MATATAG School Grade Level Four

K to 10 Curriculum
Name of Teacher Learning Area English
Weekly Lesson Log
Teaching Dates and Time September 9-13, 2024 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

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 to produce age-appropriate and gender-responsive texts based on one’s
purpose, context, and target audience.

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

C. Learning EN4VR-1-1 Identify Visual Elements EN4VR-1-1 Identify Visual Elements EN4VR-1-1 Identify Visual Elements EN4VR-1-1 Identify Visual Elements Catch Up Friday
Competencies and
Objectives Learning Competencies Learning Competencies Learning Competencies Learning Competencies
A. Identify lines (vertical, horizontal, A. Identify lines (vertical, horizontal, A. Identify lines (vertical, horizontal, A. Identify lines (vertical, horizontal,
left diagonal, right diagonal and left diagonal, right diagonal and left diagonal, right diagonal and left diagonal, right diagonal and
zigzag, thin lines, thick lines, broken zigzag, thin lines, thick lines, broken zigzag, thin lines, thick lines, broken zigzag, thin lines, thick lines, broken
lines, and dotted lines); lines, and dotted lines); lines, and dotted lines); lines, and dotted lines);
B. Determine lines, shapes, and B. Determine lines, shapes, and colors B. Determine lines, shapes, and colors B. Determine lines, shapes, and colors
colors used to convey meaning; used to convey meaning; used to convey meaning; used to convey meaning;
C. Interpret images/ ideas that are C. Interpret images/ ideas that are C. Interpret images/ ideas that are C. Interpret images/ ideas that are
explicitly used to influence viewers explicitly used to influence viewers explicitly used to influence viewers explicitly used to influence viewers
(symbolism); (symbolism); (symbolism); (symbolism);
D. Infer the purpose of the visual D. Infer the purpose of the visual text. D. Infer the purpose of the visual text. D. Infer the purpose of the visual text.
text.

D. Content Identifying Visual Elements Identifying Visual Elements Identifying Visual Elements Identifying Visual Elements

E. Integration

II. LEARNING RESOURCES

 https://www.twinkl.com.ph/teaching-wiki/visual-text

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Watch and learn. Read the tale. Show an image. Show the picture.
Knowledge https://www.youtube.com/watch?
v=WzdYhu74wyo "Once, in a quaint village, there lived
an artist known for creating magical
What are the types of lines? paintings. One day, he painted a
 single, delicate line on a canvas.
Strangely, some viewers saw a tearful
expression, while others sensed a
glimmer of hope." • Spark curiosity:
"How do you think a single line
managed to convey both sadness
and hope? What could this artist's
secret be?"
"How did your initial interpretations
compare to the actual symbolism?
"

Describe how the visuals might

reflect the story's themes of growth,
transformation, and the power of
nature.

B. Establishing Lesson Study: Study: Study: Purpose in Visual Texts

Purpose Eight types of lines. Line is the foundation of all drawing. Just like texts, pictures contain a Similar to a written text, a visual text
1. Horizontal Line.  Curved lines suggest comfort lot of information. The following is also created for a purpose. Some
2. Vertical Line. and ease tips will help you to interpret and of the more common purposes
3. Perpendicular line.  Horizontal lines suggest understand pictures. include to inform, to entertain and
4. Intersecting lines. distance and calm 1. Discover information to persuade. Let’s now take a look
5. Oblique Lines about the picture at the different visual texts and the
 Vertical lines suggest height 2. Take in the picture
6. Divergent lines. specific purposes behind their
and strength
7. Convergent Lines. 3. Discuss the picture creation:
 Jagged lines suggest turmoil 4. Work with the pictures 1. To inform
8. Parallel Lines. and anxiety 5. Interpret the picture Examples: newsletter, posters,
Visual is something you look at, such
notices, flyers, brochures and
as pictures, chart, or film that is used
webpages.
to make something more appealing
2. To persuade
or easier to understand.
Examples: movie, reviews,
testimonials, brochures and posters.
3. To advertise
Examples: flyers, posters,
advertisements as well as brochures
4. To instruct
Examples: steps with accompanying
pictures, how to bake a cake or
repair a car, textbooks

C. Developing Activity 1 Activity 1 Activity 1 Activity 1

and Deepening Write the meaning indicated by Create your own design using both thin Look at the shapes and colors in the Identify the purpose of the visual
Understanding each line. and thick lines. Explain the meaning or image below. Write down the image.
emotion your design conveys. emotion or meaning you associate
 with each shape and color.

1.

Activity 2
Determine whether the following 2.
elements found below are visual
elements or not.
1) line Activity 2
2) video Analyze the visual images you see
3) audio below. Create your own meaning as to
4) color your interpretation of the images by 3.
5) symbol writing short statements relating to
each picture.
Activity 3
Identify the kinds of lines in the
pictures.

4.

D. Making What did you notice about how What did you notice about how What did you notice about how What did you notice about how
Generalization visuals can have different reasons visuals can have different reasons visuals can have different reasons visuals can have different reasons
for being created?" for being created?" for being created?" for being created?"

IV. Evaluating Learning

A. Evaluating Learning A. Create an engaging visual Exhibit of Artworks What do you think this symbol could Identify and write down the purpose
 narrative using all eight types of "Gallery of Emotions" mean? How does it make you feel (inform, entertain, persuade,
lines. Do the following: when you see it? express emotions) of each visual
1. Horizontal Line. Assign roles: text.
2. Vertical Line. artists, curators, and visitors. 1. An informative poster about fire
3. Perpendicular line. safety tips.
4. Intersecting lines. Artists explain their pieces, curators 2. A comic strip showing a
5. Oblique Lines guide discussions, and visitors analyze humorous interaction between
6. Divergent lines. the emotions elicited by each artwork. characters.
7. Convergent Lines. 3. An advertisement for a new
8. Parallel Lines. video game, showcasing its
features.
4. An emotional painting depicting
a rainy cityscape.
5. A book cover for a thrilling
adventure story.
6. A movie poster for a
heartwarming family film.
7. A photograph capturing the
excitement of a soccer match.
8. An infographic illustrating the
benefits of eating fruits and
vegetables.
9. A fashion magazine cover
featuring stylish clothing and
accessories.
10.An illustration of animals in a zoo,
accompanied by fun facts.

B. Teacher’s Remarks Note observation on any of the Effective Practices Problems Encountered
following areas

strategies explored

materials used

learner engagement/interaction

other

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? *

Prepared by: Checked & Noted: Approved:

TEACHER’S NAME MASTER TEACHER’S NAME PRINCIPAL’S NAME
Position Master Teacher 2 Principal IV