MARCELA MARCELO

School: ELEMENTARY SCHOOL Grade Level: IV

MATATAG Learning
K to 10 Curriculum Teacher: MONICA M. CUERDO Area: ENGLISH
Daily Lesson Plan Teaching 3rd QUARTER
Dates December 19, 2024 Quarter: (Week 2)

IV-TRUST (7:00 AM-7:45 AM)

IV- PEACE (8:25AM-9:10 AM)
Time And IV – FAITH (10:45AM – 11: 30 CHERYL D.
Section AM) Checked By: TAGARAO MT 1
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 based on their purpose, context, and target audience using simple,
compound, and complex sentences, and age-appropriate and gender-sensitive language
C. Learning Competencies Use tone and mood appropriately for one’s purpose, context, and target audience:
informal.

1. 21st Century Skills critical thinking, creativity, and collaboration.

2. Integration Values (Compassion)

II. CONTENT Tone and Mood for a Narrative

III.
LEARNINGRESOURCES

References Visual aids, pocket charts and story from internet

Before the Lesson/Pre-lesson Proper

A. Activating Prior Have you ever received help from someone you helped before? How do you feel?
Knowledge

B. Unlocking Content Key Terms: tone, mood, emotions, context, audience

Vocabulary
Key Concepts:

Concept 1 - Tone refers to the attitude of the speaker and can be happy, sad, angry,
etc.

Concept 2 - Mood is the feeling the reader gets from the story, which can be
cheerful, gloomy, or exciting.

C. Lesson Purpose/Intention Read the story The Lion and the Mouse. Then, do the tasks assign to you.

The Lion and The Mouse

(A classic tale by Aesop)

Years and years ago, once there was a lion sleeping in the forest under a big tree. A mouse,
who lived in the forest too, started playing while moving up and down the lion’s body. She also
accidentally ran across the lion’s nose once. This soon awakened the lion, and he held the little
mouse in his paws. The mouse began to tremble as he knew that the lion was angry and could
kill him right there. "Pardon, O King!" pleaded the little mouse. "Forgive me this time. I shall
never repeat it, and I shall never forget your kindness. Who knows, I may be able to give you a
good turn one of these days!”
 The lion was somehow in a good mood. Hence, he set the mouse free from his paws.
Yet he could not be more amused by the idea of how a tiny mouse could ever help
the king of the jungle. After a few days, the mouse suddenly heard the roar of the
lion. When she went to look at what’s the matter, she found out that the lion was
captured and trapped in a net by his prey. Seeing the lion in such a condition, she
immediately started gnawing the ropes of the net until it freed the lion. The lion
thanked the little mouse. But the mouse was happy that she could finally repay her
debt for sparing her life once. Since then, the lion and mouse became good friends.

1. What do you think the author intends the story to feel? Also, what do you think
the readers should feel while reading the story?

2. What is the tone of the story? Why do you think so?

3. What is the mood of the story? What made you say so?

During the Lesson/Lesson Proper

A. Developing Activity 1
Understanding of Key Wearing your respective Thinking Hats, work in groups and write your answers to the
questions/tasks assigned to you.
Idea/Stem

B. Deepening Activity 2
Understanding of Key Read the sample narrative paragraphs. Identify the tone and mood then determine the words/
group of words that support the tone and mood.
Idea/Stem

Tone: ________
Supporting words or phrases: ________

Mood: ________
Supporting words or phrases: ________

Tone: ________
Supporting words or phrases: ________

Mood: ________
Supporting words or phrases: ________

C. Lesson Activity
Activity 3
Fill in the blanks with the correct answer. Choose the box below.
Tone Mood Formal
 Informal Serious
Humorous
Confident Sympathetic
Suspenseful Hopeful

1. The _____ of a piece of writing or speech is the writer's attitude toward the subject matter.
2. The _____ of a piece of writing or speech is the overall feeling or atmosphere that the writer
creates for the reader.
3. A _____ tone is appropriate for academic writing, business correspondence, and other
professional contexts.
4. An _____ tone is appropriate for personal letters, emails, and casual conversations.
5. A _____ mood is appropriate for topics like death, illness, or natural disasters.
6. A ______ mood is appropriate for lighthearted topics like jokes, anecdotes, or funny stories.
7. When writing a persuasive essay, a _____ tone can help convince the reader.
8. When writing a condolence letter, a _____ tone is appropriate.
9. To create a _____ mood, a writer might use short sentences, cliffhangers, and
foreshadowing.
10. A _____ mood can be created through the use of positive language and imagery.

D.Making Generalizations Are tone and mood important in a narrative? Why?

In pairs, share your answers to these questions:
• Why should we know the parts of a friendly letter?
• How can knowing about the different text types help you talk or write about your own or
other people’s experiences?

A. Evaluating Learning Match the following tone and mood to the appropriate scenario:
1. Formal tone, serious mood
2. Informal tone, playful mood
3. Formal tone, hopeful mood
4. Informal tone, angry mood
5. Formal tone, urgent mood
Scenarios:
A. A letter to a government official requesting immediate action on climate change.
B. A text message to a friend about canceling plans due to a sudden illness.
C. A research paper on the effects of pollution.
D. A birthday card to a close friend.
E. A humorous email to a coworker about a funny incident at work.
Answers:
1. A
2. B
3. C
4. D
5. E

Teacher’s Remarks: Note Effective Practices Problems Encountered

observations
on any of the
following
areas:
strategies
explored

materials
used

learner
engagement
/ interaction

Teacher’s Reflection  Reflection guide or prompt can be

on:
 What principles and beliefs
informed my lesson?
 Why did I teach the lesson the
way I did?
 What roles did my students play in
my lesson?
 What did my students learn? How
did they learn?
 What could I have done
differently?
 What can I explore in the next
lesson?