LESSON GUIDE

ENGLISH
QUARTER II – WEEK 6

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

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

Stage Outcomes things. (Identifies and manages one’s emotions)
(Indicator)
Critical Thinker and Articulate: Be able to process
information and express ideas clearly. (Elaborate
simple and complex ideas)
B. Content The learners demonstrate their expanding
Standard 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 their 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, time
order: chronology and procedural) based on their
purpose, context (christenings and weddings), and
target audience using simple, compound, and
complex sentences, and age-appropriate and
gender-sensitive language.
D. Learning Learning Competency
Competency and
Objectives EN4SW-II-6: Use appropriate non-verbal cues for
clarity of context, purpose, and meaning.

Lesson Objectives:
• Identify text with appropriate non-verbal cues
using facial expressions.
• Explain the importance of using hand
gestures in everyday communication.
• Write a simple composition expressing
feelings towards parents and siblings.

E. Content • Using the facial expression

• Using gestures

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 F. Learning Sound speaker, overhead projector, pictures,
Resources graphic organizer, pencil, color

G. References MATATAG Curriculum Guide

Contextualized Basic Education Framework
MATATAG Lesson Exemplars
Lesson Exemplar for English 4, Quarter 1: Lesson 6
(Writer: Rhea O. Estiller, Parada National High
School, SDO Valenzuela)
Self-Learning Module: English 4, Quarter 3, Module
6: Tone, Mood, and Purpose of Selection or Poem
(Contextualized by Selda S. Guzman, T III, City
Central School et al)
Inside Out: Guessing the feelings
Detailed Lesson Plan Pre-demo
DepEd Cebu City LRMS SLMs Link

See link: YouTube

https://www.youtube.com/watch?v=dOkyKyVFnSs

https://www.slideshare.net/slideshow/detailed-
lesson-plan-pre-demo/229448251

https://depedcebucity.com/2021/04/13/lrmds-
slms-link/

II. Teaching and Learning Procedures

Day 1

A. Lesson Proper (4As Approach)

1. Activity

Ask:
✓ How are you feeling today?
✓ Would you like to watch something?
✓ What should we do when we are viewing?

Read the Standards in Viewing video presentation:

✓ Be quiet and stay in your seat while watching the video.

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 ✓ Remember the important details shown in the video.

✓ Be prepared to share your insights or understanding about the video

presentation.

Play the videoclip: Inside Out: Guessing the feelings

Source: https://www.youtube.com/watch?v=dOkyKyVFnSs
Learners will guess the emotions as the video plays.

2. Analysis

Ask:
✓ What is the videoclip about?
✓ Are you familiar with the characters in the videoclip? Who are they?
✓ Where do you think this videoclip was taken?
✓ Who among you here have watched the full version of the story?
✓ What are the different emotions/feelings presented in the video/movie?
✓ Have you also experienced these kinds of emotions/feelings?
✓ From your real-life experiences, when do you feel happy? Sad? Angry?
Disgusted? Or scared?

Emphasize the values of choosing peaceful ways of doing things in managing

one’s emotions or feelings. Despite being sad, angry, disgusted, or scared,
there is always good in everything. And we can always find ways to be happy.

Day 2

3. Abstraction

3.1 Review Questions:

✓ What video did you watch yesterday?
✓ What emotions/feelings were shown in the clip?
✓ Who is sad today? Angry? Disgusted? Scared? Why?
✓ Who is happy? Can you go to your classmates who feel sad, angry,
disgusted, or scared? Hug them and tell them to be happy and that
everything will be okay.

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3.3 Discussion
Using non-verbal cues to clarify context, purpose, and meaning:

a. Facial Expressions
Facial expressions are responsible for a huge proportion of non-verbal
communication. Consider how much information can be conveyed with a
smile or a frown.

The look on a person’s face is often the first thing we see, even before we hear
what they have to say.

Show images of facial expressions and their corresponding emotions:

(The teacher may use real pictures of people with different facial expressions)

happy calm
excite

anger sad bore

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Read the story and answer the questions that follow.

Mouse at the Seashore

Arnold Lobel (slightly simplified)

A mouse told his mother and father that he was going on a trip to
the seashore.

“We are very alarmed,” they cried. “The world is full of terrors.
You must not go!”

“I have decided,” said the Mouse firmly. “I have never seen the
ocean, and it is high time that I do. Nothing can make me change
my mind.”

“Then we cannot stop you,” said Mother and Father Mouse, “but do
be careful.”

Early the next day, the Mouse began his journey. Even before
the morning had ended, the Mouse came to know trouble and fear.
A cat jumped out from behind a tree. “I will eat you for lunch,” he
said.

It was a narrow escape for the Mouse. He ran for his life, but he left
part of his tail in the mouth of the cat. By the afternoon, the Mouse
had been attacked by birds and dogs. He had lost his way several
times. He was bruised and bloodied. He was tired and frightened.

At the evening, the Mouse slowly climbed the last hill and saw
the seashore spreading out before him. He watched the waves
rolling onto the ocean, one after another. All the colors of the
sunset filled the sky.

“How beautiful,” cried the Mouse. “I wish that Mother and Father
were here to see this with me.” The moon and the stars began to
appear over the ocean. The Mouse sat silently on top of the hill.
He felt very happy and peaceful.

Comprehension Check:
✓ Who was going on a trip to the seashore?
✓ Why did the mouse push through with his plan despite the refusal of
his parents?
✓ What happened to him on his journey to the seashore?
✓ What kind of mouse is he? If you were the mouse, would you take the
same actions as he did? Why or why not?

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 ✓ What different emotions did you feel when you read the story?

The story shows different emotions:

✓ In the beginning, we can sense that the mouse was determined, and
the atmosphere of the scene was serious.
✓ As he embarked on his journey to the seashore, he met many struggles
which created suspense.
✓ In the end, the story conveyed peace and calm.

b. Hand Gestures
These are movements made with parts of the body, especially the hands, to
express emotions or information.
Deliberate movements and signals are important ways to communicate
meaning without words.
Common gestures include waving, pointing, and using fingers to indicate
numeric amounts.
Show images of hand gestures.
(The teacher may use real pictures of hand gestures.)

love okay peace

Day 3

B. Application

Group Activity:
✓ Group the learners according to gender. Two groups for the boys and
another two groups for the girls.
✓ Learners will pick an envelope to know the task assigned to them. Each
group is given five minutes to prepare.

Group 1: Let’s Face It!

✓ Choose a representative from the group to show different facial
expressions and the rest of the group will guess.

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 ✓ Facial expressions: surprise, scared, sad, excited, confused, nervous,
angry, calm, bored

Group 2: Don’t Touch Me!

✓ Choose at least five representatives from the group to show different
hand gestures and the rest of the group will guess.

Situations:
✓ The children are crossing the street, what will the traffic enforcer do?
(Stop the car)
✓ Johaira is having a headache, she drank her medication and feels okay,
how will she signal her friend? (Okay)

(The teacher may add more situations/scenarios and process the activity.)

Day 4

Group Activity
✓ Group learners in random numbers from 1-5.

Read the story and use correct facial expressions and hand gestures
while reading this story.

Fingers and Thumbs

Once, all the fingers of the hand ganged up against the thumb.
The shapely fingers teased the thumb for being short and stout.
They teased him, "Ugly Thumb! Ugly Thumb!" The thumb grew sad
and decided not to be in the company of fingers anymore. He sat
there unmoving. When the hand needed to write or hold anything
it couldn’t. The fingers realized that even though the thumb didn’t
look like them, he was more useful than all of them.

The fingers apologized to the thumb and the hand began

working again.

Ask:
✓ Were the groups able to show the correct use of facial expressions
and hand gestures?

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 ✓ What moral values can we learn from the story?

Generalizations:
✓ What makes non-verbal communication strategies significant in
our daily life?

Non-verbal communication is important in our daily lives especially if

we meet someone for the first time, we will form a first impression
toward that person based on facial expressions and gestures.

Day 5

III- Evaluation

A. Identify what kind of tone/mood the text implies. Choose the

appropriate non-verbal cues from the choices.

1. “Snake! Snake!” cried Andressa who jumped out of the barn. What is the
mood of the text?
A. excited
B. happy
C. lonely
D. scared

2. “I can make myself as big as he is,” said the old frog. What is the tone of
the text?
A. bitter
B. proud
C. sad
D. sarcastic

3. The old house looks haunted. The floor creaks when the girl walks in. She
hears a strange sound coming from one of the rooms. What is the mood
shown?
A. excited
B. happy
C. sad
D. scary

4. The family prepared delicious food. They will go to the beach and celebrate
the birthday of their father. Some of their relatives will come. What is the
mood shown?
A. happiness
B. loneliness
C. sadness

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 D. tense

5. The old man sat all by himself on a chair in the kitchen. He was looking at
the dying tree outside the window. What is the mood of the text?
A. excitement
B. happiness
C. loneliness
D. scary

B. Read the story and answer the questions that follow.

The Lion and the Mouse

One day a lion was sleeping in the forest. A little mouse was lookin
for something to eat. She ran over his paw. The lion opened his eyes.
He roared at the mouse. He put his paw over her. “I will eat you”.
He cried. “I did not know it was you, said the mouse. “Please let me
go. Someday I will help you.” “Foolish mouse!” said the lion. “What
can a little thing like you do? I am strong. How could you ever help
me?” The lion laughed, but let the mouse go. He did not think
the little mouse could ever help him. Soon after this, the lion
was running in the forest. He ran into a trap. The trap was a net
made of rope. The lion tried to break the net, but the rope was
strong. It was hard to chew the strong rope. The mouse came
and helped the lion. He bit and chewed for a long time. At last,
he chewed the rope enough so that the lion could break the net.
“You have saved my life. Thank you,” roared the lion, as he walked
away into the forest. “A little mouse can help after all,” said the
mouse.

Choose the best word that completes the sentence. Write your answer on the
answer sheet.

1. The lion roared at the mouse, put his paw over her and said, “I will eat
you.” The lion was ________.
A. friendly
B. playful

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 C. powerful
D. tearful
2. The mouse was ________ the lion.
A. afraid of
B. angry with
C. ashamed of
D. happy with

3. The lion laughed and said, “I am strong. How could you ever help me?” The
lion thought that the mouse was _________.
A. foolish
B. helpful
C. selfish
D. serious

4. The lion tried to break the net, but the rope was strong. The lion felt
________.
A. careless
B. friendly
C. helpless
D. powerful

5. “You saved my life. Thank you,” said the lion to the mouse. The lion was
_________.
A. cheerful
B. sorrowful
C. thankful
D. thoughtful

C. Answer the question briefly.

What hand signal/gesture do you commonly use every day? Explain why you
are using it and its importance to your everyday communication.

D. Composition Writing
Write a simple composition with an introduction, body, and conclusion about
your feelings towards your parents and siblings. Follow the given criteria in
writing your composition:

Organization of Ideas: 5 points

Grammar and Spelling: 3 points
Punctuation and Capitalization: 2 points
Total: 10 points

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