5

Quarter
Lesson 11
Lesson Exemplar Lesson

for English 8
for Science
Lesson Exemplar for English Grade 5
Quarter 1: Week 8
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2025-2026. 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 are 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:
• Mahlen B. Antonio, Ph.D.

Validator:
• Charissa E. Calinggangan

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 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing
Standards knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts;
and developing skills in composing and creating text in order to produce culture-appropriate texts based on their
purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce
Standards culture-appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context
(national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning Learning Competency 1: Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
Competencies Learning Objectives:
and Objectives 1. recognize non-verbal cues: preliminary to nonverbal communication
2. define nonverbal cues
3. explain the significance of nonverbal communication
4. introduce the main types of nonverbal cues (facial expressions, body language, gestures, etc.)

Learning Competency 2: Identify visual elements: using layout (margin, grid, header, slide bar).
Learning Competency 3: Derive meaning based on the visual elements.
Learning Competency 4: Evaluate cultural appropriateness of visual elements.
Learning Competency 5: Create a visual text drawn from visual elements learned.
Learning Objectives:
1. identify visual elements within different layouts, such as images, graphics and text formatting interpret tone and mood
(colors, space, layout, directionality)
2. recognize the purpose of visual text
3. analyze how visual elements contribute to the meaning of the text
4. interpret images or ideas intentionally used to influence viewers
5. recognize cultural appropriateness of visual elements and their impact on communities.
6. perform hands-on activities for beginners to practice basic visual text creation skills

Learning Competency 6. Identify multimedia elements: audio (dialogue, recorded narration, music, sound
effects).
Learning Competency 7. Derive meaning for multimedia elements learned: identifying the author’s purpose.

1
 Learning Objectives:
1. Identify audio elements in multimedia content, including sounds, music, recorded narration, dialogue and effects
2. Analyze how audio elements contribute to the overall message of the multimedia.
3. Explain how audio elements contribute to the author’s purpose in multimedia.

C. Content 1. Nonverbal Cues

2. Visual Elements using Layouts
3. Audio Elements in Multimedia

D. Integration Holiday in focus: National Heroes Day

Values and Skills: Leadership, Service to Others, Patriotism, Unity, National Pride
SDG: SDG10 Reduced Inequalities, SDG16 Peace, Justice, and Strong Institutions, SDG17 Partnerships for the Goals

II. LEARNING RESOURCES

109,298 Body language Royalty-Free Images, Stock Photos & Pictures | Shutterstock. (n.d.). Shutterstock. https://www.shutterstock.com/search/body-
language
Alten, S.R. (2004). Audio in Media. Cengage Learning ISBN: 0534630464.
Bihus, T. (n.d.). Symbols of world religion. 12 signs of religious groups and religions. Christianity, Islam, Hinduism, Buddhism and others. Vector
illustration. Vecteezy. https://www.vecteezy.com/vector-art/18992219-symbols-of-world-religion-12-signs-of-religious-groups-and-religions-
christianity-islam-hinduism-buddhism-and-others-vector-illustration
Differences - find & spot them Game for Android - Download | Bazaar. (2024, May 17). Bazaar.
https://cafebazaar.ir/app/com.easybrain.find.the.difference?l=en
Differences - find & spot them Game for Android - Download | Bazaar. (2024b, May 17). Bazaar.
https://cafebazaar.ir/app/com.easybrain.find.the.difference?l=en
Disney Sverige. (2009, May 29). Upp - meet the pack [Video]. YouTube. https://www.youtube.com/watch?v=s6OlCKwm2Tg
Disney UK. (2010, July 14). TOY STORY 3 | Bathroom Escape Clip | Official Disney Pixar UK [Video]. YouTube.
https://www.youtube.com/watch?v=9gdJU-bK8Us
Facial expressions pictionary - ESL worksheet by BLUESWAN. (n.d.).
https://www.eslprintables.com/vocabulary_worksheets/face_and_body/facial_expressions/Facial_expressions_pictionary_581760/
filipiknow.net. (2019, June 30). These Century-Old Photos from National Geographic Bring The History of Filipino Tribes To Life - FilipiKnow. Pinterest.
https://cz.pinterest.com/pin/471189179762810742/
Google. (2014, August 21). Museums. Pinterest. https://www.pinterest.ph/pin/257831147392581039/
Guest, K. J. (2020). Cultural anthropology: A toolkit for a global age. WW[1] Norton & Company.
Kendon, A. (2004, September, 23). Gesture: Visible action as utterance. Cambridge University Press.
Knapp, M. L. & Hall, J. A. (2009). Nonverbal communication in human interaction. Cengage Learning.

2
Lukehart, W. (2004). Richardson, Joy. Looking at Pictures. School Library Journal, 50(4), 63.
https://link.gale.com/apps/doc/A115494244/AONE?u=anon~e4ad61dc&sid=googleScholar&xid=b4b3d41e
MindTools | Home. (n.d.). https://www.mindtools.com/aejjzul/body-language
Niadvetskaya, A. (n.d.). Hand gesture set. human hands showing thumbs up, pointing and greeting, OK. Various hand symbols. Interactive communication
set. Vector illustration. Vecteezy. https://www.vecteezy.com/vector-art/15414041-hand-gesture-set-human-hands-showing-thumbs-up-pointing-
and-greeting-ok-various-hand-symbols-interactive-communication-set-vector-illustration
Planting Rice Mayon by FernandoAmorsolo. (n.d.). https://www.artnet.com/artists/fernando-amorsolo/planting-rice-mayon-cbOv5QJPf80Anu4p7yljxQ2
Spot the Difference Printable – Tim’s Printables. (2019, February 8). Pinterest. https://www.pinterest.ph/pin/625718941957040026/
The first four are books that need to be purchased
THESSALONIAN31N. (2019, July 2). Toy Story 2 Fixing Woody Scene [Video]. YouTube. https://www.youtube.com/watch?v=Ke3LwDApcdo
Walt Disney Studios. (2009, March 31). Meet Kevin- Exclusive scene from UP! [Video]. YouTube. https://www.youtube.com/watch?v=4fcxkKspq0c
Watson, G. (2014). The techniques of manipulation. In Elsevier eBooks (pp. 39–63). https://doi.org/10.1016/b978-0-12-420124-8.00003-x

III. TEACHING AND LEARNING PROCEDURE (4days/40 minutes per session. Total of 160 minutes) NOTES TO TEACHERS

1. Activating Prior 1. Short Review For visual elements short

Knowledge review, you can add some trivia
about the painting. You can say
that the title of the painting is
starry night painted by Vincent
Van Gogh. You can also add
that the song Vincent is
inspired by this painting.

Review the descriptions of

visual elements if necessary.

Image from: Vincent Van Gogh Starry Night. https://commons.wikimedia.org/

Display this picture on the board. Instruct the students to observe the picture.
Then ask them to identify the following: line, shape, color, value, form, texture,
and space.

Lines - can be straight, curved, wavy, zigzag, or diagonal. They define boundaries
or imply movement and direction in a composition.

3
 Color refers to the visual sensation produced by the spectrum of light when it
interacts with the human eye.

Shape - circles, squares, triangles, or organic forms.

Texture – is observed through touch or implied virtually. Examples of texture

include rough, smooth, bumpy, gritty, or soft surfaces.

Value refers to the lightness or darkness of a color or tone.

Form refers to the three-dimensional aspect of an object like shading and

highlighting.

2. Establishing 1. Lesson Purpose Lesson Purpose

Lesson Purpose Show 2-3 pictures (one picture at a time) and have the students identify and For clearer images, you can
discuss the changes they notice, focusing on how the layout affects the overall find them here
design. https://cafebazaar.ir/app/com
To ensure adherence to various Copyright Laws, the suggested instructions were .easybrain.find.the.difference?l=
recommended: en
Search an image of Search images Facebook Search an image of spot the
differences – find and spot and Yahoo mail web pages difference https://www.facebook.com/
them https://mail.yahoo.com
Suggested search keywords: Suggested search keywords:
Suggested search keywords: Facebook, Yahoo mail Spot the difference by Tim’s https://timvandevall.com/wp-
Spot the difference game Printables content/uploads/edd/Spot-The-
application
Image from: Image from: Difference.pdf
Image from: https://www.facebook.com/ https://timvandevall.com/wp-
https://cafebazaar.ir/app/com.e https://mail.yahoo.com content/uploads/edd/Spot-The-
asybrain.find.the.difference?l=en Difference.pdf

This activity will help the students understand the basics of layouts and visual
elements.

2. Unlocking Vocabulary
Match column A and column B. Identify the word or phrase being described.
Write the letter of the correct answer to the blank provided.

4
 Column A Column B
____ 1. body a. This refers to the building blocks of
language design, including things like images, text,
colors, shapes, and lines
____ 2. cultural b. This refers to how visual elements are
appropriateness arranged on a page
Unlocking vocabulary
Answer key
____ 3. nonverbal c. It is about treating other cultures with
1. e
cues sensitivity, dignity, and respect.
2. c
____ 4. Layout d. This refers to specific signals or behaviors
3. d
that convey information without the use of
4. b
words
5. a
____ 5. Visual e. This is the unspoken part of
elements communication that we use to reveal our
true feelings and to give our message
more impact

3. Developing and SUB-TOPIC 1: NONVERBAL CUES (Day 1) SUB-TOPIC 1: NONVERBAL

Deepening You can start by asking the students, “Have you ever noticed how sometimes we CUES
Understanding can understand how someone feels or what they mean without them saying a Teacher is advised to make sure
single word?” Students’ response may vary. After eliciting their thoughts, you can that s/he sounds excited when
continue by saying, “that's because communication isn't just about what we say; s/he encourages the students to
it's also about how we express ourselves through nonverbal cues.” listen as s/he explains
nonverbal cues.
Nonverbal cues refer to specific signals or behaviors that convey information
without the use of words. These cues can include facial expressions, body language, Important:
gestures, tone of voice, eye contact, and other nonverbal signals. While oftentimes nonverbal cues
and nonverbal communication
Some types of nonverbal cues are used interchangeably, there
1. Facial expressions are set up of different micromotor (small muscle) is a subtle difference between
movements in the face that are used to infer a person’s discrete emotional the two.
state (e.g., happiness, anger).
Nonverbal communication is a
● Below is an illustration of different facial expressions from: broader concept that
https://www.eslprintables.com/vocabulary_worksheets/face_an encompasses the entire process
of conveying meaning through

5
 d_body/facial_expressions/Facial_expressions_pictionary_58176 nonverbal cues. It includes not
0/#google_vignette only the individual signals
● Cut out the printed facial expressions. Omit the name of the themselves but also the overall
expression. context, interpretation, and
● During discussion, ask the students to try to guess the meaning understanding of those signals
of the facial expression. within a communication
exchange.
Body language refers to the nonverbal cues and signals expressed through
physical movements, gestures, postures, and facial expressions. It often Simply put, nonverbal cues are
communicates subconscious thoughts, feelings, attitudes, and intentions, the individual pieces of
supplementing or contradicting verbal communication. information we transmit and
receive non-verbally, while
nonverbal communication refers
● Examples of body language to the entire process of
conveying meaning through
Image from: https://www.freepik.com/free- those cues in interpersonal
vector/businessman-cartoon-character-emotions-
set-isolated-vector-illustration_1159128.htm interactions.

● For facial expressions, you can

download the printable
materials here
https://www.eslprintables.com
/vocabulary_worksheets/face_
and_body/facial_expressions/F
acial_expressions_pictionary_5
81760/#google_vignette
1. Gestures include movement of the hands, face, or other parts of the body. ● For body language, clear images
Gestures differ from physical non-verbal communication that does not can be seen here
communicate specific messages, such purely expressive displays, or displays https://www.freepik.com/free-
of joint attention. vector/businessman-cartoon-
character-emotions-set-
isolated-vector-
Image from: Open ClipArt – Hands.
illustration_1159128.htm
https://openclipart.org/detail/284057/hands
● For gestures, clear images can
be seen here
https://openclipart.org/detail/
284057/hands

6
 Activity: Charades for nonverbal cues Activity: Charades for
Steps: nonverbal cues
1. Begin by explaining the rules of "Charades" to the students. Let them You can use the given examples.
know that they will be acting out words or phrases without speaking, Cut out and roll them into small
and their classmates will try to guess what they're acting out. pieces and put them in a box.
2. Divide the class into teams or individual players, depending on the size The students will pick from the
of the group and your preference. box the nonverbal cue that they
3. Have each team take turns in drawing a picture from the examples you will act out.
cut out.
4. Instruct that the player will act out the picture without saying a word. Conclude the lesson by
5. Have the member of the team to guess the correct nonverbal cue. summarizing key takeaways
6. Tell the class that the team that gets the highest score will win the about non-verbal cues and its
game. significance in everyday
interactions.

SUB-TOPIC 2: VISUAL ELEMENTS USING LAYOUT (Days 2-3) SUB-TOPIC 2: VISUAL and
Start by discussing with the students the concept of visual elements and layout. multimedia ELEMENTSs

Suggested introductory statement/question: “Have you ever flipped through a You may come up with a
magazine or story books and been captivated by its vibrant images, catchy introductory statement that is
headlines, and organized layout?” more enticing. This depends
Wait for the students to answer. Then continue by saying, “Well, today, we're mostly on the locale and
going to explore how all those elements come together to create visually stunning experiences of the students.
pages that grab our attention and convey messages effectively.”
For more readings, you may
Visual elements are the building blocks of design, including things like images, want to read this Lukehart, W.
text, colors, shapes, and lines. (2004). Richardson, Joy. Looking at
Pictures. School Library Journal, 50(4),
63-64.
Layout refers to how these elements are arranged on a page to create a visually
appealing and organized composition.
● Some lay out principles:
a) Balance - distribution of the visual weight of objects, colors, texture,
and space
b) Alignment - refers lining up text or graphics on a page.
c) Contrast - occurs when two or more visual elements in a
composition are different.

7
 d) Proximity- the rules of proximity are pretty simple: things that are
related should be nearer to each other, and things that are unrelated
should be placed further from each other. ▪ Show examples of visual
elements from different
Cultural appropriateness of visual elements cultures, such as traditional
Culture refers to the shared beliefs, customs, traditions, values, norms, clothing, symbols, artwork,
behaviors, and artifacts that characterize a particular group of people. It and decorations.
encompasses various aspects of human society, including language, religion, ▪ Highlight your region’s
cuisine, art, music, literature, and social institutions. cultural symbols by showing
them as examples.
Discussion on Respect. Emphasize the importance of respecting other cultures ▪ Explain the significance of
and their visual elements. Discuss why it's essential to understand the meaning these elements within their
behind cultural symbols and not use them without permission or respective cultures.
understanding. ▪ For clear images to present
on the board, you can click
Examples of Cultural Symbols: here:

Bagobo woman traditional

clothing:
https://commons.wikimedia.or
g/wiki/File:Bagobo_Klata_Attire
_1.jpg

Philippine artwork: Planting

Rice by Fernando Amorsolo:
https://www.artnet.com/artist
Image from:
https://commons.wikimedia.org/
s/fernando-amorsolo/planting-
wiki/File:Bagobo_Klata_Attire_1.j
pg
Image from: https://www.artnet.com/artists/fernando-
amorsolo/planting-rice-mayon-cbOv5QJPf80Anu4p7yljxQ2 rice-mayon-
Image from: https://www.freepik.com/free-
vector/religious-symbols-signs-full- cbOv5QJPf80Anu4p7yljxQ2
color_77993289.htm

Discuss how it can be hurtful to use elements from another culture without
understanding or respecting their meaning. Religious symbols:
https://www.freepik.com/free-
Cultural appropriateness refers to the respectful and ethical engagement with vector/religious-symbols-signs-
aspects of another culture. It involves understanding and acknowledging the full-color_77993289.htm
significance and context of cultural practices, symbols, artifacts, or traditions
from communities outside of one's own. Cultural appropriateness entails avoiding
8
the misuse, distortion, or trivialization of these elements, as well as seeking Activity 1: Design Your Own
permission or guidance when incorporating them into one's own work or Magazine Page
expression. It emphasizes the importance of recognizing power dynamics,
historical contexts, and the potential impact of one's actions on marginalized or A day or 2 before this activity,
oppressed cultural groups. Essentially, it's about treating other cultures with ask the students to bring the
sensitivity, dignity, and respect. following materials:
- Magazines or printed images
Activity 1: Design Your Own Magazine Page - Scissors
1. Before you start the activity, show examples of magazine pages or layouts, and - Glue or tape
point out different visual elements such as headlines, images, captions, and - Construction paper or poster
text blocks. Discuss how these elements are arranged to guide the reader's eye board
and convey information effectively. - Markers, colored pencils, or
2. Explain to the students that they will be creating their own magazine page crayons
using the materials they brought. Teacher can choose one of the integrated
values or skills for this quarter (Leadership, Service to Others, Patriotism, This activity can also be done at
Unity, National Pride). home to give students more time
3. Give students time to design their magazine pages. Encourage them to in designing/lay-outing their
experiment with different visual elements, such as images, headlines, text, and magazine pages.
colors. Remind them to consider layout principles such as balance, alignment,
contrast, and proximity.
4. Once students have completed their magazine pages, invite them to share
their designs with the class. Each student or group can briefly explain their
design choices and layout principles they applied.
5. Facilitate a discussion about the activity. Ask students what they learned
about visual elements and layout through the process of designing their
magazine pages. Call the attention of the students if you think they were not
able to observe cultural appropriateness. Encourage them to reflect on the
importance of design in communication and how it can enhance the
effectiveness of a message.

Rubrics:
Criteria Description Score
Creativity Originality, innovative idea, eye-catching 25

Visual elements Use of images, colors, fonts, graphics, etc. 25

Layout design Arrangement of content elements 20

9
 Content relevance & cultural Relevant to the theme and not disrespectful to
20
appropriateness others culture
Presentation Done with care, clean, details are evident 10

TOTAL 100

After the activity, display the students' magazine pages around the classroom or
in a common area to showcase their creativity and design skills.

SUB-TOPIC 3: AUDIO ELEMENTS IN MULTIMEDIA (Day 4) SUB-TOPIC 3: AUDIO ELEMENTS

IN MULTIMEDIA
How audio elements contribute to the author’s purpose?

To introduce the topic, you can use this analogy:

“Imagine you are telling a story to your friends. You use your words to describe what
happened, but you also use your voice to make the story exciting or scary. You might change
your voice to sound happy, sad, or even mysterious, depending on what you want your friends
to feel.

“In a book or a multimedia project, authors have a similar goal. They want to tell a story or
share information, but they also want to make it interesting and engaging for their readers or
audience. This is where audio elements come in.”

Explain how audio enhances the viewer's experience and helps convey emotions, set the
mood, and create atmosphere in multimedia projects.

Some reasons why audio is crucial in multimedia:

1. Emotional impact – audio elements can evoke emotions and set the mood of the
project
2. Information delivery – more effective delivery of information than text
3. Enhanced engagement – audio catches audience attention
4. Accessibility for audience with visual impairments
5. Immersion and realistic experience – audio create more immersive and
interactive experience for the audience.

How do audio elements contribute to the overall message of the multimedia project?
Use this interactive activity for your students to experience and understand. Discuss briefly
what audio elements are such as background, music, sound effects and voiceovers, and
how these can influence the viewer’s experience.

10
 Audio elements in multimedia
1. Background music – music playing in the background
2. Sound effects – sounds that represent specific action like footsteps, door
creaks, explosions, rains or birds
3. Voiceovers – recorded narrations
4. Dialogue – recorded conversations or scripted interactions
5. Ambient noise – background sounds that mimic environmental noises like
crown chatter or wind blowing.
6. Musical stings - sound effects used to punctuate key moments
7. Silence/pauses - intentional absence of sound to emphasize moment, build
tension or create contrast

Activity 2: Sound Scavenger Hunt

Materials Needed: Activity 2: Sound Scavenger
- One multimedia device (Laptop or smart devices like smart TV, smartphone or Hunt
tablet that can be used to show the multimedia clip/s)
- Worksheets or notebooks for students to record their observations Suggested short video clips for this
activity:
1. Choose one multimedia project that incorporates significant audio elements. 1. Meet Kevin- Exclusive scene from UP!
This could be a short video clip, an animated presentation, a podcast episode, https://youtu.be/4fcxkKspq0c?si=
or any other multimedia content suitable for Grade 5 students. 7E2Np_IeHuocGMGu
2. Display the selected multimedia project on a screen. Play the project while
students listen and watch attentively.
3. Provide each student with a worksheet or notebook to record their individual 2. Meet the Pack- UP
observations on how the audio elements contributed to the overall message of https://youtu.be/s6OlCKwm2Tg?s
the multimedia project. i=auel81SbYQEmWlSC
4. After watching the multimedia project, reconvene as a class and facilitate a
group discussion on the observations recorded by students.
5. Facilitate the discussion by asking guiding questions and prompting students 3. Toy Story 2: Fixing Woody
to share their observations and reflections. https://youtu.be/Ke3LwDApcdo?s
i=XqosOfwJDwPK31vZ
Conclude the activity with a brief reflection. Ask students to consider how audio elements
contributed to the effectiveness of the shown movie clip and what they learned about 4. Toy Story 3: Bathroom escape
using sound in multimedia projects. https://youtu.be/9gdJU-
bK8Us?si=298y-uFCwrblFaXr

4. Making 1. Learners’ Takeaways (Day 5) Learners’ Takeaways

Generalizations What have I learned from this week’s topics?
Answer key:

11
 Choose from the word bank the word or phrase being described. Write it on the blank 1. Layout
provided 2. Body language
3. Visual elements
Body language Layout Cultural Appropriateness 4. Cultural appropriateness
Nonverbal cues Visual elements 5. Nonverbal cues

______________ 1. It refers to how visual elements are arranged on a page

______________ 2. It is the unspoken part of communication that we use to reveal
our true feelings and to give our message more impact.
______________ 3. It refers to the building blocks of design, including things like
images, text, colors, shapes, and lines
______________ 4. It is about treating other cultures with sensitivity, dignity, and
respect
______________ 5. It refers to specific signals or behaviors that convey information
without the use of words

2. Reflection on Learning
a. The topic that I already knew______________________________________.
b. The topic that I just learned _______________________________________.
c. The topic that I still want to learn more ____________________________.

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

A. Evaluating 1. Formative Assessment

Learning See worksheets.

B. Teacher’s Note observations on any of the Effective The teacher may take note of some
Problems Encountered
Remarks following areas: Practices observations related to the effective
practices and problems
strategies explored encountered after utilizing the
different strategies, materials used,
materials used learner engagement and other
related stuff.
learner engagement/ interaction
Teachers may also suggest ways to
others

12
 improve the different activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ principles behind the teaching conducted/facilitated is essential
What principles and beliefs informed my lesson? and necessary to improve practice.
Why did I teach the lesson the way I did? You may also consider this as an
input for the LAC/Collab sessions.
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

13