4

Quarter 2
Lesson Exemplar Lesson

for English 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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

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Development Team

Writer:
• Marievic M. Violeta (West Visayas State University)

Validator:
• Cristina M. Padilla (De La Salle University - Dasmarinas)

Reviewed and Revised:

• 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 [email protected].
ENGLISH/QUARTER 4/ 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-specific
Standards narrative and expository texts (recount) based on their purpose, context (national holidays), and target audience using
simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

C. Learning 1. Use tone and mood appropriately for one’s purpose, context, and target audience: informal
Competencies 2. Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
and Objectives a. using facial expressions
b. using gestures

D. Content Recognizing tone and mood in interpreting meaning

Using facial expressions and gestures in expressing meaning

E. Integration

II. LEARNING RESOURCES

Choi, Y. (2003). The Name Jar. Random House Children's Books. (Publication date: October 14, 2003). Retrieved from
https://anyflip.com/iege/ysgk
Miller, G. (2023, March 24). Tone vs. Mood Lesson Activity. Book Units Teacher. https://bookunitsteacher.com/wp/?p=3093
Susy's Channel. (2016, September 8). The Name Jar - Best App For Story Books - iPhone/iPad. [Video]. YouTube.
https://www.youtube.com/watch?v=2nYjGy_ZUG8
Storytime Now! (2018, December 29). The Name Jar - Storytime Now! [Video]. YouTube. https://www.youtube.com/watch?v=f1b5kCvVBo8
Read Aloud Storytime. (2020, August 4). The Name Jar by Yangsook Choi | Children's Books Read Aloud | Storytime With Ms. Becky. [Video].
YouTube. https://www.youtube.com/watch?v=HOKU2reywe0

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review Non-verbal cues are signals
Ask the students to show/think of ways on how to say/express the following ideas that we use to communicate
without using words: without the use of
You want to say “yes”. You are sad. language/words. These
You want to stop someone. You are bored. include gestures and facial
You are happy. You disagree. expression. Non-verbal cues
You approve of something. You feel cold. are useful in clarifying
messages, communicating
Ask the following questions elicit students’ ideas about non-verbal cues.
one’s mood/attitude, and
▪ Can you think of other examples of non-verbal cues, particularly gesture and
interpreting mixed signals.
facial expression?
▪ Why do you think we need to understand non-verbal cues?

SIGNAL QUIZ
Ask the students to identify the meaning of the given non-verbal cues.
Answers:
Non-verbal Cue Meaning 1. b
1. tapping fingers or feet a. relaxation 2. c
b. impatience 3. b
c. in need of privacy 4. a
2. making eye contact a. confusion
b. boredom
c. showing interest
3. scowling/frowning a. indicates happiness
b. indicates frustration
c. indicates contentment
4. nodding while listening a. understanding
b. disagreement
c. confidence

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B. Establishing 1. Lesson Purpose
Lesson Purpose Note how recognizing tone and mood can help interpret meaning of what is said.
Present the definitions below:
Tone refers to the author's attitude or feelings toward the subject matter or the
reader. It can be expressed through the author's choice of words, descriptions, and
the overall writing style.

Mood is the emotional atmosphere or feeling that the text evokes in the reader. It
is often created through the author's tone, setting, and the events in the story.

2. Unlocking Content Area Vocabulary

Below is a list of words that describe mood. Find their meaning in the dictionary.
Look for words that are related in meaning. The words can also be used to describe
mood.
Words that Related Words Words that Related Words
describe mood describe mood
Calm Worried
Comfortable Anxious
Relieved Nervous
Content
Satisfied
Happy Lonely
Joyful Hurtful
Celebratory Sad
Excited
Energetic
Carefree
Playful
Confident Uncertain
Determined Insecure
Curious Uninterested
Amused Bored

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C. Developing and DAY 2
Deepening 1. Explicitation Answers:
Understanding Present the passages from the “The Name Jar” and ask the class to identify the 1. B
mood. They can choose from the options provided. Ask which words helped them 2. A
infer the mood. 3. A
(1) “Eunhei was nervous and excited to start her new school." 4. A
A. Calm B. Worried C. Relieved D. Content
5. B
(2) “The kids on the bus made fun of Eunhei’s name.”
A. Hurtful B. Amusing C. Friendly D. Exciting
(3) Eunhei decided to not introduce herself to her class until she picked an
American name.
A. Uncertain B. Confident C. Excited D. Determined
(4) Eunhei told her mom she feels she needs to have an American name to belong
and not be different.
A. Insecure B. Happy C. Carefree D. Satisfied
(5) "I already got a Korean name. Mr. Kim helped me choose."
A. Anxious B. Satisfied C. Insecure D. Happy

2. Worked Example
Present different scenarios and have students discuss how they would
communicate in each situation.

(1) Begin by explaining to the students that the goal of the activity is to practice
how they would communicate in different informal scenarios, focusing on using
the appropriate tone and mood.
(2) Briefly review the concepts of tone (the attitude conveyed by the speaker) and
mood (the emotional atmosphere created by the communication).
(3) Divide the class into small groups of 3-4 students each. This will allow for more
interaction and discussion.
(4) Give each group a set of scenario cards. Each set should include the five
scenarios provided.
(5) Have each group select one scenario card at a time to discuss. They will
eventually discuss all five scenarios.
(6) Provide the following discussion guidelines to each group:

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 • One group member reads the scenario card out loud.
• Discuss the key points of the scenario, including the context, purpose,
and target audience.
• Each group member should suggest how they would communicate in the
given scenario, focusing on appropriate tone and mood.
(7) Each group representative presents their scenario and strategies to the class.
Allow a few minutes for the class to ask questions and provide feedback.
(8) Ask students to reflect on the activity by considering the following questions:
• What was challenging about adapting your tone and mood for different
scenarios?
• How did the feedback from your peers help you improve your
communication strategy?
• Why is it important to adjust your tone and mood in informal
communication?

Scenario 1: Comforting a Friend Who Failed a Test

Your friend is feeling down because they just received a failing grade on an
important test. They are usually a good student, and this failure has really upset
them.
• What words of encouragement and support can you offer?
• How can you show empathy and understanding without looking down on
the person?
• How would you keep a friendly tone to make your friend feel better?

Scenario 2: Inviting Someone to a Casual Gathering

You are planning a casual get-together at your house this weekend and you want
to invite a classmate who you have recently become friends with.
• What language would you use to keep the invitation relaxed and friendly?
• How would you show excitement without being too pushy?
• How would you provide the details (time, place, etc.) in a casual yet clear
manner?

Scenario 3: Apologizing for a Minor Mistake

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 You accidentally hot chocolate on your friend's favorite book. It’s not severely
damaged, but she was pretty fond of it.
• How would you apologize informally?
• What kind of tone would help you seem sincere but not overly dramatic?
• How might you offer to make up for the mistake in a friendly way?

Scenario 4: Sharing Exciting News

You just found out that you won free cake in your school canteen, and you want
to share the news with your best friend.
• How can you convey your excitement and happiness informally?
• What words and phrases would you use to match the enthusiastic mood?
• How would you keep the conversation lively and engaging?

Scenario 5: Asking for Help with Homework

You are struggling with a math assignment and you need some help from a
classmate who understands the material well.
• How would you ask for help in a way that’s informal and friendly?
• What tone would you use to show that you’re genuinely interested in
learning and not just looking for easy answers?
• How can you express gratitude in advance while keeping the mood light?

The teacher can provide a series of fixed expressions to help the students come
up with ways to say intended meanings based on the scenarios.

DAY 3-4
3. Lesson Activity
Show students a series of video clips or images depicting people in various
situations. Have students analyze and discuss the non-verbal cues being used,
such as facial expressions and gestures, and how they contribute to the This video may be used for
understanding of context, purpose, and meaning. this activity emphasizing on
the various nonverbal
expressions of the
Instructions:
characters:

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 1. We will watch some short videos and look at pictures showing people in https://www.youtube.com/watch?v=_9u
XxudNc98
different situations, like a job interview, a disagreement, or a celebration.
2. Pay close attention to how the people in the videos or pictures use their faces
and hands. Notice their facial expressions (like smiles, frowns, surprised
looks) and gestures (like waving, pointing, crossing arms). The teacher may also choose
3. Think about what the facial expressions and gestures tell you. Are the people other videos based on the
happy, sad, angry, or surprised? What are they trying to show without using context of your learners.
words? Pictures will also work for as
4. After watching each video or looking at each picture, we will talk about it. With long as the nonverbal
a partner, share what you noticed and what you think the people are feeling elements are clearly
or trying to say. Listen to your partner's ideas too. exhibited.
5. After discussing, write a few sentences about what you saw. Explain how the
facial expressions and gestures helped you understand what was happening.
Example Questions to Think About:
What do you think is happening in the video or picture?
How can you tell how the people are feeling?
What did you notice about their faces and hands?
Why do you think they used those expressions or gestures?

D. Making Learners’ Takeaways

Generalizations How did using the appropriate tone, mood, facial expressions, and gestures
helped in conveying what we mean to say?

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

A. Evaluating Choral Reading The teacher can adopt,

Learning Ask the students to: adapt, or create a scoring
▪ form their group guide for the performance.
▪ bring out the copy of their chosen short poem
▪ analyze the meaning of the poem
▪ do a choral reading of the poem applying the appropriate tone and mood

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 ▪ Perform the choral poem with the appropriate facial expressions and
gestures.

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

Remarks any of the following Effective Practices Problems Encountered of some observations
areas: related to the effective
practices and problems
strategies explored encountered after utilizing
the different strategies,
materials used, learner
materials used
engagement and other
related stuff.
learner
engagement/ Teachers may also suggest
interaction ways to improve the
different activities
Others explored/lesson exemplar.

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

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