4

IDAYS

Lesson Script in
English

Catch-Up Fridays
Lesson Script in English
Quarter 1: Week 7
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation
of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content,
standards, and lesson competencies.

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Published by the Department of Education

Development Team
Writer: Lady-Ann L. Deinla-Benitez
Content/Language Editors Internal: Eden I. Bobis, Aphrodite A.
Bechayda Lay-out Artist: Jayson G. Forte
Management Team: Gilbert T. Sadsad, Regional Director
Bebiano I. Sentillas, Assistant Regional Director
Francisco B. Bulalacao Jr., Chief CLMD
Joan L. Lagata, Regional English Supervisor
Grace U. Rabelas, Regional LR Supervisor
Nene Rosal-Merioles, Schools Division Superintendent Sancita B.
Peñarubia, Chief CID
Mai Anne D. Rondola, Division Education Program Supervisor
Edison L. Mallapre, Division LR Supervisor

2
Week 7 Day 5 Date:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner will be able to make connections between visual

Standards elements and the text.

B. Performance The learner uses visual elements to convey the meaning of

Standards the visual text.

C. Learning (EN4VR-I-1) Identify visual elements using lines (straight,

Competencies diagonal and zigzag, thin, thick, broken, and dotted) shapes,
and colors used in a visual text.

D. Learning
• Determine lines, shapes, and colors used to convey
Objectives
meaning. • Relate one’s experiences to the story

• Realize the importance of health, peace, and

respect through teamwork

II. CONTENT

Subject Matter Derive Meaning Based on Visual Elements

Area for Integration Reading

Theme
• Personal Awareness (Accountability)

• Disease Prevention and Control

● Respect for Life

Key Concept for

• Principles of Peace
Integration
• Common Childhood Diseases

• Respect, Social Justice, and Human Rights

III. LEARNING RESOURCES

A. References Self-Learning Module in English 5, Quarter 4, Module 1:

Identify examples of visual and multimedia elements.

B. Other Worksheets, printed copies of the story, slide decks, laptop

Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Teacher: Good morning class! Today we are going to read
Knowledge story about Ella, a birthday celebrant, and the problem she
resolved. But before we dive into the story, let’s first activat
(5 minutes)
our prior knowledge. This means we will think about what we
already know that can help us understand the story better. W
are going to do a “Puzzle Game”.

Teacher: We are going to interpret an image/symbol. In th

image /symbol posted on the board, we will identify th
different visual elements present such as lines, colors, and
shapes. After that, we

3
will also interpret the meaning that it conveys. What is it a
about? What is its purpose? Don’t worry this is just a review o
what was discussed this week. Are you now ready?

(The teacher will post the random puzzle pieces on

the board).

Teacher: On the board, we have a random puzzle piece. You

task is to complete the puzzle in 2 minutes, then identify the
visual elements present and what meaning does it convey
Who wants to volunteer?

(Encourage learners to participate).

Possible learner response:

(One learner will volunteer and will complete the puzzle).

https://digital.lib.sfu.ca/northern-justice-society
 bibliography

Teacher: Excellent! We already have this image/symbol. Now,

what are the visual elements that you can see?

Possible learner response:

• “There are thick lines which mean strength and

emphasis”. • “I can see triangle shape which means

power”.

Teacher: Very Good observations! There are thick lines an

triangles. So, if we are going to relate all those visual element
present in that image/symbol, what is the meaning it conveys to
you as readers?

Possible Learner Response: That image/symbol conveys

fairness, since the two triangles were in balance.

Teacher: Great! In other words, that image/symbol shows

equality.

Teacher: Thank you all for sharing all your brilliant insights
This is just to activate your prior knowledge. And now, in ou
story we are about to read, the main character will be in
situation where her values will be tested. As we read, let u
think about the ways the character overcome he
problem/issue.

Teacher: But before we proceed with story reading, we will do

first another exciting activity.

Teacher: Are you now ready?

(Learners respond enthusiastically).

4
NOTES TO THE TEACHER: In this lesson part, the teacher uses puzzl
game strategy to activate learner’s prior knowledge and prepare them for th
story they are about to read. They individually interpret the image/symbo
presented to recognize what meaning it conveys using visual element
learned in the previous lessons. Then, they will share with the whole clas
their own interpretation about the image/symbol. Through this strategy, th
learners activate their prior knowledge to prepare them for the story to b
read, which makes the lesson more relevant and meaningful, and sets th
whole class for subsequent critical and deeper comprehension of the story.

Lesson Teacher: This morning, our lesson will enable you to determine
Purpose/ lines, shapes, and colors used to convey meaning, relate one’s
experience to the story, and realize the importance of health,
Intention (1
peace, and respect through teamwork.
minute)
NOTES TO THE TEACHER: In this lesson part, the teacher provide
learners with what they should know, understand, and be able to do in th
lesson. The teacher should clarify, in clear language, the learning intention fo
learners and what success will look like.
Lesson Teacher: Have you ever come across a visual text that you
Language didn’t understand, and it made you difficult to convey it
Practice meaning? This can happen to all of us if we don’t know how to
identify visual elements in a visual text and will leave u
(7 minutes)
wondering of what meaning it conveys.

Teacher: Let me explain what visual text and visual element

are. Visual text are images or pictures that don't move an
come in many forms, from book covers to comic strips to
picture of someone at the beach. When you see an image, yo
can analyze it or look closely to figure out information
Examples are icons, signs, brochures, posters, road signs
photos, advertisements, graphs and tables etc. And for us t
easily understand what it conveys, we need first to identify th
visual elements present such as lines (straight, diagona
zigzag, thin, thick, broken, and dotted) colors, and shapes. W
already discussed this in our previous lesson, right? Here are th
meanings of visual elements that may be present in a visual tex
that will help us interpret its meaning and purpose.

(Selected learners are called to read.)

Lines- are the foundation of all drawings. It is the first and mos
versatile of the visual elements. The line in artwork suggest
shape, form, growth, depth, rhythm, distance, movement, and
range of emotion.

Kind of Lines Meaning

Straight lines Can lead the eye in a certain direction.
Diagonal lines Convey a feeling of movement.

5
 Thick lines

Thin lines

Colors- different colors can convey

different messages and moods...
Kinds of Colors

Blue

Green

Orange

Purple

Red

White

Yellow

Shapes- it evokes different emotions. They

are our visual language, influencing how
we feel about what we see.
Kinds of Shapes

Square

Rectangle

Circle

Triangle

Parallelogram

Zigzag lines
Pentagon

Rhombus
Broken lines
 Guided Practice: Now, our goal is to apply
Hexagons
visual elements to convey the meaning of a
visual text or story read. Let’s practice this
together with a few examples from the
(Source: Self-Learning Module in English 5, Quarter 4, Module 1:
Identify examples of visual and multimedia elements.) story.

6
(Flash each picture through a slide deck.)

Teacher: Let’s start with the first picture that I have flashed on
screen. Can you identify the visual elements present in that
picture?

https://www.vecteezy.com/vector
https://www.rawpixe
art/7808821-light-purple-fashionable
l.com
high-heeled-shoes

(Encourage learners to raise their hands and share their ideas.)

Possible Learner Response: Both the gown and shoes are

color purple.

Teacher: Excellent! Yes, the color of the gown and shoes is

purple.

Teacher: What does purple mean? What does it convey to you

as readers or viewers?

Possible Learner Response: The meaning of purple is royalty

It has something to do with high economic status in a society.

Teacher: Very Good! So, can you interpret what does that
purple gown and purple shoes convey?

Possible Learner Response: I guess that purple gown and

purple shoes were owned by a rich girl.

Teacher: Excellent interpretation. Let’s see if your intelligent

guess is correct.

Teacher: How about in this picture. What do you observe? Wha

visual elements are present?

https://www.shutterstock.com/th/image
vector/torn-patched-stitched-tshirt-

Possible Learner Response: That shirt is old and brown.

Teacher: Excellent observation! That is old and brown. Based

on that visual element, what do you think it conveys?

(Encourage learners to raise their hands and share their ideas.)

Possible Learner Response: Brown means poverty, and

stitches with zigzag lines means restlessness.

Teacher: Okay! If brown means poverty, and zigzag line

means restlessness, what do you think it conveys? Try to relate
 the two visual elements in that shirt.

Possible Learner Response: If the purple dress was owned by

a rich girl, I think that brown shirt was owned by a poor boy or a
beggar.

7
Teacher: Great! Let’s see if your intelligent guess is correct
This time, let’s try these pictures. These are images of a flowe
and balloon. What visual elements do you observe?

https://lovepik.com/ima
https://lovepik.com/images/yellow
ges/yellow-flower
flower-cartoon.html
cartoon.html
-

Possible Learner Response: The flower is yellow, meaning

happiness.

Teacher: Amazing interpretation! How about the balloon, what

can you say about it?

Possible Learner Response: The balloon is red, and its shap

is a circle. Red means life and circle means unity. If we ar
going to relate flowers and balloons, they symboliz
celebration.

Teacher: Excellent! You said that flowers and balloon

symbolize celebration. So, what kind of celebration do you thin
the story is about?

Possible Learner Response: Birthday!

Teacher: Let us all see! You’ve all done a fantastic job applying
visual elements to convey the meaning of a visual text/image
Remember to use these to help you convey the meaning o
purpose of a visual text. Now, let’s dive into the story and se
what it is all about.

NOTE TO THE TEACHER: In this lesson part, the teacher used direc
instruction and guided practice to teach learners how to identify and interpre
visual elements to convey the meaning in a text/visual text. The teacher set
clear purpose with higher order thinking skills (HOTS) questions, an
encourages active participation which improve vocabulary, fluency, an
comprehension, reinforce prior knowledge, and build confidence in identifyin
visual elements and derive meaning/purpose.

During/Lesson Proper
Reading the Key Teacher: Our story today is about a smart and kind young gir
Idea/Stem named Ella who is celebrating her 10th birthday. Pay attention
to how respect and equality create a peaceful life in
(5 minutes)
community.

Teacher: The title of the story is “Ella’s Valuable Tent

Birthday”. Take note of the visual elements present that wi
help you convey the meaning of the text that we are going t
read. I will start by reading the story aloud. While I read, please
listen carefully and follow along in your copy of the story.

(Begin reading the story aloud.)

8
Ella’s Valuable Tenth Birthday
by: Lady-Ann L. Deinla-Benitez

Today is Ella’s birthday. She is now turning ten. She is ver

excited for the birthday party that her family prepared for her
The birthday cake, balloons, flowers, foods, candies, desserts
and games were all set for the party. Ella fitted her purple gown
with a matching pair of purple shoes. She was totally amaze
that the gown and shoes perfectly fitted her. Her whole family
relatives, classmates, and friends were also present. Everyone’
faces were all shining with a big smile.
As the party started, everyone gathered in the garden as the
witnessed the beautiful decorations full of yellow flowers and re
balloons. Unexpectedly, there was a little boy whose gat
crashed and attended Ella’s party. The little boy was in a
patched stitched brown shirt and a pair of untidy slippers
Everyone stared at him wondering. The little boy kept o
coughing and had a small red rash all over his face. He was als
scratching his face so that everyone began to stare terribly a
him. A lady went to the boy and examined the rashes on hi
face and got scared immediately. The lady shouted
chickenpox! Everyone felt scared that they might get infecte
with the illness that the little boy has brought. They all shouted
and let the little boy go outside the venue to prevent its spread
to other guests, visitors and children at the party. The little bo
got scared and cried heavily. He really felt ashamed an
scared. Though Ella also felt scared, still she managed to g
nearer and with her mother, they examined the little boy’s fac
for the second time. Ella noticed that there were ants, and i
was just ant bites. Ella felt sorry for the little boy for feeling
ashamed and scared because of false judgment. Together with
the little boy, Ella went in front of everyone and said something
valuable to her guests and visitors. Everyone was in silence and
Ella started to speak.
“It’s easy to judge someone by the way they look and appear
Because of this false judgement towards others, we don’t se
ourselves living in a peaceful life. Stop judging other peopl
without valid and acceptable reasons. Let us all respect other
regardless of our differences. And let us all be kind at all times”
Ella said.
Everyone agreed, applauded her and said sorry to the innocen
boy. Then, the party started peacefully, and Ella enjoyed mor
her valuable and memorable 10th birthday celebration togethe
with the little innocent boy.
*************************
Teacher: Now, let’s read again the story by group. Group 1 wi
read the first paragraph, Group 2 will read the second
paragraph, Group 3 will read the third paragraph, and Group 4
will read the fourth paragraph.

(Learners will read the story by group and by paragraph)

Teacher: Thank you, class, for reading the story with me. Now,
let’s check how well you understand the story.

9
Developing Teacher: To check your comprehension, I will ask you severa
Understanding of questions regarding the story read. Feel free to share your idea
the Key with the whole class. Are you ready? Here are the questions
Idea/Stem Let’s first have these literal questions.
(7 minutes) (Flash each guide questions through a slide deck).

Teacher: What is the title of the story read?

Possible Learner Response: “Ella’s Valuable 10th Birthday.”

Teacher: Very Good! Again, everybody let’s say the title of the

story. (All learners will say “Ella’s Valuable 10 th Birthday.”)

Teacher: Second question, who is the birthday

celebrant? Possible Learner Response: Ella

Teacher: Good! What does her family prepare for her birthday?

Possible Learner Response:

• “Foods”

• “Games and a Birthday Party”

Teacher: Very Good! Her family prepared foods, desserts
games, and a party for her birthday. Can you name the visitor
of Ella in her Birthday Party?

Possible Learner Response: “Ella’s visitors are her

classmates, friends, and relatives.”

Teacher: Does Ella have an unexpected visitor at her birthday

party? Possible Learner Response: Yes Ma’am!

Teacher: Who is that unexpected visitor of Ella? Did she know

him personally?

Possible Learner Response:

• “The little boy in a ragged shirt”.

• “Ella doesn’t know the little boy personally”.

Teacher: The little boy in a ragged and patched stitched shir

who crashed the gate is Ella’s unexpected visitor. What do yo
mean by gate crasher?

Possible Learner Response: Someone who went to a party

without an invitation.

Teacher: Precisely! Like the little boy, did you already gate
crashed to a party or any gatherings?

Possible Learner Response: Yes Ma’am!

(The majority of the learners will answer yes).

10
Teacher: Yes children! This happens even in our community
Most especially young children. They don’t know yet what the
are doing, if it is correct or wrong. If you were the birthda
celebrant and someone attended your party without a
invitation, how would you react? Explain your answer.

Possible Learner Response:

• “I will not feel mad because sharing is

caring.” • “I’ will welcome him because he is still

a visitor.”
Teacher: Excellent kids! Based on your answers, you are kind
and giving. However, in the story, what happened to the littl
boy who crashed the gate?

Possible Learner Response: “He was accused of having a

disease which is chickenpox. “

Teacher: By the way, what is chickenpox?

Possible Learner Response:

• “Chicken pox is red rashes on the face or body”.

• “Itchy rashes”.

Teacher: Very Good! Chicken pox is an infectious disease

causing mild fever, and a rash of itchy inflamed blisters. So
who mostly gets infected by this disease? Is it children o
adults?

Possible Learner Response: Children!

Teacher: Very Good observation! Children mostly get easily

infected by this disease and we call this “Common Childhood
Disease”.

Teacher: Can you say it again?

(Learners will say out loud “Common Childhood Disease”.)

Teacher: The term Common Childhood Disease refers t

disease contracted or symptomatic before the age of 18 or 21
Aside from chickenpox, other common childhood diseases i
common Cold, Ear Infections, Eczema, Constipation, Asthma
Hand-Foot-and Mouth Disease, Bronchitis, Gastroenteritis, an
Allergic Rhinitis.
(Source:https://www.healthychildren.org/English/health
issues/conditions/treatments/Pages/10-Common-Childhood-Illnesses)

Teacher: How are we able to prevent this kind of disease, mostly

in children like you?

Possible Learner Response:

• “We can prevent this kind of disease through always
washing our hands”.
• “By always keeping the cleanliness of our
 surroundings”. • “By eating healthy foods and avoid too
many sweets”.

11
Teacher: Very Good! We must always take good care o
ourselves to prevent these common childhood diseases
because it may affect our well-being and studies as well.

Teacher: Going back to the story, how did Ella solve the
problem or issue about the accused little boy of getting chicken
pox?

Possible Learner Response: “Ella, together with her mother,

examined the little boy’s face for the second time, and they
noticed that it was not chickenpox, it was just ant bites
instead.”

Teacher: What value does Ella have shown in the story?

Possible Learner Response:

• “Ella is a kind girl”.

• “Ella has shown respect to the little boy”.

Teacher: How has she shown respect to the little innocent boy?

Possible Learner Response: Regardless of their differenc

when it comes to social status, still Ella respected the little bo
by not judging him immediately based on his appearance. She
helped the little boy to get free from false accusations.

Teacher: If you’re in the same situation, will you do the same

as Ella? Why or why not?

Possible Learner Response: Yes Ma’am! Respect is one of

the good values that we should possess as part of the
community.

Teacher: Very Good Answer! By understanding and practicin

respect, we can create a positive and inclusive learnin
environment, enhance our communication skills, and buil
meaningful relationships. Incorporating respect into our dail
lives not only benefits us personally but also contributes to
more harmonious and compassionate society.

Teacher: Great Job, everyone! Now, let’s see how we can apply
these lessons in our own lives.

NOTES TO THE TEACHER: In this lesson part the teacher uses Direc
Instruction and read-aloud strategies to help learners engage with the stor
and understand the meaning of unfamiliar words. By setting the scene i
explaining the importance of peace and respect, the teacher prepare
learners to listen attentively. Reading the story aloud and having a learne
volunteer to read reinforces comprehension and fluency. This method ensure
that learners can follow along, recognize the context of previously discusse
vocabulary, and grasp the story’s key themes of peace, respect for life, an
common childhood diseases.
Further, the gradual psychological unfolding (GPU) strategy is used by posin
questions that build on learner’s previous knowledge and guide them throug
the narrative step-by-step. This strategy helps learners to actively engag
with the story and recognize the key themes of peace, respect for life, an
common childhood diseases.

12
Deepening
Understanding of
the Key
Idea/Stem
(14 minutes)
Independent Practice:
Group Activity: Creating posters using visual Drawings Drawings
elements collaboratively. /Graphics
are clear
and
Teacher: Now, we are going to relevant
collaboratively practice using visual
elements to convey meaning. We will look
at the visual elements present in the story
we read. Let’s see if you can create your
own posters using visual elements related
to the story that we have read. I’ll give you 13
a strip of paper where your task/activity was
written. Draw your outputs on a clean
sheet of short bond paper. Each group will
be given 5 minutes to finish their work.

Group 1: Draw/create an image/poster that

shows the role of prudence in maintaining
Peace
as shown in the story read. Draw your
posters in
a clean sheet of short bond paper.

● Group 2: Draw/create an image/poster

that
promotes equality and social justice for
all

Group 3: Draw/create an image/poster that

informs the public on how to prevent
common
childhood diseases.

Teacher: Here are the rubrics in poster

making that will serve as your guide all
throughout the activity. Also, this will be the
basis for grading your outputs.
Criteria

Use of Students
Time
use their
time
producti
vel y,
and
efficiently.
 ly to
convey
meaning.

Visual The
Clarity poster
and
has an
Appeal
excellent
design
and
layout. It
is neat
and
easy to
underst
an d
the
content.

Total Score: __/16

Scoring Guidelines
13-16 points : Excellent 5-8 points : Good 9-
12 points : Very Good 0-4 points: Needs
Improvement

Teacher: Any questions about our activity?

If not, the time starts now!

(The learners will brainstorm ideas to

complete their task.)

Teacher: Times up! Let us now witness the

presentation of different groups. Group 1,
can you start by posting your poster on the
board, then identify the visual elements
present and their meaning?

(Groups 2-3 are asked to present their

posters, identify visual elements and the
meaning that they convey. Encourage other
learners to raise their questions for
clarifications and additional visual elements
that they have noticed or may suggest.)

Teacher: Excellent work, everyone! You’ve

done a great job within your group using
visual elements to convey meaning. Let’s
quickly review the visual elements we have
discussed and their meaning that helped
Visual Uses us.
elements lines,
(Review different visual elements and their
shapes,
meaning, reinforcing the importance of
and
using visual elements.)
colors
effectiveNOTES TO THE TEACHER: In this lesson part,
the teacher uses a collaborative group activity to assigning each group to create their own poster
help learners apply visual elements to convey using visual elements, learners engage in discussion
meaning. By dividing the class into groups and and critical

14
thinking. They analyze the context of each poster to determine what it
conveys to the readers/viewers, then they share their ideas with the class.

After/Post-Lesson Proper

Making Teacher: Your comprehensive group presentations a while bac

Generalizations mean you've demonstrated a concrete understanding of visua
and Abstractions elements to convey meaning in a visual text. Now, to wrap up
our lesson, tell us about your key takeaways by answering th
(2 minutes)
following questions:

Teacher: What are visual elements?

Possible Learner Response: Visual elements have meaning

that will help readers convey the meaning and its purpose.

Teacher: Correct! Can you give an example of visual element

and its meaning?

Possible Learner Response:

• “Color Purple means royalty”.

• “Color Brown means feeling of loneliness,

sadness”. • “Zigzag lines mean anxiety or

restlessness”.
• “Thick lines express strength”.

• “Thin lines express delicacy”.

• “Circle means unity and balance”

Teacher: Great! How important are those visual elements?

Possible Learner Response: Visual elements are very

important to readers because they convey meaning about the
text or visual text.

Teacher: Very well said! Visual elements such as lines, colors

and shapes are important because they capture readers
attention and help understand meaning and ideas more fully.

Keep up the great work and remember to apply these concepts

in your own reading and writing as well.

NOTES TO THE TEACHER: In this lesson part, the teacher employs a

wrap up discussion to reinforce learners' understanding on visual elements. By
asking targeted questions, the teacher prompts learners to articulate their
knowledge and skills gained about visual elements, what does it conveys, and
their importance. This review solidifies learners' grasp of the concept and
encourages them to apply this skill independently in their reading and writing
reinforcing active learning and retention.

Evaluating Teacher: Now, we're going to test our understanding of visua

elements using lines, shapes, and colors to convey meaning b
Learning (5
 minutes) answering the following questions.

15
Direction: Determine the meaning of the pictures/symbol
below. Choose the letter of the correct word or group of word
from the word bank.

a. new beginning d. guardianship g. warning b. life e.

peace h. equality c. poverty f. royalty i. health

1.
https://thehistorypress.co.uk/articl
e/peace-symbols-through-history/

2.
https://www.howlatm.com/tree
-life-symbolism

3.
https://web.facebook.com/b
2gforliteracy/posts/this-is
an-equality-symbolthe-world

https://www.amazon.com/Ca
ution-Triangle-Danger
4.
Warning
Symbol/dp/B071HPTNFH

https://stock.adobe.com/image
s/healthcare-plus-sign-medical
symbol-vector/268719439
5.

Additional Teacher: For your homework, find a short story or article

Activities for identify at least five visual elements, and use these to conve
Application or its meaning. Do this in your notebook. Be ready to share thes
Remediation (if in our next class.
applicable)
NOTES TO THE TEACHER: This lesson part serves as an offshoot of th
lesson where learners independently identify visual elements and its meaning
This promotes independent learning and critical thinking as learners engag
with text, identify visual elements, and making connections between th
visual elements and visual text, fostering a supportive learning environment

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

LADY-ANN L. DEINLA- APHRODITE A. BECHAYDA MAI ANNE D. RONDOLA

BENITEZ Teacher III, SDO Language Expert, SDO EPS-English, SDO Albay
Albay Albay
16
1