4

Lesson Exemplar Quarter 1

Lesson

For English 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 1: 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-
2024. 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 is 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.

Development Team

Writer:
 Rhea O. Estiller (Parada National High School, SDO Valenzuela)

Validators:

 Cristina M. Padilla (De La Salle University – Dasmarinas)

 Jasper Eric C. Catan, EdD, LPT (Siliman University)

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 1/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, LESSON COMPETENCIES

AND
A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of
Standards 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
Standards based on their purpose, context, and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.

C. Learning EN4LR-I-3 Compo se appropriate sentences for clarity and coherence.

Competencies 1. Lesson Objectives
and Objectives 2. Define and identify the action verb
3. Use the tenses of verbs (simple present, simple past, and simple future)
4. Use the correct voice of the verb
5. Identify descriptive/qualitative or attributive adjectives
6. Give and compose the characteristics of a complex sentence

D. Content a. Action verb c. Voices of the verb e. Complex Sentence

b. Tenses of the verb d. Adjectives

E. Integration

II. LEARNING RESOURCES

English 4 LM. (nd). 148-150, 157-159,160-161,185-187

English 4 LM. (nd). 235-242
Soaring to New Heights in Language. (nd). 149-155
Soaring to New Heights in Language. (nd). 182-183

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Short Review
Mini-Subject Verb Agreement Race Materials:
The teacher will read a sentence aloud and will repeat the subject and verb of Mini white board, marker
that sentence. Students decide whether the subject or the verb is used
correctly. The students should quickly write their answer on their mini This short review can be
whiteboard and hold it up. The first to get the correct answer will get one point modified.
or one point will be given for every correct answer.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose What do you do before going to school? How about during the weekend?
(brush teeth, comb hair, take a bath, eat breakfast, change clothes)

2. Unlocking Content Key to Correction

Vocabulary VOCABULARY 1. VERBS
RELAY 2. PRESENT TENSE
Mechanics: 3. FUTURE TENSE
Unscramble the letter to get the correct answer. 4. SUBJECT
5. ADJECTIVES
1. RVSEB These are words that express actions.
2. RSPENTE NSETE Tense of a verb that is used to express an action that
occurs in the present, a habitual action, or a
general truth or fact.
3. TUFREU NSETE Tense of a verb that expresses an action that will take
place in the future.
4. BJTSUEC Performs the action or the doer of the action
5. DJAETCVSETI Are words that describe/modify nouns or pronouns
C. Developing and SUB-TOPIC 1:
Deepening A. ACTION VERB
Understanding 1. Explicitation To engage students more,
Listen as the teacher reads the paragraph then answer the questions that follow. you can ask:

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Today is our rest day. I look outside and see the raindrops fall. It is really the What are the action words in
beginning of the rainy season. Mother cooks merienda for us. We watch children’s the sentences?
shows while father reads the newspaper. After watching, I played board games with
my siblings. Falls, cooks, read, watch,
Answer the questions. play are examples of action
1. What can we see outside the house? words.
2. What can we say about the raindrops?
3. What does mother do? Can you give other action
4. What does father do? words?
5. What do the children do?

Read this paragraph then choose the action words. For deliberate practice,
I woke up early in the morning. I brushed my teeth and walked to the kitchen. I smelled you can ask students to
the fried fish that mother cooked. I prepared a cup of milk and spread peanut butter in the read the following action
hot pandesal. I smiled because I was satisfied with the delicious breakfast that mother words: Woke, brushed,
prepared. walked, smelled, cooked,
prepared, spread, smiled,
Here are some other examples of action words. satisfied
1. The boys will practice for their competition next week.
2. We will get high grades if we study hard. Read the action words.
3. All players will do their best to win the game. will practice
4. They will get ready for the practice tomorrow. will get
5. They will prepare snacks later. will do
will prepare
Action words are words that are also known as verbs.
These are words that express actions. They are essential for conveying what
someone or something is doing, has done, or will do.

B. TENSES OF THE VERBS

What did you do yesterday? What are you doing now? What will you do
tomorrow before going to school?

Verbs are action words, and they have tenses. Tenses of the verbs tell
when an action is done. Let us find out what are the different tenses of
verbs.

If you see the word time what comes into your mind?

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Read the following sentences.

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Set A
1. A pilot operates an airplane.
2. Teachers help us to learn.
3. Every afternoon young children sleep.
4. Boys play basketball every weekend.
5. Julia travels every month. To engage students, you can
ask the following questions:
What are the action words in the given sentences? 1. What does a pilot
Operates, help, sleep, play, travels are examples of action words that we call operate?
verbs. 2. What do teachers do to
us?
When do these actions take place? 3. What do young children
These actions take place in the present time. Thus, they are verbs in the do?
present tense. 4. What do boys do?
5. What does Julia do?
Read the following.
A. Study the phrases.
Column Column
A B What can you say about the number of nouns in column A? Are
they singular or plural? Look at the verbs in column B. How do
1. pilot operates
they end?
2.Julia travels
This time study the following examples.
Column B
Column A
1. teachers help What is the number of the nouns in column A? Are they
2. children sleep singular or plural nouns?
3. boys play Look at the verbs in column B, what can you say about
them. How do they end?
Let us read these sentences.
1. She visited her grandmother last summer.
2. We watched a movie at the theater yesterday.
3. They played basketball in the covered court last Saturday.
4. They swam in the river last Friday.
5. The lady sang on the stage last Monday.

Study the following.

Present Past
1. visit visited
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 2. watch watched
3. play played
4. swim swam
5. sing sang
You can engage students
The verbs in the second column are in the past tense. Visited, watched, played more by asking the
are called regular verbs. Using these examples, can you tell how a regular verb is following questions:
formed?
Look for the action words in
Look at the verbs in numbers 4 and 5. the sentences.
Swam and sang are irregular verbs. Using these examples, can you tell how Visited, watched, played,
an irregular verb is formed? swam, baked are the action
words or verbs.
Set B
1. We will visit grandma in the province in May. When did the action
2. I shall finish my work before bedtime. happen? What is the tense
3. She will swim in the pool tomorrow. of the verb?
4. brother will fix the faucet on Saturday.
5. The learners shall present their project on Tuesday.
These actions take place in
the past time. Thus, they
What are the action words in the sentences above?
are verbs in the past
What do we call these verbs?
tense.
These are verbs in the simple future tense.

What are the words that can be seen before the base word or root word?
How do we form the simple future tense of the verb?
The simple future tense of the verb is formed by using will or shall and the base
form of the verb.
What do you have to remember about the tenses of the verb?
You can ask students to read
Present Tense the following phrases for
The simple present tense of the verb is used to express an action that occurs in the practice and emphasis:
present, a habitual action, or a general truth or fact. It is formed by adding -s or -es. (s- Read the following.
form). When a singular verb ends in -y preceded by a consonant, change y to i, then add - 1. will visit
es. It is also formed by retaining its original form or its base form. 2. shall finish
Past Tense 3. will swim
The simple past tense of a verb is used to describe an action that happened in the past 4. will fix
or before the present time. Regular verbs form their past tense by adding -d or- ed to
5. shall present
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their base

7
form. Irregular verbs form their past tense by retaining their base form or changing
their spelling.

Future Tense
The simple future tense of a verb expresses an action that will take place in the future.
It is formed by using will or shall and the base form of the verb.

2. Worked
Example
Action Verbs You can mention that Time
expressions like every day,
A. Visual Verb Quest! daily, once a week, every
Write the action verbs shown in these pictures. month and regularly are
used to show habitual
actions.

Time expressions such as a

while ago, last night, this
morning, a week ago,
yesterday are used to
indicate past action.

Expressions that indicate

future actions are
afterwards, the next day,
next year, tonight, on
(Friday), among others.

B. Verb Identification Challenge!

Choose the action verb in each sentence and write it on your paper.
1. The lovely lady sings a beautiful song.
2. The dog barks at the mailman.
3. They dance to the music.
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 4. Geraldine writes a letter to her sister.
5. He plucks the chord of the guitar.
6. James ate two slices of cake.
7. Peter and Simon play tennis twice a week.
8. He drives the new car.
9. Mitchelle watches a movie.
10. Samuel jumps on the floor.

C. Tenses of Verb
Instructions:
A. Identify the tense of the underlined verb in the sentence.
1. Joel ran to the other side of the street a while ago.
2. Myla will play volleyball for the tournament.
3. The man walked around the plaza.
4. The children sing the national anthem.
5. The girl jumped over the rope.

B. Choose the correct verb in each sentence.

1. Last night, she (ate, eat, eats) dinner with her family.
2. They (finish, finished, finishes) their project last Saturday.
3. I (read, reads, will read) a mystery book on Sunday.
4. They (go, went, will go) to the zoo next week.
5. The flowers (bloom, blooms, bloomed) beautifully now.

Tasks/Questions:
What are the tenses of a verb?
3. Lesson Activity
The teacher will divide the class into four groups. Each group will be given different
sets of activities.
Differentiated Group Activities
Group I. Identify the verbs used in the sentences.
1. The artists painted a colorful picture of the garden.
2. The sun shines brightly in the sky.
3. Eliza plays the piano beautifully.
4. The children laugh loudly at the clown.
5. The teacher explained the lesson very well.

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Group II. Identify the appropriate verbs for the following sentences.
1. We (pray, play, run) inside the church.
2. Father (works, plays, teaches) on the farm.
3. My brother (plays, prays, dances) badminton in the plaza.
4. Willy (waters, drinks, eats) the plants every afternoon.
5. Rosa (reads, looks, smiles) an exciting book during the weekend.

Group III. Identify the tense of the verb. Write simple present, simple past, or
simple future
1. Went 2. will study 3. Go 4. Prays 5. cook

Group IV. Identify the verbs in the sentences then write if is simple present,
simple past or simple future.
1. The rose blooms beautifully.
2. We will go to the beach on Saturday.
3. We attended church service last Sunday.
4. The farmers gather vegetables on the farm.
5. The learners will pass their project on time.

Day 2
SUB-TOPIC 2: VOICES OF VERBS
1. Explicitation
What is a verb? Give examples of verbs.
Kris gives a gift to her younger sister on her birthday.
Who gives the gift?
Who receives the gift?
Who does the action show?

What do you understand about these words?

 doer
 receiver
Read the following stories, then answer the questions that follow.

Story 1

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 Recognition Day
It was Friday afternoon. The teacher announced the names of the achievers, especially
those who will receive the With Honors award. The deserving learners will be recognized.
They will receive awards for their performances and achievements for the school year.
Ryan and Sonny, being included in the list, were very happy. Their parents were proud of
them.

Comprehension Questions:
1. Who will be recognized?
2. Who will receive an award?
3. Who announced the names of the achievers?
4. Who called the names of the With Honors awardees?

Story 2
How do you show love for your mother? Read the story on how the children show
their love to their mother.

Love for Mother

A special day for their mother was wished by Joe, Jana and Joan. It was their mother’s
birthday. Mother is loved by them. To show that they really love her especially on her You can emphasize that
birthday was wanted by her children. A bag was given by Joe but then he went out to bike Kris is the doer of the
with his friends. A beautiful blouse was given by Jana but requested her for a new action while her
cellphone on her birthday. A simple card was made by Joan. Mother was hugged and younger sister is the
kissed by her. receiver of the
Answer the questions. action.
1. Whose birthday was celebrated?
2. What was given by Joe?
3. What was given by Jana?
4. What was given by Joan?

Active Voice
1. They will receive awards for their performances and achievements.
2. The teacher announced the names of the achievers.
3. She called the names of the With Honors awardees.

Passive Voice
1. A special day for their mother was wished by Joe, Jana and Joan.
2. Mother is loved by them.

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3. A bag was given by Joe.

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 4. A beautiful blouse was given by Jana. The teacher may change or
5. A simple card was made by Joan. modify the follow-up
6. Mother was hugged and kissed by her. activity according to his/her
7. The deserving learners will be recognized by the teacher, their classmates, and preference or student’s
their parents. level of understanding.

2. Worked
Example Voices Note: The complete activity
of Verbs content is found in the
Instructions: worksheet.
A. Directions: For each sentence below, write A if it is ACTIVE and P if it is
PASSIVE voice.
1. The pilot flew the plane.
2. The plane was flown by the pilot.
3. The two officials are signing the document.
4. That cat chased the rat.
5. The entire building was painted by Ron.

B. Directions: Read each sentence and change it from active voice to passive You can use visuals to
voice. Example: Active Voice - The teacher read us a book. present the following:
Passive Vice - The book was read to us by the teacher. Active Voice
1. Don shot the basketball at the hoop. The active voice is the
2. The boy carried the bucket of water. “normal” voice. This is the
3. Stephen kicked the soccer ball. voice that we use most of
4. The boys watched a movie. the time. In the active voice,
5. The man watered his lawn. the subject is the doer of
the action, or the subject
C. Directions: Change each sentence from passive voice into active voice. performs the action.
1. The winner will be announced by the team. ex. Grandpa planted an
2. The landscape was painted by the artist. avocado tree in the orchard.
3. The damaged car was fixed by the mechanic.
4. A new bridge was built by the workers. In this example, Grandpa,
5. Beautiful flowering plants were planted by the gardener. the subject of the
Tasks/Questions: sentence is the doer of the
Differentiate active voice from passive voice. action.

3. Lesson Activity Passive Voice

The teacher will divide the class into three groups. Each group will be given

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different sets of activities.

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 Differentiated Group Activities In the passive voice, the
A. Identify the voice of the verb in each sentence. subject is the receiver of
1. The letter was written by Rina. the action, or the subject is
2. The teacher gave the learners a challenging project. acted upon.
3. The old house was damaged by a strong storm. Ex. An avocado tree was
4. The movie was watched by millions of people. planted by Grandpa in the
5. The company produces high quality products. orchard.
In this example, the avocado
B. Change the active voice to passive voice. tree receives the action
Ex. Active Voice - Mother cleans the room every day. expressed by the verb.
Passive Voice - The room is cleaned by mother every day.
1. People play badminton and tennis on the racket court.
2. We hold journalism competitions every day.
3. The janitor cleans the restroom every day.
4. The teacher teaches English every day.
5. She made a clay doll.
C. Change the passive voice to active voice.
Ex. Passive Voice - I am loved by
him.
Active Voice - He loves me.
1. The mangoes are washed by Bob.
2. The piano is being played by Sheena.
3. The beautiful landscape was painted by him.
4. The playground was cleaned by the kids.
5. An experiment was conducted by the scientists.

Day 3
SUB-TOPIC 3: ADJECTIVES
1. Explicitation
Today we will study another part of speech which we call adjectives.
The teacher will let the learners give words that describe themselves. The teacher
will write the words on the board, then the students will read them.

Read the paragraph then answer the questions that follow.

I love Sundays because I have the time to relax. After doing household chores. I play with
my furry cat together with my younger sister. We play in the wide front yard. We stay in a
shady
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place. My cat likes to climb tall trees. When we become tired, we sit on a soft sofa and rest
on a comfortable bed.
Answer the questions:
1. What is a relaxing day?
2. Why is Sunday a relaxing day?
3. What are the describing words used in the paragraph?
Study the underlined nouns.
1. What is a cat?
2. What word describes the cat?
3. What is a front yard?
4. What word describes the front yard?
5. What word describes the place?

To what part of speech are the words cat, front yard, tree, and bed
categorized? What are the words that describe them? What do we call these
words?
furry, wide, shady, tall and comfortable are examples of adjectives.

What do adjectives mean? What is the importance of using adjectives in sentences?

Read the text then answer the questions that follow.

A Visit to Mayon Volcano

The group of scouts went to a field trip. They were amazed by the beautiful
scenery. The volcano stands tall and proud. It is a perfect colonial shape. The
surroundings are green. As they reached the foot of the volcano, they felt the
gentle breeze on their skin and inhaled the fragrant smell of blooming flowers from
the nearby field. The air was fresh. They heard the sweet melodic song of the bird.
Their hearts were full of gratitude for the unforgettable experience.

What are the adjectives used in the text?

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 2. Worked Example
Instructions: Identify the adjective which best describes each picture.
Choose the answer from the box.

Illustrated by: Rodel R. Rimando

You can ask the students to
read the following for
A. Choose the descriptive adjective in the sentence.
emphasis/practice:
1. The young boy climbed the mango tree.
2. The friendly cashier greeted me at the store. furry cat
3. The good doctor listened to the nurses. wide front yard
4. The talented musician played the violin. shady place
5. The elegant ballerina performed on the stage. tall trees
comfortable
B. Choose the appropriate descriptive adjectives to complete the sentences.
1. The butterfly landed on the flowers. (colorful, kind, strong) bed
2. We enjoyed a meal at the new restaurant. (delicious, precious, high)
3. The elephant trumpeted loudly at the zoo. (kind, large, small)
4. The flowers filled the room with a pleasant aroma. (big, fragrant,
red)
5. Lorna’s hair flowed down to her shoulders. (long, short, wooden)
Support students’
3. Lesson Activity understanding of the
The teacher will divide the class into three groups. Each group will be given concept adjective by
different sets of activities. discussing the following:
Differentiated Group Activities
A. Identify the adjective used in the sentences.
1. I like to see the blue sky.
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 2. The large elephant marched through the jungle. Adjectives are words that
3. She wants to use a soft blanket. describe or modify nouns or
4. The delicious aroma of bread makes me hungry. pronouns.
5. I used to play under that old narra tree.
B. Use the appropriate adjective to complete the sentences. Choose your answer Descriptive adjectives
inside the parenthesis. are words that describe a
1. The carabao is a animal. (small, large, tiny) person, a place, a thing, an
2. The flowers in the garden are so . (ugly, kind, beautiful) animal, an event, or an
3. The library has a collection of books. (kind, old, colorful) idea.
4. The giraffe in the zoo is extremely . (short, tall, wide)
5. It is hard for me to climb the mountain. (small, high, short) The nouns or pronouns are
C. Construct a sentence for each of the following nouns using an appropriate described according to
descriptive adjective. their quality or kind, size,
1. cake 2. rainbow 3. Beach 4. Friend 5. umbrella age, shape, color, origin,
material, or purpose.
Day 4
SUB-TOPIC 4: COMPLEX SENTENCE Descriptive adjectives give a
1. Explicitation clearer picture of nouns or
Read these sentences. pronouns in the sentence.
1. The sun shines brightly.
Let us give more information about the sun.
The sun shines brightly today.
The sun shines brightly so that mother can dry our clothes outside.
We can play outdoor games because the sun shines brightly.
The sun shines brightly so we cannot go out and play because it is so
hot. The sun shines brightly so we can go hiking in the mountains.

As you may have noticed, from the given simple sentence, we can make other
sentences. These sentences are complex sentences. What part of the sentence can
stand alone or give us a complete idea?

The sun shines brightly can stand alone or give us a complete idea already. We
call this part of the sentence an independent clause. What is the other part of
the sentence that cannot stand alone?

So that mother can dry our clothes.

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This part of the sentence cannot stand alone. We call this a dependent You can have the following
clause because it is dependent on the independent clause. information printed out and
present in class:
The sun shines brightly so that mother can dry our clothes outside.
This sentence is an example of a complex sentence. A complex sentence is
made up of a main or
2. Worked independent clause and
Example one or more subordinate or
Instructions: dependent clauses.
A. Read each sentence carefully. Identify the independent clause. A main or independent
Ex. The teacher was proud of her learners because they worked clause has a subject and a
hard. predicate, and it can stand
Independent Clause - The teacher was proud of her learners alone.
1. Because my coffee was cold, I heated it in the microwave oven. The subordinate
2. Although he did not qualify in the semi-final round, he still feels conjunctions after,
proud of himself. although, as if, as long as,
3. She returned the computer after she noticed the damage. before, unless, since, so
4. Whenever prices go up, you should buy less products. that, than, whenever, until,
5. When the timing is right, all my plans will happen. when, while, are used to
B. Read the sentences carefully and identify the dependent clause. introduce the subordinate
Ex. Rialyn wants to be a doctor because she loves helping or dependent clause.
people.
Dependent clause - because she loves helping people. Ex. I love to go to the beach
1. She studied very hard because she wants to get good grades. in the late afternoon
2. Tommy reads a book for fun after finishing his homework. because I like to see the
3. Jena likes to swim but she doesn’t like to dive. sunset.
4. The cat ran away when the dog barked loudly.
5. I will help you with your assignment if you need assistance. The teacher may change or
C. Compose a complex sentence using the words modify the follow-up
below. Ex: because activity according to his/her
Answer. Because he studied, he passed the exam. preference or student’s
1. After – 4. Whenever – level of understanding.
2. Unless – 5. Wherever –
3. Although – Note: The complete activity
content is found in the
3. Lesson Activity worksheet.
The teacher will divide the class into three groups. Each group will be given
19
different sets of activities.
Differentiated Group Activities

20
 A. Identify if the sentence is a complex sentence or not.
1. Although it is raining, they decided to go for a hike in the hill.
2. They arrived at the party late because of the heavy traffic.
3. They traveled to Palawan last year.
4. In order to succeed, one must be talented and dedicated to his work.
5. He felt confident about the interview.

B. Identify the independent clause.

1. When we went to the park, the fireworks display began.
2. Although I enjoyed hiking, I prefer swimming in the ocean.
3. She sings beautifully whenever she is in good mood.
4. We decided to stay indoors because it is raining.
5. The city comes alive at night because the streetlights turn on after the sun sets.

C. Combine the following pairs of sentences into a complex sentence.

1. He missed the bus. He had to walk to school.
2. The museum was closing. We hurried to see the last exhibit.
3. The storm was strong. The event was postponed.

D. Making • Learners’ Takeaways

Generalizations Exit Ticket Folder
Ask students to write their name, what they learned, and any lingering
questions on a blank card or “ticket”. Before they leave the class, direct them to
deposit their exit tickets inside a folder or in a bin labeled “Got It”, “More
Practice, Please,” “Ï Need Some Help!” or whichever best represents their
understanding of the day’s content.

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

A. Evaluating 1. Formative Assessment Formative Assessment

Learning A. Read the sentences then identify the verbs used in the sentence. Answer Key
1. She draws a beautiful picture. A.
2. They swam in the pool last night. 1. draws
3. I will finish my work before the weekend. 2. swam
4. Sonny studies his lesson every night. 3. will finish

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5. Mother will cook pinakbet later on. 4. studies
5. will cook
B. Use the correct tense of the verbs to complete the sentences. B.
1. Andrew (tells, tell, told) his mother about the incident that happened yesterday. 1. tells
2. She (exercise, exercises, exercised) in the plaza now. 2. exercises
3. They (visited, visit, will visit) the museum on Saturday. 3. will visit
4. He (write, writes, written) a letter to his friend. 4. writes
5. The sun (rise, rises, will rise) in the east every morning. 5. rises
C. Identify the tense of the verb. Write simple present tense or simple past
tense. C.
1. The moon shines brightly tonight. 1. Simple Present Tense
2. Father gave mother some fresh roses on their 20th wedding anniversary. 2. Simple Past Tense
3. The chocolate cake tastes sweet. 3. Simple Present Tense
4. Simple Past Tense
4. The teachers collected the plastic containers.
5. Simple Past Tense
5. The boys played basketball the entire morning.

D. Choose the best adjectives from the option to complete the sentences.
D.
1. The artist painted the sunset. (beautiful, exciting, surprising)
1. beautiful
2. The movie had a scene that made everyone laugh. (funny, scary, suspenseful)
2. funny
3. The dog plays with the cat. (cruel, energetic, sad)
3. energetic
4. The magician did tricks that the children enjoyed. (exciting, friendly, ugly)
4. exciting
5. The stars appeared in the sky at night. (little, dark, gigantic)
5. little

E. Construct complex sentences using the simple sentences below.

Use an appropriate subordinating conjunction.

Ex. The child likes to sing.

The child likes to sing because it makes her happy.

1. They visited the farm.

2. She baked cookies.
3. He studied hard.
4. She waters the plants.
5. Grandma reads the books.
2. Homework (Optional)

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B. Teacher’s Note observations on The teacher may take
Remarks any of the following Effective Practices Problems Encountered note of some observations
This lesson design areas: related to the effective
component practices and problems
prompts the strategies explored encountered after utilizing
teacher to record the different strategies,
relevant materials used, learner
observations materials used engagement and other
and/or critical related stuff.
teaching events
learner
that he/she can Teachers may also
engagement/
reflect on to assess interaction suggest ways to improve
the achievement the different activities
of objectives. The Others explored/lesson exemplar.
documenting of
experiences is
guided by possible
areas for
observation
including teaching
strategies
employed,
instructional
materials used,
learners’
engagement in the
tasks, and other
notable
instructional areas.
Notes here can
also be on tasks
that will be
continued the next
day or additional
activities needed.
Teachers can be
provided with
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notes

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on which particular
lesson
component(s) they
can focus on.

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

Reflection on: every lesson conducted/
This lesson ▪ principles behind the teaching facilitated is essential and
design component What principles and beliefs informed my lesson? necessary to improve
guides the Why did I teach the lesson the way I did? practice. You may also
teacher in consider this as an input
reflecting on and for ▪ students for the LAC/Collab
practice. Entries on What roles did my students play in my lesson? sessions.
this component will What did my students learn? How did they
serve as inputs for learn?
the LAC sessions,
which can center ▪ ways forward
on sharing best What could I have done differently?
practice; discussing What can I explore in the next
problems lesson?
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided. Some
examples are given
here.

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