4

Quarter 3
Lesson Exemplar Lesson

for English 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 3: Lesson 1 of 8 (Week 1)
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 contents 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:

• Esper L. Feliciano (Benguet State University)

Validators:

• Cristina M. Padilla (De La Salle University-Dasmariñas)

• 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 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes; and apply their receptive
and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience

B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-
Standards specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose,
context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language

C. Learning EN4LR-III-1: Comprehend literary texts.

Competencies EN4SW-III-1: Use words with literal (denotative) and implied (connotative) meanings in sentences.
and Objectives EN4VR-III-1: Identify visual elements using colors.
EN4VR-III-2: Derive meaning based on the visual elements.
EN4VR-III-3: Identify real or make-believe, fact or non-fact images.
EN4VR-III-4: Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.).

D. Content • Noting important details of a story/literary text (story grammar) through the stories “The Story of the Rainbow,” an
Indian legend, and “The Magic Bahag,” a story by Cheeno Sayuno.
• Identifying sound devices (assonance, onomatopoeia, and alliteration) and simile as a figure of speech).

E. Integration Personal and cultural identity

II. LEARNING RESOURCES

Hope, A. (1978). The story of the rainbow (An Indian legend). Words and Music and Stories.
https://wordsmusicandstories.wordpress.com/2016/12/22/the-story-of-the-rainbow/
Sayuno, CM, (2014,) The Magic Bahag. Quezon City: Lampara Publishing House, Inc.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review (3 minutes)
Show the learners the following sentences. Emphasize the words in bold when
showing the sentences.
• With a slow swooshing, the stories fluttered from the bahag.
• Amazed Abeong is in awe of the beautiful bahag.

The first sentence uses onomatopoeia, where words sound like the noise being
described. On the other hand, the second sentence uses alliteration, where two or
more words begin with the same sound. In eliciting responses, assist
Finally, present the following sentence. Highlight as well how the vowel sounds the learners in recalling that
were repeated in the words in bold. the sound devices used had
• Abeong and his friends danced, clapped and stamped at the yard. already been discussed in the
previous quarters.
Assonance is a sound device where repeated vowel sounds appear in nearby words.

B. Establishing 1. Establishing reason for the Lesson (1 minute)

Lesson Purpose This lesson will focus on enhancing learners’ ability to note important details of a
literary text. Noting important details in a literary text is called story grammar.

2. Unlocking Content Area Vocabulary (5 minutes)

Direction: Read the following sentences and pay attention to the words in bold and
in italics. Using the context clues that are provided in each sentence, encircle the
appropriate meaning of the highlighted words.

1. The events done by a main character can be presented through a first-person

author's point of view using nouns such as "I," "we," and "us." Author's
point of view refers to __________. 1. a. the way the story is
presented
a. the way the story is presented b. the events of a story
2. b. the arrangement of
2. For the story to be properly understood, the teacher presented it in a events in a story
sequential plot. She began by introducing the characters, then narrated the 3. a. making meaning out of
various events in which the characters solved a problem, and ended with how what is not clearly stated
the problem was solved. Sequential plot refers to __________. 4. a. literal meaning
5. b. implied meaning
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 a. two or more events presented at b. the arrangement of events in a
the same time story
3. After reading the story, the learners were asked to draw conclusions by
examining the events in the story, the possible meaning of these events, and
why these events occurred. Draw conclusions means __________.
a. making meaning out of what is b. to say what will happen in the
not clearly stated future
4. To be able to draw or infer conclusions, the denotative or dictionary meaning
of words used in a story must be analyzed. Denotative means __________.
a. literal meaning b. implied meaning
5. Aside from the denotative meaning of words, the connotative meaning used
in a story should also be analyzed. Connotative means __________.
a. literal meaning b. implied meaning

C. Developing and Topic: Noting details of a story or literary text (story grammar) In reading the text, the teacher
Deepening may either read it aloud with
Understanding 1. Explicitation (30-40 minutes) the aid of visual character cut-
The teacher will read to the class a short literary text titled “The Story of the outs, or delegate reading lines
Rainbow”. But before proceeding with the reading of the story, the teacher should to learners.
discuss first with the class the following guide questions. The whole class should be
able to answer the guide questions after reading the short story. In facilitating the discussion of
the learners’ responses to the
1. Who are the characters in the story? How was the story presented? guide questions after the story
2. What happened in the story? How were the events in the story narrated? reading, emphasize how they
3. What is the ending of the story? What message can you get from the story? have already been noting
details in a story or text.
The Story of the Rainbow
(An Indian Legend) You may say: “Did you know
that by answering the
Once upon a time, all the colors in the world started to quarrel; each claimed that she was the
best, the most important, the most useful, the favorite...
questions, you were already
able to note some details of
Green said: "Clearly I am the most important. I am the sign of life and of hope. I was chosen for the story? We were also able to
identify the author’s point of

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grass, trees, and leaves ---without me all the animals would die. Look out over the countryside view, describe the story’s
and you will see that I am in the majority." sequential plot, and draw
conclusions.”
Blue interrupted: "You only think about the earth, but consider the sky and the sea. It is water
that is the basis of life and the clouds draw this up from the blue sea. The sky gives space and
peace and serenity. Without my peace you would all be nothing but busybodies."

Yellow chuckled: "You're all so serious. I bring laughter, gaiety, and warmth into the world. The
sun is yellow, the moon is yellow, and the stars are yellow. Every time you look at a sunflower the
whole world starts to smile. Without me there would be no fun."

Orange started next to blow her own trumpet: "I am the color of health and strength. I may be
scarce, but I am precious for I serve the inner needs of human life. I carry all the most important
vitamins. Think of carrots and pumpkins, oranges, mangoes and papaws. I don't hang around all
the time, but when I fill the sky at sunrise and sunset, my beauty is so striking that no one gives
another thought to any of you."

Purple rose to her full height. She was very tall and spoke with great pomp: "I am the color of
royalty and power. Kings, chiefs and bishops have always chosen me for I am a sign of authority
and wisdom. People do not question me -they listen and obey."

Indigo spoke much more quietly than all the others did, but just as determinedly: "Think of me, I
am the color of silence. You hardly notice me, but without me, you all become superficial. I
represent thought and reflection, twilight and deep waters. You need me for balance and contrast,
for prayer and inner peace."

And so the colors went on boasting, each convinced that they were the best. Their quarreling
became louder and louder. Suddenly there was a startling flash of brilliant white lighting; thunder
rolled and boomed. Rain started to pour down relentlessly. The colors crouched down in fear,
drawing close to one another for comfort.

Then Rain spoke: "You foolish colors, fighting among yourselves, each trying to dominate the rest.
Do you not know that Creator made you all? Each for a special purpose, unique and different.
Creator loves you all. Join hands with one another and come with me. Creator will stretch you
across the sky in a great bow of color, as a reminder that Creator loves you all, and that you can
live together in peace -a promise that Creator is with you. A sign of hope for tomorrow." And so
whenever Creator has used a good rain to wash the world and a rainbow appears in the sky, let
us remember to appreciate one another.

DAY 2
2. Worked Example

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Activity 1: Developing a simple story grammar (15 minutes)
Before proceeding to the next activity, the teacher will recall the reading of The Story
of the Rainbow. The teacher will ask the following:
• Did you like the literary text we read? Why or why not?
• How did we understand the literary text we read?” (Answer: We described how the story
was presented, how the events of the story were arranged, and what message the story is
trying to tell the readers.)

The teacher will now facilitate an activity that will allow learners to work together
and summarize the literary text they had read. The teacher may replicate the
diagram below using colored papers or through a slide presentation.

Activity 2: Using simile as a figure of speech (5-10 minutes)

Facilitating the discussion of responses provided by the learners, the teacher will
introduce simile, an example of a figure of speech.

Simile, a figure of speech, uses “as” or “like” to compare or describe two things,
objects, events, or people.

As an exercise, the learners may be called to respond to the following prompt: “I am

like the color (choose any color) because _________________________________.”

Activity 3: Reading the literary text titled “The Magic Bahag” (25 minutes)
Show this sample sentence to the learners: “The beautiful bahag is as bright as the
radiant rainbow.” Then ask the following questions:

1. What two objects were compared in the sentence?

2. What description was given to the beautiful bahag?
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3. What word was used to compare the two objects?
4. Which sound device was used in the sentence: onomatopoeia, alliteration, or assonance?
Why?

Present this picture to the learners before reading the literary text.

Answers:
1. beautiful bahag and radiant
rainbow)
2. as bright as the radiant
rainbow
3. as
THE MAGIC BAHAG by Cheeno Marlo Sayuno 4. alliteration, because of
three words begin with letter
“Im-pa-pas-ta-kun-rag-sak, Ya-a-ay, e-la e-la-lay,” Abeong sighs between sighs and whispers as ‘b’ and another two words
the jeepney treads the rough roads downhill. It is only in Pasil, his hometown, where he ever has
had friends, and now, they are leaving the place forever.
begin with letter ‘r’.
The song plays on Abeong’s head like a symphony trapped by a wall that is his skull. He tries
to sleep only to be awakened by the jeepney bumps and jumps. He just then looks outside, but
as the sun greets the day with its rays that warm the skin of the early-morning travelers, he feels Referring to the picture, the
like it is bidding him goodbye, teasing him even. For him, he will never see this giant ball of teacher will say: “These
warmth the way he sees it from the mountain side Pasil. Whether Tabuk will give him the same children are the characters of
view, he does not know or care.
the story you will silently read
“Nana, do we really have to do this?” Abeong asks his mother, holding tighter to her as the
jeepney turns to a curve. today titled, “The Magic
His mother sighs, “this is the only way. We can’t stay in Pasil forever. There is a good opportunity Bahag.” What questions would
for your father, and we cannot let it pass.” you like to be answered after
“But we’re alright, aren’t we? I am okay with Tata’s hunt and the camote tops.” we read the story? (Responses
“This is for the better”, his mother concludes. from learners could be Did the
Abeong looks away, gazing at the view of the hillside, where trees and roofs appear like parches “bahag” really have magic? or
of an unfinished Silanbituon blanket, reminding him even more of Pasil. E-la-lay, ya-ay-i-lay. The
voices of his friends resonate in his head again, bringing back their laughter after Lindayaw, the What magic did it have?) The
youngest girl, would jokingly belt out the last line of the song, even when she knows that singing question I would like to be
is not her talent. answered is: Who had the real
“But my friends, they have been my friends for years.” magic?”
“You will have more friends in Tabuk, don’t worry,” his mother tells him as she ruffles his
coconut-husk-like hair. “The school there is big. You can have all the friends you want.”

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 His Nana’s embrace always gives him comfort, but this time, no matter how he tries, Abeong
cannot get Pasil out of his head. Everything he sees and hears reminds him of Pasil.
The huts clutching on the hillside remind him of the Binayon** hut that they have for a school
which twenty pupils filled with laughter in chorus. It reminds him of the early mornings that they
spent with Ms. Legaspi, a teacher volunteer from Manila, when they would read tales about the
bullied skinny kid who saved the town or the engkantada from the lake, who fell in love with the
chieftain’s son.
The chirping of the crickets echoes in his mind the same harmony that used to be his only
company during hide and seek, until someone would find him camouflaged with a pool of dry
leaves or hidden behind a bunch of gabi plants. The cascading river connects him to the splashes
of water when he and his playmates would swim and catch fish after class.
The tweeting of the birds now joins that of the crickets, humming in his heart the songs he and
his friends used to sing. In fact, the folk song they learned before he left keeps on resonating in
his head.
Abeong knows that he has to understand everything, as Nana told him, but what can he do? He
is starting to hate everyone even more as the view of Pasil becomes smaller and smaller. He hates
those men in orange polo shirts who visited their village to recruit men who would work for a
construction project*** in Isabela, near the boundaries of Tabuk City. He hates the elders of their
little community who let the families decide on their own accord. He hates his Tata for accepting
the offer just because he had no other job other than hunting. When he can no longer see Pasil,
tears start welling up in his eyes, he rubs them off.
“Nana, do I have extra shorts that I can use for school tomorrow?”Abeong asks his mother who
is hanging washed clothes that Sunday afternoon, a week after they moved from Pasil.
“Well, yes,” his mother says, “but why? You can wear your bahag. The school allows pupils to
wear it.”
Rumpling the end of the bag he is wearing, Abeong says, “I don’t want to wear my bahag.”
“And why is that?”. Her mom faces him, hands on her waist, a little taken aback.
“Nothing. I just don’t want them to laugh at me.” He says plucking out a loose thread from his
bahag.
“They will not laugh at you’, her mother assures him as she hangs a blanket on the clothesline.
“They would, just like in Ms. Legaspi’s stories. Just please let me wear shorts, Nana.”
Abeong watches his bahag and tee-shirt, hanging by the window, fluttering as the wind blows
from outside. He has been tossing and turning on their papag for almost an hour now, as he is
not yet comfortable in their makeshift bunkhouse. His banig back home would still do a better
job lulling him to sleep. Aside from that, he fears tomorrow’s first day of classes.
“You have to sleep early, you know,” his father speaks, sitting beside him.
“I know Tata. I close my eyes, and still, I can’t sleep.” Abeong tries closing his eyes even harder.
“Let me tell you, Abeong,” Tata says, “you don’t have to worry about tomorrow. But if you still
do, then I think it’s time.”
“Time? For what? Abeong’s forehead curls, puzzled by what his father is trying to say.
His father rummages under their bed, reaching for a small box with lizard-symbol prints and a
padlock.

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 “Is that a present? New shorts?”
His father shakes his head. “This is a bahag. But mind you, this is not an ordinary one. This
was worn by my father and my father’s father and my father’s father’s father. It has been passed
from one generation to the next.”
As Tata opens the lock, Abeong pouts. He does not want to wear bahag tomorrow, let alone wear
an old one. He thinks that the already-threadbare bahag would be stinking because it was kept
inside the box for years, and Nana would have to wash it first. There is no way that he is going to
wear it. Not tomorrow. Not ever.
But the moment his father lifts the Kalinga bahag from the box. Abeong marvels at it like it is a
treasure from a huge chest all moldy and damp after being taken from the depths of the
engkantada’s lake. The bahag is like no other; the red cloth glistens before Abeong’s eyes, and the
patterns of black, white, and yellow play in that red stream. To him, the old bahag is magical.
“It was when I wore this bahag that I started becoming the best hunter in Pasil. I was a short
boy and I was clumsy, not even able to catch a chicken,” his father shares, his eyes shining with
excitement, “but this bahag made me become strong and confident. There was a mysterious magic
spell that I cannot explain whenever I wear this. The same happened to our forefathers when they
owned this.”
“Wow!” Abeong exclaims, his eyes widening. “And now, it is all yours,” Tata says as Abeong
reaches for the family treasure.
Abeong’s worry turns to thrill when he wakes up the next day. He takes a bath right away, and
wearing his new bahag, he rushes to school. He feels an unexplainable energy flowing through
his veins as he walks, chin up and hands swaying, even galloping by the sidewalk. This bahag is
indeed magical, he tells himself.
“Good morning, my name is Mica,” a little girl starts off the introduction portion in their first
subject.
“Hello. My name is Carlo.” “I am Jessica.” “You can call me Maria.” “I am John.”
When it was Abeong’s turn, he stood chin up and walked to the front like he is not a new
student.
“Hi, I am Eon!” Abeong introduces himself using his new self-thought nickname, thinking it can
help him fit in and be cool.
During recess, Eon approaches a team of boys and girls laughing while eating their snacks. “I
want to be a hunter like Alim, that epic hero,” Carlo says, showing off his pint-size biceps.
“Well, I am the best hunter in Pasil,” he butts in. “May I join you?” If not for the bahag, he can
never talk to a big team like this, but he does anyway. He does not feel shy at all.
“Hi Eon,” Maria says. “You did well in Math earlier and also in science. You recite and recite.
Now, you’re a hunter too. You must be the best kid in your hometown.”
“Well, we do not have classes like this in Pasil. I only took a special test so that I can be in this
grade*. In Pasil, we have a study team and we sing and read. We even hunt sometimes.” Eon
answers, mimicking a hunter ready to shoot with his imaginary bow and arrow.
“Wow, that’s fun! Can you tell us more about it?” Carlo says as their classmates gather.

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 Eon cannot believe that he can make a bunch of his classmates laugh and listen to him on his
very first day in school. He is an instant celebrity. He cannot believe that he does not feel the
slightest glint of awkwardness. This bahag is indeed magical, he tells himself.
In the afternoon, during their PE class, the boys split into two teams to play basketball. The
girls cheer whenever one shoots, hoops, or blocks an opponent’s shot. Eon had barely played
basketball before, but he finds himself becoming and ace player, leading his team to victory. His
classmates rejoice and praise him as they lift and toss him up and down. He is still shocked. This
bahag is indeed magical, he tells himself.
“Im-pa-pas-ta-kun-rag-sak, Ya-a-ay, e-la e-la-lay,” the kids sing in chorus as they walk home
after class. With arms on the shoulders of one forming one horizontal line, they laugh and sing
on the top of their voices. Eon knows the song; for him, it carries the best memories. It reminds
him of Bochok leading the song and Lindayaw ending it out of pitch, sending everyone laughing,
then they would start all over again as they tried to perfect it.
It rekindles the memories of Pasil and his friends there. But now, Carlo and John are singing it
louder, and the girls laugh because they are out of tune. It also makes him laugh, and so he
reaches for John’s shoulder, chanting as loud as they do. This bahag is indeed magical, he tells
himself.
“Hey are you going to wear that bahag again tomorrow?” John asks Eon before turning to a
different route home.
“Yes. Why? There is nothing wrong with this. This is who we are.” Eon says. I couldn’t believe I
just said that, he tells himself, charging it to the powers of his bahag. “Well, nothing. See
you tomorrow!” John runs to the others as they disperse homeward. “He would still wear it.”
“Come on, let’s wear ours too.” Eon hears the distant chatters of his classmates. He smiles and
walks away.
“Nana, Nana, I can’t believe it. I had a lot of friends already and I recited in classes. I was always
raising my hand and I got the right answers! Can you believe it?’, he says, hugging his mother.
“Tata! Tata! I was the best in class today. I even had lots of friends and they listened to my
stories! I was even the best player in basketball! He hugged his father. Thank you for your magic
bahag!”
Tata and Nana smile at him as he tells his stories. “That is not a magic bahag, Abeong”, his
father admits.
“It was you who had the magic,” Nana follows.
Abeong did not say anything for a while. Then, he smiles and hugs his parents again, this time
even tighter.
That night, he takes out all his notebooks and lays them on his bed. One after another, he
changes the name written on each of them to his real name. He does not need to be Eon after all.
The next day, Abeong bathes early, humming his classmates’ chant. He takes out a fresh bahag
from his drawer and wears it. He rushes to school, feeling the energy flowing through his veins as
he walks, chin up and hands swaying, even galloping by the sidewalk.
He sees the sun greeting the day with its rays that warm the skin of the people walking early
that morning, and he feels like this giant ball of warmth welcomes him to his new home.

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 The teachers will ask the following questions:
1. Did the “bahag” really have magic? The teacher will remind the
2. What magic did it have? (inspiration/being proud of your identity) students to re-read the story
3. Who had the real magic? (Abeong did.) as an assignment and note the
important details. This will
DAY 3 prepare the learners in
3. Lesson Activity developing the story grammar
Activity 1: Developing a simple story grammar (30-40 minutes) for the literary text “The Magic
The class will be divided into four (4) groups. Each group shall develop a basic story Bahag.”
grammar of the text they have read. The diagram below serves as an example.

The teacher should be able to

go around assisting each
group in developing the story
grammar.
The learners are allowed to change the diagram by adding more boxes or making it
more detailed. The changes should be guided by the following guide questions: The learners should also be
• What is the title of the story? Who is the author of the story?
allowed to have copies of the
• Where did the story take place? When do you think the story happened?
story while doing the activity.
• How did the story begin? How did it end?
• What six events are the most important events of the story? Illustrate these events by
drawing boxes and arranging them correctly. The following materials should
be made available for the
activity: markers, Manila
Activity 2: Presenting the developed story grammar (10-20 minutes)
Each group will present their outputs in front of the class. Each group shall take papers, cartolina, and/or
note which details which details are not present in their output but are present in colored papers.
the outputs of the other groups.

D. Making DAY 4 Note: Better versions of the

Generalizations 1. Learners’ Takeaways (15 minutes) charts are in the worksheets.
The teacher should discuss the following additional concepts that relate to
comprehending literary texts.

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2. Reflection on Learning (10 minutes)

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 The students will share their responses to the following reflection question:

• Which among the concepts presented are easy to understand? difficult to understand?

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

A. Evaluating The learners will respond to the following questions in their notebooks (or in any
Learning blank sheet). Learners may be selected to share their responses in front of the class.
(25 minutes)
• What do you think is the story all about?
• What message does the author wants you to understand through the story?
• Did you like the story? Can this story happen in real life?

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,
learner engagement, and other
materials used related stuff.

Teacher may also suggest

learner engagement/
ways to improve the different
interaction
activities explored/lesson
exemplar.
time management
for each activity

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

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

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 What roles did my students play in my lesson? for the LAC/collaborative
What did my students learn? How did they learn? sessions.

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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