4

Lesson Exemplar
Quarter
Lesson 1
1
Lesson

for English 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 1: Lesson 1 of 8 (Week 1)
SY 2024-2025

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ENGLISH/QUARTER 1/ GRADE
4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension
Standards 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 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-1-1 Comprehend literary texts

Competencies 1. Identify the setting, characters and plot
and 2. Sequence the events of a narrative (at least 6 events)
Objectives
3. Make predictions
4. Draw conclusions based on the text read

D. Content Making Predictions

Elements of a Story
Drawing Conclusions

E. Integration

II. LEARNING RESOURCES

Bailey, C.S. (1906). The legend of the dipper. Accessed via CommonLit at https://www.commonlit.org/en/texts/the -legend-of-the-
dipper
Bloom, J. (2017, April 7). Elements of the story rap [Video]. YouTube. https://www.youtube.com/watch?v=0eY -
fkyacW0&t=197s Hess, N. (2014, September 9). Short story elements [Video]. YouTube. https://www.youtube.com/watch?
v=VDmhl-SU5Yk&t=42s Scratch Garden. (2015 November 15). Plot mountain! The plot diagram song. YouTube.
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 https://www.youtube.com/watch?v=NpWHZJZQDSE&t=128s

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Terms like characters, setting,

Knowledge Short Review conflict, ending can be cited
Have students recall a familiar Filipino folk tale. The story of the monkey and to check students’ familiarity
the tortoise or the legend of pineapple can be recalled. Ask the students the with the terms.
following questions:
Who are the characters in the story?
What problem did the characters encounter?
What was the most memorable part of the story?
What lesson does the story teach us?

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B. Establishing 1. Lesson Purpose
Lesson Purpose Note that this week’s lesson will be about elements that make a story.
Students will also make guesses on what will happen next.
Ask students what they like about reading and telling stories. Ask what
lessons children can learn from stories.

2. Unlocking Content Area Vocabulary The Word Family Tree can be

Guide students in using the Word Family Tree. Students can work on one reproduced. Students can
word from the options. also draw it on manila paper
or on the board for
Word List: presentation. Students
a. dipper should also be asked to bring
b. parched a dictionary for this activity.
c. spill
d. refreshed
e. unselfish

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C. Developing and DAY 2
Deepening 1. Explicitation
Understanding Stories have characters, setting, series of events, and moral lessons. Ask
students what they like best about stories. Have them share their favorite
stories.

2. Worked Example The parts of the story can be

Guide students in making predictions by presenting the story one part at a distributed in paper strips. A
copy may also be folded so
time. The predicting questions indicated here may be used.
students read the text one
part at a time.
Introduce the story. “The Legend of the Dipper” was originally written by
Carolyn Patience is key in eliciting
Sherwin Bailey in1906. A version for storytelling was written by J. Berg predictions. Record students'
Esenwein & Marietta Stockard for the South Texas Christian Schools Speech predictions by writing key
Meet 2011-2012. The two versions were combined and modified for this words on the board so the
lesson. class can go back to their
predictions after reading the
Before reading, a photo of the constellation big dipper may be shown. parts of the story.
Explain how the stars form the shape of a dipper. Photos of tin dipper may
also be shown for comparison. This is to have students imagine the events
in the story where the main character used a dipper all throughout the
story.

The Legend of the Dipper A

kind act is often its own reward

There had been no rain in the land for a very long time. It was so hot and
dry that the land was parched and brown and even the big, strong trees
were dying. The water dried up in the creeks and the fountains stopped
bubbling.

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Make Predictions:
▪ What could the people feel in this kind of setting? What makes you
say that?
▪ What do you think would be the problem of the main character who is a
little girl?

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All the people and creatures were so thirsty! Everyone felt weak.

There was one little girl whose mother grew very ill. “I must have a drink of
clear cold water,” cried the mother, as she lay in bed, so weak and suffering
from thirst.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?

The little girl took her tin dipper and began her search for water in the dark
night. By and by she found a tiny little spring up on a mountainside. It was
almost dry. The water dropped, dropped, ever so slowly from under the
rock. The girl held her dipper carefully and caught the drops. She waited a
long time until the dipper was full of water. Then she started down the
mountain holding the dipper carefully, for she didn’t want to spill a single
drop.

Make Predictions:
▪ What made it difficult for the little girl to get water?
▪ Do you think she will have an easy time on her way back home? What
do you think will happen next?

On the way she passed a poor little dog who had been following her. The
dog was panting for breath and was so thirsty. The little girl looked at her
dipper then poured some water into her hand and held it down for the little
dog. He lapped it up quickly and felt so refreshed. The little girl didn’t notice
—but her tin dipper had changed into a silver dipper and was just as full of
water as it had been before.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?
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 ▪ Why do you think the tin dipper turned into silver?

The little girl started on again, hurrying very fast, for she remembered how
much her mother needed her, but she had not gone very far when she met
a stranger in the road. He was tall and his eyes looked down with a
wonderful smile into the little girl’s face. He begged for a drink of the clear,
cold water.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?
▪ What will happen next?

The little girl thought that her mother told her to always be kind to
strangers, so she held the water up to the stranger. Suddenly, as the
stranger drank, the silver dipper was changed into gold – full to the brim
with sparkling water.

Make Predictions:
▪ What do you think the silver dipper turned into gold?
▪ What will happen next?

The little girl hurried along as fast as she could go. She was so tired and
thirsty but she would never take a drink herself. Her mother needs all the
water that was left. She finally arrived home and then came the greatest
wonder of all!

Make Predictions:
▪ What do you think will happen next? ▪
What will happen next?

The little girl held the gold dipper to her mother’s lip and as the mother
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 drank, she became well and strong once more. And the gold dipper was
changed to a diamond dipper – shining and glittering with gems.

Make Predictions:
▪ Something magical will happen next. What do you think will happen
next?

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 The diamond dipper left the little girl’s fingers to shine up in the sky. It
shines every night to remind all little children that there was this little girl
who was brave, kind, and unselfish.
-end-
Ask more comprehension questions after reading the whole story.
▪ What makes the girl brave?
▪ What makes the little girl kind and unselfish?
▪ Which part of the story do you like best?
DAY 3
3. Lesson Activity
Guide the students in identifying the elements of the story using the Story
Map. Viewing any of the suggested videos can help explain the story
elements.

Videos on Elements of the Story

Option 1: Plot Mountain! The Plot Diagram Song by Scratch Garden (2015) is
a song that describes the Introduction, Rising Action, Climax, Falling Action,
and
Resolution. (https://www.youtube.com/watch?v=NpWHZJZQDSE&t=128s)

Option 2: Elements of the Story Rap by Jedd Bloom (2017) does a rap
on Exposition, Conflict, Rising Action, Climax, Faling Action, and
Resolution. (https://www.youtube.com/watch?v=0eY-fkyacW0&t=197s)

Option 3: Short Story Elements by Nichole Hess (2014) covers Plot,

Characters, Setting, Conflict, and Theme in animated video.
(https://www.youtube.com/watch?v=VDmhl-SU5Yk&t=42s)

Have students fill the Story Map.

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D. Making 1. Learners’ Takeaways
Generalizations
Ask students to complete an I CAN statement.
I can ___________________________________.
After doing the activities this week, write one thing you can already do about
reading a story. Below are examples:

I can describe the setting.

I can retell events in the story.
I can predict what will happen next.

2. Reflection on Learning
Have the students complete the following statements:

When reading a story, I really like it when _____________________.

When reading a story, I don’t like it when _____________________.

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