PIVOT 4A Lesson Exemplar Format

(To be Used as MOV for Teachers’ COT)

School Lutucan INHS Grade Level 8

LESSON Teacher Ruth M. Adan Learning Area English
EXEMPLAR Teaching Date June 19, 2023 Quarter Fourth
Teaching Time 7:15-8:15 No. of Days

PIVOT IDEA Lesson Exemplar Format Alignment with the Module

The students will be able to:

1. Share prior knowledge about the topic.

2. Define a paragraph
3. Identify the different principles in writing an
effective paragraph
I. OBJECTIVES
4. Distinguish different patterns used in paragraph
development;
5. Write a paragraph showing ways to preserve the
environment.

The learner demonstrates understanding of: South and

West Asian literature as an expression of philosophical
and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening
A. Content Standards
and viewing materials; word decoding
strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing

The learner transfers learning by composing a variety of

B. Performance Standards
journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech
featuring use of properly acknowledged information
sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic
features, stance, and behavior.

Write a paragraph showing ways to preserve the

C. Learning Competencies or Objectives
environment.

D. Most Essential Learning Competencies MELC: Distinguish parts of a paragraph.

(MELC)
(If available, write the indicated MELC)
E. Enabling Competencies
(If available, write the attached enabling
competencies)
II. CONTENT Paragraph and its parts
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages Quarter 2-Week 2
c. Textbook Pages
d. Additional Materials from Learning
Resources
B. List of Learning Resources for Self-Learning Module
Development and Engagement Activities
IV. PROCEDURES
What I need to know?

• Hook attention/getter: Paragraph pretest

* Creating
A. Introduction • The teacher will ask students to write a paragraph
about something that they did over their mental
health break.

What I know?

• Discovery Approach/Method
* Finally, the teacher will ask students to read their
paragraphs. (This information will be used later to
show how close, or far, they are to writing strong
paragraphs).
• Inductive Approach/Method
• Bits of information will be discussed. The teacher
will activate student’s schema about a good
paragraph base on their writing activity.

What is it?

B. Development • Class Discussion

• *Engaging class discussion shall be done in
delivering the lesson.
• Providing Feedbacks/Recognitions
• Accommodating students’ queries shall be
processed as well as giving of feedbacks
• Experiential Learning
• * After the short engagement with the students,
the teacher will heavily emphasize that a paragraph is
about ONE MAIN IDEA. The teacher will call on a
student to answer the question: "What is a paragraph
about?" The student will respond, "ONE MAIN IDEA.
 What I can do?
• The students will be asked to write a short paragraph
C. Take Engagement about the illustration of two different kind of vacation
getaway.

• Answering of Learning Tasks found in their Learning

Module.
• Provision of additional/enrichment activities.
D. Assimilation
• Construct an effective paragraph applying the essential
parts of a good paragraph.

The learners, in their notebook/ journal/ portfolio, will

write their personal insights about the lesson using the
guide below.

Then and Now: Reflect on what you learned from the lesson by
V. REFLECTION completing the sentence below:
I used to think
…_________________________________________________________.
But now, I think
…________________________________________________________.

Prepared by: Checked by:

RUTH M. ADAN DORIS D. PEÑARANDA

Subject Teacher English Department
Head Teacher IV