5

Quarter 1
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 4)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
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Development Team
Writer:
• PNU-RITQ Development Team

Validator:
• PNU-RITQ Development Team

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

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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 1/ GRADE 5

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 culture-
Standards 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 Deriving Meaning from Textual Elements of a Literary Text

Competencies • Making Predictions and Drawing Conclusions
and Objectives a. predict characters' possible decisions or actions
b. draw conclusions from story events and character interactions
c. express conclusions and predictions in a culturally and gender-sensitive, and age-appropriate manner

D. Content Predicting characters’ possible decisions or actions

Drawing conclusions from story
Expressing conclusions and predictions

E. Integration Values and Skills

II. LEARNING RESOURCES

The White Shoes. (n.d.). Pumplepie Books & Happiness. Retrieved June 25, 2024, from https://pumplepie.com/collections/books-in-english-
filipino/products/the-white-shoes?variant=22907210753

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge Guess What? .
Ask students to listen to the title of the book. Then, show the cover page to help
them in guessing the content of the book.

Directions: Listen to the title of the book. Then, look at the pictures to guess what you
will see inside the book.

A. B.

Source: https://pumplepie.com/collections/books-in-
english-filipino/products/the-white-shoes?variant=22907210753

B. Establishing 1. Lesson Purpose

Lesson Purpose To introduce the lesson, let students do the following activity. Let students read the
following scenarios and determine what event is likely to occur next. Ask them to Use Worksheet 1.
explain their answers using textual evidence.
Possible answers:
What’s Next? (Activity 1)
Directions: Read the following scenarios. Determine what event is likely to occur next. 1. Cristy reluctantly admits
Explain your answer using textual evidence. that they are lost and
suggests finding a clearing
Scenario 1: to set up camp for the
During a camping trip, Cristy and Joel find themselves lost in the forest after night. Joel, feeling
straying from the designated trail. Cristy, an experienced hiker, reassures frustrated and anxious,
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Joel that she knows the way back to the campsite. However, as dusk agrees to the plan but
approaches, they realize they have been walking in circles. secretly worries about their
safety in the forest.
What event is most likely to occur next? 2. Mary, determined to win,
devises a risky but clever
Scenario 2: strategy to outmaneuver
Ross and secure victory.
At a board game night, Mary and Ross playfully compete in a game of Ross, impressed by Mary’s
strategy and skill. As the game progresses, tension builds between them, ability, responds with a
fueled by playful taunts and strategic moves. bold countermove, setting
the stage for a thrilling
What event is most likely to occur next? showdown between them.
3. Sofia and Liam giggle as
Scenario 3: they watch the monkey's
antics, amused by its
During a school field trip to the zoo, Sofia and Liam spot a mischievous playful antics and curiosity.
monkey swinging from tree to tree in the primate exhibit. The monkey seems Sofia offers the monkey a
to be eyeing the banana snacks in Sofia's backpack, much to her amusement banana snack from her
and Liam's concern. backpack, causing it to
rush closer in excitement,
What event is most likely to occur next? much to Liam's surprise
and amusement.
Scenario 4: 4. Olivia and Ethan proudly
show off their finished
During a craft session, Olivia and Ethan are making friendship bracelets for friendship bracelets,
each other. As they weave colorful threads together, they discuss their exchanging them as
favorite colors and designs, sharing stories of friendship and laughter. symbols of their bond. They
promise to wear them every
What event is most likely to occur next? day as a reminder of their
special friendship.
Scenario 5: 5. Lily and Max excitedly
whisper to each other,
In a classroom, Lily and Max are looking out the window during English predicting that it is going to
class. They notice dark clouds gathering in the sky, and a few raindrops rain soon. They quickly
start to fall. gather their belongings and
move away from the

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 What event is most likely to occur next? windows to avoid getting
wet when the rain starts
2. Unlocking Content Vocabulary pouring down.
Allow the students to be familiar with the words that they will encounter for this week’s
lesson.
Word Meaning Process students’ answers
prediction a statement about what you think will happen in the future and connect it to the focus
conclusion the opinion or judgment you have after considering all the of this week’s discussion on
information about something: predicting and drawing
textual evidence proof from a text in order to prove that the information is conclusions, where
true and accurate pictures, scenarios will be
monster any imaginary frightening creature, especially one that is used.
large and strange
tale a story, especially one that might be invented or difficult to
believe:

C. Developing and DAY 2

Deepening 1. Explicitation
Understanding Let the students read the story and answer the questions that follow. Ask students to
explain their predictions using textual evidence.

Read and predict! (Activity 2) Use Worksheet 2.

Directions: Read the story and answer the questions that follow.

The Loving Monster - A Heartwarming Tale

by: Mary Ross T. Castañares

One morning, the child woke up from his long sleep because of the hammering
and banging on the veranda. He exited the bed, rubbed his eyes, and went downstairs
to see where the sounds came from. As he neared the front door, he found his father
squatting over a broken lawnmower.
The boy was used to seeing things like this. His father was always fixing things.
They could be a leaking roof or a broken appliance. He was a man of few words, or maybe
he was not just interested.
"Good morning, Father!", despite the noise and the early hour, Baste greeted his
father pleasantly.

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 His father gave a fleeting glance up, his look uncommunicative, before returning
to his work without saying anything. Baste sighed and went into the kitchen to prepare
breakfast. His father entered the room and wiped his hands with a rag.
"Eat up and get ready for school.", his father responded casually.

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

The child nodded, used to his father's relaxed approach. He quickly completed
his meal and went upstairs to prepare for the day. As he packed his books and backpack,
he felt disappointed by his father's lack of interest in him. Despite this overwhelming
emotion, Baste went to school.

As he entered the classroom, he noticed his teacher carrying a poster. The

billboard advertised tryouts for a school play, and they were looking for cast members.
Baste's eyes widened with enthusiasm as the teacher described each character in detail.

The teacher described a brave and daring hero leading the group on a mission to
defend the kingdom from an evil sorcerer. Baste's heartbeat with anticipation as he
pictured himself as the hero, carrying a sword and confronting danger head-on.

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

As the teacher continued to describe the other characters, Baste's mind raced
with ideas. There was a wise old wizard, a crafty thief, a mighty warrior, and a caring
princess. Each character possessed distinct characteristics and Baste could not wait to
bring them to life on stage.

The teacher encouraged students to audition for any role they were interested
in and Baste immediately decided that he wanted to play the monster, the story's
central character. He spent the remainder of the day practicing his lines and honing
his swordplay, hoping to please the casting directors.

What event is most likely to occur next? ___________________________________________

Textual Evidence: _______________________________________________________________

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_

When audition day arrived, Baste stood uncomfortably before the casting panel.
As he delivered his words with passion and conviction, a thrill of excitement circulated
through his veins. Baste was overjoyed when the casting directors announced that he
had been cast as the monster.

The sessions were intense and challenging but Baste embraced his role with
passion and enthusiasm. He worked tirelessly on his performance, immersing himself
in the play's atmosphere and bringing his character to life with each line he spoke.

However, his delight quickly changed to concern when he realized that the
costume required for the play was beyond his family's budget. Feeling discouraged,
Baste confided in his cousin, who encouraged him to discuss his problems with his
father. Baste reluctantly discussed his concerns with his father, expecting rejection or
a scolding.

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

To his amazement, Baste's father listened intently but said nothing, convincing
himself he could never participate in the play. And he went to sleep.

That night, he could not believe what he witnessed. A large, dark shadow that
resembled a monster working. It was barely a glimpse, yet it sent chills down his spine.

"Who are you?" Baste yelled, "What do you want?", Baste shouted and was jolted awake
by his father's hand.

"Someone was on the veranda last night, Father." , Baste said, his eyes trying to
persuade his father.

His father responded indifferently, "Eat up and get ready for school."

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

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 On the second night, he saw more. The head was huge, with glaring red eyes that
seemed to go straight through him. He could not take his gaze away from it, even if his
instincts warned him to escape.

The following day, Baste told his friend the story.

"That's true! "I asked him what he wanted, but he just said...”, Baste began, preparing to
imitate the beast.

"I am the guardian of this land.", Baste talked in a deep, rumbling voice.

"I protect it from those who would harm it." , Baste added.

"But where is it?" Is it at your house right now? Can we see it?"”, Baste's friend said, still in
astonishment.

"Ahhhh. ", Baste sighed and remarked, "I didn't see him when I woke up this morning."

"Maybe because it was just a dream.", Baste's friend said, laughing at him.

Baste was slightly annoyed by his friend since he did not trust his stories, but
perhaps he was simply dreaming.

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

Baste was slightly annoyed by his friend since he did not trust his stories, but
perhaps he was simply dreaming.
For the third time, he glimpsed its body. It was big and muscular, with sharp claws
capable of tearing through anything in its path. He felt a sense of horror sweep over him as
he understood how powerful this thing was, but he remembered what it had said about his
noble quest.
"But why do you appear so frightening? "Why do you scare people away?", Baste
enthusiastically asked the creature.
"Baste, these are not your lines. "You are daydreaming again!", his teacher observed, patting
his shoulder. They were practicing for the play.
By the fourth night, he noticed it moving. It was slow and systematic, and each stride
caused tremors. He could hear its heavy breathing, like a beast about to pounce on its prey.

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 "No! You're not real! "Stop scaring me!", Baste murmured to himself before closing his eyes
and falling sleep.
As time passed, the monster became more prominent in his memory. He understood
that he needed to act quickly before it was too late. But while he stood there, watching the
monster working in the shadows, he could not help but worry if it was genuinely protecting
them or if it would eat them soon. But he knew he could not beat it.

What event is most likely to occur next? ___________________________________________

Textual Evidence: ________________________________________________________________

He awoke one morning and blinked his eyes several times, attempting to make
sense of what he had seen. A creature stood before him. Its sharp teeth glinted in the
dawn light, and its claws were dangerous. He screamed, his heart racing in his chest.

But then he spotted his father. He was holding the creature with amusement on
his face.

"What are you doing, Father?" You scared me half to death!", screamed the child, relief
washing over him as he grasped the truth.

His father chuckled slightly but did not want to cross his emotions as he placed
down the monster costume.

His father responded casually, "Eat up and get ready for school."

"We will bring your costume for your dress rehearsal.", his father smiled and added,

Baste had no idea that the shadow he saw was his father, who was working
feverishly on his play costume.

Night after night, Baste's father worked hard, cutting, and sewing fabric to bring
the monster man to life. Two weeks before the play, Baste was astounded to see the
costume his father had mightily made for him. With tears in his eyes, Baste hugged his
father warmly, moved by the act of love and sacrifice.

Finally, the day of the performance came. As Baste waited backstage in his
homemade outfit, he experienced a wave of confidence and gratitude.

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What event is most likely to occur next? ___________________________________________
Textual Evidence: ________________________________________________________________

As the curtains were drawn back, Baste entered the stage, his eyes wide with
astonishment. The set was a lovely forest, with shimmering lights and vibrant flowers
covering the stage. Baste took a big breath and started reciting his lines, his voice loud
and clear. The story of the loving monster unfolded in front of the audience, telling of
friendship and bravery. Baste's performance was captivating; his movements were
graceful, and his expressions were convincing. The audience was intrigued and hung
on to his every word.

The play was a huge success, with laughter, acclaim, and steadfast support
from his family and community. Baste's heart swelled with pride as he played the role
of the loving monster, bringing delight to everyone who watched.

As a result, the story of the loving monster became a village legend, representing
resilience, kindness, and the power of love. Baste discovered that sometimes the
greatest monsters are not those we fear but those who love us unconditionally and
support us through life's difficulties.

As the performance ended, Baste realized he would always have a loving

monster leading him through life's ups and downs. And, full of gratitude, Baste said a
silent thank you to his father, the real hero of his narrative.

Day 3
Lesson Activity

Mr. and Ms. Q & A (Activity 3)

Directions: Answer the following questions based on your understanding of the text
by completing the table below. Start your answer with the phrase, ‘I believe…’

Question Answer Textual Evidence

1. How does Baste's father
typically respond to him in
the morning, and how does
Baste feel about this?

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2. Why does Baste decide
to audition for the role of
the monster in the school
play?
3. What challenges does
Baste face in preparing for
the play, and how does he
overcome them?
4. Describe Baste's initial
reaction to seeing the
"monster" outside his
house at night. How does
his perception of the
monster change over time?
5. How does Baste's friend
react when he tells him
about seeing the monster?
What does this reveal
about Baste's relationship
with his friend? Use Worksheet 3.
6. How does Baste's father
demonstrate his love and
support for him throughout
the story, especially as
r4egards the school play?
7. Discuss the significance
of the monster costume
that Baste's father makes
for him. How does it
symbolize their
relationship and the theme
of love in the story?
8. What lessons does
Baste learn from his
experience with the school
play and his father's

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 involvement? How does
this impact his
understanding of family
and support?

D. Making Day 4
Generalizations To help students reflect on this week’s lesson, ask them to draw a symbol that would
reflect their takeaways on the lesson and the story they read.

Learners’ Takeaways (Activity 4)

• Directions: draw a symbol that would reflect your takeaways on the lesson and Use Worksheet 4.
the story you read. Write three sentences explaining your drawing.

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

A. Evaluating To assess if students have a deeper understanding of the lesson and have gained the
Learning target skills, let students answer the ‘what if’ questions below.

What if? (Activity 5)

Directions: Read the following questions and answer them based on your predictions Use Worksheet 5.
and conclusions.

1. What if Baste had never decided to audition for the school play? How could his life
have been different?
2.What if Baste's father had not been able to make the monster costume for him?
How might Baste have felt, and how might the story have unfolded differently?
3. What if Baste's father had revealed his efforts to make the monster costume for
him earlier in the story? How might this have affected Baste's feelings and
motivations leading up to the performance?
4. What if Baste had encountered challenges or obstacles during the actual
performance of the play? How might he have responded, and how might this have
influenced the audience's perception of his character?

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 5. What if the school play had not been successful, or if Baste's performance had not
been well-received by the audience? How might this have impacted Baste's feelings
of accomplishment and his relationships with his family and classmates?

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

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

Others

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

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