4

Lesson Exemplar
for English

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 2: Lesson 4 (for Week 5)
SY 2023-2024

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/s:
• Myla June T. Patron (Silliman University)
Validator/s:
• Jasper Eric C. Catan (Silliman University)

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.

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 LESSON EXEMPLAR

ENGLISH/QUARTER 2/ 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 Learning Competency 1: Comprehend informational texts (Listening, Reading; Writing, Speaking)
Competencies Lesson Objectives:
and Objectives 1. note important information through outlining (topic, main idea, supporting details): inductive organization
(pyramid)
2. identify text types according to the author’s purpose (e.g., enumeration-description)
3. draw conclusions based on given information
4. make a summary of a given text
Learning Competency 2: Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive)
for one’s purpose, context, and target audience (Speaking and Writing)
Lesson Objectives:
5. use appropriate text types (e.g., enumeration-description) for a given purpose, context, and target audience
6. write a friendly letter (e.g., excuse, invitation, gratitude, etc.) for a given purpose, context, and target audience

D. Content Informational Texts

A. Enumerative-Descriptive Texts (Reading/Listening)
1. noting important details
2. outlining (topic, main idea, supporting details): inductive organization (pyramid)
3. identifying text types and author’s purpose

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 4. drawing conclusions
5. making a summary

B. Friendly Letters (Writing/Speaking): Expressing one’s thoughts about an environmental issue through a
friendly letter

3. Integration Environmental Literacy: Protecting our Seas and Marine Resources

II. LEARNING RESOURCES

Aliño, P. (n.d.). Philippine coral reef fisheries: Challenges and frustrations. The Marine Science Institute, University of the Philippines.
http://innri.unuftp.is/pdf/Philippine%20Coral%20Reef%20Fisheries.pdf

Chaves, L., Pereira, P., & Feitosa, J. (2013). Coral reef fish association with macroalgal beds on a tropical reef system in North-Eastern Brazil.
Marine and Freshwater Research, 64, 1101-1111. Retrieved from http://dx.doi.org/10.1071/MF13054

Cuenca, G. C., Macusi, E. D., Abreo, N. S., Ranara, C. (2015). Mangrove ecosystems and associated fauna with special reference to mangrove
crabs in the Philippines: A review. IAMURE International Journal of Ecology and Conservation, 15. doi: 10.7718/ijec.v15i1.998

Eggersten, L., Ferreira, C. E. L., Fontura, L. Kautsky, N., Gullstrom, M., Berkström, C. (2017). Seaweed beds support more juvenile reef fish
than seagrass beds: Carrying capacity in a south-western Atlantic tropical seascape. Estuarine, Coastal and Shelf Science, 196, 97-108.
Hinton, H. (2011). The effects of ocean dumping. Environnent 911.
https://www.environment911.org/The_Effects_of_Ocean_Dumping

Hutchison, J., Spalding, M., & zu Ermgassen, P. (2014). The role of mangroves in fisheries enhancement. The Nature Conservancy and
Wetlands International, 54 p. Retrieved from
https://www.researchgate.net/publication/272791463_The_Role_of_Mangroves_in_Fisheries_Enhancement

Mambra, S. (2020). Ocean pollution—6 Things that makes it worse. Marine Insight.
https://www.marineinsight.com/environment/causes-and-effects-of-ocean-
dumping/#:~:text=The%20wastes%20that%20are%20dumped,die%20in%20their%20nat
ural%20habitat.

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Microplastics. (2023). National Geographic--Education. https://education.nationalgeographic.org/resource/microplastics/

Mondragon, A. B., & Calawag, F. J. (12, July 2015). Giant Lapu-lapu fish found in Antique. Rappler. https://www.rappler.com/nation/99153-
Antique from https://www.oceandocs.org/bitstream/handle/1834/7801/ktf000e5.pdf?sequence$=$1

Marine pollution. (2023). National Geographic--Education. https://education.nationalgeographic.org/resource/marine-pollution/

The Ocean Portal Team. (2018, April). Corals and coral reefs. Smithsonian NMNH. https://ocean.si.edu/ocean-life/invertebrates/corals-and-
coral-reefs

Rafferty, J. P. (Ed.). (2008). Grouper fish. In Encyclopaedia Britannica. https://www.britannica.com/animal/grouper

Reynolds, P. (2018). Seagrass and seagrass beds. Smithsoanian. https://ocean.si.edu/ocean-life/plants-algae/seagrass-and-seagrass-beds

Rogers, K. (2023). Microplastics. Britannica. https://www.britannica.com/technology/microplastic

SEAFDEC Aquaculture Department. (n.d.). Mangrove crab: Nursery and hatchery operations. Retrieved from https://www.seafdec.org.ph/wp
content/uploads/2013/05/Mangrove-Crab_HatcheryNursery-flyer.pdf
Texas Disposal System. (2023). Ocean pollution: Causes, effects and prevention.
https://www.texasdisposal.com/blog/ocean-pollution-causes-effects-and-
prevention/#:~:text=Nonpoint%20source%20pollution%20(runoff)&text=Nonpoint%20source%20pollution%20typically%20becomes,stre
ets%20from%20cars%20with%20it.

White, A. T., & Cruz-Trinidad, A. (1998). The values of Philippine coastal resources: Why protection and management are critical. Coastal
Resources Management Project, Cebu City, Philippines, 96 pp.

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III. TEACHING AND LEARNING PROCEDURE (8 sessions, 360 minutes) NOTES TO TEACHERS

A. Activating Prior Short Review (10 minutes) Other Concepts to

Knowledge Students are tasked to review what they learned about literary texts, by completing Review:
the following concept map. They are instructed to share their completed cluster The teacher may also
with a partner or with the class. provide a review of the
concepts related to reading,
such as topic, main idea,
writer’s purpose, and text
type.

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 The learners must
be given the chance
to share and explain
their answers with a
partner or with the
class.

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B. Establishing 1. Lesson Purpose (2 minutes)
Lesson Purpose Share the lesson purpose and objectives with the learners. Connection between the The teacher must
new lesson and the previous lesson (i.e., understanding literary texts) must be coherently transition the
established. The teacher may start as follows: discussion from the
The purpose of the lesson is to develop students’ comprehension of informational texts, review activity to the
through determining their purposes, main ideas, and organizational patterns, as well current topic and lesson
as noting details, drawing conclusions and inferences, and summarizing the text read. purpose.
The lesson also intends to use informational texts to raise students’ awareness of
Philippine’s rich marine and other natural resources.
2. Unlocking Content Vocabulary (13 minutes) The teacher must give
A. Ask the learners to scan through the text titled, “Your Favorite Seafood and learners 3-5 minutes
Their Habitats” and underline the following words: to finish A. This may be
done as a pair work.
The students should
Marine Nursery grounds be asked if they were
Ecosystems Invertebrates able to locate all the
Fisheries Meadows words. This scanning
Semi-salty Ocean floor activity must enable
Intertidal waters Crustacean the learners to pre-
read the text in
preparation for B.
B. The learners try to guess the meaning of the words/phrases that they underlined
based on how they are used in the given sentences. Then, they fill in the blanks
with the letter that corresponds to the given definitions.

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 It is important to discuss
the answers in class and
accommodate questions
and clarifications from
students regarding the
vocabulary words. The
students must also be
asked of any difficulty
they experienced in
guessing the meaning of
the given words. The
teacher must guide them
in thinking of how they
can address such
difficulty.
This task is best done in
groups of three members.

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C. Developing and SUB-TOPIC 1: Informational Text: Enumeration-Description
Deepening a. Explicitation (3 minutes)
This activity should
Understanding
Pre-Reading Activity. The lesson begins with students matching marine creatures smoothly transition to
with their habitats. The teacher may ask, “Can you name the following marine the informational text
creatures? Do you know what their habitats are? Draw a line between each marine that the learners are
creature, its name, and its habitat. about to read. After the
activity, the teacher
can say, “Now let us
read the following
informational text and
confirm your answers
as you read it.”
The task may be done
in individually or in
pairs.

Suggested Activity:
Jigsaw
Reading/Carousel
b. Worked Example Reading
While-Reading: Comprehending Linear Informational Text (17 minutes)
The students are asked to read the informational text titled, “Exploring Your

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Favorite Seafoods and Where They Live” and they do the tasks that expose them to
the target skills, such as noting important details, identifying text types and The text is best read
author’s purpose, drawing conclusions, outlining, and summarizing. The following collaboratively. The
guide questions are provided before reading. class can be divided
into small groups.
Guide Questions: Each group member
1. What is the text all about? is assigned a specific
2. What do you think is the purpose of the writer for writing the text? section or paragraph
3. What do you think is the message of the text? to read. After reading,
4. What type of text do you think it is? Why do you say so? the group will discuss
their answers to the
guide questions. They
may accomplish the
comprehension
worksheet together.
Teacher guidance and
scaffolding is crucial
at this phase of the
lesson.

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Post-Reading: Comprehension Task (75 minutes)
After reading the text, the learners are asked to answer the following post-reading
activities that give them practice on noting details, drawing inferences and Answers to the
conclusions, outlining, and making a summary (See worksheets). The students can comprehension activity
work in pairs or groups of three as they answer these activities. should be discussed first
before the learners
proceed to the Noting
Details activity.

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 B is best done
collaboratively. The
learners should be
given 3-5 minutes to
fill out the diagram. A
3-5-minute class
sharing follows. It is
important for the
teacher to provide
relevant feedback on
the answers shared by
the learners.

Relevant language
points may be
discussed or learners
may be prompted to
notice certain
language features of
descriptive texts, such
as the use of…
a. descriptive
adjectives, figurative
language, imagery,
and other expressions
that enable readers to
create a mental
picture of the subject
being described;
the present tense of
the verb.

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.

The outlining and

summarizing tasks
must be done
collaboratively to
encourage discussion
and exchange of ideas.
It is important for the
teacher to guide the
groups as they go
through these tasks.
The teacher must
facilitate a class
discussion and
sharing of answers.
To point out relevant
features points, the
teacher may draw
learners’ attention to
the use of present
tense singular and
plural forms.

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 There may
be a gradual
release of
responsibility
to the
learners,
allowing them
some level of
independence
among the in
answering the
tasks. The pre-
reading task
may be done
individually or
c. Lesson Activity in pairs.
The learners are exposed to another form of informational text, i.e., an infographic The pre-
which is a non-linear text type. While the first sample is an enumerative-descriptive
text (i.e., linear text type), this text has a cause-effect pattern, informing the readers reading
of the common causes of marine pollution. activity must
be processed
Pre-reading Activity (5 minutes)
The students are asked to do the following pre-reading activity in preparation for
and be
reading the text. coherently
transitioned to
the while-
reading phase.
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 The teacher must point
out that informational
texts come in linear and
non-linear forms.

Linear texts are

structured in a way
that needs to be read
from beginning to end
while non-linear texts
do not have such
sequential structure.
Essays, novels, and
journal articles are
examples of linear texts
while graphs, maps,
and brochures are
examples of non-linear
Follow-up Question: What does the picture show? In the box below, draw a happy texts. The “the reading
face if you like what you see and a sad face if you don’t. Explain your answer in 1-2 path” of a non-linear
sentences. text is non-sequential,
so readers can get
meaningful information
even without reading
the text from beginning
While-Reading: Comprehending Non-Linear Informational Texts (45 minutes) to end (Khubachandani,
The students are tasked to read the infographic poster about Causes of Marine 2022).
Pollution. Then they do the following tasks that expose them to the target skills,
such as noting important details, identifying text types and author’s purpose,
drawing conclusions, outlining, and summarizing. The following guide questions
are provided before reading:

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Guide Questions:
1. What is the poster content about?
2. What do you think is the purpose of the poster?
3. What do you think is the message of the poster?
4. What are the different causes of marine pollution?
5. Why is it important for young people like you to know about the different causes
of marine pollution?

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 The reading of the text
is best done
collaboratively through
jigsaw or carousel
reading where learners
are assigned to small
groups. Each group
member is asked to
read a specific part of
the text. They may
share what they
understand as well as
what they don’t as they
read the text. The
teacher must act as a
facilitator, ready to
answer queries and
clarification from each
group and to lead them
towards critically
reading the text.
The learners answer
the comprehension
questions together.

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 B is to be answered
individually.
Answers must be
processed and
discussed.

C is to be answered
collaboratively.
Answers must be
processed and
discussed.

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 D-E are to be
answered
individually.
Answers must be
discussed in class.

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SUB-TOPIC 2: Friendly Letter (5 minutes)
1. Explicitation
The students read and process another example of informational text (i.e., friendly
letter) where the writer expresses concern about an environmental issue to
residents in his/her community. The students do the pre-reading, while-reading,
and post-reading activities.

This lesson also comes

with an analysis and
discussion of the parts of
a friendly letter (Please
see worksheet).
The learners should be
made aware that friendly
letters have the following
parts, each of which
accomplishes a specific
purpose:
salutations;
body;
complimentary close
signature

2. Worked Example (35 minutes)

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The learners are then tasked to read the invitation letter (i.e., model text) in
groups of three. Then, they do the comprehension tasks that follow. C 1 and C2
are to be done in groups while C3 and C4, individually.

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 These can be done as
independently by the
learners.

3. Lesson Activity (75 minutes)

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The students are tasked to read and examine another informational text—an
instructional brochure that provides the steps in registering for the Green Bay Heroes
Campaign. An overview and a set of guide questions are provided in the pre-reading
phase. Then, the students are tasked to answer the comprehension and note-taking
activities that follow. They are also asked to determine the types of text or patterns of
development used in the brochure.

Reading is to be done
collaboratively (groups
of 3).
B1 is to be done in
groups as well.
Processing and
discussion of answers
need to be ensured.
B2 and C are to be done
independently/
individually. It is
important for the
teacher to explain the
letter-writing activity
and the rubric.

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D. Making 1. Learners’ Takeaways (30 minutes)
Generalizations The students complete open-ended sentences by supplying the concepts and skills
that they have learned from the lesson.

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2. Reflection on Learning (15 minutes)
Learners are given a journal worksheet to fill out. The journal contains open-ended
statements that the learners are to finish based on their reflections on the things
they learned and on the learning process. This is to be done independently.

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

A. Evaluating 1. Formative Assessment

Learning
Every Lesson Activity also serves as a form of formative assessment.
2. Homework (Optional)
No homework is given to the students for this lesson.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
This lesson design areas:
component prompts
the teacher to strategies explored
record relevant
observations
and/or critical materials used
teaching events
that he/she can
learner engagement/
reflect on to assess
interaction
the achievement of
objectives. The
documenting of others
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.
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Notes here can also
be on tasks that
will be continued
the next day or
additional activities
needed.

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

Reflection ▪ principles behind the teaching
This lesson design What principles and beliefs informed my lesson?
component guides Why did I teach the lesson the way I did?
the teacher in
reflecting on and for ▪ students
practice. Entries on What roles did my students play in my lesson?
this component will What did my students learn? How did they learn?
serve as inputs for
the LAC sessions, ▪ ways forward
which can center What could I have done differently?
on sharing best What can I explore in the next lesson?
practice; discussing
problems
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided here.

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