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Lesson Quarter 3
Lesson

Exemplar for 3
English
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for English Grade 4
Quarter 3: Lesson 3 of 8 (Week 3)
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 to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership
over them.

Development Team

Writers:

 Marievic M. Violeta (West Visayas State University)

 Dubhe F. Estallo, MA (Silliman University)

Validators:

 Jasper Eric C. Catan, EdD (Silliman 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 blr.od@deped.gov.ph.
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 culture-
Standards 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 EN4SW-III-2: Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
Competencies EN4SW-III-5: Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s
and Objectives purpose,
context, and target audience.
EN4SW-III-6: Use appropriate non-verbal cues for clarity of context, purpose, and meaning

D. Content ● “The Lion and the Mouse” by Aesop

● Description of informal tone in narrative texts.
● Functions of tone and mood for a narrative’s purpose, context, and target audience.
● Narrative Text Type

E. Integration Values (Compassion)

II. LEARNING RESOURCES

Ewaszolek. (2013, October, 14). Mood and tone. Slideshare. https://www.slideshare.net/ewaszolek/mood-and-tone- 27156461
Vendantu. (2014). The Lion and the Mouse Short Story: Classic Aesop Fable with Pictures. https://www.vedantu.com/stories/the-lion-and-the-
mouse

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review (5-10 minutes)

Prior
Knowledge The teacher will present to the class a sample friendly letter (left) and guide the
learners identify and remember its corresponding parts. After the quick discussion,
the teacher will post on board another sample friendly letter (right) and let the
learners read what is written. Using metacards or strips of papers, learners will label
the letter with its corresponding parts.

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B. Establishing 1. Lesson Purpose (1 minute)
Lesson The lesson will guide students on classifying text types as narrative, enumeration,
Purpose chronology and procedural texts. The lesson shall also help students to be able to
define a narrative text’s tone and mood, purpose, context and target audience.

2. Unlocking Content Vocabulary (10 minutes)

The teacher will introduce the following four text types. In discussing these, the
teacher may use metacards or strips of paper to develop word clouds. The
teacher may refer to the underline words (and add as well related words) in
developing word cloud for each.
● Narrative: Tells a story and typically includes characters, setting, and plot.
● Enumeration: Presents information in a list or series of items.
● Chronology: Organizes information in chronological order or sequence.
● Procedural: Provides step-by-step instructions or directions.

C. Developing and 1. Explicitation (10 minutes) It is important to emphasize

Deepening The teacher will then ask the learners, who may work in pairs, to think of examples that although the
Understanding for each text type. For instance: chronological and procedural
● recipe – procedural text types are similar, they
● essay/journal entry on how I spent my summer – narrative vary in focus.
● article on kinds or categories of dinosaurs – enumeration
● life cycle of a butterfly – chronology/chronological The procedural text focuses
on the steps or procedures in
making or doing something.
2. Worked example (15-20 minutes) The chronological text, on
The teacher will facilitate a review of different text types and the purposes for the other hand, zooms in on
which they are used. This may be done by distributing a worksheet containing the time when something
four happens or is done. It gives
(4) sample texts. Learners, who may work in pairs, will silently read each letter details about the events that
happened based on what
and try to identify the purpose of each by choosing the correct answer.
happened first, next, and so
on.
December 18, 2023
Dear Ann,
Last Saturday, I was playing in my backyard when I heard a faint meowing sound. Curious, I
followed the sound and discovered a tiny, fluffy kitten nestled among the flowers. Its big,
round eyes looked up at me with a mixture of fear and curiosity. Without thinking, I scooped

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the kitten into my arms and realized it was lost. Determined to help, I decided to ask my
neighbors if they

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recognized the little furball. As I went door to door, I learned that the kitten belonged to Mrs.
Lopez, who lived just around the corner. Mrs. Lopez was overjoyed to have her furry friend
back, and I felt a warm sense of accomplishment for reuniting them. From that day on,
whenever I hear a meow, I remember the day I found the lost kitten and helped bring it back
home. I will end here now. I hope you enjoyed my story.

Your friend,
Maria

1. What is the purpose of this letter? You may select from the choices provided.
a. It tells a story. c. It sequences events.
b. It lists down things. d. It shows steps in doing things.

December 19, 2023

Dear Tina,
You asked me what I did last summer. Let me answer you in this letter. On my perfect summer
day, I wake up with a list of exciting things to do. First, I head to the kitchen for a delicious
breakfast – pancakes with syrup and a glass of orange juice. After breakfast, I put on my
favorite swimsuit and grab a beach towel. My list continues with a trip to the swimming pool,
where I splash around with friends and play water games. Next, it’s time for a tasty picnic in
the park, complete with sandwiches, fresh fruit, and crunchy chip’. The afternoon brings a visit
to the library, where I pick out some new books to read. As the sun sets, I gather with my
family for a backyard barbecue, enjoying grilled hotdogs and marshmallows over a crackling
fire. Finally, I end my perfect day by stargazing with my telescope before drifting off to sleep,
counting all the wonderful moments of my summer day.

Love,
Maria

2. What is the purpose of this letter? You may select from the choices provided.
a. It tells a story. c. It sequences events.
b. It lists down things. d. It shows steps in doing things.

December 19, 2023

Dear Ms. Lopez,
Last Saturday, my family and I celebrated my birthday with a fun-filled day of activities. The
morning began with the sweet aroma of pancakes as my mom prepared my favorite breakfast.
After enjoying the delicious meal, we gathered in the living room for the gift-opening
ceremony, where I unwrapped surprises and felt the joy of each thoughtful present. Following
that, we ventured to the park for an outdoor picnic, playing games and sharing laughter under
the bright sun. In the afternoon, we returned home to bake a homemade chocolate cake
together, carefully decorating it with colorful frosting and candles. As the day neared its end,
my friends arrived for a birthday party filled with games, music, and, of course, the eagerly
awaited cake-cutting ceremony. It was a day full of love, laughter, and memorable moments.

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 Your beloved student,
Maria

3. What is the purpose of this letter? You may select from the choices provided.
a. It tells a story. c. It sequences events.
b. It lists down things. d. It shows steps in doing things.

Making a paper airplane is a fun and easy activity that you can do with just a single sheet
of paper. Follow these simple steps to create your paper airplane:
 Start with a Square Sheet: Choose a square sheet of paper. If your paper is
rectangular, fold one corner diagonally to create a square shape. Trim off the
excess paper to make it a perfect square.
 Fold in Half: Take the square sheet and fold it in half, aligning the edges
carefully. Make a crisp crease along the fold to secure the first step.
 Fold the Top Corners: With the paper still folded in half, fold down the top
corners to meet the center crease, forming a triangle shape at the top.
 Create Wings: Fold the entire top section down along the bottom edge, creating
the wings of your airplane. Ensure that the edges are aligned for a symmetrical
look.
 Form the Body: Flip the paper over and fold the two top edges towards the
center, creating a triangular shape at the bottom. This will form the body of your
paper airplane.

4. What is the purpose of this letter? You may select from the choices provided.
a. It tells a story. c. It sequences events.
b. It lists down things. d. It shows steps in doing things.

The teacher can go back to each text type and facilitate the discussion with the
following guide questions: What story was narrated? Was list was enumerated?
What pieces of information were put into order? What instructions were provided
one-by-one?

Day 2
3. Lesson activity
a. Reading activity
The teacher will begin the class by asking this question: Have you ever received help
from someone you helped before? (3-5 minutes)

The teacher will introduce the narrative text that the class will read for the day. The
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teacher may say: Today, we are going to read a famous fable by Aesop. A fable is a
short story. In which the characters are animals. It is meant to teach valuable life
lessons.
Definitions:
The teacher should also inform learners to take note of the following vocabulary
words: 1. pleaded - to beg
pleaded, give a good turn, gnawing, debt, sparing one's life. or ask someone
for mercy
The teacher will then proceed to read the story aloud to the class. Two volunteers 2. give a good turn -
from the class may also be asked to re-read the story aloud in front. Finally, to give someone a
learners should also be allowed to read silently the story. This shall allow learners to favor
take note of the indicated vocabulary words. (10-15 minutes) 3. gnawing - biting
or chewing
Years and years ago, once there was a lion sleeping in the forest under a big tree. A mouse, who persistently
lived in the forest too, started playing while moving up and down the lion’s body. She also 4. debt - something
accidentally ran across the lion’s nose once. you owe someone
5. sparing one's life -
This soon awakened the lion, and he held the little mouse in his paws. The mouse began to to choose not to kill
tremble as he knew that the lion was angry and could kill him right there. "Pardon, O King!"
pleaded the little mouse. "Forgive me this time. I shall never repeat it, and I shall never forget
someone
your kindness. Who knows, I may be able to give you a good turn one of these days!”

The lion was somehow in a good mood. Hence, he set the mouse free from his paws. Yet he could
not be more amused by the idea of how a tiny mouse could ever help the king of the jungle.

After a few days, the mouse suddenly heard the roar of the lion. When she went to look at what’s
the matter, she found out that the lion was captured and trapped in a net by his prey. Seeing the
lion in such a condition, she immediately started gnawing the ropes of the net until it freed the
lion.

The lion thanked the little mouse. But the mouse was happy that she could finally repay her debt
for sparing her life once. Since then the lion and mouse became good friends. Possible answers may include:
The teacher will elicit from the learners their understanding of the identified Scary – “The mouse began to
vocabulary words after reading the story. After sharing their responses, the teacher tremble as he knew the lion
will now share the definition of each vocabulary. The learners will then try to write was angry and could kill him
meaningful sentences using these. (10-15 minutes) right there.”

b. Introducing tone and mood (10-15 minutes) Hopeful – “The lion was
Finally, the teacher will lead learners’ understanding of the vocabulary in answering somehow in a good mood.”
the following: After reading the story and taking note of the vocabulary words, what
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do you think the author intends the story to feel? Also, what do you think the
readers should feel while reading the story? The responses shall aid the teacher in
differentiating tone and

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 mood. The teacher may say:

Both tone and mood are feelings evoked by the story's descriptions, imagery, and
choice of words.
● Tone is what the author intends the story to feel; and
● Mood refers to how the readers feel while reading the story.
Both are important in successfully conveying to the reader the characters’ emotions
and
experiences in a narrative. It is possible for a narrative to have a similar tone and
mood.

Going back to the story, the teacher will ask the learners to identify the tone and
mood of the story. Learners should also be able to refer to words or sentences in
the text that support their answer.

What is the tone of the story? Why do you think so?

What is the mood of the story? What made you say
so?

Day 3
c. Post-reading activity (40-50 minutes)

Learners will be divided into groups of five. Each group will be given a colored
Thinking Hat (real or printed/cutouts) with a task or prompt that the groups have to
answer or do. These hats may be real hats or printed/cutouts. Wearing the Thinking
Hats, the learners will work in groups and write their answer to the question on a
cartolina/Manila
Group/Hat paper provided to them. Learners will present their outputs after
Description of the Task or prompt each group
the activity. Thinking Hats have to answer or do
Group 1: White Hat facts and information Write down the following information based
presented in the text on the story.
● Setting (time and place where the story
happened);
● Characters with a brief description of
each one;
● Purpose of the text: (i.e., to narrate,
to
inform, to entertain, to persuade)
Group 2: Yellow Hat benefits and advantages What benefits did the lion enjoy as the king of
of a situation, idea, or the forest? Why was it good for the lion to
given course of action spare the mouse’s life?

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 Group 3: Black Hat disadvantages of ● What was the problem in the story?
a situation, ● Why was the mouse fearful of the lion?
ideas, or
course of
action;
problems
identified/encountered
Group 4: Blue Hat focus on the Summarize the story in four (4) sentences.
process/turn of events;
summary

Group 5: Green Hat alternatives; new ideas Write a good alternative ending to the story.

Day 4
d. Identifying tone and mood (10-15 minutes)

Learners will identify the tone and mood in two different narrative text. After
accomplishing the worksheet, they will exchange papers with their seatmate and
provide each other with feedback. After the activity, one or two pairs may be called
to discuss their exchange in front of the class.

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D. Making 1. Learners’ Takeaways (5 minutes)
Generalization Are tone and mood important in a narrative? Why?

2. Reflection on Learning (10 minutes)

In pairs, learners will share their answers to these questions:
• Why should we know the parts of a friendly letter?

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 • How can knowing about the different text types help you talk or write about
your
own or other people’s experiences?

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

A. Evaluating Learners will write a friendly letter based on the prompt. Their letter should include
Learning all the parts previously discussed in class. (10-20 minutes)

If you were the lion, how would you express gratitude to the mouse for his
compassion for you? How would you thank him for saving your life? Write a letter
to express exactly how you feel.

Scoring Guide: (Total: 30 points)

Content – contains the details that answer the question prompts. 10 points

Structure – parts of a letter are complete; narrative text type is 5

points evident.

Word choice – use of appropriate words to evoke the intended tone 10

points and mode.

Mechanics – correct use of spelling, capitalization, etc. 5 points

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

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

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection lesson conducted/facilitated is
▪ Principles behind the teaching 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/collaborative
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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