A MATATAG English 4 week 2 day 1 with sample activities

Matatag LessonPlan
English 4 Quarter 1 week 1

1. Session 8B_Template Application


Analyzing of a Lesson Exemplar

LESSON EXEMPLAR PARTS SUGGESTIONS/ RECOMMENDATIONS ENHANCEMENT
I. CURRICULUM CONTENT, STANDARDS, LESSON COMPETENCIES


A. Content Standards The learners demonstrate their expanding
vocabulary and grammatical awareness,
comprehension of literary and informational
texts, and composing and creating processes;
and their receptive and productive skills to
produce age-appropriate, and gender-
responsive texts based on once purpose,
context and target audience.

B. Performance Standards The learners apply comprehension of literary
and informational texts and produce narrative
and expository texts based on their purpose,
context, and target audience using simple,
compound, and complex sentences, and age
appropriate and gender- sensitive language.

C. Learning Competencies & Learning
Objectives
Comprehend informational text
1. Note important information (topic, main idea and
supporting details)

2. Draw conclusions about an informational text read.
3. Summarize an informational text read by using the
main idea and supporting details.



D. Content Students will be able to identify the topic, main
idea, and supporting details of a text and organize

2. this information into an outline using graphic
organizers and note-taking strategies.
E. Integration
II. LEARNING RESOURCES
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior
Knowledge Minds and
Moods
Goal: Capture students' interest and connect the
lesson to their experiences.
1. Introduction Activity:
o Show students a short, engaging
video or read a brief, interesting
story.
o Discuss the video or story, asking
students to identify the main points
and supporting details.
o Ask: "Why do you think it's
important to be able to identify the
main idea and supporting details in a
text?"
2. Personal Connection:
o Have students think about a time
when they had to explain something
important to someone else.
o Ask: "How did you decide what the
most important points were?"


B. Establishing Lesson
Purpose (Aims)
Goal: Provide students with the information and
concepts they need to understand the topic.
1. Direct Instruction:
o Explain the concepts of topic, main
idea, and supporting details.
o Provide definitions and examples.

3.  Topic: What the text is
about.
 Main Idea: The most
important point the author is
making about the topic.
 Supporting Details: Facts,
examples, or descriptions
that explain or prove the
main idea.
2. Modeling:
o Use a short passage to model how to
identify the topic, main idea, and
supporting details.
o Show how to create an outline using
a graphic organizer.
o Example of a graphic organizer: a
hierarchical outline with the main
idea at the top and supporting details
listed underneath.

C. Developing and Deepening
Understanding (Tasks and Thoughts)
Goal: Encourage students to apply what they've
learned to new situations and deepen their
understanding.
1. Real-World Application:
o Discuss how outlining can help them
in other subjects (e.g., science, social
studies) and in real life (e.g.,
organizing a presentation, writing an
essay).
2. Creative Activity:
o Have students create a graphic
organizer or a visual representation

4. of the topic, main idea, and
supporting details of a passage.
3. Reflection:
o Ask students to reflect on what they
learned about identifying important
information and how it can help
them in the future.
o Have them share their reflections in
small groups or as a class discussion.

D. Making Generalizations
(Abstraction)
 Help students understand that identifying the
topic, main idea, and supporting details can be
applied to any text they encounter.
 Discuss how these skills are not only useful for
school assignments but also for understanding
information in everyday life (e.g., reading news
articles, understanding instructions, etc.).
 Generalize that being able to distill information
into an outline helps in organizing thoughts and
improving comprehension and retention.

III. EVALUATING LEARNING (Test)
 Formative Assessment:
o Observe students during guided and independent practice.
o Check their outlines for accuracy and completeness.
 Summative Assessment:
o Use a quiz or short test to assess students' ability to identify the topic, main idea, and
supporting details of a passage.
o Evaluate their final outlines for organization and clarity.

5. Materials Needed:
 Short engaging video or story
 Example passages for modeling, guided practice, and independent practice
 Graphic organizer templates (e.g., hierarchical outlines, mind maps)
 Quiz or test for summative assessment
Differentiation:
 For Struggling Students:
o Provide additional examples and practice opportunities.
o Offer one-on-one or small group support.
 For Advanced Students:
o Challenge them with longer or more complex passages.
o Ask them to create outlines for multiple paragraphs or entire articles.

A. Teacher’s Remarks
(Annotations)  Encourage students to share personal
experiences. This will help them see the
relevance of the skill in their own lives.
 Use clear and simple language. Provide multiple
examples to ensure understanding.
 Relate the skill to real-life situations to enhance
relevance and student engagement.
 Choose passages that vary in complexity to
differentiate for students' abilities. Offer
additional support for those who struggle.
 Provide concrete examples of how outlining
can be used in different contexts. This will
help students see the versatility of the skill.
 Allow students to use creativity in their visual
representations. This can include drawings,
digital graphics, or mind maps.

6.  Facilitate the reflection process by asking
guiding questions. Encourage students to think
about how they will use these skills in different
areas of their lives.
 Design the quiz to include passages of varying
lengths and complexities. This will ensure a
comprehensive assessment of their skills.
 Prepare materials in advance and ensure they
are age-appropriate. Have additional passages
and graphic organizers ready for differentiation.
 Use simpler texts and provide more guided
practice for struggling students. Pair them with
peers for additional support.
 Encourage advanced students to add more
details to their outlines or to use digital tools to
create their organizers.


B. Reflections (Gains)  The engagement phase worked well. The
students were interested in the video and could
relate to the task of explaining important
points. This set a positive tone for the rest of
the lesson.
 They were able to grasped the concepts of
topic, main idea, and supporting details well.
The examples were effective, and the graphic
organizer helped them visualize the structure of
an outline.
 During guided practice, students participated
actively and seemed to understand the process.
Independent practice showed that most
students could apply the skills on their own. A
few students needed extra help, which was
provided through additional examples and one-
on-one support.

7.  The extension activities were well-received.
Students enjoyed the creative activity and were
able to articulate how the skill of outlining
would be useful in other areas. The reflection
discussions provided valuable insights into their
understanding and application of the lesson.
 The formative assessments helped identify
areas where students needed more practice.
The summative assessment showed that most
students had a solid understanding of the
concepts and could create well-organized
outlines.
 Differentiation strategies worked well.
Struggling students benefited from the extra
support, and advanced students were engaged
with more challenging tasks.








Room 102, Rizal Building, DepEd Complex, Meralco Ave., Pasig City 1600

Telephone Nos.: ([phone], ([phone], ([phone]

Email Address: [email protected] | Website :

www.deped.gov.p h

Doc. Ref. Code

PAWIM - F - 020

Rev

01

Effectivity

09.20.21

Page

1

of

1