LESSON GUIDE

ENGLISH
QUARTER I – WEEK 7

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

A. Attributes Key Righteous: Be able to choose peaceful ways of

Stage Outcome doing things (Identifies and manages one’s
(Indicator) emotions)
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 EN4VR-1-1 Identify Visual Elements

Competencies and
Objectives Objective:
1. Identify lines (vertical, horizontal, left
diagonal, right diagonal and zigzag, thin
lines, thick lines, broken lines, and dotted
lines);

EN4VR-I-2 Derive meaning based on the

visual elements.
Objectives:
1. Determine lines, shapes, and colors used to
convey meaning;
2. Interpret images/ ideas that are explicitly
used to influence viewers (symbolism); and
3. Infer the purpose of the visual text.

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 E. Content EN4VR-1-1 Identify Visual Elements
Topics:
1. Lines (vertical, horizontal, left diagonal,
right diagonal and zigzag, thin lines, thick
lines, broken lines, and dotted).

EN4VR-I-2 Derive meaning based on the

visual elements.

Topics:
1. Lines, shapes, and colors used to convey
meaning;
2. Steps in interpreting images/ ideas that
are explicitly used to influence viewers
(symbolism);
3. Steps in identifying the purpose of the
visual text.
F. Learning Resources Colored pencils or markers, pictures

[Link]

[Link]
news/sarimanok-rising-the-colorful-culture-
of-maranaos/

G. References MATATAG Curriculum Guide, Contextualized

Basic Education Framework, Department of
Education, 2024 Lesson Exemplars for English 4:
Quarter 1, Week 7

II. Teaching and Learning Procedures (BDA APPROACH)

Day 1

A. Activating Prior Knowledge

 Show a video clip or a series of images highlighting different types

of lines, both in art and everyday life. [Link]
NEk

 Then, initiate a class discussion: "What do you know about lines?

Can you give examples of where you've seen different types of lines
before?”

B. Establishing Lesson Purpose

Share the lesson objective with the learners: "Today, we will embark on
a creative journey to explore and identify various types of lines that exist
around us."

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 Lesson Activity:
Matching Variation:
Mechanics:
 Prepare cards with the vocabulary terms on one set and their
corresponding definitions on another set.
● Shuffle the cards and place them face down.
● Each student takes a turn flipping over one term card and one
definition card.
● If the term matches the correct definition, the student keeps the pair
of cards.
● If not, the cards are placed back face down, and it’s the next student's
turn. The game continues until all matches are found.

Vertical: A line that goes straight up and down, like the side of a bookshelf.
Horizontal: A line that goes straight across, like the horizon where the sky
meets the land.
Diagonal: A line that slants or slopes, neither vertical nor horizontal.
Zigzag: A line with a series of sharp turns in alternating directions, like
the path of a lightning bolt.
Thin: A line that has a small width or is not very wide.
Thick: A line that has a greater width, being wider than a thin line.
Broken: A line that is interrupted by gaps or spaces, not continuous.
Dotted: A line that is made up of a series of dots placed closely together.

Lesson Activity:

 Prepare a dynamic and visually engaging interactive line showcase. This

could involve a large poster board or digital presentation with images,
animations, and real-world examples of various types of lines.

 Make it interactive by inviting learners to come up to the board (or use

a touch screen) to draw and experiment with lines.

 Incorporate engaging questions like,

- "What kind of line would you use to represent a tree trunk?"
- "Can you draw a zigzag line that represents a bolt of lightning?"

 Encourage learners to share their thoughts and hypotheses about how

lines can be used creatively.

C. Developing and Deepening Understanding

Prepare a dynamic and visually engaging interactive line showcase. This

could involve a large poster board or digital presentation with images,
animations, and real-world examples of various types of lines.

 Make it interactive by inviting learners to come up to the board (or

use a touch screen) to draw and experiment with lines.

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Station Ideas:

 Vertical Adventure: Learners use colored pencils or markers to

draw a tall building with vertical lines representing windows and
doors.
 Horizontal Highway: Learners create a landscape drawing with a
wide road and horizontal lines for lanes.
 Zigzag Artistry: Provide a template of a lightning bolt shape.
Learners fill it with creative zigzag patterns.
 Diagonal Designs: Learners design a playful staircase, using
diagonal lines to connect the steps.

1. Rotate the learners through each station, allowing them to

explore and experience each type of line.

2. Gather learners back as a whole class.

3. Facilitate a collaborative reflection session where each group

shares what they discovered at their exploration station.

A. Worked Example:

Identifying Lines

Directions: Look at the image below and write down what types of line
this image represents (e.g., vertical, horizontal, diagonal, zigzag, etc.)
Write the meaning indicated by each line.

B. Lesson Activity:

Identify a small group of learners who may need additional

reinforcement. Offer them an extension activity that involves creating a
line- themed scavenger hunt around the school, reinforcing their
understanding in a practical context.

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D. Making Generalizations
Engage the learners in a thought-provoking discussion about the
broader significance of the different types of lines they explored.
Ask open-ended questions such as;

 "What can we infer about the roles of vertical lines in

architecture versus the roles of horizontal lines?"
 "How might zigzag lines convey excitement in a piece of
art?"

Encourage learners to identify patterns or common themes across

different types of lines and their uses.
[Link]

Guide them in summarizing their insights in a class generated chart or

mind map, showcasing their ability to make connections and
abstractions.

III. Evaluation (1):

Learners shall design a poster using all eight types of lines to create an
engaging visual narrative.

Additional Activity:
Identify a small group of learners who may need additional
reinforcement. Offer them an extension activity that involves creating a
line themed scavenger hunt around the school, reinforcing their
understanding in a practical context.

Day 2
A. Activating Prior Knowledge

Begin with a mysterious tale: "Once, in a quaint village, there lived an

artist known for creating magical 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?"

B. Establishing Lesson Purpose

Ignite curiosity by saying: "Today, we will journey into the captivating

world of visual language, where lines, shapes, and colors transform into
storytellers, each carrying a unique tale of emotion and meaning.”

Lesson Activity:

 Display images that use colors to symbolize emotions, such as red for
anger or blue for calmness.

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  Prompt learners with these questions: ("What feelings do these colors
evoke? Can you think of real-life situations where these colors align
with emotions?")

C. Developing and Deepening Understanding

Showcase a spectrum of lines, from sharp and jagged to smooth and

curvy, and ask: "Imagine these lines are describing emotions. Which lines
would represent excitement? Which would depict serenity?"

 Display shapes like circles, squares, and triangles. Guide a

discussion: "How might a circle represent unity? Can you think of
an event where these shapes could be used to express their
meanings?"

 Distribute visuals or handouts detailing the symbolic meanings of

shapes (e.g. circle for unity, triangle for strength).

 Present a famous painting, such as "Starry Night" by Vincent van

Gogh and delve into how the lines and shapes powerfully convey the
message of peace.

A. Worked Example

Identifying Line Thickness and Style

Directions: Create your own design using both thin and thick lines.
Explain the meaning or emotion your design conveys. Use a sheet of
paper to create a design using only thin lines. Then, create another
design using only thick lines. Share your designs with a classmate and
discuss the different feelings they convey.

Exploring Shapes and Colors

Let the learners get engaged in the following activities:

Directions: Look at the shapes and colors in the images below. Write down
the emotion or meaning you associate with each shape and color.

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 B. Lesson Activity:

In-Depth Exploration Activity: "The Line of Emotion"

Build on the engaging story of the artist's mysterious painting.

✔ Distribute drawing paper or sketchbooks and drawing materials to
learners.
✔ Instruct each student to draw a single line that portrays a specific
emotion, such as happiness, sadness, excitement, or curiosity.
✔ Encourage them to focus on the form, direction, and energy of the
line to evoke the chosen emotion.
✔ After drawing, ask learners to share their lines and their intended
emotions with a partner.

Group Discussion: “Decoding Emotion Through Lines”

Facilitate a class discussion by posing questions: "How did you choose

the direction and form of your line to convey the emotion? Did your
partner interpret the emotion as you intended?" Guide learners to reflect
on how lines, seemingly simple elements, can carry nuanced feelings
based on their composition and arrangement.

D. Making Generalizations

Interactive Group Activity: "Shape Symbolism and Color Stories"

✔ Continue the small groups formed earlier, ensuring each group has
a set of shape cards (e.g., circle, triangle, square) and color cards.
✔ Instruct each group to brainstorm associations and emotions related
to the assigned shape and color combinations. Encourage them to
consider how these elements could convey overarching themes or
concepts.
✔ Facilitate dynamic discussions within the groups to explore the
diverse interpretations.

Class wide Reflection and Abstraction:

✔ Regather the groups and invite them to share their associations and
emotions related to their assigned shape and color combinations.
✔ Lead a class discussion where learners collectively identify patterns
and connections across the groups' interpretations. Guide them to
abstract overarching themes that arise from combining shapes and
colors.
✔ Encourage learners to generalize about how certain shapes and colors
together can evoke specific moods, ideas, or cultural meanings.

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III. Evaluation (2):

Organize a "Gallery of Emotions" where learners exhibit their

artworks.
Assign roles: artists, curators, and visitors.
Artists explain their pieces, curators guide discussions, and visitors
analyze the emotions elicited by each artwork.

Additional Activity:

Encourage learners to explore their surroundings and find real-world

examples where lines, shapes, or colors are used to express meaning or
emotion.

Day 3

A. Activating Prior Knowledge

Display an image where the meaning isn't immediately clear. Encourage

learners to share their interpretations.

Ex.
 Reveal the intended symbolism and prompt reflection:
"How did your initial interpretations compare to the
actual symbolism? "

B. Establishing Lesson Purpose

"Today, we embark on a captivating exploration of symbolism—a secret

language artists use to weave meaning into images, affecting how we
perceive the world."

Lesson Activity:

Vivid Vocabulary Hunt:

 Provide learners with a list of key terms related to symbolism, such

as "symbol," "interpretation," "convey," "subtle," and "perception."
 In pairs or small groups, challenge learners to brainstorm meanings,
associations, and real-life examples of each term.
 Encourage them to think creatively and share their findings.

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 Visual Vocabulary Connection:

 Display a set of captivating images on the screen, or on the board,

each rich with symbolism.
Ex.

 Ask learners to individually choose a key vocabulary term and link it

to a specific symbol or element in one of the images. They should
explain how the term relates to the symbol's meaning.

 Encourage learners to share their connections, fostering a dynamic

exchange of ideas.

C. Developing and Deepening Understanding

Articulating the Key Idea:

Transition to the core message by displaying the key idea/stem:

"Embark on a journey into the realm of symbolism, where images and
ideas become intricate tools of influence, shaping how we perceive and
respond to the world."

Interactive Thought Spark:

Ignite anticipation by asking a reflective question: "Can you recall a time
when an image or symbol left a lasting impact on you? Share a brief
experience."

Decoding Symbolic Language:

Display images with strong symbolism, such as a broken chain

representing freedom or a clock symbolizing the passage of time.

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 Facilitate a discussion:

"What thoughts and emotions do these symbols evoke? How might they
sway viewers' thoughts or emotions?"

A. Worked Example

Exploring Masterpieces of Symbolism

 Using Johaira Sahidala's " Sarimanok rising: The colorful culture of
Maranaos", guide learners through a multilayered analysis,
uncovering hidden meanings behind symbols and their impact on
the artwork's message.

Exploring Other Sources of Symbolism

 Distribute images of contemporary advertisements, political cartoons,
or album covers laden with symbolism.

B. Lesson Activity:

Display a captivating and enigmatic image that encapsulates the essence

of symbolism. This image should prompt curiosity and intrigue among
learners.

Allow a moment of silent observation, and then inquire about the following
key questions.
• How do you feel when you look at the image?
• What do you think this image is trying to communicate?

D. Making Generalizations
Engage learners in a reflective dialogue: "What overarching themes
emerged from the symbolic artworks? How did the artists' use of
symbolism influence your understanding of their messages?"

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III. Evaluation (3):

Look at the pictures (display some simple artwork with one clear
symbol). Find something in the picture that you think might be a special
symbol. What do you think this symbol could mean? How does it make
you feel when you see it?

Day 4

A. Activating Prior Knowledge

Display an intriguing visual text on the board. It could be a captivating

book cover, an eye-catching advertisement, or an amusing comic strip.

 Ask learners to describe how the visuals on the cover might reflect the
story's themes of growth, transformation, and the power of nature.

 Ask learners to take a few moments to observe the visual and silently
jot down what they think the purpose of the visual might be.

Teacher shares a brief personal anecdote involving a memorable visual,

such as a thought-provoking poster or a captivating movie poster: "Before
we dive into our adventure with visual texts, let me share a quick story.”
Once, I stumbled upon a captivating poster while walking through a park.
The poster had vibrant colors and showed children planting trees and
cleaning up their surroundings. At first glance, I was drawn to the poster's
cheerful design, but as I looked closer, I realized it was promoting an
upcoming community clean-up event."

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B. Establishing Lesson Purpose

Set the tone for the lesson: "Today, we're setting off on a fascinating journey
to decode the language of visuals. Get ready to unveil the secret messages
behind pictures and images!"

Lesson Activity:

 Arrange the class into teams of 4-5 learners each.

 Prepare vocabulary cards with words on one side and their meanings
on the other.
 Place the vocabulary cards face down in a row at the front of the
room, with the meanings facing up.
 The first student from each team comes forward and reads a
vocabulary word, then races to find its matching meaning card.
 After finding the match, the student returns to their team and the
next student takes a turn.
 The relay continues until all words are matched.

Visual Text: A picture or image that tries to communicate a message or

idea.

Purpose: The reason why something is made or done.

• Inform: To give information or facts to someone.
• Entertain: To amuse or interest someone.
• Persuade: To try to convince someone to do or believe something.
• Express Emotions: To show feelings or moods through.

C. Developing and Deepening Understanding

Introduction:

Say, "Let's begin by looking at this visual text on the screen. Now, listen
carefully to our key idea: 'Get ready to explore the world of visual texts,
where images and pictures come to life to convey messages, tell stories,
and share emotions.'

Lesson Activity 1:

Lead a class brainstorming session about the different purposes of

visual texts. Write down student responses on the board as they share:
inform, entertain, persuade, express emotions.

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 Lesson Activity 2:

Display a series of visual texts representing each purpose: an

informative poster, a funny comic strip, an advertisement, and an
emotive painting. Discuss each visual as a class, identifying its purpose
and how it achieves that.

Lesson Activity 3:

Divide learners into small groups and provide each group with a set of
visual texts. In their groups, learners analyze the visuals and determine
their purposes, discussing their reasoning.

D. Making Generalizations

Lesson Activity:

Gather learners back as a whole class.

Engage in a discussion about the purposes they identified for the visual
texts.

Key Question: "Now that we've explored different visual texts and their
purposes, let's reflect. What did you notice about how visuals can have
different reasons for being created?"

III. Evaluation (4):

Ask learners to independently identify and write down the purpose (inform,
entertain, persuade, express emotions) of each visual text.

1. An informative poster about fire safety tips

2. A comic strip showing a humorous interaction between characters
3. An advertisement for a new 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

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Key Answer:
1. Inform 6. Persuade
2. Entertain 7. Entertain
3. Persuade 8. Inform
4. Express emotions 9. Persuade
5. Persuade 10. Inform

Additional Activity:
Choose one visual text from the worksheet.
Instruct learners to write a short paragraph explaining why they believe
the visual serves the identified purpose.

Day 5
EXPLORING VISUAL ELEMENTS

Objective:
 Develop visual literacy skills by identifying and interpreting lines,
shapes, and colors as symbols in visual texts.

Materials:
 Assorted visual texts (cartoons, storybook illustrations, posters),
markers, construction paper, pencils, and chart paper.

Activity (15 minutes):

1. Show the class various visual texts such as cartoons and storybook
illustrations that are rich in lines, shapes, and colors.
2. Guide the students to identify different types of lines in the images,
focusing on vertical, horizontal, diagonal, zigzag, thin, thick, broken,
and dotted lines.
3. Provide simple examples of each type of line and ask students to locate
and label those in the visual texts.

Analysis (10 minutes):

1. Lead a discussion on how lines, shapes, and colors contribute to the
overall mood and meaning of the visual texts.
2. Ask students to share their observations about how the lines, shapes,
and colors convey specific meanings or emotions in the visual texts.
3. Encourage students to brainstorm as a class, discussing the potential
symbolism of certain lines, shapes, and colors.

Abstraction (10 minutes):

1. Assign small groups and provide them with a visual text to analyze.
2. Instruct the groups to determine the lines, shapes, and colors used in
their assigned visual text and discuss the potential meanings conveyed.
3. Each group will create a simple collage using construction paper and
markers to represent the lines, shapes, and colors they find symbolic
in their visual text.

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Application (15 minutes):

1. Have each group present their collages and explain the lines, shapes,
and colors they chose, as well as their symbolic interpretation.
2. Engage the class in a discussion about how visual elements can
influence the viewer and how they contribute to the purpose of the
visual text.
3. Conclude by asking students to infer the purpose of their assigned
visual texts based on the identified symbols and visual elements.

Assessment:

- Observe students' participation during the group activities and

discussions, assessing their ability to identify and interpret visual
elements.
- Review the collages created by the groups to evaluate their
understanding of lines, shapes, and colors as symbols.

Extension:

Encourage students to apply their visual literacy skills by analyzing and

interpreting visual elements in other English materials, such as storybook
covers, posters, or classroom displays. This can be part of their homework
or ongoing class activities to reinforce their learning.

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