5

Quarter
Quarter 31
Lesson Exemplar Lesson

for English 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 5
Quarter 1: Lesson 2 (Week 2)
SY 2024-2025

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 2023-2024. 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

Writer:
• Rocky James G. Sarasua
Validator:
• Joel M. Torres, Ph.D.

Management Team
Philippine Normal University
Research Center 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.
 LESSON EXEMPLAR TEMPLATE

LEARNING AREA/QUARTER/ GRADE LEVEL

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing
Standards knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts;
and developing skills in composing and creating text in order to produce culture-appropriate texts based on their
purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce
Standards culture-appropriate texts: narrative and expository texts (explanation, news report) 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 Learning Competency: Recognize sound devices and figures of speech used in a selection
Competencies 1. define the following sound devices and figures of speech used in literary texts: onomatopoeia, alliteration,
and Objectives assonance, and consonance; simile, metaphor, and personification (EN5LR-I-1-1)
2. identify onomatopoeia, alliteration, assonance, consonance, similes, metaphors, and personifications used in a
selection (EN5LR-I-1-1)

D. Content Sound Devices and Figures of Speech

E. Integration Holiday in focus: National Heroes Day

Values and Skills: Leadership, Service to Others, Patriotism, Unity, National Pride
SDG: SDG10 Reduced Inequalities, SDG16 Peace, Justice, and Strong Institutions, SDG17 Partnerships for the Goals

II. LEARNING RESOURCES

Kilmer, J. (2020, February 13). Trees. Poetry Foundation. https://www.poetryfoundation.org/poetrymagazine/poems/12744/trees

LitCharts. (2024). LitCharts. LitCharts. https://www.litcharts.com/literary-devices-and-terms/figure-of-speech
Yamasaki, P. (2022, November 21). 20 Types of Figures of Speech, with Definitions and Examples. 20 Types of Figures of Speech,

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 with Definitions and Examples | Grammarly. https://www.grammarly.com/blog/figure-of-
speech/#:~:text=A%20figure%20of%20speech%20is
Zelazko, A. (2019). Figure of speech | rhetoric | Britannica. In Encyclopædia Britannica. https://www.britannica.com/art/figure-
of-speech

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
Start the lesson by having the learners perform a simple activity in the class. Make sure everyone has to
participate in this enjoyable
ACTIVITY: What’s that Sound? activity.
Instructions: The teacher will flash different pictures of animals, humans, and
machines that make sound. Your task is to identify and give that specific sound.

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 Images from: https://www.freeimages.com/

Guide Questions:
1. What would the world look or feel like if there are no sounds?
2. Why do you think sounds are important?
3. What other sounds coming from nature and machine do you know?

2. Feedbacking
Provide feedback to the learners’ homework about the story grammar that they
prepared.

B. Establishing 1. Lesson Purpose Unlocking Difficulty Answer

Lesson Purpose Relate the discussion you had with your class yesterday. Share to the class that the Key
sounds we hear from nature and man-made things can also be read in different 1. f
pieces of literature. These are called onomatopoeia. Discuss to the class that there 2. d
are creative ways in which authors of literature can appeal to the senses of its 3. a
readers. 4. c

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 5. b
ACTIVITY. TWIST YOUR TONGUES! 6. g
Instructions: Different tongue twister scenes will be flashed on screen. Students will 7. h
take turns in reciting each tongue twister without committing mistakes 8. e

A. She sells seashells by the seashore.

B. How can a clam cram in a clean cream can?
C. Peter Piper picked a peck of pickled peppers.
D. Fuzzy Wuzzy was a bear; Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn't very
fuzzy, was he?
E. Betty Botter bought some butter, but she said this butter's bitter. If I put it in
my batter, it will make my batter bitter. So, she bought some better butter,
better than the bitter butter, and it made her batter better.

Guide Questions:
1. What did you notice about the tongue twister pieces?
2. What similarities can you pinpoint as regards the vowel and consonant sounds in
each tongue twister?

2. Unlocking Content Vocabulary

Match the figures of speech in Column A with their corresponding descriptions in
Column B. Write the CAPITAL LETTER of the correct answer in the blank
provided.
COLUMN A COLUMN B
______________1. Alliteration a) It compares two different things
using the words "like" or "as." For
example, "Her smile was as bright
as the sun."
______________2. Hyperbole b) It is a figure of speech that directly
refers to one thing by mentioning
another, to suggest they are alike.
For instance, "Time is a thief."
______________3. Simile c) It attributes human characteristics
to non-human things or abstract
concepts. For instance, "The wind
whispered through the trees."

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 ______________4. Personification d) It involves extreme exaggeration for
emphasis or effect. For example,
"I've told you a million times."
______________5. Metaphor e) It is a figure of speech in which the
sound of a word imitates its
meaning. For instance, "buzz" or
"clang."
______________6. Assonance f) It is the repetition of initial
consonant sounds in neighboring
words or syllables. For example,
"Peter Piper picked a peck of
pickled peppers."
______________7. Consonance g) It is the repetition of vowel sounds
in neighboring words or syllables.
For example, "The rain in Spain
falls mainly on the plain."
______________8. Onomatopoeia h) It is the repetition of consonant
sounds, especially at the end of a
word. For example, "stroke of luck."

C. Developing and ELEMENTS OF A SHORT STORY

Deepening
Understanding 1. Explicitation
Now that the learners have an understanding of the terms which will be pivotal in
the mastery of the lesson, the teacher shall now proceed with deepening the learners’
understanding on the different figures of speech commonly used in literature.

A figure of speech is when we use words in a special way to make our language more
interesting or to create a certain effect. Figures of speech make language more
colorful and engaging. It is like adding a special touch to what we say or write to
make it more creative and fun, thus creating an impact. We can find figures of
speech not just in stories and poems, but also in greeting cards, advertisements,
newspaper headlines, and even in the way people talk about sports, music, and
other topics they are passionate about.

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LitCharts has provided a clear way on defining the commonest figures of speech. A
metaphor is a figure of speech that makes a comparison between two unrelated
things by stating that one thing is another thing, even though this is not literally
true. For example, if someone says "it's raining cats and dogs," this obviously does
not literally mean what it says—it is a metaphor that makes a comparison between
the weight of "cats and dogs" and heavy rain. Metaphors are tropes because their
effect relies not on the mechanics of the sentence, but rather on the association
created by the use of the phrase "cats and dogs" in a non-literal manner.

A simile, like a metaphor, makes a comparison between two unrelated things.

However, instead of stating that one thing is another thing (as in metaphor), a simile
states that one thing is like another thing. To stick with cats and dogs, an example of
a simile would be to say "they fought like cats and dogs."
A hyperbole is an intentional exaggeration of the truth, used to emphasize the
importance of something or to create a comic effect. An example of a hyperbole is to
say that a backpack "weighs a ton." No backpack literally weighs a ton, but to say
"my backpack weighs ten pounds" does not effectively communicate how
burdensome a heavy backpack feels. Once again, this is a trope because its effect
comes from understanding that the words mean something different from what they
literally say.

In alliteration, the same sound repeats in a group of words, such as the “b” sound
in: “Bob brought the box of bricks to the basement.” Alliteration uses repetition to
create a musical effect that helps phrases to stand out from the language around
them.

Assonance is a scheme in which vowel sounds repeat in nearby words, such as the
"ee" sound in the proverb: "the squeaky wheel gets the grease." Like alliteration,
assonance uses repeated sounds to create a musical effect in which words echo one
another—it's a scheme because this effect is achieved through repetition of words
with certain sounds, not by playing with the meaning of words.

Consonance is a figure of speech in which the same consonant sound repeats within
a group of words. An example of consonance is: "Traffic figures, on July Fourth, to be
tough." Consonance occurs when sounds, not letters, repeat. In the example above,
the "f" sound is what matters, not the different letters (such as "ph") used to produce

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that sound. Consonance does not require that words with the same consonant sounds
be directly next to each other. Consonance occurs so long as identical consonant
sounds are relatively close together. The repeated consonant sounds can occur
anywhere within the words—at the beginning, middle, or end, and in stressed or
unstressed syllables.

Personification is a type of figurative language in which non-human things are

described as having human attributes, as in the sentence, "The rain poured down on
the wedding guests, indifferent to their plans." Describing the rain as "indifferent" is
an example of personification, because rain can't be "indifferent," nor can it feel any
other human emotion. However, saying that the rain feels indifferent poetically
emphasizes the cruel timing of the rain. Personification can help writers to create
more vivid descriptions, to make readers see the world in new ways, and to more
powerfully capture the human experience of the world (since people really do often
interpret the non-human entities of the world as having human traits).

Onomatopoeia is a figure of speech in which words evoke the actual sound of the
thing they refer to or describe. The “boom” of a firework exploding, the “tick tock” of
a clock, and the “ding dong” of a doorbell are all examples of onomatopoeia.

Note that these are just the most commonly used figures of speech in literature and
there are a lot more. These figures of speech help the writers to provide a deeper
meaning into their poetry and create a beauty in the writing process.

2. Worked Example
Learners will read a short poem.

The Familiar Sounds in Our Home

By Rocky James G. Sarasua

Before I sleep at night my mama would shhhh… shhhh… shhhh…

While asleep, they hear me zzzzzz… zzzzzz… zzzzz…,
When I wake up, the white rooster will crow tik-tilaok! Tik-tilaok! Tik-tilaok!
Our cows would Maaaaaa! Maaaaaa! Maaaaaa! Our ducks would kwak! Kwak! Kwak!
The minute Mayas will Twit! Twit! Twit! Twit! Twit! Our pet Browny will bark aaarf! aaarf!
aaarf!

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These are the sounds that I listen to every morning.
For the breakfast, my mama would heat up a kettle for their coffee.
The whistling sound signals that the water is boiling hot as the sun.
The crunchy cereals I bite munch, the excited egg in the pan sizzles,
And a burp, burp, burp means that I’m full.
In silence, the sad shiny silver clock sounds Tik-tak, Tik-tak, Tik-tak,
Mama’s vivacious vacuum cleaner thuds woooooooooooooooooooooh,
The fabulous flower garden has buzzes from the bees.
The birds chirp in the distant trees.
When the sun sets
My energy resets
It’s time to rest like a king.
When the moon appears lively and sweet, I am all ears,
For the stories my mama will tell
For me to feel very well.
And before I sleep at night my mama would shhhh… shhhh… shhhh…
While asleep, they hear me zzzzzz… zzzzzz… zzzzz…

GUIDE QUESTIONS:

1. As described in the poem, what sounds does the poet hear every morning?
2. How does the poet describe the sounds of the rooster and the farm animals in
the poem?
3. What does the whistling sound in the poem signify?
4. Describe the breakfast scene mentioned in the poem. What sounds are
associated with breakfast?
5. What does the poet mean by "the sad shiny silver clock sounds Tik-tak, Tik-
tak, Tik-tak"?
6. How is the vacuum cleaner described in the poem? What sound does it make?
7. What sounds can be heard in the fabulous flower garden according to the
poem?
8. What natural sounds are mentioned in the last stanza of the poem?
9. How does the poet describe the transition from day to night in the poem?
10. What feelings or emotions does the poet experience when listening to the
stories told by Mama at night?

3. Lesson Activity

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From the discussions and the poem presented above, the learners can now
determine the different figurative languages used in other poetries. The students will
be reading the poem Trees by Joyce Kilmer.

Trees
By Joyce Kilmer

I think that I shall never see

A poem lovely as a tree.

A tree whose hungry mouth is prest

Against the earth’s sweet flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;

A tree that may in Summer wear

A nest of robins in her hair;

Upon whose bosom snow has lain;

Who intimately lives with rain.

Poems are made by fools like me,

But only God can make a tree.
Joyce Kilmer, “Trees” from Poetry 2, no. 5 (August 1915): 153.

GUIDE QUESTIONS:

1. What is the central theme of the poem "Trees" by Joyce Kilmer?

2. How does the poet describe trees in the poem? What words or phrases does he
use?
3. Why do you think the poet chose to write about trees? What message is she
trying to convey?
4. How do trees benefit the environment and living beings?
5. In what ways can we contribute to conserving trees and protecting the
environment, based on what you've learned from the poem?
6. Identify examples of personification in the poem "Trees." How does
personification help convey the poet's message?

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 7. What is the difference between a simile and a metaphor? Can you find
examples of both in the poem?
8. How does the poet use imagery to describe trees? What pictures do you see in
your mind when you read the poem?
9. Find instances of alliteration or consonance in the poem. How do these
techniques enhance the poem's rhythm and meaning?
10. Discuss the use of symbolism in the poem. What do trees symbolize in the
context of nature and environmental conservation?

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Fill out the What I Have Learned Journal.

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

A. Evaluating DAY 4 ANSWER KEY TO THE

Learning 1. Formative Assessment FORMATIVE ASSESSMENT
Instructions: Write TRUE if the statement gives a correct idea and FALSE if otherwise. 1. True
2. True
1. Figures of speech are important for the beauty of literature. 3. False
2. The tongue twister "She sells seashells by the seashore" is an example of 4. False
alliteration. 5. False
3. "How can a clam cram in a clean cream can?" is an example of hyperbole. 6. False
4. "Peter Piper picked a peck of pickled peppers" is an example of consonance. 7. True
5. "Fuzzy Wuzzy was a bear; Fuzzy Wuzzy had no hair" is an example of 8. True
personification. 9. False
6. The tongue twister "Betty Botter bought some butter" is an example of simile. 10. True
7. Alliteration is the repetition of initial consonant sounds in neighboring words or 11. False
syllables. 12. True
8. Hyperbole involves extreme exaggeration for emphasis or effect. 13. True
9. Simile directly refers to one thing by mentioning another to suggest they are alike. 14. False
10. Personification attributes human characteristics to non-human things or abstract 15. False
concepts.
11. Assonance is the repetition of vowel sounds in neighboring words or syllables.
12. Consonance is the repetition of consonant sounds, especially at the end of a word.
13. Onomatopoeia involves the use of words that imitate the sounds they represent.
14. Metaphor compares two different things using the words "like" or "as".
15. The tongue twister "Betty Botter bought some butter" exemplifies onomatopoeia.

B. Teacher’s Note observations on any

Effective Practices Problems Encountered
Remarks of the following areas:

strategies explored

materials used

learner engagement/
interaction

others

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C. Teacher’s Reflection guide or prompt can be on:
Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ 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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