MATATAG K TO 10 CURRICULUM

School: Visit DepEdResources.com for Grade Level: 4

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MATATAG
Name of Teacher Learning Area: ENGLISH
K to 10 Curriculum
Teaching Dates and Time: FEBRUARY 24-28, 2025 (WEEK 3) Quarter: Fourth
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and
productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.

B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative
Standards 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 Cluster 2: Viewing and Representing – 4 Sessions Learning

Competencies Competency
and Objectives
1. Identify visual elements using space (three-dimensional, four-dimensional, and proportional). (EN4VR-IV-1)

2. Derive meaning based on the visual elements. (EN4VR-IV-2)

1. Interpret lines, shapes, and colors used to convey meaning;

2. Interpret images/ideas that are explicitly used to influence viewers (symbolism);

3. Identify the purpose of the visual text.

3. Identify real or make-believe, fact or non-fact images. (EN4VR-IV-3)

4. Create a visual text drawn from the visual elements learned. (EN4VR-IV-4)

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D. Content Cluster 2: Viewing and Representing Topic 1:

1. Identifying visual elements: using space

Subtopic/s:

1. Three-dimensional

2. Four-dimensional

3. Proportional

Topic 2:

1. Deriving meaning based on the visual elements.

Subtopic/s:

1. Interpreting lines, shapes, and colors used to convey meaning, symbolism, and purpose of visual text

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Topic 3:

1. Identify real or make-believe, fact or non-fact images.

Topic 4:

2. Create a visual text drawn from the visual elements learned.

E. Integration Intensifying “Unity” and “Cooperation”.

II. LEARNING RESOURCES

Arts Foundation & Arts Fundamentals. (2023). 5 Types of Lines in Art – Their Meaning & When to Use It. Retrieved from: 5 Types of Line in Art, Their
Meaning And When To Use Them (yourartpath.com)
Chasov, Y. (2015). Peace Abstract. Lifted from: Peace abstract Painting by Youri Chasov – Pixels
Esaak, Shelley. (2023). “The Element of Space in Artistic Media.” ThoughtCo. What Is the Definition of Space in Art? (thoughtco.com) Fussel, M.
(2021). The Elements – “Shape”. The Virtual Instructor. Lifted from: The Elements of Art – Shape (thevirtualinstructor.com)

LeMieux, J. et.al. (2023). Chapter 2: The Structure of Art: Form and Design. Introduction to Art: Design, Context, and Meaning Journal. Lifted from:
“2. The Structure of Art” in “Introduction to Art: Design, Context, and Meaning” | OpenALG (manifoldapp.org)
Maningo, G. (2021). “Teamwork”. Mixed Media on Canvas. Lifted from:
https://www.facebook.com/art.quadrant/photos/a.104910995117115/234442482163965/?type=3&locale=hi_IN

Prakash, P. (2022). Abstract Family Painting. Lifted from: Family Painting | Abstract painting, Family painting, Abstract (pinterest.com) Qamar, U.
(2022). 7 Elements of Visual Arts. Pranjal Arts. Lifted from: 7 BASIC ELEMENTS OF VISUAL ART — Pranjal Arts

RIZALDYLightful Lessons. REAL OR MAKE-BELIEVE, FACT OR NON-FACT IMAGES English 6 Quarter 1 MELC-Based. Lifted from: REAL OR MAKE-
BELIEVE, FACT OR NON-FACT IMAGES English 6 Quarter 1 MELC-Based #RIZALDYlightfulLessons – YouTube
Rodrigues, L. (2021). Family. Lifted from: Family Painting | Abstract painting, Family painting, Abstract (pinterest.com)
SAE Alumni Association. (2016, August 3) What do colors mean and represent? Retrieved from: What do colors mean and represent? – SAE Alumni
Association Europe 3
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Seymour, V. (2023). Elements of Design: Spotlight on Color. Retrieved from: Elements of Design: Spotlight on Color – JSTOR Daily Simply
Effective Inc. (2022). The Five Multimedia Elements. Retrieved from: Multimedia Elements – Simply Effective Web Design Calgary
Tavaragi M. and Sushma C. (2016). Colors and their significance. The International Journal of Indian Psychology, 3(2), 115-131. Lifted from: IJIP
Home » The International Journal of Indian Psychȯlogy

Three Faces in Abstract. Lifted from: Three Faces in Abstract Painting by Nidhi Agarwal | Saatchi Art

Two-Dimensional Shapes: Lifted from 2-Dimensional Geometric Shapes | Types, Properties, Examples (helpingwithmath.com)

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Special Note:

Knowledge
Lesson Review This lesson is intended for
four days/sessions only.
Quiz Bee: Elements of Short Story, Figures of Speech, Sound Devices
Should the teacher find the
Mechanics:
need to adjust and modify
1. Each learner must bring a small whiteboard for the quiz bee. suggested topics to
maximize the teaching
2. There shall be three rounds: Easy, Average, Difficult
and learning process, then
3. 1 Point for each question in Easy Round, 3 Points for Average, and 5 points for
he/she is free to do so.
Difficult

4. The scope of the quiz bee shall be the past lessons only.
The teacher may also use
other strategies to begin
Questions for the Easy round: his/her lesson, which he/she
thinks is more appropriate.
1. This represents the people, animals, and any living and nonliving thing that
performs action in a story.

2. This is the beginning of a story. What part of the plot is this? Note:

3. It is the highest peak of the conflict and usually the most exciting part of a The quiz bee can be by group
story. or individual. (the teacher
shall be the one to decide)
4. Which part of the plot can we find the climax?

5. This is the time, place, and environment of the story.

Key for Correction (Easy

Questions for the Average round:
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1.This is what children would call the “moral of the story.” It can be the story’s Round):
subject or the main idea that runs through it.
1. Characters
2.You’ll see the pronouns he/his, she/her, they/them/their, and it/its in what
2. Exposition
point of view?
3. Climax
3.A point of view is where the reader accesses the story through one person. It’s like
reading the main character’s diary. 4. Middle

4.A point of view that uses the pronoun “you.” This point of view establishes the 5. Setting
reader as the protagonist or main character.

5.A literary tool employed in verse plays, poetry, and prose to emphasize various Key for Correction
sounds.

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Questions for the Difficult round: (Average Round):

1. Occurs when two or more words repeat the same vowel sound but begin with different 1. Theme
consonant sounds.
2. Third-person Point of
2. This term refers to using words with unmelodious sounds, particularly those with sharp, View
harsh, or hissing qualities. It is created primarily by using discordant consonants.
3. First-person Point of
3. A specialized kind of consonance is sibilance. It occurs when consonant sounds are View
repeated but only when those sounds are sibilant consonants, such as s, sh, and z.
4. Second-person Point of
4. It involves giving a non-human, inanimate object the qualities of a person as if making it View
alive.
5. Sound Devices
5. We make this reading skill based on the story’s setting, the theme, and as well as the
genre of the story.
Key for Correction: (Difficult
Round):
Buffer Questions:
1. Assonance
1. It is a strategy/ skill in which readers use information from a text (including
2. Cacophony
titles, headings, pictures, and diagrams) and their own experiences to
anticipate what they are about to read (or what comes next) 3. Sibilance

2. It is a false idea or belief or a deceptive appearance or impression. 4. Personification

3. These are hints found within a sentence, paragraph, or passage that a 5. Inferences
reader can use to understand the meanings of new or unfamiliar words.

4. It is the state of things as they exist. It’s what you see, hear, and experience
Key for Correction: Buffer
5. Sometimes, you can guess the definition of a word by seeing some of its examples. Questions:

1. Making Predictions

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2. Illusion

3. Context Clues

4. Reality

5. Exemplification

B. Establishing Lesson 1. Establishing the Purpose of the Lesson

Purpose
Relate the previous lesson/activity to the new lesson by stating that this week’s discussion For starters, the given
will also focus on elements, but this time, it is all about visual elements. Then, set the activity is suggested to be
mood by presenting the suggested images. used as a primary
springboard for the totality
Ask the students to analyze and share their thoughts about the images.
of Lesson 2.

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Guide Questions: Guide questions were

provided, yet if the teacher
1. What can you say about the picture?
feels that there is a need
2. How do you interpret these abstract paintings? to change or modify the
questions, he/she is free to
3. What can you say about the way the lines, shapes and colors were used?
do so to achieve the best
4. What did you feel upon looking at the images? outcomes for the learners.

2. Unlocking Content Vocabulary The given activity is highly

Activity 1: Word Hunt recommended for
unlocking content
Ask students to unlock the hidden words by finding the general terms in the word hunt.
vocabulary since the
Next, ask them to put the words in the vocabulary table alongside their meanings.
integration of the English
subject area is being
elicited. Critical thinking is
TERMS MEANING also practiced since no
clues are provided for
A visual explanation, decoration, or accompaniment of a text. unlocking difficulties.
These are hand-drawn images usually created by someone who
is an Illustrator by profession
Vocabulary Table:
Visual representation of something; the likeness of an object This activity may be
presented trough PPT or via
produced on a photographic material or a picture on an electronic
visual aids.
display (such as a television or computer screen).

Its examples are images, including photographs, illustrations,

drawings, clip art, icons, or other non-text elements on a website
Key for Correction:
or social media.
1. Illustration

2. Images
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3. Graphics

4. Lines

5. Color

6. Shapes

7. Abstract

8. Visual

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It is the light spectrum broken down when hitting a surface and 1. Drawing
reflected into the eye. Its properties include ‘hue’, ‘intensity’, and
‘temperature.’ 2. Icons

A one-dimensional, two-dimensional, or three-dimensional design

encased by lines to signify height and width.

These are images created using photography materials and

equipment that do not have an immediate association with the
physical world.

This skill relates to the sight or to things one can see.

It is a visual art that uses an instrument to mark paper or another

two-dimensional surface.

These images represent an application, a capability, or some other

concept or specific entity with meaning for the user.

C. Developing and Topic 1: Identifying Visual Elements: Using Spaces For the facilitation of the
Deepening teaching and learning
Subtopic 1: Spaces of Arts – Two, Three, and Four-dimensional Spaces process:
Understanding

Forms of Arts

In art, proportion refers to the relationship between the different-sized components within The teacher should use the
one composition. Proportion can make a composition appear more realistic or stylized, deliberate art of
depending on the proportion used. questioning to facilitate
learning. Hence,
modifications may also be
Because of the limits of nature, art objects are limited to the dimensions of space – and made if necessary. Making
time. For this reason, art objects fall into three categories: “Two-dimensional Art”, use of HOTS is
“Three-dimensional Art,” and “Four-dimensional Art.”
recommended.

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Each category has divisions deriving primarily from differences between the materials and
approaches used by the artist.
The teacher shall allow the
class to share their
thoughts and use the
Two-dimensional art occurs on flat surfaces, like paper, canvas, or walls. This
opportunity to establish
dimension can be made through drawing, painting, or printing on a flat surface.
rapport and a conducive
Examples: atmosphere for teaching
and learning.

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The teacher is advised to

prepare additional examples
2-Dimensional Geometric Shapes | Types, Properties,
besides the samples
https://www.pinterest.ph/pin/277534395760714161/ Examples (helpingwithmath.com)
provided to expand
learners' understanding of
Three-dimensional art goes beyond flat surfaces to encompass height, width, and depth. the discussed topic.
This dimension can be made through carving, modeling, casting, or assembly. Examples:

What is a 3-dimensional form of drawing? - Quora 3D Drawing - Turtle by taggedzi on DeviantArt

Four-dimensional art is a creative concept that goes beyond traditional three- dimensional
art by introducing the element of time as the fourth dimension. In this context, dimensions
are typically defined as length, width, height, and time.

Examples:

https://www.pinterest.ph/pin/400327854385170078/ https://www.pinterest.ph/pin/563864815820923631/

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Worked Example: Differentiated Tasks

Mechanics:

Group the class into 3.

Get out of the classroom and find a conducive space/environment in the school where
learners can use their imagination to create artwork.

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1. Each group shall be given “Activity Kits” (manila paper, bond papers, markers, tape,
scissors, marking pens, crayons) – the teacher can announce this in class in advance or be
provided by him/her.

2. Group 1: Make a two-dimensional art, and use the environment as your inspiration for
your output.

3. Group 2: Make a three-dimensional art, and use the environment as your inspiration for
your output.

4. Group 3: Make a four-dimensional art, and use the environment as your inspiration for
your output.

Day 2

Topic 2: Derive Meaning based on Visual Elements

Subtopic 2: Interpreting lines, shapes, and colors used to convey meaning,

Symbolism, and Purpose of visual text

To appreciate and interpret artworks appropriately, one must understand and learn
the seven (7) basic elements of visual art: Line, Space, Form, Texture, Value, and Color.

In this topic, we shall focus more on understanding the importance of Lines, Shapes,
and Colors to convey the meaning of an artwork.

Lines are marks moving in a space between two points. Artists use many different types
of lines, including actual, implied, vertical, horizontal, diagonal, and contour lines. Each line
has a different meaning, curve, length, thickness, and flexibility.

http://www.crystalhinds.com/line.html

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Types of Lines and their Implied Meaning in Arts:

1. Vertical Lines – straight up and down lines that move in space without any slant and are
perpendicular to horizontal lines. They suggest height and strength because they extend
towards the sky and seem unshakeable

2. Horizontal Lines – straight lines parallel to the horizon that move from left to right. They
suggest width, distance, calmness, and stability.

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1. Diagonal Lines – straight lines that slant in any direction except horizontal or vertical. When
in use, they suggest movement or lack of stability.

2. Zigzag Lines – a series of diagonal lines joined at ends. They can convey action and
excitement, as well as restlessness and anxiety.

3. Curve Lines –lines that bend and change direction gradually. They can be simply wavy or
spiral. Such lines convey feelings of comfort, ease, and sensual quality as they remind us of
the human body.

4. Spiral Lines – convey action, excitement, restlessness, and anxiety.

Shapes are created when a line is enclosed. Shape is one of the seven elements of art,
and it has a variety of uses in the creation of art. Shapes play essential roles in the
creation of drawings and paintings. Shapes help to create complex drawings and
paintings, affect the composition, and contribute to the balance within a work.

We commonly see two general types of shapes in an artwork: Geometric Shapes and
Freeform Shapes.

The teacher is encouraged

Geometric Shapes - precise shapes that can be described using mathematical formulas. to emphasize how lines are
Ex: Circle, square, triangle, oval, rectangle, parallelogram, trapezoid, pentagon, incorporated into
pentagram, hexagon, and octagon. symbolism. Provide
examples if necessary.

Freeform Shapes - also called organic shapes, are irregular and uneven shapes. Their
outlines may be curved, angular, or a combination of both

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Shapes and their Implied Meaning:

1. Squares - Strength, Security, Reliability, and Discipline.

2. Triangle – Movement, Balance, Risk, and Stability.

3. Circles – Eternity, Universe, and Mystery

4. Spirals – Growth, Intelligence, Creativity, and Modernity In this part, the teacher
should be able to make a
connection between

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If lines and shapes convey different meanings, then so do Colors. The symbolism of colors is shapes and lines. Also,
one of the most exciting aspects of visual communication. As a designer or a digital comparing and contrasting
journalist, you will make decisions on specific palettes of colors used for diverse projects. It the meanings should be
does not matter if you work on a brand identity, a poster or a website. Color choices emphasized to further
can and will change the meaning of whatever you create. solicit ideas from the
learners, eliciting active
and lively class
Here are some of the most commonly used implied meanings of Colors: participation.

Red is the color of fire and blood. It is also associated with excitement, energy,
passion and sexuality. It also symbolizes desire, power, speed and strength.
On the other hand, it also stands for aggression, danger, violence and war.
Many of us consider red to be a color of love, but it is more related to the
excitement of falling in love and waking passion for the other person. Red is
also a color of Christmas, bringing joy, warmth and safety. Moreover, it is
widely used in flags and signs associated with pride.

Yellow is a color associated with sun - brightness. It symbolizes optimism, energy,

joy, happiness and friendship. It might also stand for intellect. On the
contrary, yellow can indicate jealousy, betrayal, illness and danger. It is
strongly associated with food, often evoking cheerful feelings.

Orange is a secondary color that combines two primary colors: red and yellow. It
stands for energy, happiness and the joy of life. Moreover, it is associated with
great enthusiasm, encouragement, determination and stimulation. It is a color of
creativity.

Blue is a cool and calming primary color for intelligence, openness, spirituality
and creativity. Blue is popular among large concerns, hospitals and airlines, since
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it symbolizes wisdom, trust, loyalty and strength. It is relaxing and connotes

calmness and peace. It is always associated with the color white.

Green is the color of nature and the environment that combines the power of
blue and yellow. It is associated with growth, health, renewal, youth, harmony,
freshness and fertility. On the other hand, it can symbolize safety

The teacher is advised to

use the meanings of each
visual art element to solicit
the learners' real- life
experiences. Let them

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symbolically and physically. Also, in some cultures, green is always associated incorporate the elements
with good fortune – money luck. with their experiences.

Purple has the stability of blue and the energy of red, two primary colors. It is
associated with royalty, nobility, ceremony, mystery, transgression and
There are so many
spirituality. It also symbolizes both wisdom and enlightenment. It is a strong
meanings of the elements
indicator of imagination.
that can be incorporated
with the focus of values
formation – unity and
Some of the colors have the same symbolism; hence, it is in the hands of the artist to
cooperation. Make use of
emphasize colors in an artwork. Color combinations, lightness, darkness, brightness,
the opportunity to teach the
lightness, and the like are some of the aspects affecting the impact of colors in an
learners how each
artwork.
element's meaning is
connected to it.

Activity 2: Interpret Me!

Mechanics:

1. Different images are provided. If possible, the integration

of other values is also
2. In each image, there will be three aspects of Visual Elements that you need to fill
encouraged.
out to complete the graphic chart.

3. You can make use of your notes/lectures as your guide.

4. Interpretation should be in three or more sentences.

The teacher is also
encouraged to emphasize
1. how colors are
2. incorporated into
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symbolism. Provide
examples if necessary.

3.

Day 3

Topic 3: Identifying Real or Make-believe, Fact or Non-fact Images

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Real/Realistic vs. Make-believe Images

Real or Realistic Images are said to be artworks that portray real meaning in life. It could happen
in real life, and it does exist. On the other hand, make-believe images are the opposite, and they
do not occur in real life; these are manifestations of imagination and combined illusions and
fantasies, evoking make-believe artistry.

Realistic images are considered “Factual” since they evoke reality and can happen in real life, and
it does exist. Also, it is proven. On the contrary, make-believe images are considered “Non-
factual” since they evoke a non-realistic perspective imagination and can not happen in real life; it
does not exist and will not be proven.

Examples: Real/Factual Images

How to make AI art on Instagram: What app is everyone using? (cosmopolitan.com) , animals - Google Search

All examples are considered realistic and factual since humans exist in real life, and the
same is true of animals.

Examples: Make-Believe/Non-Factual Images

Check out this transparent Talking Tom and Friends Waving PNG image (cartoongoodies.com), If I were a talking
flower ... (yocee.in), Jpg Royalty Free Clark Kent Superhero

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All examples are non-realistic and non-factual since superheroes like Superman do not
exist in real life. The same is true when talking about flower and animal characters.

Activity 3: Real or Not!

Identifying real/factual or make-believe/non-factual images

Ask students to analyze the given images and identify whether it is real/factual or

make-believe/non-factual. Ask them to provide justification for their answers.

The examples provided are all

from Google Images,

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which are open source.

Should the teacher decide
to change the sample
2. 3. images or add more to
improve the teaching and
learning process, then he/
1.
she is free to do so.

Note: The teacher shall ask

the learners to bring the
following for the
5.
worksheet activity of the
4. next lesson topic.
Activity 4: Cut it out! 1. Magazines or any
material that they
Identifying real/factual or make-believe/non-factual images Materials
can get images
Needed:

1. Magazines or any material that they can get images

2. Scissors

2. Scissors 3. Marking Pens

3. Marking Pens 4. Glue

4. Glue

Mechanics: Reminder: The teacher shall

ask the learners to bring the
Using the magazines or resource materials that you have, complete the graphic following for the subsequent
organizers with appropriate images.Remember to be careful when using scissors. lesson topic activities.

Real/Factual Make-believe/ 5. Drawing Materials

Images Non-Factual 6. Coloring Materials

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7. Marking Pens

8. Short bond papers (2 to

3 Pieces)

D. Making Day 4

Generalizations Learners’ Takeaways

Directions: For your takeaways, complete the provided introduction statements by adding
what you learned and experienced throughout the week.

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This week, I was able to learn...

I was very much interested in...

Reflection on Learning: Journal Writing

Direction: Write a 10-sentence paragraph enumerating and describing your learning experiences
for the past two weeks in your journal. Include in the paragraph your thoughts on how important
Visual Elements are mainly for you as a student.

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

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A. Evaluating Learning Topic 4: Creating Visual Text Drawn

After being able to learn the different Visual Elements as well as the different purposes,
meanings, and symbolism of lines, shapes, and color, as well as being able to learn how to
distinguish real/ factual images and make-believe/ non-factual images.

Next, the learners will be able to apply what they have learned. They shall now draw and create
their own artwork using what they learned from the previous discussions.

Visual Text is anything that uses pictures and other elements of visual arts instead of words to
convey meaning, such as photos, advertisements, movies, television shows, cartoons, artworks,
books, magazines, signages, and any other that uses images instead of words.

Often times, visual text is best exemplified by road signages. Signages

now a days doesn’t have words and are more solely pictures.

SAFETY SIGNAGE PHILIPPINES | M&G Global Ads (mgglobalads.com)

Activity 5: Let’s Draw!

Ask the students to create their own visual text using the given elements of visual arts.

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Lines 2D Shapes

Colors

B. Teacher’s Note observations on The teacher may take note

any of the following of some observations related
Remarks Effective Practices Problems Encountered
areas: to the effective practices
This lesson design and problems encountered
component prompts strategies explored after utilizing the different
the teacher to record strategies, materials used,
relevant observations learner engagement and
materials used
and/or critical teaching other related stuff.
events that he/she can
learner engagement/
reflect on to assess the
interaction
achievement of
objectives. The

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documenting of Teachers may also suggest

Others
experiences is guided ways to improve the
by possible areas for different activities
observation, including explored/lesson exemplar.
teaching strategies
employed, instructional
materials used,
learners’ engagement
in the tasks, and other
notable instructional
areas. Notes here can
also be on tasks that
will be continued the

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next day or additional

activities needed.

Teachers can be
provided with notes on
which particular

lesson component(s) they

can focus on.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

lesson conducted/
Reflection 1. principles behind the teaching facilitated is essential and
This lesson design What principles and beliefs informed my lesson? necessary to improve
component guides the practice. You may also
teacher in reflecting on Why did I teach the lesson the way I did? consider this as an input for
and for practice. the LAC/Collab sessions.
2. students
Entries on this
component will serve What roles did my students play in my lesson?
as inputs for the LAC What did my students learn? How did they learn?
sessions, which can
center on sharing best
3. ways forward
practice; discussing
problems encountered What could I have done differently?
and actions to be
What can I explore in the next lesson?
taken; and identifying
anticipated challenges
and intended solutions.
Guide questions or
prompts may be
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provided.

Some examples are

given here.

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