MATATAG K to 10 School: Grade Level: IV

Curriculum –
Weekly Lesson Log Teacher: Learning Area: ENGLISH

Teaching Dates and Time: Quarter: 2nd QUARTER Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and
Standards informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based on their purpose, context, and target audience.

B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration,
Standards description, time order: chronology and procedural) based on their purpose, context (christenings and weddings), and target
audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

C. Learning Viewing and Representing

Competencies 1. Identify visual elements using shapes such as:
a. geometric
b. organic
c. abstract
2. Derive meaning based on visual elements through
a. interpreting lines, shapes, and colors
b. identifying the purpose of the visual text
c. interpreting images/ideas that are explicitly used to influence viewers
3. Recognize the use of slogans, subtitles, and headings in text as multimedia.
4. Identify real or make-believe, fact or non-fact images.
D. Content Viewing and Representing
Identifying visual elements
Deriving meaning based on the visual elements
Identifying multimedia elements: text (headlines, subtitles, slogans)
Identifying real or make-believe, fact or non-fact images

E. Integration arts integration, peace concepts

II.LEARNING RESOURCES
Artyfacory (n.d.) https://www.artyfactory.com/art_appreciation/visual-elements/visual-elements.html
Daily Express. (2023). https://www.bbc.com/news/blogs-the-papers-67165392
Goble, D. (2023). Inner Peace. https://pixels.com/featured/inner-peace-bw-h2-diane-goble.html
Concepcion, J. (2020). ENG6-Q1-LASwk2-Fact-and-Non-fact-images. In fliphtml5.com. FLIPHTML5. https://fliphtml5.com/tkihk/iety/ENG6-Q1-LASwk2-
Fact-and-Non-fact-images/
Jamil, M. (2003). Shape as a Visual Element for Graphic design. https://medium.com/@jamil226/shape-as-a-visual-element-of-graphic-design
Lake Washington School District (2018). https://www.lwsd.org
NESD Curriculum Corner. (n.d.). Curriculum.nesd.ca. https://curriculum.nesd.ca/Pages/default.aspx#/=
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior Ask pupils what Recall previous lesson. Recall previous lesson.
Knowledge words they can relate
1. Short Review: with squiggles and
with a straight line.

Possible answers:
Squiggles may be related
to words like confusing,
unclear, noisy. A straight
line can be related to being
clear or sure.

Recall how lines

make meaning.

B. Establishing Lesson Purpose

1. Lesson Show an image of Directions: Read the story before Continuation of the
Purpose: children in armed Study the visual text and learning and doing the
conflict. Images can answer the questions that activities provided. topic.
be found in local follow.
news websites. This REPARING
image is of children FOR THE VOLCANIC ERUPTION
walking with armed
by Rodelio O. Ritual MT-II
soldiers is featured in
Michael lives near a volcano
the Philippine Star called "Taal "in the province
website. Access the of Batangas. Taal Volcano
image via the link isknown as one of the most
below and provide wonderful tourist
background about spotsbecause of its
amazing view. He often
children who live in stares atthe volcano to
war-afflicted areas. appreciate its beauty
https://www.philstar.com/nati although forhim it is always a
on/2019/05/24/1920341/18- puzzle when it will erupt, it
million-children-risk-due- isreally unpredictable.
conflict-mindanao

How do you
feel about what you Michael just woke up early but
the sky was not asbright as
see in the photo?
it's supposed to be. His
Which image in the parents were busy tending
photo caught your their vegetable gardens and
attention? Why? feeding their animals in the
Based on the backyard but they have
photo, how do you already a feelingthat
something might happen
think the children in
anytime. Then all of a sudden,
war and conflict feel? his parents called
What makes you say him"Michael, we would
that? immediately evacuate due to
Who should the possible eruption of the
help the children? Volcano". “Look! It’s getting
dark above its crater”! said,
How can they be
mother. "Yes mother, but let's
helped? prepare our important things
What can be and go without panicking ",
done to have peace? said Michael.They prayed that
the volcano will not erupt
faster as they wait for father
who informed other neighbors
that they need to go to a
safer place the fastest time
possible. Then, father came
and said “Everybody, let us
move while it is not too
late”.We will go to the town
hall”. As they rode on a
banca, they were guided by
the Barangay Disaster Risk
 Reduction Management
Team, who were very fast and
alert with their actions. At
last, the evacuation effort
became safe and as they
were walking to the
evacuation center, Michael
turned away and looked at
the volcano and he thought of
"Volcano is magnificent but
terrifying at the same time,
everyone must be prepared
anytime ”. Hours later the
volcano erupted but they
were in a safe place already.

COMPREHENSION CHECK-UP
1. What is known as one of
the most wonderful tourist
spots based on the story?
______________________________
______________________________
_____2. Why did Michael often
stare at the volcano?
____________________________3.
What did they notice one day
morning?
______________________________
__4. What did father do when
he went to their neighbors?
_____________________5. What
did Michael think of the
volcano when he turned way
andlooked at it?
______________________________
_________________________
2. Unlocking Ask pupils to There are only two LINES Slogan- a short and
Content Vocabulary accomplish Activity options for subject Choices about the use of striking or memorable
1. Word Building lines in an image include phrase used in advertising.
gaze: direct gaze
Activity Sheet. straight or curved, length,
, or no-gaze.
angle, intersection of
Instructions for pupils: vertical and horizontal
a. In your dictionary, lines, and direction. Lines
select the appropriate are used in images to
 meaning of the indicate movement and
underlined word direction.
according to how it is Lines can be natural,
used in the sentence. formed by objects in the
b. Write down the image, or artificial lines
selected meaning on created by the author, using
the space provided in subject gaze, or pointing
the word build activity for example
sheet.
c. Use the underlined
word in your own
sentence.
d. Post your activity
sheets on the board.

C. Developing and Deepening Understanding

SUB-TOPIC 1: DERIVATION OF Show an image to the Slogans, Subtitles and
 Explicati MEANING pupils and ask questions. Shapes and Images. Headings. Guide the
on a. What message does this Refer to the worksheet pupils in analyzing the
Identifying visual image tell us? for this activity where organization of the
elements using b. What kind of shapes are pupils examine and different elements in a
shapes such as used in the image? Are interpret images. campaign poster by
geometric, organic there geometric shapes? Instructions: having them compare
and abstract Are there organic shapes? 1. Form a group of 5 and contrast two posters
Identifying real or c. How did the shapes use members each. on bullying. The text and
make-believe, fact or help in expressing the 2. Each leader secures images tell the main
non-fact images message? from the teacher the ideas or supporting
group’s activity sheet details of the text.
containing an instruction
Students learn that card, an activity sheet,
authors of images meta cards and markers.
3. Before answering,
make visual design make sure that you read
choices to build
relationships and the following concept
interactions chart for “Derivation of
between the Meaning through Shapes
and Images
participants in the 4. Examine the images in
text. These text Column A and determine
participants are: the type of shape and
the author, the image used. Refer to the
audience, and the concept chart for
subject/s “Derivation of Meaning
(characters in a Through Shapes and
Images”.
literary text, or the 5. Place the meta cards
main that best describe the
things/objects in a images in their boxes in
factual the appropriate columns.
text).Effective 6. Write on the blank the
creators of visual reason why you have
texts use a range chosen the description for
each image.
of visual 7. Finalize your answer
Semiotic then choose the
(meaning making) presenter for your output.
choices including
symbols, line,
color, gaze,
framing and social
distance to
express actions
and ideas, to
represent the
participants (the
characters, or
things/objects
seen), the nature
of the events
(what is
happening), and
the circumstances
(setting, context).
 Visual semiotic
resources for
expressing and
developing ideas
in images
:1. Lines 2. Expected output may
Symbols 3. Colors look like the one below:
4. Gaze 5. Framing
6. Social Distance

 Worked Pupils will be grouped into Guide the pupils in Study the visual text used a. What is the purpose of
Example four. They will choose their analyzing the images the by the author in the story the posters? Who are the
leader andtheir symbolize Peace. Ask and answer thequestions so target readers?
secretary.The teacher will questions to elicit from that you can expand your b. What important ideas do
post four pictures on the the pupils the description responses, explain reasons the posters want to convey
screen. Each group willbe below each picture why and useevidence from to the readers?
assigned to interpret the the image to justify your c. Which element in the
meaning of the picture or responses. poster (text and/or images)
tellsomething about the express the main message?
picture. d. What are the more
specific details shared in
the posters?
e. Which between the two
posters is more effective in
sharing the message?
Directions: Why?
Read and answer the
following questions based
on the visual text.

After analyzing the situation

 in each picture, the member
of the group will give their
interpretation.
Then the leader and the
secretary will collect and
summarize it to form the
output of the group.
Each group will present their
outputby reading it loudly
and clearly by their
representative.

After presenting al their

output the teacher will ask
the following questions. Connect the concepts to
the images earlier and
1. How did you find the label each with the terms
activity? that describe shapes.
2. What are the things or
elements help you to
enterpret or analyze the
pictures?
3. Can you give some of
this?

 Lesson Ask the pupils to Study this visual image The Meaning Box. Have Directions:
Activity complete the graphic about a line graph and pupils work in groups to Study the visual text
organizer by filling up answer the questions that accomplish the worksheet /Philippine National Flag
the boxes then follow. You may ask for help on interpreting the and answer the activity
writing a paragraph from your teacher in doing poster. Below is a sample about it. Express your
to summarize the this. output. answer by completing
concepts learned . the passage below.

Expected Output:

Directions:
Read and answer the Have pupils share their
following questions based outputs in class. The
 on the visual text or line report matrix below can
graph. be used.

D. Making What is the most Ask pupils to write a journal What part of the lesson was
Generalization important thing that I entry by answering the difficult for me? Why?
learned from this following questions:
 Learners lesson? a. What is the most Which lesson activity did I
’ Takeaways important thing that I enjoy most? Why?
learned from this lesson?
b. Which lesson activity did
I enjoy most? Why?
c. What part of the lesson
was difficult for me? Why?

 Reflecti
on on
Learning

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

A. Evaluating Learning
Study the visual image Directions: Pupils take a photograph of Directions:
Formativ from the story “Preparing With the help of your a visual text/image from (a) Study the following set
e Assessment for the Volcanic Eruption parent, study the visual school (b) community and/or of symbols. Reflect on
“againused by the author image from the story“Ibong (c) church which will be the each of the following
before answering the Adarna” and do the subject of their meaning visual images and write
questions below. activity that follow derivation following the one sentence for each
graphic organizer below. expressing what does
each symbolize and
build in you as
a student.

Directions:
 Read and answer the
following questions
based on the visual text
above.

Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used

learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
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?

PREPARED BY: