
• What information do your graphics show?
Does the graphic express your identity?
How?
• What visual elements are used in the
graphic? What are the meanings of these
visual elements used in the graphic?
• What do they think about you? What
identity are you trying to express in the
graphic?
• Is the graphic able to convey the
information you want the viewer to
understand? Why?
ENglish 4

DAY 3
Quarter 3 Week
2
 Learning
Objectives:

EN4LR-III-1: Comprehend literary texts.

EN4SW-III-1: Use words with literal (denotative) and implied
(connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact
images.
EN4VR-III-4: Identify multimedia elements: graphics
(photographs, drawings, graphs, illustrations, icons, etc.).
 Content FOcus
Viewing and Representing (3 Sessions)
• Identifying visual elements.
• Expressing the meaning of personally
created visual text.
• Identifying multimedia elements: text
(photographs, drawings, graphs and
illustrations)
• Justifying whether graphics or images are
real or make-believe, fact or non-fact
graphics or images.
 Pre-Lesson
Activating Prior Proper
Knowledge

• The teacher will continue to display the

images in front of the learners and ask the
following. The discussion shall lead to the
facilitation of the lesson activity for the day.
(10 minutes)
 Lesson Purpose /
Intention

• Are the graphics I am showing the original version of the

shown paintings? (No)
• If they are not the real paintings, what are they then?
(pictures, photographs).
• What is the purpose of pictures or photographs? Do these
convey information? (Yes) What information do these images
present? (They visually represent a message.)
• Do these images carry emotions? (Yes) What emotions may
these images be presenting? (joy, sadness, jolly, etc)
 Lesson Purpose /
Intention

• Do these graphics entertain? (Yes) Why are they entertaining?

(They easily capture attention.)
• If these graphics accompany the texts that are read, will the
information in the text be easier to comprehend? Why?
(Because the reader can actually see the information
conveyed by the text.)
• Can these images still convey a message even without the
text? Why?
 Lesson Language
Practice

• What are the warms colors, cool, and

neutral colors?
 Lesson
Proper
Reading the Key Idea /
Stem
Reading the Key Idea /
Stem
Reading the Key Idea /
Stem
 Developing Understanding of Key Idea /
Stem

• Why are colors important as visual elements?

• How do they give meaning to the image of a literary
text?
• Do they help convey the purpose of the image? How
do colors do this?
• Are colors helpful in understanding literary texts and
images? Why?
 Deepening Understanding of Key Idea /
Stem

• What kind of colors were used in the “Starry Night”

and “Lion Pride”? What are these colors?
• Knowing the meaning of these colors, is it possible
that the assumptions you made about Van Gough’s
feelings while doing the painting are correct? Why
so?
• Based on the colors, what meaning can possibly be
inferred from the “Lion Pride”?
 Post-Lesson
Proper
Making Generalizations and
Abstractions

• Why are colors important as visual elements?

• How do they give meaning to the image of a
literary text?
 Evaluating Learning

Select the letter of the correct answer.

1. What color is traditionally associated with calmness and serenity?

A) Red
B) Blue
C) Yellow
D) Green

2. Which color is often used to signify caution or warning?

A) Blue
B) Orange
C) Purple
D) Pink
 Evaluating Learning

Select the letter of the correct answer.

3. What color is commonly associated with nature and growth?

A) Brown
B) Green
C) Gray
D) Black

4. Which color is typically linked to passion and energy?

A) White
B) Red
C) Yellow
D) Blue
 Evaluating Learning

Select the letter of the correct answer.

5. What color is often used in design to evoke feelings of happiness and

optimism?
A) Green
B) Yellow
C) Purple
D) Black
 if
applicable
Additional Activities for Application /
Remediation

Draw a picture using at least three different colors. Think

about the emotions you want to convey. For example:
Use warm colors (like red, orange, yellow) to show energy or
excitement.
Use cool colors (like blue, green, purple) to show calmness or
relaxation.
ENglish 4

DAY 4-5
Quarter 3 Week
2
 Learning
Objectives:

EN4LR-III-1: Comprehend literary texts.

EN4SW-III-1: Use words with literal (denotative) and implied
(connotative) meanings in sentences.
EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact
images.
EN4VR-III-4: Identify multimedia elements: graphics
(photographs, drawings, graphs, illustrations, icons, etc.).
 Content FOcus
Viewing and Representing (3 Sessions)
• Identifying visual elements.
• Expressing the meaning of personally
created visual text.
• Identifying multimedia elements: text
(photographs, drawings, graphs and
illustrations)
• Justifying whether graphics or images are
real or make-believe, fact or non-fact
graphics or images.
 Pre-Lesson
Activating Prior Proper
Knowledge
• Why are colors important as visual
elements?
• How do they give meaning to the image of
a literary text?
• Do they help convey the purpose of the
image? How do colors do this?
• Are colors helpful in understanding literary
texts and images? Why?
 Lesson Purpose /
Intention

• What are the graphics and multimedia

elements?
 Lesson Language
Practice
GRAPHICS AS MULTIMEDIA ELEMENTS
Graphics are multimedia images that are
non-text information representation. It means
that they convey information on their own
even without a text accompanying them.
The following are the examples of graphics:
1. Illustrations are mostly used to accompany
text, such as newspaper and magazine
articles, books, short stories. They provide
the reader with visual representation of the
textual information.
Examples:
 Lesson Language
Practice
GRAPHICS AS MULTIMEDIA ELEMENTS
2. Drawings are created by making lines and marks on paper or any
surface. Common instruments used include pencils, chalk, charcoal, pen
and ink, colored pencils, crayons, pastels, inked brushes, erasers,
markers, styluses, and even metals.
Examples:
 Lesson Language
Practice
GRAPHICS AS MULTIMEDIA ELEMENTS
3. Photographs are pictures produced using a camera or film. They can
be images or representations of persons, objects or views in print
recorded by a camera or film.
Examples:
 Lesson
Proper
Reading the Key Idea /
Stem
GRAPHICS AS MULTIMEDIA ELEMENTS
. Graphs are visual representations that show how two or more
information are related with each other.
Examples:
 Developing Understanding of Key Idea /
Stem

Lesson Activity (20-30 minutes)

Before giving the instructions, the teacher should clarify that the activity is
about expressing cultural identity through visual elements and graphics.
The teacher will say: In the story “The Magic Bahag”, Abeong became very
proud of his bahag. According to his father, this bahag tells the story of
their forefathers as passed from generation to generation. Designed in the
bahag are the symbols of their community and culture. Just like Abeong,
our community and us, as people, have our identities. In the activity that
will be done, we will create the story of US. We will highlight our identity or
culture by expressing messages we want other people to know using the
different visual elements and kinds of graphics.
 Developing Understanding of Key Idea /
Stem

The teacher will then divide the class into groups. Each group is given an
activity envelope containing an activity sheet (where they will paste their
outputs), instruction card (where the directions for the activity is written),
and meta cards (concepts for answer are indicated). Each group will do as
the instruction card indicates after which outputs are to be reported by the
assigned group reporter.
Complete details of the lesson activity, including the rubric, are attached
in the accompanying worksheet.
Each group shall be given time to present their respective outputs. (10
minutes)
 Deepening Understanding of Key Idea /
Stem

• The teacher will go back to the graphic organizer

accomplished by the class on Day 1. The teacher
will facilitate the entry and recall of the correct
inputs. The following is the expected completed
graphic organizer.
 Post-Lesson
Proper
Making Generalizations and
Abstractions
Through a journal entry, the learners will write their thoughts to the
following:
 Post-Lesson
Proper
Making Generalizations and
Abstractions

1. What is the most important thing that I learned from this

lesson?
2. What part of the lesson activities did I enjoy most? Why did
I enjoy this part?
3. What part of the lesson was difficult for me? Why was this
part difficult?
4. How will I use these lessons when I reach my dream
profession/job in the future?
 Evaluating Learning

Performance-based Assessment (30-35 minutes)

The learners will be asked to create a graphic of their choice using all the
visual elements learned. The focus of the graphics will be about
themselves and expressing their identity.
Directions:
1. Write a paragraph with ten (10) sentences or less about who you are,
what you want, what you will be in the future.
2. Choose the kind of graphic that you would like to make showing the
information you have written on your essay.
3. Choose the appropriate visual elements that you will use in completing
your graphic.
4. In a paragraph, explain the graphics that you developed.
 Evaluating Learning

You may refer to the following guide questions:

• What information do your graphics show? Does the graphic express
your identity? How?
• What visual elements are used in the graphic? What are the meanings
of these visual elements used in the graphic?
• What do they think about you? What identity are you trying to express
in the graphic?
• Is the graphic able to convey the information you want the viewer to
understand? Why?
 if
applicable
Additional Activities for Application /
Remediation

The teacher will assist the learners in setting up a graphics

gallery, where all learner outputs will be displayed. Other
learners are encouraged to look at their classmates’ outputs.
The teacher shall grade the graphic developed by the
learners using the following “Expressing US” rubric.