LESSON GUIDE

ENGLISH
QUARTER I – WEEK 8

I. Attributes, Curriculum Content, Standards, and Lesson Competencies

A. Attributes Key Life-long Learner: Be able to develop their skills

Stage Outcome and abilities and recognize their aspirations.
(Indicator) (Uses technology responsibly)
Critical Thinking: Be able to process
information and express ideas clearly (Validates
information from various sources)
B. Content Standard 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.

C. Performance The learners apply comprehension of literary and

Standard informational texts and produce narrative and
expository texts (enumeration-description) based
on their purpose, context (mealtimes and
birthdays), and target audience using simple,
compound, and complex sentences, and age-
appropriate and gender-sensitive language.

D. Learning EN4SW-1-4- Produce a Text with

Competencies and Introduction, Body, and Conclusion in
Objectives conveying Idea: Using Introduction, Body
and Conclusion
Objective
• Write an informational text – Complete an
outline of an informational text with the needed
details.

EN4VR-1-3- Identify Real or Make-believe,

Fact or Non-fact Images
Objective
 Differentiate real from make-believe
images.

EN4VR-1-4- Identify Multimedia Elements:

Text – Headlines, Subtitles, Slogans

4
 Objectives
 Identify multimedia Elements: text
(Headlines and Subtitles)
 Identify multimedia Elements: text
(Slogan)
E. Content EN4SW-1-4- Produce a Text with
Introduction, Body, and Conclusion in
conveying Idea: Using Introduction, Body
and Conclusion
Subtopic 1: Writing an Informational Text
 Writing an informational text –
Completing an outline of an informational
text with the needed details.

EN4VR-1-3- Identify Real or Make-believe,

Fact or Non-fact Images
Subtopic 1: Writing an Informational Text – Real
and Make-believe Images
 Differentiating real from make-believe
images.

EN4VR-1-4- Identify Multimedia Elements:

Text – Headlines, Subtitles, Slogans
Subtopic 2: Multimedia Elements
 Identifying multimedia Elements: text
(Headlines and Subtitles)
 Identifying multimedia Elements: text
(Slogan)
F. Learning Resources 15 Best Classroom Vocabulary Games for Kids.
(2022, November 30).
https://www.splashlearn.com/blog/best-
vocabulary-games-for-kids/
English 4 Learner’s Material (n.d.) pp. 266-268

Picture of a real tree and a tree with eyes and

mouth in it, pictures of real and make-believe
images, slide decks, laptop

Grade 6 English Q1 Ep6: Identifying Real or

Make Believe Images or Statements. (n.d.).
Www.youtube.com.
https://www.youtube.com/watch?v=NhVRSl-
oVik

DepEd Learning Resource Portal

https://www.youtube.com/watch?v=7xi2O0Npp
0I

2
 https://www.slideserve.com/denis/writing-a-
newspaper-article

Newspaper, magazine, recipe, textbooks, word

cards, worksheet
G. References MATATAG Curriculum Guide, Contextualized
Basic Education Framework, Department of
Education, 2024 Lesson Exemplars for English
4: Quarter 1, Week 8

II- Teaching and Learning Procedures (BDA APPROACH)

Day 1

A. Activating Prior Knowledge

Show a newspaper, magazine, textbook, recipe etc.

Begin by asking: What do we get from these reading materials?

(information)

Let students share what they already know about informational texts. Ask
them to share other examples of informational texts they have encountered
or read in the past.

B. Establishing Lesson Purpose

1. Lesson Purpose

Explain that in this lesson, they will be learning how to write their own
informational texts.

Emphasize that informational texts provide facts and information about a

specific topic.

Activity:
Game: Memory Cards
• Divide the class into two.
• Lay down all definition cards on the table.
• Give each member of the team a word card and ask them to find
the definition on the table.
• The first team to find all the correct definition of their word card
wins.

2. Unlocking Content Vocabulary

Present the following words and give a brief definition for each:
information, text, informational text, introduction of the text, body of the
text, conclusion

3
C. Developing and Deepening Understanding

1. Explicitation

Display or distribute examples of informational texts and briefly discuss

their features, such as headings, subheadings, facts, and clear
organization.

Tell the students that printed materials that give information about a
topic are called informational texts.
Examples: news articles, travelogues, feature articles, content area
materials or textbooks, recipe etc.

Here are the procedures in writing an informational text:

Choosing a Topic:

1. Guide students in choosing a topic for their informational text. It can

be a subject they are interested in, or a topic related to a subject they
are currently studying.
2. Write a few topic options on the chart paper or board and allow
students to choose their preferred topic.

Gathering Information:

1. Explain to students that before they can write an informational text,

they need to gather accurate and relevant information about their
chosen topic.
2. Provide students with resources such as books, websites, or articles
related to their topic.
3. Alternatively, you can provide them with pre-selected information or
conduct a class discussion to gather information together.
4. Encourage students to take notes or use graphic organizers to
organize their information effectively.

Planning and Organizing:

1. Discuss with students the importance of planning and organizing their

ideas before writing.
2. Model how to create a basic outline or graphic organizer for their
informational text. Include headings, subheadings, and bullet points
for the main ideas and supporting details.
3. Provide students with a template or guide to help them structure their
outline.

4
 Based on the video, a simple outline for an informational text can be
done this way:

I. Introduction
II. Body
Main Topic
Subtopic 1
Subtopic 2
III. Conclusion

Writing the Informational Text

• Instruct students to use their outline or graphic organizer as basis or
guide for writing their informational text.
• Emphasize the importance of using clear and concise language,
providing accurate facts, and organizing their information logically.
• Circulate the classroom to provide guidance and support as needed.
• Encourage students to use transition words and phrases to connect
their ideas and make their writing flow smoothly.

Editing and Revising

• Explain to students the importance of editing and revising their writing
to improve clarity and accuracy.
• Model how to review and revise a sample paragraph from their
informational text, focusing on grammar, punctuation, and sentence
structure.
• Encourage students to read their own writing aloud or exchange papers
with a partner for peer editing.

Finalizing the Informational Text

• Instruct students to make any necessary revisions based on the editing
process.
• Provide time for students to neatly write or type their final draft of the
informational text.
• Collect the completed texts for assessment or allow students to share
their work with the class.

2. Worked Example
A. Writing an Outline
Directions:
1. Think of a topic you are interested in.
2. Make a simple outline as shown in the video in Episode 3 and use
the given template or format above.

3. Lesson Activity:
Writing an Informational Text
1. Learners will write an informational text using the outline they
have drafted.

5
D. Making Generalizations
Lesson Activity: Collaboration
Engage in a collaborative discussion which would lead to the
generalization of the lesson.

Key Questions:
1. What does an informational text include?
2. What are the steps to follow in writing an informational text?
3. What is the importance of making an outline?
4. What are the parts of an informational text?
Were you able to write your own text using the procedures discussed in
class?

III. Evaluation (1):

A. Completing an Outline
Directions:
1. Read the selection provided in the worksheet, The Life Cycle of
the Butterfly
2. Complete the outline of the given selection.

Name: __________________________________________
Title: ___________________________________________
A. ______________________________________________
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
B. ______________________________________________
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________

Day 2

A. Activating Prior Knowledge

Picture Study: Show the class a picture of a real tree and a tree with eyes
and mouth, a dragon and a snake.

6
 Ask them which is real and not real or make-believe. Start a discussion
of what they know about being real and not.

B. Establishing Lesson Purpose

1. Lesson Purpose

Ask students if they know the difference between real and make-believe,
and fact and non-fact. Discuss their understanding and definition.

Explain that in this lesson, they will be exploring how to identify and
differentiate between real or make-believe, and fact or non-fact images.

2. Unlocking Content Vocabulary

Present the following words and give a brief definition for each:
Use context clues, picture clues etc. to help learners unlock the meaning
of the words.

1. Image: A visual representation of something, such as a photograph,

drawing, or digital graphic.

2. Real: Something that exists or occurs, not imagined or fabricated.

3. Make-believe: A form of play or storytelling that involves imagining or

pretending something is true or real, often for entertainment.

4. Fact: A statement that can be proven true or false based on evidence

or reality.

5. Non-fact: A statement or belief that cannot be substantiated with

evidence; it may be false or based on opinion rather than verifiable
information.

7
C. Developing and Deepening Understanding

1. Explicitation

Let them watch the video lesson on DepEd TV at

https://www.youtube.com/watch?v=NhVRSl-oVik

Process the video viewed by discussing further how to identify and

differentiate real or make-believe, fact and non-fact images.

Real or fact images are those that exist or are present in the real world
and not merely products of one’s imagination.

Example: picture of a horse

Make-believe or non-fact images are created by the mind, and they do

not exist in reality. They are developed to entertain people’s eyes and
minds.
Example: picture of a unicorn

Identifying real images suggests that there is a basis for its existence. They
are seen, felt, smelled, heard and even tasted.

Identifying make-believe images means believing or knowing that these

images are not real and not true because they are not seen, felt, smelled,
heard nor tasted.

8
2. Worked Example

Directions:

1. Display or distribute a mix of real and make-believe images and ask

students to identify which ones are real and which ones are make-
believe.

1. Encourage students to explain their choices. Discuss their answers in

class and write them on the chart or board.

3. Lesson Activity

Directions:

1. Students will be grouped into 4.

2. Two groups will draw real images while the other two groups will
draw make-believe images.

Each group will provide an explanation for their drawing.

9
 Rubric for Rating Drawing

Needs
Excellent Good Satisfactory
Criteria Improvemen
(4) (3) (2)
t (1)
Creativity Original and Shows some Limited Lacks
innovative; creativity; creativity; creativity;
demonstrates ideas are relies on very little
unique ideas. somewhat common original
original. ideas. thought.
Technique Mastery of Good Basic Poor
techniques; technique: technique; technique:
excellent use materials some issues materials not
of materials. used with used
effectively. materials. effectively.
Composition Well- Good Composition Weak
balanced and composition: is composition;
engaging some unbalanced; no clear
composition; balance and lacks a clear organization.
strong focal focus. focal point.
point.
Attention to Highly Some detail Minimal Very few
Detail detailed; present; detail; lacks details;
shows generally careful shows little
careful well- observation. observation.
observation executed.
and
execution.
Effort Exceptional Good effort; Some effort; Little effort;
effort; meets does not does not
exceeds expectations. fully meet meet
expectations. expectations. expectations.

Total Score: __/20

D. Making Generalizations
Ask the learners the following questions:
1. How can you tell if an image is real/fact or make- believe/non-fact?
2. Why is it important to differentiate between real/fact or make-
believe/non-fact?

Write the students’ responses on the board/chart.

10
III. Evaluating Learning:

Identify if the image is real/fact or make believe/non-fact and write

your answer on the answer sheet.

1. 2. 3.

4. 5.

Day 3 & 4

A. Activating Prior Knowledge

Picture Analysis:
Tell the students to look at the picture.
Ask: What are the two kids doing?
What are they reading? Do you read newspapers too?
What helps you easily understand the content of a newspaper that you
are reading? (headlines)

Introduce slogans as catchy phrases or taglines that are used to promote

a product, service, or idea. Talk about them in class.

11
B. Establishing Lesson Purpose

1. Lesson Purpose

The headlines and subtitles in newspaper articles are considered elements

of multimedia. They can help learners easily comprehend an article.

https://www.slideserve.com/denis/writing-a-newspaper-article

On the other hand, a slogan catches the reader’s attention. It showcases

the message conveyed by a product clearly and makes it easy to remember.

Ex.

https://r.search.yahoo.com/_ylt=AwrO6Z04ZaRmjxUKPJajzbkF;_ylu=c2VjA2ZwLWF0dHJpYgRzbGsDcnVybA--
/RV=2/RE=1722078648/RO=11/RU=https%3a%2f%2fwww.quoteish.org%2f2019%2f12%2frighteous-
quotes.html/RK=2/RS=vuSMEi_Zr8.9jV2OcXwPUxF4H7k-

2. Unlocking Content Vocabulary

Multimedia is a form of communication that uses a combination of

different content forms such as text, audio, images, animations, or video
into a single interactive presentation. They contribute to making what
you read or watch more meaningful.

Text is a basic element of multimedia. It involves the use of text types,

sizes, colors and background color.

Headline is the heading at the top of an article or page in a newspaper

or magazine.

Subtitle is a subordinate title of a published work or article giving

additional information about its content.

12
 Let learners read and ponder on the following words and give their own
meaning before discussing it further to them.

Slogans are commonly placed under a brand name on product packaging

or used at the end of a brand’s commercial advertisement, a notice or
announcement in public promoting a product, service, or event.

C. Developing and Deepening Understanding

Watch and listen to this video which could give you an idea on how to make
catchy headlines that could give you profit
https://www.youtube.com/watch?v=7xi2O0Npp0I

1. Explicitation

Focus on headlines and explain that they are the titles or main headings
of a multimedia piece, such as a news article or advertisement.

Display examples of headlines and discuss their characteristics, such as

being catchy, informative, and concise.

Shift the focus to subtitles and explain that they are secondary headings
or captions that provide additional information or context to the main
content.

Display examples of subtitles and discuss their purpose, such as

summarizing the main points, providing context, or highlighting important
details.

Engage students in a brainstorming activity where they come up with their

own catchy headlines for given topics or scenarios.

Engage students in a matching activity where they match given subtitles

to their corresponding multimedia examples.

Display examples of slogans of popular products. Have learners pick their

choice of slogan and ask them to tell something about each.

A slogan is a short and catchy phrase that is used to represent a company,

product, or idea. It is designed to be easily remembered and helps people
understand what the company or product is all about.
A slogan has the following characteristics:

1. Short and Simple: A slogan is usually made up of just a few words.

It is easy to say and easy to remember. This makes it easier for people
to remember and understand what it means.

13
 2. Catchy and Memorable: A good slogan is catchy, which means it gets
stuck in your head. It uses words that sound nice together or have a
rhythm. This helps people remember it for a long time.

3. Represents the Company or Product: A slogan is like a mini

description of what a company or product is all about. It gives you an
idea of what to expect from them. For example, a slogan for a pizza
place might be "Hot and Delicious Pizza!" This tells you that the pizza
is tasty and will be served hot.

4. Creates a Positive Feeling: A slogan is designed to make you feel

good about the company or product. It often uses positive words or
ideas to make you think that choosing them is a good decision. For
example, a slogan for a toy company might be "Fun for Everyone!" This
makes you feel excited and happy about playing with their toys.

5. Sets the Company or Product Apart: A slogan helps a company or

product stand out from others. It tells you why they are different or
better than their competitors.

For example, a slogan for a sports shoe brand might be "Run Faster,
Jump Higher!" This tells you that their shoes will help you perform better
in sports.

2. Worked Example

Creating a Slogan

Directions:
1. Choose a topic from the given list below.
2. Create your own slogan.
3. Present it in digital or print format.

14
 Topics:
1. Environmental Conservation
2. Kindness and Respect
3. Reading and Learning
4. Health and Fitness

3. Lesson Activity

Let learners think of a possible business they want to own someday.

Allow them to conceptualize their own product slogan. Have them
visualize it through a drawing.

Assess learners output using a rubric.

Here is a simple rubric for making a slogan:

1. Creativity (4 points): The slogan is original and shows creative thinking.

It is not a common phrase or copied from somewhere else.

2. Clarity (3 points): The slogan clearly represents the company, product,

or idea it is promoting. It is easy to understand and does not confuse
the audience.

3. Catchiness (3 points): The slogan is memorable and sticks in the mind

of the audience. It uses words that sound nice together or have a
rhythm to make it catchy.

4. Relevance (2 points): The slogan is relevant to the company, product, or

idea it is promoting. It highlights the key features or benefits in an
appropriate way.

5. Positive Feeling (2 points): The slogan creates a positive feeling about

the company, product, or idea. It uses positive words or ideas to make
the audience feel good about choosing them.

6. Presentation (1 point): The slogan is presented neatly and legibly. It is

written or displayed in a way that is easy to read and understand.

15
Here is another rubric for rating the slogan.

Rubric for Rating Slogan

4 3 2 1 Scor
e
Craftmanship Exceptionally Attractive, Acceptably Slogan is
attractive, neat and attractive obviously
neat, and construction but a bit messy
well is good messy
constructed
Creativity Exceptionally Creative and Creative Does not
creative. A a good and some reflect
lot of amount of thought any
thought and thought was was put degree of
effort was put into into creativity
used. decorating it decorating
it.
Originality Exceptional Good use of Average No use of
use of new new ideas use of new new ideas
ideas and and ideas and and
originality is originally is originality originality
evident evident is evident
Grammar No errors in With 1 error With 2 With
grammar in grammar errors in more
grammar than 2
errors in
grammar

D. Making Generalizations

Discuss the importance of headlines and subtitles in enhancing

understanding and guiding the audience through the content.

Write down their answers on the board which will form the generalization
of the lesson.

Encourage learners to share their learnings in class in their own words.

Write down their ideas on the board.

16
III. Evaluation (3):

A. Headline or Subtitle

Read each item carefully and write in the space provided whether it is a
headline or a subtitle.

1. "Olympic Gold Medalist Returns Home as Local Hero"

____________________
2. "Local Community Comes Together to Support Homeless Shelter"
_________________
3. "Unleashing Creativity through Art and Music" ____________________
4. "Exploring the Wonders of the Solar System" ____________________
5. "Filipino-American Wins Miss Universe, Proud Moment for the
Philippines" _________________

B. Slogan

Check all slogans. Put an X to those which are not.

______ 1. Finger Lickin’ Good

______ 2. Obey Your Thirst
______ 3. "Philippines Extends COVID-19
Lockdown Measures as Cases Surge"
______ 4. Pure Happiness
______ 5. "Fun and Educational Activities to Keep
Kids Engaged During Summer Break"

Key Answer:
A. Headline or Subtitle B. Slogan
1. Headline 1.
2. Headline 2.
3. Subtitle 3. X
4. Subtitle 4.
5. Headline 5. X

Additional Activity
Ask them to create their own slogan.
(see worksheet)

Day 5

A. Activating Prior Knowledge

1. Discussion Starter:
- Begin with a brief, engaging discussion about informational texts.

17
 - Ask: "Who has read a science book or a magazine? What kind of
information did they have?"
- Use a whiteboard to jot down some examples shared by students.

2. Real vs. Make-Believe Images:

- Show two images: one real (e.g., a cat) and one make-believe (e.g., a
unicorn).

- Ask: "Which one is real? Which one is make-believe? How can you tell?"

B. Establishing Lesson Purpose

1. Explain that today's lesson will focus on writing an informational text,

completing an outline, differentiating real from make-believe images,
and identifying multimedia elements like headlines, subtitles, and
slogans.
2. Share the importance of being able to convey information clearly and
how we encounter these elements in everyday life (e.g., newspapers,
websites).

C. Developing and Deepening Understanding

Briefly introduce the structure of an informational text (introduction, body,

conclusion).
Activity: Provide students with a simple outline template. Have them
brainstorm a topic they are interested in (e.g., animals, space, sports) and
fill in the outline with key details.

Name: __________________________________________
Title: ___________________________________________
C. ______________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
D. ______________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________

18
 Differentiating Real from Make-Believe Images

Activity: Show a mix of real and fictional images (e.g., a photo of a tiger
vs. a cartoon tiger). Ask students to categorize them as real or make-
believe.

Discussion: Talk about how images can influence the information we

receive.

Identifying Multimedia Elements

Activity: Display examples of headlines, subtitles, and slogans from
various texts.

https://ph.pinterest.com/pin/63683782215475439/

Discussion: Ask students to identify the purpose of each element and how
it contributes to the overall understanding of the text.

D. Making Generalizations
Group Discussion:
Ask students to generalize what they have learned.
- "What makes an informational text different from a story?"
- "How can we tell if an image is real or make-believe?"
- "Why are headlines, subtitles, and slogans significant in getting our
attention?"

19
III. Evaluation (4):

Instructions: Read each question carefully. Choose the best answer or

complete the task as instructed.

1. (Multiple Choice) What is the first part of an informational text called?

A) Conclusion C) Body
B) Introduction D) Outline

2. (True/False) Real images can be found in nature, while make-believe

images are created by artists.
A) True
B) False

3. (Multiple Choice) Which of the following is a real image?

A) A photo of a dinosaur B) A picture of a cat

C) An illustration of a unicorn D) A cartoon character

3. (Multiple Choice) What is the purpose of a headline in a text?

A) To provide detailed information
B) To attract the reader’s attention
C) To summarize the conclusion
D) To include images

4. (Fill in the Blank) A slogan is a short and catchy phrase that

___________.

5. (Short Answer) Give an example of a slogan you might see in an

advertisement.

20
Key Answer:

1. B
2. A
3. B
4. promotes a brand, product, or idea
5. "Just Do It" from Nike. etc.

21