Lesson Exemplar for English Grade 4 Quarter 2: Lesson 5 of 8 (Week 5) 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

1. IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM























4

Lesson Exemplar
for English 5

2. Lesson Exemplar for English Grade 4
Quarter 2: Lesson 5 of 8 (Week 5)
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.




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 [phone] and 8631-6922 or by email at [email protected].
Development Team
Writer:
• Myla June T. Patron (Silliman University)

Validators:
• Jasper Eric C. Catan (Silliman University)
• PNU-RITQ Development Team


Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

3. 1

ENGLISH/QUARTER 2/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of
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
Standards
The learners apply comprehension of literary and informational texts and produce narrative and expository texts
(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
Competencies
and Objectives

Comprehend informational texts (Listening, Reading; Writing, Speaking)
Lesson 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
Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose,
context, and target audience (Speaking and Writing)
Lesson Objectives:
1. use appropriate text types (e.g., enumeration-description) for a given purpose, context, and target audience
D. Content 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
4. drawing conclusions
5. making a summary
E. Integration Environmental Literacy: Protecting our Seas and Marine Resources

4. 2

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.
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,street
s%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.

5. 3


III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge

DAY 1
Short Review
Students are tasked to distinguish literary and informational texts. See Worsksheet
for Activity 1.
The teacher may also
provide a review of the
concepts related to reading,
such as topic, main idea,
writer’s purpose, and text
type.
B. Establishing
Lesson Purpose
1. Lesson Purpose
Share the lesson purpose and objectives with the learners. Connection between the
new lesson and the previous lesson (i.e., understanding literary texts) must be
established. The teacher may start as follows:
The purpose of the lesson is to develop students’ comprehension of informational
texts, through determining their purposes, main ideas, and organizational patterns,
as well as noting details, drawing conclusions and inferences, and summarizing the
text read. 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
Ask the learners to scan through the text titled, “Your Favorite Seafood and Their
Habitats” and underline the following words:
Marine
Ecosystems
Fisheries
Intertidal waters
Nursery grounds Semi-salty
Invertebrates Ocean floor
Meadows Crustacean



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. See Worksheet for Activity 2.

The teacher must
coherently transition
the discussion from the
review activity to the
current topic and lesson
purpose.
The teacher must give
learners 3-5 minutes
to finish A. This may
be done as a pair
work. The students
should be asked if
they were able to
locate all the words.
This scanning activity
must enable the
learners to pre-read
the text in preparation
for B.

6. 4

C. Developing and
Deepening
Understanding
Informational Text: Enumeration-Description

1. Explicitation
Pre-Reading Activity. Refer to Worksheet 3. The lesson begins with students
matching marine creatures with their habitats. The teacher may ask, “Can you
name the following marine creatures? Do you know what their habitats are? Draw a
line between each marine creature, its name, and its habitat.”


2. Worked Example
While-Reading: Comprehending Linear Informational Text
The students are asked to read the informational text titled, “Exploring Your
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
author’s purpose, drawing conclusions, outlining, and summarizing. The following
guide questions are provided before reading. Refer to Worksheets in Activity 4.


DAY 2
Post-Reading: Comprehension Task
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 conclusions,
outlining, and making a summary (See Worksheets). The students can work in pairs or
groups of three as they answer these activities.


DAY 3
1. Lesson Activity
The learners are exposed to another form of informational text, i.e., an infographic
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
of the common causes of marine pollution.












Suggested Activity:
Jigsaw Reading/Carousel
Reading






This activity should
smoothly transition to
the informational text
that the learners are
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.

7. 5

Pre-reading Activity. Ask students to look at the following picture and elicit what
they think the picture shows.


















While-Reading: Comprehending Non -Linear Informational Texts
The students are tasked to read the infographic poster about Causes of Marine
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:

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?

Have the students do the Worksheets for Activity 5.



































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
texts. The “the reading
path” of a non-linear text
is non-sequential, so
readers can get
meaningful information
even without reading the
text from beginning to
end (Khubachandani,
2022).

8. 6

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.

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.


















D. Making
Generalizations
DAY 4
1. Learners’ Takeaways
The students complete open-ended sentences by supplying the concepts and skills
that they have learned from the lesson.

Instructions: Recall what you learned from this lesson and fill in the blanks with
ideas and information that will complete each statement.

I have learned that…
● Informational texts are
_________________________________________________________________________________
_________________________________________________________________________________

● The main purpose of informational text is to
_________________________________________________________________________________
_________________________________________________________________________________



These activities are best
done in pairs. Discussion
and processing of answers
must be ensured.

9. 7

● The types of informational text include
_________________________________________________________________________________
_________________________________________________________________________________

● Examples of informational texts are
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________


2. Reflection on Learning
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.

Reflection Prompts Your answer in words or in drawing
I am happy that I
learned about…

What I learned is useful
because…

At home or in my
community, I can use
what learned by…


I wish to learn more
about…

10. 8


IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
Formative Assessment
See Activity 5.


B. Teacher’s
Remarks

Note observations on
any of the following
areas:
Effective Practices Problems Encountered
The teacher may take note
of some observations
related to the effective
practices and problems
encountered after utilizing
the different strategies,
materials used, learner
engagement and other
related stuff.

Teachers may also suggest
ways to improve the
different activities
explored/lesson exemplar.
strategies explored


materials used


learner engagement/
interaction


others
C. Teacher’s
Reflection

Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
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 lesson?
Teacher’s reflection in every
lesson conducted/
facilitated is essential and
necessary to improve
practice. You may also
consider this as an input
for the LAC/Collab
sessions.