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MATATAG
K to 10 Curriculum
Daily Lesson Plan
I.
School:
Teacher:
Teaching Dates
Time And
Section
DIGOS CITY CENTRAL ELEMENTARY
SCHOOL
EMEL JOHN I. AGCANG
MARCH 11, 2025
Grade Level:
Learning Area:
Quarter:
IV
ENGLISH
WEEK 5 DAY 1
Checked By:
CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards
The learners demonstrate their expanding knowledge of vocabulary and
grammatical structures, literal and inferential comprehension of literary
and informational texts, and composing and creating processes; and
apply their receptive and productive skills to produce culture-specific
texts based on their purpose, context, and target audience.
B. Performance Standards
The learners apply literal and inferential comprehension of literary and
informational texts and produce culture-specific narrative and expository
texts (recount) 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 Competencies
Examine the purpose, text structure, and features of a recount
1.
2.
3.
4.
II.
21st Century Skills
CONTENT
III.
Analyze the purpose, structure, and language features of a recount.
Construct a recount text using chronological order and past tense.
Value the importance of clear storytelling to share experiences.
critical thinking, creativity, and collaboration.
Purpose, structure, and features of a recount
LEARNINGRESOURCES
References
References: Jennifer’s postcard and letter, sample recounts (diary entries,
travel blogs).
Materials: Chart paper, markers, storyboard templates, rubric, sticky notes,
group feedback forms.
Before the Lesson/Pre-lesson Proper
A. Activating Prior
Activity 1: “Recount Relay”
Knowledge
Groups sort jumbled sentences from Jennifer’s letter into chronological order.
Guiding Questions:
o Why is the order of events important?
o What words helped you sequence the events?
C. Lesson Purpose/Intention
Show a short video of a student recounting a school event.
Discussion:
What was the purpose of the video?
How did the speaker organize their story?
During the Lesson/Lesson Proper
A. Developing
Understanding of Key
Idea/Stem
Activity 2: “Recount Detective”
Analyze Jennifer’s postcard and letter.
Students identify:
1.
2.
3.
Purpose (inform/entertain).
Structure (orientation, events, conclusion).
Features (past tense, time connectives like first, then, after).
4.
B.
Deepening
Understanding of Key
Idea/Stem
Compare formal vs. informal tone using the postcard (informal) vs. a news
article (formal).
Activity 3: “Build-a-Recount”
In groups, students outline a recount of a recent event (e.g., a family outing) using a
storyboard template.
Requirements:
Include who, what, when, where.
Use sequence markers and past tense verbs.
D.Making Generalizations
Recount rules:
A. Evaluating Learning
Create a class "Recount Rules" poster listing generalizations (e.g., All recounts use past
tense).
Choose the best answer.
1.
a.
b.
c.
What is the purpose of a recount?
To persuade
To retell past events
To predict the future
2.
Which tense is used in recounts?
a. Present tense
b. Future tense
c. Past tense
Which phrase is a time connective?
"In conclusion"
"After that"
"For example"
3.
a.
b.
c.
4.
Why is chronological order important in a recount?
a. To confuse the reader
b. To organize events logically
c. To add suspense
Assignment:
Read the short recount below:
A
Day
at
the
Zoo
Last Saturday, my family visited the zoo. First, we saw the lions roaring loudly. Next, we
fed bananas to the playful monkeys. After that, we watched the colorful parrots
perform tricks. Finally, we rode the zoo train before heading home. It was an exciting
day!
Answer the questions:
Purpose: Is this recount meant to inform, entertain, or both? Explain.
Structure: Underline
conclusion (end).
Features: Circle all past tense verbs (e.g., visited, saw).
the
orientation
(beginning), events
(middle), and
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