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Sample Lesson Exemplars in English Using the IDEA Instructional Process

Modular Distance Learning

(Learners-Led Modality)

This lesson exemplar is anchored to the learner’s module.

This sample is part of Enclosure 7 of RM No. 296, s. 2020.

School CALABARZON National HS Grade Level Grade 11

Teacher Jhonathan S. Cadavido Learning Area English (SHS)
LESSON Oral Communication in Context
EXEMPLAR Teaching Date Sept. 1-4, 2020 Quarter First Quarter
Teaching Time 1-2pm No. of Days 4 days
(see PIVOT 4A BOW for the number of days)

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)

I. OBJECTIVES At the end of the lesson, learners are The objectives should reflect the concepts
of knowledge, skills and attitudes/values
expected to:
(KSAVs). There may be three (3)
a. Differentiate various models of objectives representing KSAVs. However,
communication; a single objective containing KSAVs may
b. Explain the process of be formulated.
communication through elements In formulating the objectives, consider the
involved; and concepts specified by the MELC and/or
c. Recognize the importance of enabling competencies.
models in understanding
At times, lesson objectives are already
communication process in everyday specified at the beginning portion of the
lives. module.
A. Content Standards The learner understands the nature and Refer to the curriculum guide for the
content standards set for this subject,
elements of oral communication in context. grade level and quarter.
B. Performance Standards The learner designs and performs effective Refer to the curriculum guide for the
controlled and uncontrolled oral content standards set for this subject,
communication activities based on grade level and quarter.

context.
C. Most Essential Check the PIVOT 4A BOW and look for
the MELC. Except for SHS subjects, MELCs
Learning Differentiates the various models of can be identified through the number
Competencies (MELC) communication assigned
to it. The number represents the number
of MELCs set for each grade level.
D. Enabling Competencies Check the PIVOT 4A BOW and look for
enabling competencies. Enabling
(If available, write the attached enabling
competencies are the LCs that appear
competencies)
before the MELC. They are considered
enabling as they aid learners and teachers
- in achieving mastery in dealing with the
assigned MELC.

For this case, no enabling competencies

were mapped for the identified MELCs.
II. CONTENT The content may be identified by
evaluating the concepts portrayed in the
MELC. Though the contents specified in
enabling competencies are important, still
Communication Models they are not the main focus as these will just
help in dealing with the MELC.

Usually, the content is already identified in

the module.
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Write the pages where you can find the
specified content in the learner’s materials.
b. Learner’s Material Pages Write the pages where you can find the
pp. 1-22 specified content in the learner’s materials.
c. Textbook Pages In the context of using modular distance
learning modality, the only material is the
learner’s material/module.

JHONATHAN S.
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d. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities Oral Communication in Context for Quarter 1
– Module 2: Communication Models
IV. PROCEDURES
A. Introduction What I need to know?
(0.5 day)  The learners will do the walkthrough
of the lesson expectations.
 In this part, the content of the
lesson will be presented.
 Learning objectives will also be
introduced to guide the learners
on the learning targets founded on
KSAV principles.
What’s new?
 The learners will answer the prompt
questions indicated at the beginning
of this portion.
 They will read the short selection
entitled The Glitch written by Divina
P. Maming. To make the reading
activity interactive, they may
asked their parents, guardians or
housemates to help them in the
exchange of dialogues indicated in
the selection.
 After reading the selection, they will
answer the questions provided at
the end of the selection.
B. Development What I know?
(1.5 days)  The learners will answer the 15-item
activity to test what they know
about communication and/or
models of communication.
 After answering the questions,
they may check their answers on
page 20 to determine their
background knowledge about the
given topic reflected in the MELC.
What’s in?
 The learners will read the
paragraphs that introduce
preliminary concepts about
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Guide in Preparing the
Exemplar
(This does not appear in the actual exemplar.)
Indicate other learning resources to be
used. These resources may be taken
from the LR portal. Others may be online,
offline, print and/or non-print resources.
This may be filled if online distance
learning, blended learning and face-to-
face learning delivery modalities will
be
employed.
List down other resources to be used
especially for the development and
engagement phases.
In the new ADM modules, lessons and flow
of discussion are already designed based
on IDEA instructional process. Parts of
modules are already mapped as identified
in Item 6 of Regional Memorandum No.
296, s. 2020.
The procedures of this sample lesson
exemplar are learners-led considering that
modular distance learning delivery
modality is employed. The tone of the flow
of the lesson is learner-structured
considering that the lesson is one-way
as there is no face-to-face nor
synchronous online interaction with the
teacher and
other learners.
In this portion, the lesson content and
learning objectives will be presented in the
Introduction phase to guide the learners
on the learning expectations.
In modular distance learning,
introducing the objectives and content is
the first step of learning considering that
this modality is learner-led.
In face-to-face learning, an activity which
may be indicated in What’s new? may be
done prior to the presentation of
learning content and objectives
considering that
this modality is teacher-led.
This part provides preliminary activity that
introduces initial concepts on the
learning targets. The activity will allow
learners to maximize their initial
knowledge as regards content and skills
required for the lesson.
The activity may be conducted or done
with the help of learners’ parents,
guardians and/or housemates.
The teacher presents an activity in
linking learners’ KSAVs revolving in the
contexts of MELC and/or enabling
competencies. This portion provides
initial assessment on learners’ KSAVs.
From the results, the activities will
revolve on developing their KSAVs on
the target content and MELCs and/or
enabling competencies.
In this portion, activity focusing on learners’
background KSAVs and the discussion of
content shall be bridged. The activity will
help the learners in providing initial
background on the KSAVs to be
developed with the help of the content
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communication. to
be discussed in What is it?

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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
 They will complete the word pool
activity to determine their
vocabulary knowledge about the
target content. They may use
dictionaries to guide them in this
activity. However, it is
recommended that they use
context clues in accomplishing this
task.
What is it? Concept presentation is important in the
Development phase. In here, target
 The learners will be provided with concepts before providing activities or vice
scenarios on the importance and versa will be presented. The presentation
role of communication in daily lives. of concepts will be helpful in bridging the
They may have personal reflection gaps between what the learners know and
have to know.
on the importance of
communication in their day-to-day
activities.
 To strengthen the points of their
personal reflection and further
develop their knowledge about
communication and
communication models based from
the What I know? activity, the
learners will proceed with reading
and personal discussion on the
different communication models.
If they have internet access, they
may check these models online
using the links provided below
each model.
 Dictionaries and/or context clues
may help them in developing their
knowledge, skills and
attitude/values about the topic.
C. Engagement What’s more? In deepening learners’ KSAVS’ the
activities in this portion will help them in
(1 day)  The learners will do/perform the applying what they have learned in the
activities indicated in the module. Development phase.
These activities include the
following:
(a) Venn Diagram on similarities and
differences of communication
models, (b) vocabulary building on
communication process, (c) grid-
filling on the elements of
communication, and (d) writing
answers/responses on dialogue
prompts.
 These varying activities will help them
in involving themselves in deeper
learning on the target concepts
about communication models.
What I can do? In this part, the learners are given life-
related activities that will allow them meet
 The learners will perform real-life the learning expectations. These real-life
tasks identified in the module. These or authentic activities should allow them
tasks include: (a) calling a friend to perform particular tasks or produce
over the phone, (b) interviewing products in various forms. The activities
should strengthen the KSAVs learned during
family members and listening to the D phase.
radio or watching teleseryes.
 They are expected to reflect on
the process of performing the tasks
while focusing on their learned
concepts about communication
models.

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What other enrichment activities can I These activities in this part of Engagement
phase should really help the learners to be
engage in? (Additional Activities) engaged in learning and further

JHONATHAN S.
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 To further enrich learners’
knowledge, skills and
attitude/values (KSAVs), they will
be performing other enrichment
tasks such as (a) listing down
situations reflecting the use of each
communication model,
(b) writing a paragraph based on
the given situation, and (c)
exchange of emails or messages.
D. Assimilation What I have learned?
(1 day)  In formulating or creating bits of
information reflective of what they
have learned during the
Development and Engagement
phases, the learners will answer
the questions focusing on the
given topic. The given questions
are directed on synthesizing their
learned information based on the
given content.
 They are expected to relate their
learned concepts to their personal
lives.
What I can do? (Assessment)
 The learners will answer the questions
provided.
 They may check their answers using
the key answer found at the latter
part of the module.
V. REFLECTION  The learners, in their notebook,
journal or portfolio will write their
personal insights about the lesson
using the prompts below.
I understand that . making the society a better place for all.
I realize that
. they have thought, read, seen, done and
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Guide in Preparing the
Exemplar
(This does not appear in the actual exemplar.)
understanding their learned concepts
through various real-life activities. The
learners should further engross
themselves to feel and stay connected
with the target concepts using varied
activities.
The Assimilation phase should bring the
learners to a process where they shall
demonstrate ideas, interpretation, mindset
or values and create pieces of
information that will form part of their
knowledge in reflecting, relating or using
it effectively in any situation or context.
This part encourages learners in creating
conceptual structures giving them the
avenue to integrate new and old
learnings leading to their personal
perception on what they have learned.
Though assessment may be embedded
already in any phase of the lesson, this
portion further assimilates learners’ learned
concepts from I phase to D phase to E
phase.
The use of reflective learning embedded in
multimodal assessment should not only
direct feedback process but also
promote personal reflection processes
where learners reflect more on their
knowledge, skills, attitude/values,
aspirations and actions as contribution in
This allows learners to think about what
learned by relating these concrete
concepts to their
own lives.
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Online Distance Learning (Synchronous)

Teacher-Led Modality

***In Online Distance Learning, teachers may use the materials presented in the module. He/She may
also be creative in adding or providing additional relevant activities.

School CALABARZON NHS Grade Level Grade 7

LESSON Teacher Jhonathan S. Cadavido Learning Area English
EXEMPLAR Teaching Date Oct. 19-21, 2020 Quarter Second Quarter
Teaching Time 1-2pm No. of Days 3 days

Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)

I. OBJECTIVES At the end of the lesson, learners are

expected to:
a. Identify key ideas and supporting
details in various texts;
b. Effectively simplify ideas by
consolidating them using appropriate
graphic organizers; and
c. Paraphrase or write the summary
and/or precis of the given texts.
A. Content Standards The learner demonstrates understanding of:
East Asian literature as an art form
inspired and influenced by nature;
relationship of visual, sensory, and verbal
signals in both literary and expository
texts; strategies in listening to long
descriptive and narrative texts; value of
literal and figurative language; and
appropriate grammatical signals or
expressions suitable to patterns of idea
development.
B. Performance Standards The learner transfers learning by composing
and delivering a brief and creative
entertainment speech featuring a variety
of effective paragraphs, appropriate
grammatical signals or expressions in topic
development, and appropriate prosodic
features, stance, and behavior.
C. Most Essential
Learning Extract information from a text using a
Competencies (MELC) summary, precis, and paraphrase
D. Enabling Competencies
(If available, write the attached enabling - Identify key ideas
competencies)
- Identify supporting details
- Simplify ideas
II. CONTENT
Summary, Precis and Paraphrase
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
pp. 87-90
b. Learner’s Material Pages
pp. 135-148
c. Textbook Pages
The objectives should reflect the concepts
of knowledge, skills and attitudes/values
(KSAVs). There may be three (3)
objectives representing KSAVs. However,
a single objective containing KSAVs may
be formulated.
In formulating the objectives, consider the
concepts specified by the MELC,
enabling and/or enrichment
competencies.
Refer to the curriculum guide for the
content standards set for this grade level
and quarter.
Refer to the curriculum guide for the
performance standards set for this grade
level and quarter.
Check the PIVOT 4A BOW in English and
look for the MELC. The MELC can be
identified through the number assigned to
it. The number represents the number of
MELCs set for each grade level.
Check the PIVOT 4A BOW in English and
look for enabling competencies. Enabling
competencies are the LCs that appear
before the MELC. They are considered
enabling as they aid learners and teachers
in achieving mastery in dealing with the
assigned MELC.
The content may be identified by
evaluating the concepts portrayed in the
MELC. Though the contents specified in
enabling competencies are important, still
they are not the main focus as these will
just
help in dealing with the MELC.
Write the pages where you can find the
specified content in the teacher’s guide.
The given pages are just samples.
Write the pages where you can find the
specified content in the learner’s materials.
The given pages are just samples.
If no other textbooks will be used, leave
it unfilled.

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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)

d. Additional Materials from Indicate other learning resources to be

used. These resources may be taken
Learning Resources from the LR portal. Others may be online,
offline,
print and/or non-print resources.
B. List of Learning Resources for List down other resources to be used
Development and Engagement especially for the development and
engagement phases.
Activities
IV. PROCEDURES
A. Introduction Picture Game Activity In the Introduction phase, the teacher
may provide an activity as a start-up.
(0.5 day)  The class will be grouped into The activity should be related to the
eight (8). teaching targets as reflected in the MELC
 The teacher will post the following and enabling competencies. This is a
sort of a motivational activity which will
pictures on the screen:
help in getting learners’ attention about
- Taal Volcano the topic/s to be presented.
- Pagsanjan Falls
- Dr. Jose P. Rizal
- Philippine Flag
 The first four (4) groups will be
assigned with a particular picture
to be described.
- Group 1 - Taal Volcano
- Group 2 – Pagsanjan Falls
- Group 3 – Dr. Jose P. Rizal
- Group 4 – Philippine Flag
 Groups 1-4 will be given five (5)
minutes to describe the features
and/or characteristics of the
items/person assigned to them.
They should list down as many
information as they can. They will
organize their gathered
information for the presentation.
 One representative from each
group will be asked to present
his/her output.
 Meanwhile, Groups 5-8 will listen
to the presentation of the group
assigned to them. Their assignments
are as follows:
- Group 1 – Group 5
- Group 2 – Group 6
- Group 3 – Group 7
- Group 4 – Group 8
 During the group presentation,
Groups 5-8 will be given time to
take note of the information
presented by the group assigned to
them.
 Each group will be given five (5)
minutes to organize the information
they have heard from Groups 1-4.
One representative will be asked
to present his/her work.
 During the presentation of the
representatives of Groups 5-8,
Groups 1-4 will listen and note the
information presented.
 Groups 1-4 will assess and give
comments if Groups 5-8 have
captured all important information
that they mentioned during their
presentation. They will be asked
to give their comments in the chat

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section of the platform.

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Guide in Preparing the

 The teacher will discuss the
importance of capturing information
from various sources.
Goal Orientation
 The teacher will present the
objectives of the lesson and the
ways on how each objective will
be achieved.
Exemplar
(This does not appear in the actual exemplar.)
This part is very important as this will
make the learners aware on the lesson
expectations. In here, teachers may
directly present the lesson objectives
which learners should achieve at the end
of the lesson.

B. Development Reading Hub 1.0 The teacher presents an activity in

linking learners’ KSAVs revolving in the
(1 day)  The class will be divided into five (5) contexts of MELC and/or enabling
groups. competencies.
 The teacher will provide one short
passage for each group. He/She will
share his/her screen for the learners
to see the passages assigned to
them.
 After the reading period, they will be
asked to provide the key ideas and
supporting details of the given
passages using guide questions.
 Learners will be asked to write
their answers in the comment
section of the platform.
 Through a group representative, the
learners will be asked to present
their output.
 The teacher will check and give
comments on learners’ outputs.
Concept Presentation Concept presentation is important in the
Development phase. In here, the
 The teacher will share his/her teacher may present first the target
screen and present the concepts concepts before providing activities or
on key ideas and supporting vice versa. The presentation of concepts
details. will be helpful in bridging the gaps
between what the learners know and
 The teacher will present and discuss have to know.
the process of getting key ideas and
support details in a particular
passage.
 Samples will be provided for the
learners to understand on how main
ideas and supporting details are
identified in a particular text.
Reading Hub 2.0
 Using learners’ outputs in Reading
Hub 1.0, the teacher will ask the
learners to write short passages
regarding the given topics.
 The teacher will share his/her
screen to present learners’
outputs.
 Each group will be asked to
present their outputs through one
representative.
 After the presentation, the teacher
will show through his/her screen the
original copy of the passage and
let the learners check their outputs.
The teacher will also give
comments on their outputs.
 Using the original copies of the short
passages, the learners will be asked
to rewrite the passages by
rewording them. They will write
their outputs in their own screen

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while the teacher

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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
presents the original copies of the
short passages.
 Through their representatives, the
learners will present their outputs.
 The teacher will check and give
comments on the conciseness and
correctness of the outputs.
Concept Presentation
 The teacher will share his/her
screen and present the concepts
about summary, precis and
paraphrase.
 The teacher will present and discuss
the process of paraphrasing and
writing down summary and precis of
a particular passage.
 Samples will be provided for the
learners to understand on how
summary, precis and paraphrase
are developed.
C. Engagement Knowing Corona In this phase, the learners are given life-
related texts, materials and/or activities
(1 day)  The teacher will provide an article that will allow them meet the learning
on COVID-19 accessed at expectations. These real-life or authentic
https://www.who.int/health- activities should allow them to perform
topics/coronavirus#tab=tab_1. particular tasks or produce products in
various forms. The activities should
 The learners will be asked to read strengthen the KSAVs learned during the D
the short article. phase.
 After the reading period, they will be
asked to provide the key idea of
the article.
 Then, the teacher will ask the
learners to provide the supporting
details about the main idea.
Octopus Mapping Activity
 The teacher will divide the class into
11 groups.
 The teacher will provide an article
on COVID-19 in the Philippines
entitled
100 days of COVID-19 in the
Philippines: How WHO supported the
Philippine response written by the
World Health Organization. This is
accessible at
https://www.who.int/philippines/news/feature-
stories/detail/100-days-of-covid-19-in-the-
philippines-how-who-supported-the-philippine-
response
 The said article is divided into 11
parts. Each group will work on a
specific part. Each group will work
on the following parts:
- G1 - Surveillance
- G2 - Contact tracing
- G3 - Infection prevention and
control
- G4 - Laboratory and
therapeutics access
- G5 - Clinical care
- G6 - Non-pharmaceutical
interventions and
mental health
- G7 - Risk communication and
community engagement
- G8 - Logistics support
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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
- G9 - Subnational operations
support
- G10 - Responding to outbreaks
in high risk areas
- G11 - Moving forward with the
response
 Using the octopus graphic organizer,
the learners will identify the main
idea and supporting details of the
specific parts of the article
assigned to them.
 Then, one representative from
each group will present his/her
output. The teacher and other
members of the class will check
and give comments on the
answers of the group.
 The teacher will capture the inputs
of the learners to come up with
his/her own accomplished graphic
organizer.

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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
Graph-to-Text Activity
 The teacher will share his/her
screen and present the
accomplished graphic organizers
based on what he/she has
captured during the presentation
of outputs.
 For the next activity, the graphic
organizer developed based from the
presentation of Group 1 will be
given to Group 2, the output of
Group 2 to Group 3, and so on and
so forth. The teacher will present
each graphic organizer one at a
time. The learners may take picture
or screenshots of the slide.
 Using the accomplished/presented
octopus graphic organizers, each
group will prepare a summary and
precis through a short paragraph by
using the content of the material
given to them.
 Outputs of each group will be
presented by each representative.
The teacher and other members of
the class will check and provide
feedback on correctness or
accurateness of the outputs.
 The teacher will capture the outputs
of the group representative to be
used for the next part of the
activity.
 After the presentation, the outputs
(summary and precis) of each group
will be given to another group, i.e.
the output of Group 1 will be given
or presented to Group 2 and so on
and so forth.
 Using the summary and precis as
outputs of the previous activity,
each group will paraphrase the
paragraph (summary). The learners
may take a photo or screenshot of
the outputs to be used by the
learners during the activity.
 Outputs of each group will be
presented through group
representative. The teacher and
other members of the class will
check and provide feedback on
correctness or accurateness of the
outputs.
D. Assimilation On Point Reflection on the contexts of real-life
activities may be done to allow learners
(0.5 day)  The teacher will provide the learners to be fully engaged on the tasks given to
important points for review in terms them.
of coronavirus, COVID-19 and
pandemic response issues.
Mind Review The teacher brings the learners to a process
where they shall demonstrate ideas,
 The teacher will ask the learners interpretation, mindset or values and
to give situations as to where create pieces of information that will
paraphrasing and providing form part of their knowledge in
reflecting, relating or using it effectively
summary or precis becomes
in any situation or context. This part
relevant or important. encourages learners in creating
 Learners will also be asked on ways conceptual structures giving them the

JHONATHAN S.
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as to how paraphrasing, summary avenue to integrate new and old
learnings.

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Guide in Preparing the

Exemplar
(This does not appear in the actual exemplar.)
and precis can be done and
presented.
 The teacher will ask the learners
on their personal reflection on the
importance of getting the key
ideas and supporting details. This
also includes the reflection on the
importance of paraphrasing and/or
writing down the summary or precis
of an article read and/or listened to.
V. REFLECTION  The teacher will ask the learners The use of reflective learning embedded in
multimodal assessment should not only
to write in their notebook, journal direct feedback process but also
or portfolio their personal insights promote personal reflection processes
about the lesson using the prompts where learners reflect more on their
below. knowledge, skills, attitude/values,
aspirations and actions as contribution in
making the society a better place for all.
I understand that . This allows learners to think about what
I realize that they have thought, read, seen, done and
learned by relating these concrete
. concepts to their
own lives.

JHONATHAN S.
CADAVIDO