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Q1 - LE - English 4 - Lesson 3 - Week 3

This document is a lesson exemplar for Grade 4 English, focusing on the implementation of the MATATAG K to 10 Curriculum for the School Year 2024-2025. It outlines curriculum content, performance standards, learning competencies, and teaching procedures aimed at enhancing students' vocabulary and grammatical skills through structural analysis of words. Additionally, it includes resources, assessment strategies, and reflection prompts for teachers to evaluate learning outcomes and improve teaching practices.
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0% found this document useful (0 votes)
27 views12 pages

Q1 - LE - English 4 - Lesson 3 - Week 3

This document is a lesson exemplar for Grade 4 English, focusing on the implementation of the MATATAG K to 10 Curriculum for the School Year 2024-2025. It outlines curriculum content, performance standards, learning competencies, and teaching procedures aimed at enhancing students' vocabulary and grammatical skills through structural analysis of words. Additionally, it includes resources, assessment strategies, and reflection prompts for teachers to evaluate learning outcomes and improve teaching practices.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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4

Lesson Exemplar Quarter 1


Lesson

for English 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


Lesson Exemplar for English Grade 4
Quarter 1: 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

Writer:

 PNU-RITQ Development Team

Validator:

 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 1/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of
Standards literary and 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 one’s purpose, context, and target
audience.
B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts
Standards (enumeration-description) based on their purpose, context (mealtimes and birthdays), and target audience using
simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

C. Learning Using structural analysis


Competencies 1. Identify root words to infer meaning of words.
and Objectives 2. Identify meaning and use of prefixes (un-, in-, il-, ir-, im- mis-) in inferring the meaning of words.
3. Recognize the denotative and connotative meaning of words used in sentences.

D. Content Using Structural Analysis in Unlocking Meaning of Words

E. Integration

II. LEARNING RESOURCES

Haberling, J. (2016). The complete middle school study guide: Everything you need to ace English language arts in one big fat book .
Workman Publishing Co., Inc.
Sheehan, A. (January 2004). Making sense of words. English Teaching Forum, 2-11.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1


Knowledge Short Review
Present basic Science terms that were covered in Grade 3. Guide students in
analyzing the meaning of the words based on the root words. The last column
should be blank where students can write the word meanings in their own
words.
What is the meaning
Word Root Meaning of Root
of the word?
laboratory Latin Root: a place for labor or a special room or
laboratorium work building where you
do
experiments
investigation Latin Root: to study or examine
vestigium footprint, track closely
diagram Greek Root: a drawing that shows
diagraphein mark out by lines how parts fit together
or how something
works
microscope Greek Roots: a tool that makes
tiny mikros small things look bigger
skopein to look at
astronomy Greek Root: learning about things
astron star that are not on
the planet Earth
B. Establishing 1. Lesson Purpose
Lesson Purpose Show a screenshot of a search result when one does an online search of a word
definition. Highlight the information one can find particularly the details on
word etymology or word meaning. Below is an example:

If internet connection is
available. The class can
2
explore

3
doing online search for word
meanings.

Using the dictionary is another


option.

https://www.google.com/search?sca_esv=9f7028ba12e97f2e&rlz=1C1VDKB_enPH956PH956&q=science&si=ACC90nypsxZVz3WGK63NbnSPlfCB0bl7 Dm_VT
hqizZ7fRTNWgYZZ8qp3sZAEBOeBPCKEb7o9WdT0qetRmWizIiKqUDi0uwa33Q%3D%3D&expnd=1&sa=X&ved=2ahUKEwjc7eeCgL2GAxVUrVYBHQxtA -
cQ2v4IegQIIBAe&biw=1396&bih=663&dpr=1.38
Note how students can use online information in online dictionaries. Link this
to the focus of the week’s lesson on analyzing the structure of a word.

2. Unlocking Content Vocabulary


Present the following definitions and have the students identify the parts of
the words that follow. They will check the appropriate label.
a. Root –the most basic part of the word which holds the core of the
word’ s meaning
b. Affix – an additional element placed at the beginning or end of a word
to change its meaning
c. Prefix – affix that appear at the front of a root word
d. Suffix – affix that appear at the end of a word

4
The definitions are from the complete middle school study guide: Everything
you need to ace English language arts in one big fat book by Jen Haberling
(2016, pp. 76-77)

present -able More examples can be provided


root root here. Students can also give
presentable additional examples.
prefix prefix
suffix suffix

inter- national
root root
international
prefix prefix
suffix suffix

end -less
root root
endless
prefix prefix
suffix suffix

C. Developing and DAY 2


Deepening 1. Explicitation
Understanding Have students work on this exercise which is adapted by Andrew Sheehan
(2004) from Redman, Ellis, and Viney (1996).

Which of these words can be combined with -less and -ful? List the words
that can be derived.
use
harm
care
thought
pain
hope

Note how adding -less and -full changed the meaning of words. Stress the
purpose of the lesson which is on analyzing the parts of a word to infer its
meaning.

5
2. Worked Example
Guide students in analyzing the information on word parts in the table below.
Note the change in meaning when a prefix or suffix is added.

Prefix Root Suffix Meaning


USE take (something) for a purpose to get a result
USE ful able to be used for a purpose
USE less not able to achieve intended purpose
mis USE use (something) in a wrong way
re USE use again

Present the list of common Latin and Greek roots and their meanings. Ask
students to think or search for more words with the same root.

Common Latin Roots The teacher can add more in


the list. Make sure that the
Latin Root Meaning Example Words words are appropriate to the
aqua water aquarium, aquamarine students’ grade level.
aud to hear audience, auditorium
multi many multimedia, multiple
vis see visible, vision

Common Greek Roots

Greek Root Meaning Example Words


anti against antivirus, antidote
bio life biology, biography
micro small microscope, microphone
phon sound telephone, saxophone

Present the list of common prefixes and suffixes along with their meanings. Have
students infer the meaning of the words and write in the last column the

6
definition using their own words. Students can also think or search for more
words with the same prefix or suffix.

Common Prefixes

Prefix Meaning Example Words What is the meaning


of the word?
im- not impossible
in- invisible
il- illegal
ir- irregular
mis- wrongly misspell
misfortune
dis- not disagree
dislike

Common Suffixes

Prefix Meaning Example Words What is the meaning


of the word?
-able is; can be affordable
-ible accessible
-ful full of helpful
spoonful
-less without endless
bottomless

DAY 3-4
3. Lesson Activity Part of Speech may also be
Ask students to work in pairs or in small groups to prepare Word Cards. They identified. This can be included
select three words from the reading texts in Lessons 1 and 2. A word card in the Dictionary Meaning.
has the parts as shown below.

7
WORD Word Cards can be presented
Dictionary Meaning Filipino/Mother Tongue and displayed. Gallery walks
Translation can also be explored.

Structure
Prefix Root Word Suffix

Example Sentence Illustration

D. Making 1. Learners’ Takeaways


Generalizations Have students write or talk about what they learned with the help of
the following prompts.
Learning about the word parts is helpful in .
I will study more words so I can .

2. Reflection on Learning
Ask students to reflect on how they learned by answering the following
questions.
What is one idea that you understand 100% from today’s lesson?
What could you have done today to help yourself learn better?

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

A. Evaluating Formative Assessment


Learning Word Wall Project. Lead the class in starting a Word Wall Project. New vocabulary

8
words will be posted on the bulletin board every week. Students can display their
word cards, word family trees, or word flash cards.

The teacher can search for word wall ideas. Below are useful articles:

Bruyère, J. (2019, April 22). Building a better word wall. Edutopia.


https://www.edutopia.org/article/building-better-word-wall/

Wahlstrom, D. (n.d.). Word wall ideas. Reading Rockets.


https://www.readingrockets.org/sites/default/files/migrated/content/pdfs/001-word-wall-post-for-blog.pdf

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


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

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


Reflection on: lesson conducted/ facilitated is
▪ principles behind the teaching essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may
Why did I teach the lesson the way I did? 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

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lesson?

1
0

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