4

Lesson Exemplar Quarter 1

Lesson

for English 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 1: Lesson 7 of 8 (Week 7)
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:
 Myron Willie III B. Roque, PHD-ELL (Parada National High School)

Validators:

 Cristina M. Padilla (De La Salle University – Dasmarinas)

 Jasper Eric C. Catan, EdD, LPT (Siliman University)

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 based on their purpose, context, and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.

C. Learning EN4VR-1-1 Identify Visual Elements

Competencies Learning Competencies
and Objectives A. Identify lines (vertical, horizontal, left diagonal, right diagonal and zigzag, thin lines, thick lines, broken
lines, and dotted lines);
B. Determine lines, shapes, and colors used to convey meaning;
C. Interpret images/ ideas that are explicitly used to influence viewers (symbolism);
D. Infer the purpose of the visual text.

D. Content EN4VR-1-1 Identify Visual Elements

Topics:
1. Lines (vertical, horizontal, left diagonal, right diagonal and zigzag, thin lines, thick lines, broken lines,
and dotted);
2. Lines, shapes, and colors used to convey meaning;
3. Steps in interpreting images/ ideas that are explicitly used to influence viewers (symbolism);
4. Steps in identifying the purpose of the visual text.

E. Integration

II. LEARNING RESOURCES

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Motivation for Subtopic 1 (Lines) for Day 1 The following are the
Knowledge Show a video clip or a series of images highlighting different types of lines, both in suggested motivational
art and everyday life. activities for each subtopic.
 Then, initiate a class discussion: "What do you know about lines? Can you Thus, it is emphasized that
give examples of where you've seen different types of lines before?” the teacher is free to make
variations on the provided
Motivation for Subtopic 2 (Lines, Shapes, and Colors used to convey activities for the
Meaning) for Day 2 betterment of the teaching
Begin with a mysterious tale: "Once, in a quaint village, there lived an artist known for and learning process.
creating magical paintings. One day, he painted a single, delicate line on a canvas.
Strangely, some viewers saw a tearful expression, while others sensed a glimmer of
hope."
 Spark curiosity: "How do you think a single line managed to convey both
sadness and hope? What could this artist's secret be?"

Motivation for Subtopic 3 (Steps in interpreting images/ ideas that are

explicitly used to influence viewers’ “Symbolism”) for Day 3
Display an image where the meaning isn't immediately clear. Encourage learners to
share their interpretations.
Engage learners in a
Ex. conversation about images
 Reveal the intended symbolism and prompt reflection: they have encountered that
"How did your initial interpretations compare to the actual sparked emotions or
symbolism? " influenced their choices.
Explore how visuals have
Motivation for Subtopic 4 (Steps in identifying the purpose of the visual affected their decisions.
text) for Day 4
Display an intriguing visual text on the board. It could be a captivating book cover,
an eye-catching advertisement, or an amusing comic strip.
 Ask learners to describe how the visuals on the cover might reflect the
story's themes of growth, transformation, and the power of nature.
 Ask learners to take a few moments to observe the visual and silently jot
down what they think the purpose of the visual might be. Alternative: Display the
book cover of "The Secret

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 Share a brief personal anecdote involving a memorable visual, such as a thought- Garden" by Frances
provoking poster or a captivating movie poster: "Before we dive into our adventure Hodgson Burnett. Engage
with visual texts, let me share a quick story.” Once, I stumbled upon a captivating students in a discussion
poster while walking through a park. The poster had vibrant colors and showed about the visual elements
children planting trees and cleaning up their surroundings. At first glance, I was drawn of the cover: colors,
to the poster's cheerful design, but as I looked closer, I realized it was promoting illustrations, and
an upcoming community clean-up event." typography.

B. Establishing 1. Establishing Purpose for Subtopic 1 – (Lines) for Day 1 The following are the
Lesson Purpose Share the lesson objective with the learners: "Today, we will embark on a suggested activities for
creative journey to explore and identify various types of lines that exist around us." each subtopic.
Thus, it is emphasized that
Lesson Activity: the teacher is free to make
Matching Variation: Mechanics: variations on the provided
● Prepare cards with the vocabulary terms on one set and their activities for the
corresponding definitions on another set. betterment of the teaching
and learning process.
● Shuffle the cards and place them face down.
● Each student takes a turn flipping over one term card and one definition card.
● If the term matches the correct definition, the student keeps the pair of cards.
● If not, the cards are placed back face down, and it's the next student's turn.
The game continues until all matches are found.

Vertical: A line that goes straight up and down, like the side of a bookshelf.
Horizontal: A line that goes straight across, like the horizon where the sky
meets the land.
Diagonal: A line that slants or slopes, neither vertical nor horizontal.
Zigzag: A line with a series of sharp turns in alternating directions, like the path
of a lightning bolt.
Thin: A line that has a small width or is not very wide.
Thick: A line that has a greater width, being wider than a thin line.
Broken: A line that is interrupted by gaps or spaces, not continuous.
Dotted: A line that is made up of a series of dots placed closely
together.
Lesson Activity:

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Prepare a dynamic and visually engaging interactive line showcase. This could
involve a large poster board or digital presentation with images, animations, and real-
world examples of various types of lines.
 Make it interactive by inviting learners to come up to the board (or use a touch
screen) to draw and experiment with lines.
 Incorporate engaging questions like, "What kind of line would you use to
represent a tree trunk?" or "Can you draw a zigzag line that represents a bolt of
lightning?" Encourage learners to share their thoughts and hypotheses about
how lines can be used creatively.

2. Establishing Purpose for Subtopic 2 (Lines, Shapes, and Colors used to

convey Meaning) for Day 2
Ignite curiosity by saying: "Today, we will journey into the captivating world of visual
language, where lines, shapes, and colors transform into storytellers, each carrying a
unique tale of emotion and meaning.”

Lesson Activity:
Display images that use colors to symbolize emotions, such as red for anger or
blue for calmness.
 Prompt learners with these questions: "What feelings do these colors
evoke? Can you think of real-life situations where these colors align with
emotions?"

3. Establishing Purpose for Subtopic 3 (Steps in interpreting images/ ideas

that are explicitly used to influence viewers’ “Symbolism”) for Day 3
"Today, we embark on a captivating exploration of symbolism—a secret
language artists use to weave meaning into images, affecting how we perceive the
world."

Lesson Activity:
Vivid Vocabulary Hunt:
 Provide learners with a list of key terms related to symbolism, such as
"symbol," "interpretation," "convey," "subtle," and "perception."
 In pairs or small groups, challenge learners to brainstorm meanings,
associations, and real-life examples of each term.
 Encourage them to think creatively and share their findings.

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Visual Vocabulary Connection:

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  Display a set of captivating images on the screen, each rich with symbolism.
 Ask learners to individually choose a key vocabulary term and link it to a
specific symbol or element in one of the images. They should explain how the
term relates to the symbol's meaning.
 Encourage learners to share their connections, fostering a dynamic
exchange of ideas.

4. Establishing Purpose for Subtopic 4 (Steps in identifying the purpose of

the visual text) for Day 4
Set the tone for the lesson: "Today, we're setting off on a fascinating journey to
decode the language of visuals. Get ready to unveil the secret messages behind
pictures and images!"
Lesson Activity:
● Arrange the class into teams of 4-5 learners each.
● Prepare vocabulary cards with words on one side and their meanings on the other.
● Place the vocabulary cards face down in a row at the front of the room, with
the meanings facing up.
● The first student from each team comes forward and reads a vocabulary word,
then races to find its matching meaning card.
● After finding the match, the student returns to their team and the next student
takes a turn.
● The relay continues until all words are matched.
Visual Text: A picture or image that tries to communicate a message or idea.
Purpose: The reason why something is made or done.
● Inform: To give information or facts to someone.
● Entertain: To amuse or interest someone.
● Persuade: To try to convince someone to do or believe something.
● Express Emotions: To show feelings or moods through

C. Developing and 1. Deepening Understanding for Subtopic 1 (Lines) for Day 1 For the facilitation of the
Deepening Prepare a dynamic and visually engaging interactive line showcase. This could learning process, each
Understanding involve a large poster board or digital presentation with images, animations, and real- subtopic has been given a
world examples of various types of lines. day assignment. Thus, the
Make it interactive by inviting learners to come up to the board (or use a touch teacher is free to adjust and
screen) to draw and experiment with lines. modify day allocation
depending on his/ her

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 pacing as discussions are
Station Ideas: delivered.
● Vertical Adventure: Learners use colored pencils or markers to draw a tall Provided as well are
building with vertical lines representing windows and doors. suggested activities for
● Horizontal Highway: Learners create a landscape drawing with a wide road each subtopic. Expounding
and horizontal lines for lanes. of concepts are advised
● Zigzag Artistry: Provide a template of a lightning bolt shape. Learners fill it and provision for more
with creative zigzag patterns. examples are also
● Diagonal Designs: Learners design a playful staircase, using diagonal lines to encouraged.
connect the steps.

1. Rotate the learners through each station, allowing them to explore and
experience each type of line.
2. Gather learners back as a whole class.
3. Facilitate a collaborative reflection session where each group shares what they
discovered at their exploration station. Discuss the uniqueness and creativity
that different types of lines can bring to artwork and design. Prompt discussion
with questions like, "How did using vertical lines in your building drawing
make it different from one with horizontal lines?" or "Why might an artist
choose to use zigzag lines in their artwork?"

A. Worked Example:
Identifying Lines
Directions: Look at the images below and write down what types of line each
image represents (e.g., vertical, horizontal, diagonal, zigzag, etc.) Write the
meaning indicated by each line.

B. Lesson Activity:
Identify a small group of learners who may need additional reinforcement. Offer
them an extension activity that involves creating a line- themed scavenger hunt
around the school, reinforcing their understanding in a practical context.

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2. Deepening Understanding for Subtopic 2 (Lines, Shapes, and Colors
used to convey Meaning) for Day 2
Showcase a spectrum of lines, from sharp and jagged to smooth and curvy, and ask:
"Imagine these lines are describing emotions. Which lines would represent
excitement? Which would depict serenity?"
 Display shapes like circles, squares, and triangles. Guide a discussion: "How
might a circle represent unity? Can you think of an event where these shapes
could be used to express their meanings?"
 Distribute visuals or handouts detailing the symbolic meanings of shapes (e.g.,
circle for unity, triangle for strength).
 Present a famous painting, such as "Starry Night" by Vincent van Gogh and
delve into how the lines and shapes powerfully convey the message of
peace.

A. Worked Example
Identifying Line Thickness and Style
Directions: Create your own design using both thin and thick lines. Explain the
meaning or emotion your design conveys. Use a sheet of paper to create a design
using only thin lines. Then, create another design using only thick lines. Share your
designs with a classmate and discuss the different feelings they convey.

Exploring Shapes and Colors

Directions: Look at the shapes and colors in the images below. Write down the
emotion or meaning you associate with each shape and color.

B. Lesson Activity:
In-Depth Exploration Activity: "The Line of Emotion"
Build on the engaging story of the artist's mysterious painting.

✔ Distribute drawing paper or sketchbooks and drawing materials to learners.

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 ✔ Instruct each student to draw a single line that portrays a specific emotion, such
as happiness, sadness, excitement, or curiosity.
✔ Encourage them to focus on the form, direction, and energy of the line to evoke
the chosen emotion.
✔ After drawing, ask learners to share their lines and their intended emotions with a
partner.

Group Discussion: “Decoding Emotion Through Lines”

Facilitate a class discussion by posing questions: "How did you choose the direction
and form of your line to convey the emotion? Did your partner interpret the
emotion as you intended?" Guide learners to reflect on how lines, seemingly simple
elements, can carry nuanced feelings based on their composition and
arrangement.

3. Understanding for Subtopic 3 (Steps in interpreting images/ ideas that Introduce the concept that
are
lines are not just static
explicitly used to influence viewers “Symbolism”) for Day 3
marks but can be dynamic
Articulating the Key Idea: conveyors of emotions and
Transition to the core message by displaying the key idea/stem: "Embark on a journey meanings.
into the realm of symbolism, where images and ideas become intricate tools of
influence, shaping how we perceive and respond to the world."
Interactive Thought Spark:
Ignite anticipation by asking a reflective question: "Can you recall a time when an
image or symbol left a lasting impact on you? Share a brief experience."

Decoding Symbolic Language:

Display images with strong symbolism, such as a broken chain representing
freedom or a clock symbolizing the passage of time.

Facilitate a discussion: "What thoughts and emotions do these symbols evoke? How
might they sway viewers' thoughts or emotions?"

A. Worked Example
Exploring Masterpieces of Symbolism

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 Using Salvador Dalí's "The Persistence of Memory", guide learners through a multi-
layered analysis, uncovering hidden meanings behind symbols and their impact on
the artwork's message. Learners collaborate in pairs
to dissect the images,
Exploring Other Sources of Symbolism decoding their implicit
Distribute images of contemporary advertisements, political cartoons, or album covers messages and potential
laden with symbolism. influence on opinions or
behaviors.
B. Lesson Activity:
Display a captivating and enigmatic image that encapsulates the essence Engage in a class
of symbolism. This image should prompt curiosity and intrigue among discussion: "How does the
learners. strategic use of symbolism
Allow a moment of silent observation, and then inquire about the following key guide our perceptions and
questions. actions?"
 How do you feel when you look at the image?
 What do you think this image is trying to communicate?

4. Deepening Understanding for Subtopic 4 (Steps in identifying the

purpose of the visual text) for Day 4
Introduction: "Let's begin by looking at this visual text on the screen. Now,
listen carefully to our key idea: 'Get ready to explore the world of visual texts,
where images and pictures come to life to convey messages, tell stories, and
share emotions.'" Lesson Activity 1: Lead a class brainstorming session about
the different purposes of visual texts. Write down student responses on the board
as they share: inform, entertain, persuade, express emotions.
Lesson Activity 2: Display a series of visual texts representing each purpose: an
informative poster, a funny comic strip, an advertisement, and an emotive painting.
Discuss each visual as a class, identifying its purpose and how it achieves that.
Lesson Activity 3: Divide learners into small groups and provide each group with
a set of visual texts. In their groups, learners analyze the visuals and determine their
purposes, discussing their reasoning.
D. Making Generalization for Subtopic 1 – Lines for Day 1 The following are the
Generalizations Engage the learners in a thought- provoking discussion about the broader suggested activities for
significance of the different types of lines they explored. each subtopic.

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Ask open-ended questions such as, "What can we infer about the roles of vertical Thus, it is emphasized that
lines in architecture versus the roles of horizontal lines?" or "How might zigzag lines the teacher is free to make
convey excitement in a piece of art?" variations on the provided
Encourage learners to identify patterns or common themes across different types of activities for the
lines and their uses. betterment of the teaching
Guide them in summarizing their insights in a class- generated chart or mind map, and learning process.
showcasing their ability to make connections and abstractions.
The teacher is reminded
Generalization for Subtopic 2 – Lines, Shapes, and Colors used to convey that activities provided are
Meaning. for Day 2 mostly collaborative to
Interactive Group Activity: "Shape Symbolism and Color Stories" elicit class participation.
✔ Continue the small groups formed earlier, ensuring each group has a set of shape
cards (e.g., circle, triangle, square) and color cards.
✔ Instruct each group to brainstorm associations and emotions related to the
assigned shape and color combinations. Encourage them to consider how these
elements could convey overarching themes or concepts.
✔ Facilitate dynamic discussions within the groups to explore the diverse
interpretations.

Class wide Reflection and Abstraction:

✔ Regather the groups and invite them to share their associations and emotions
related to their assigned shape and color combinations.
✔ Lead a class discussion where learners collectively identify patterns and
connections across the groups' interpretations. Guide them to abstract overarching
themes that arise from combining shapes and colors.
✔ Encourage learners to generalize about how certain shapes and colors together can
evoke specific moods, ideas, or cultural meanings.
Generalization for Subtopic 3 (Steps in interpreting images/ ideas that
are
explicitly used to influence viewers “Symbolism”) for Day 3
Engage learners in a reflective dialogue: "What overarching themes emerged from the
symbolic artworks? How did the artists' use of symbolism influence your
understanding of their messages?"

Generalization for Subtopic 4 (Steps in identifying the purpose of the visual

text) for Day 4

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Lesson Activity:

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 Gather learners back as a whole class.
Engage in a discussion about the purposes they identified for the visual texts.

Key Question: "Now that we've explored different visual texts and their purposes, let's
reflect. What did you notice about how visuals can have different reasons for being
created?"

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

A. Evaluating Evaluative Learning for Subtopic 1 (Lines) The following are

Learning Learners shall design a poster using all eight types of lines to create an engaging suggested summative
visual narrative. evaluation through
Additional Activity: collaborative activities.
Identify a small group of learners who may need additional reinforcement. Offer Hence, a summative test
them an extension activity that involves creating a line- themed scavenger hunt via an objective type of
around the school, reinforcing their understanding in a practical context. test (multiple-choice) is
also encouraged.
Evaluative Learning for Subtopic 2 (Lines, Shapes, and Colors used to
convey Meaning)
Organize a "Gallery of Emotions" where learners exhibit their artworks.
Assign roles: artists, curators, and visitors.
Artists explain their pieces, curators guide discussions, and visitors analyze the emotions
elicited by each artwork.

Additional Activity:
Encourage learners to explore their surroundings and find real-world examples
where lines, shapes, or colors are used to express meaning or emotion.

Evaluative Learning for Subtopic 3 (Steps in interpreting images/ ideas that

are
explicitly used to influence viewers “Symbolism”)
Look at the picture (display a simple artwork with one clear symbol). Find something in
the picture that you think might be a special symbol. What do you think this symbol
could mean? How does it make you feel when you see it?

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 Evaluative Learning for Subtopic 4 (Steps in identifying the purpose of the
visual text)
Ask learners to independently identify and write down the purpose (inform,
entertain, persuade, express emotions) of each visual text.

1. An informative poster about fire safety tips.

2. A comic strip showing a humorous interaction between characters.
3. An advertisement for a new video game, showcasing its features.
4. An emotional painting depicting a rainy cityscape.
5. A book cover for a thrilling adventure story.
6. A movie poster for a heartwarming family film.
7. A photograph capturing the excitement of a soccer match.
8. An infographic illustrating the benefits of eating fruits and vegetables.
9. A fashion magazine cover featuring stylish clothing and accessories.
10. An illustration of animals in a zoo, accompanied by fun facts.

Additional Activity:
Choose one visual text from the worksheet.
Instruct learners to write a short paragraph explaining why they believe the visual
serves the identified purpose.

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

Remarks any of the following Effective Practices Problems Encountered note of some observations
This lesson design areas: related to the effective
component practices and problems
prompts the strategies explored encountered after utilizing
teacher to record the different strategies,
materials used
relevant materials used, learner
observations learner engagement and other
and/or critical engagement/ related stuff.
teaching events interaction
that he/she can Teachers may also
reflect on to Others suggest ways to improve
assess the the different activities
achievement of explored/lesson exemplar.
objectives. The

1
documenting of

1
experiences is
guided by possible
areas for
observation
including teaching
strategies
employed,
instructional
materials used,
learners’
engagement in the
tasks, and other
notable
instructional areas.
Notes here can
also be on tasks
that will be
continued the next
day or additional
activities needed.
Teachers can be
provided with
notes on which
particular lesson
component(s) they
can focus on.

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

Reflection on: every lesson conducted/
This lesson ▪ principles behind the teaching facilitated is essential and
design component What principles and beliefs informed my lesson? necessary to improve
guides the Why did I teach the lesson the way I did? practice. You may also
teacher in ▪ students consider this as an input
reflecting on and What roles did my students play in my lesson? for the LAC/Collab
for practice. Entries What did my students learn? How did they sessions.
on this component learn?
will serve as inputs ▪ ways forward

1
for What could I have done differently?

1
the LAC sessions, What can I explore in the next lesson?
which can center
on sharing best
practice;
discussing
problems
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided. Some
examples are given
here.