MARCELA MARCELO

School: ELEMENTARY SCHOOL Grade Level: IV

MATATAG Learning
K to 10 Curriculum Teacher: MONICA M. CUERDO Area: ENGLISH
Daily Lesson Plan Teaching 3rd QUARTER
Dates January 7, 2025 Quarter: (Week 3)

IV-TRUST (7:00 AM-7:45 AM)

IV- PEACE (8:25AM-9:10 AM)
Time And IV – FAITH (10:45AM – 11: 30 CHERYL
Section AM) Checked By: D.TAGARAO MT 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards 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.
B. Performance Standards The learners apply comprehension of literary and informational texts and produce narrative
and expository texts based on their purpose, context, and target audience using simple,
compound, and complex sentences, and age-appropriate and gender-sensitive language
C. Learning Competencies Express ideas appropriately (age-appropriate, gender-responsive, culture-
sensitive) for one’s purpose, context, and target audience

1. 21st Century Skills critical thinking, creativity, and collaboration.

2. Integration Values (Compassion)

II. CONTENT Non-verbal cues: eye contact, haptics

III.
LEARNINGRESOURCES

References Visual aids, pocket charts and story from internet

Before the Lesson/Pre-lesson Proper

A. Activating Prior Knowledge
Knowledge
1. Short Review (5-10 minutes)
The teacher shall read to the class the Filipino folktale "Ang Alamat ng Pinya" (The
Legend of the Pineapple). Listening to the story, learners will then recall key elements
of narrative texts, such as characters, setting, plot, and moral. The discussion should
be facilitated by the teacher, guided with the following questions:

Characters: Who are the main characters in the story? Describe them. (e.g., Pinang
and her mother)

Setting: Where and when does the story take place? (e.g., in a small village in the
Philippines)

Plot: What happens in the story? Summarize the main events.

Problem: What is the main problem or conflict in the story? (e.g., Pinang's laziness
and her mother's frustration)

Solution: How is the problem resolved? (e.g., Pinang turns into a pineapple with
many "eyes" so she can see what needs to be done)

Moral: What lesson does the story teach? Or, what lesson did you learn from the
story? (e.g., The importance of being hardworking and obedient)
B. Unlocking Content The teacher will direct students to identify clues (i.e., non-verbal cues) in the following
Vocabulary
statements that could help them guess the characters’ emotion. Learners may also be

requested to act the highlighted words.

Answer key: (Possible answers)

● scared/fearful

● sleepy/tired

3. The mouse trembled as the lion awoke.

● The lion kept yawning. Its eyes slowly began to droop.

 ● Its face turned red. Its eyes widened. It roared so loudly that the ground beneath it shook.

The following prompt may be provided to help the learners understand non-verbal cues:

How did you identify the characters' emotions in the fable The Lion and the Mouse, even

if there were no explicit mention of their emotions?

C. Lesson Purpose/Intention The lesson will focus on understanding why we need to learn about non-verbal
cues.

Specifically, the lesson will center on eye contact (helps show that we are paying
attention, shows respect, and helps us understand how others are feeling) and
haptics (touch can convey emotions e.g., a hug shows love or comfort, helps build
connections, and can be a way to show support). The teacher should explain that
understanding and using non-verbal cues effectively can improve communication,
build stronger relationships, and help us be more aware of how others feel.

A. Developing The class will look at a photo containing the Filipino practice of pagmamano.
Understanding of Key Before
Idea/Stem showing the photos, the teacher will give the following process questions:
Before Viewing the Photo:
1. What do you already know about Filipino culture?
2. Have you ever seen someone greet someone else? How was it different from a
regular hello?
3. The word "pagmamano" comes from the Tagalog words "mano" (hand) and "po"
(respect). What do you think "pagmamano" might be?
Then, the teacher will show this photo to the class and ask the following process
questions:

B. Deepening While Viewing the Photo:

Understanding of Key
1. Describe what you see in the photo. Who is involved? What
Idea/Stem are they doing with their hands and bodies?
2. What expressions do you see on people’s faces? How do you
think they might be feeling?
3. Why do you think the person is doing pagmamano? Why do
you think it's important to show respect this way?
4. Have you ever done pagmamano to someone? If so, how did
it make you feel? If not, would you like to try it someday?

C. Lesson Activity The teacher will distribute a copy of the narrative text as follows. The teacher
may read the story-aloud, ask volunteers to read the story, allow learners to do
silent reading, or a combination of any.

“Mano Po and the Magic Word”

Mia, a bright-eyed fourth grader, skipped along the bustling Manila street, hand in
hand with
her Lola (grandmother). Entering the bakery, a familiar aroma of sweetness
greeted them. Mia
spotted her Tita (aunt) behind the counter, her warm smile as familiar as the
pandesal rolls
baking in the oven.
"Magandang araw po, Tita!" Mia chirped, bowing slightly and gently raising her
hand in a
"mano po" gesture. "Po" was a magic word taught by her Lola that showed respect
for elders.
Tita beamed, gently touching Mia's hand before returning the greeting.
"Magandang araw rin, Mia! What would you like today?" Tita asked, her eyes
sparkling with
affection. Mia, remembering Lola's lesson about the "eye of respect," lowered her
gaze slightly
as she spoke, "Dalawang pandesal po, para sa akin at kay Lola."
_________oooo_________

Later, sitting on a park bench with her Lola, Mia savored the fluffy bread. "Lola,
 why do we do
'mano po' and lower our eyes?" she asked curiously.
Lola chuckled, her wrinkles deepening with warmth. "It's a way to show respect
and love for
those older and wiser than us," she explained. "Like a secret code that says, 'We
see you, we
appreciate you, and we listen to your guidance.'"
"Like how you listen to me even when I talk too much about unicorns?" Mia teased,
her eyes
twinkling.
Lola laughed, her eyes wrinkling. "Exactly! But remember, respect isn't just for
elders. It's for
everyone, even your friends and classmates." Mia pondered this, remembering
times when she
might have forgotten to be respectful.

_________oooo_________

Suddenly, a group of children playing bumped into their bench, scattering some of
their pandesal. Mia felt a surge of annoyance, but before she could react, Lola
spoke gently. "Excuse
me, bata," she addressed the children, using a respectful term. "Perhaps you could
help us
pick up the pandesal?"
Surprised by her kind tone, the children quickly scurried to gather the rolls.
"Pasensya po,"
they mumbled apologetically, using "po" instinctively. Lola smiled warmly.
"Salamat po," she
replied, using "po" in return.
As they walked home, Mia realized that respect wasn't just about gestures or
words. It was
about the warmth in your voice, the kindness in your eyes, and the understanding
in your
heart. And just like her Lola, she wanted to spread that warmth wherever she
went, one
respectful greeting at a time.
D.Making Generalizations Why is it important to be aware of non-verbal cues?
Can you give an example of how non-verbal cues can contradict verbal messages?
How can you use non-verbal cues to show empathy and understanding during a
conversation with a friend who is going through a difficult time?
What non-verbal cues might indicate that someone is lying or being dishonest?

A. Evaluating Learning Instructions: Answer the following questions based on the story. Encircle the letter

of the correct answer.

1. What did Mia do to her Tita to show respect?

a. Said "Magandang araw" without "po"

b. Shook her hand firmly

c. Gave her a big hug

d. Said "Magandang araw po" and did "mano po"

2. Why did Mia lower her gaze when talking to her Tita?

a. She was tired and wanted to rest her eyes.

b. It's a sign of respect in Filipino culture.

c. She was shy and didn't want to make eye contact.

d. She was looking down at her shoes.

3. What did Lola explain about "mano po" and lowering your eyes?

a. They're special greetings for family members only.

b. They're ways to show respect and appreciation for those older and wiser.

c. They're traditional handshakes used in Filipino dances.

 d. They're secret codes for getting discounts at bakeries.

4. What did Mia learn about respect from Lola?

a. It's only important for adults and grandparents.

b. It's all about saying "po" and doing "mano po" perfectly.

c. It's important for everyone, even friends and classmates, and involves kindness
and

understanding.

d. It means being quiet and not talking back, even to friends.

5. How did the children react when Lola asked them to help?

a. They argued that it wasn't their fault and refused.

b. They apologized and quickly helped pick up the pandesal.

c. They started laughing and ran away to play somewhere else.

d. They ignored her and continued walking past.

6. What did Mia realize about true respect at the end of the story?

a. It's all about following strict rules and traditions.

b. It involves kindness, warmth in your heart, and understanding even when

someone

makes a mistake.

c. It's just about using the right words and gestures, not your true feelings.

d. It only matters when you're in trouble and need help.

7. What did Mia want to do after learning about respect?

a. Keep it a secret and not share it with anyone.

b. Forget about it and return to playing without thinking about others.

c. Spread kindness and respect wherever she goes, like Lola.

d. Only be respectful to people she likes and ignore everyone else.

Teacher’s Remarks: Note Effective Practices Problems Encountered

observations
on any of the
following
areas:
strategies
explored

materials
used

learner
engagement
/ interaction

Teacher’s Reflection  Reflection guide or prompt can be

on:
 What principles and beliefs
informed my lesson?
 Why did I teach the lesson the
way I did?
 What roles did my students play in
my lesson?
 What did my students learn? How
did they learn?
 What could I have done
differently?
 What can I explore in the next
lesson?