LESSON GUIDE

ENGLISH
QUARTER III – WEEK 7
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I. Attributes, Curriculum Content, Performance Standard, and Learning
Competencies

A. Attributes Healthy: Be able to practice self-care and healthy habits

Key Stage Empowered Bangsamoro: Takes pride in one's traditions,
Outcome customs, beliefs, history, and cultural identity
(Indicator)
B. Content The learners demonstrate their expanding knowledge of
Standard 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 in order to produce
culture-specific texts based on their purpose, context, and
target audience
C. Performance The learners apply literal and inferential comprehension of
Standard literary and informational texts and produce culture specific
narrative and expository texts (time order: chronology and
procedural, recount) based on their purpose, context
(funerals and symposia), and target audience using simple,
compound, and complex sentences, and age appropriate
and gender-sensitive language
D. Learning Learning Competency
Competency EN4SW-III-LC3
and Objectives
Objectives  Compose appropriate sentences for clarity and
coherence.
 Use adjectives in the comparative and superlative
degrees.
E. Content Adjectives: Degrees of comparison
Writing sentences for clarity and coherence
F. Learning  Printed pictures
Resources  Videos
 Adhesive tape chalk
 Sticky notes
G. References Sama-Bajau People culture and traditions
https://www.youtu.be/jk8FBhXsmxs?si=Yu2JTQu9ian17b
Department of Education. (2023). Curriculum Guide in
English. Prepared by the Department of Education. Bureau
of Curriculum Development, Department of Education,
Philippines.
 Only my English. (2023, June 3).
https://onlymyenglish.com/comparative-adjectives/
British Council. (n.d.)
https://learnenglish.britishcouncil.org/grammar/english-
grammar-reference/comparative-superlative-adjectives
 Department of Education (2023). MATATAG Curriculum
Guide;
 Ministry of Basic, Higher and Technical Education
(2024). Bangsamoro Basic Education Contextualization
Framework;
 Department of Education (2023). MATATAG Lesson
Exemplars

II. Teaching and Learning Procedure

Agreement Toward Successful Learning Experience

After presenting the lesson objectives, the teacher ensures that the learners
agree through the following questions:
 Do you understand the objectives of the lesson?
 Are you ready to commit to staying focused on our objectives and
working together to achieve them?
 What will you do to achieve the objectives?

Empowered Bangsamoro with a Strong Moral Foundation

 (BDA and Contextualized Learning Approach)

A. BEFORE LESSON PROPER

1. Activating Prior Knowledge

Short review (5 minutes)

Video #1: Sama-Bajau People culture and traditions

https://www.youtu.be/jk8FBhXsmxs?si=Yu2JTQu9ian17b

Questions:

1. Who are group of Indigenous people residing primarily in the

Southeast Asian Region?
2. What are the challenges faced by the Sama-Bajau in the modern
world?
3. Where do Sama-Badjau live? Why do you think so?

4. What are their fishing methods?

5. Why do they move from one place to another?

6. What are some of the traditions they have?

2. Establishing Lesson Purpose

1. Establishing Reason for the Lesson

The lesson will focus on developing learners’ skills in composing

appropriate sentences for clarity and coherence using adjectives in the
comparative and superlative degrees. This comes after the lessons on
understanding literary and informational texts.

2. Unlocking Content Vocabulary

Learners will be provided with a text titled Why Tawi-Tawi claims the
distinction of being the earliest home of Islam in the country? Learners,
still in pairs, will be asked to write a word/phrase to define or explain
the highlighted words. The teacher should remind the learners to take
a clue from how the words were used in the sentences in the text.

Empowered Bangsamoro with a Strong Moral Foundation

 Why Tawi-Tawi claims the distinction of being
the earliest home of Islam in the country?
by: Government of Tawi-Tawi

1 Tawi-Tawi was previously part of the province of Sulu. On September 11,

1973, pursuant to Presidential Decree No. 302, the new province of Tawi-Tawi
was officially created, separate from Sulu. The seat of the provincial
government was established in Bongao.

2 The folklore of the Tawi-Tawi Samals holds that the seafaring people came
from the Malay Peninsula. The links with the rest of Southeast Asia are very
strong and these contacts have helped shape the culture and the history of
the islands.

3 Tawi-Tawi claims the distinction of being the earliest home of Islam in the
country. In 1380, Sheik Karim ul-Makhdum established the first mosque on
Philippine territory in Simunul. Makhdum’s tomb in Simunul (others claim
the tomb in sibutu municipality) continues to be revered by Philippine
Muslims. From the time of the Sulu Sultanate’s inception in the 14th
century, Tawi-Tawi had traditionally been part of its realm.

4 During most of the Spanish period in the Philippines, Tawi-Tawi remained

free of western intervention. In 1882, the Spaniards made their first attempt
to control the island group by establishing a garrison on the island. They
withdrew from the islands at the close of the century as a result of the
Philippine Revolution.

5The Americans established control over the islands and incorporated Tawi-
Tawi into the province of Sulu in 1914. Parts of the Tawi-Tawi islands were
repurchased from Spain as a consequence of omissions in the Treaty of
Paris. Sibutu and Cagayan de Tawi-Tawi were bought for an additional
$100,000.

6In 1948, when the Turtle Islands were returned to the Philippines by Great
Britain, they were constituted as part of the island group. The islands
remained part of Sulu until 1973 when the province of Tawi-Tawi was created
through Presidential Decree No. 302.

7 Tawi-Tawi was incorporated into an autonomous regional government for

Western Mindanao in 1979 following agreements with the Moro secessionist
movement. In 1989, the province voted overwhelmingly to become part of
the Bangsamoro Autonomous Region in Muslim Mindanao.

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  Learners will be asked to match the meaning of the highlighted words
by pairing each with its meaning. Remind the learners to base the
meaning from the clue words within each sentence.

Activity 1
Game: Memory Cards
 Group the class into five teams
 Lay down all definition cards on the table.
 Give each member of the team a word card and ask them to find the
definition of each word from the definition on the table.
 The first team to find all the correct definition of their word card wins.

Present the following words and give a brief definition for each:
a. distinction
b. established
c. folklore
d. garrison
e. inception
f. incorporated
g. intervention
h. omissions
i. overwhelmingly
j. peninsula
k. pursuant
l. realm
m. seafaring
n. secessionist
o. tomb
p. traditionally
q. treaty

Reading of the unlocked words

 according to
 agreement or contract
 to bring into existence/set up
 very great in amount or very strong
 a kingdom, the region, sphere or domain
 interfere, mediate, interpose or intercede
 the starting point of an institution or activity

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  a piece of land almost surrounded by water
 a long-established custom, practice or belief
 the use of the sea for travel or transportation
 to include something as part of something larger
 a person or thing that has been left out or excluded
 a difference or contrast between similar things or people
 the troops stationed in a particular location, originally to guard
 a large vault, typically an underground one, for burying the dead
 is passed down from generation to generation and is kept active by the
people in the culture
 a person who favors formal withdrawal from membership of a
federation or body, especially a political state.

B. DURING THE LESSON PROPER

 Ask learners to provide one or two words to describe Tawi-Tawi. In

describing Tawi-Tawi, learners should also be able to explain why they
chose those words. After this quick sharing activity, the teacher will
now introduce the lesson on adjectives and the degrees of comparison.

Adjectives are words that describe or modify nouns or pronoun. They

provide additional information about a person, place, thing, or idea.
Examples: big small wonderful early strong

DEVELOPING AND DEEPENING UNDERSTANDING

Explicitation

Three Degrees of Comparison

 When comparing two (2) adjectives, the suffix -er is added to regular
adjectives to form the comparative degree and -est to form the
superlative degree. Some adjectives change their spelling when forming
their comparative and superlative degrees.

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 Positive degree Comparative degree Superlative degree
(only 1 adjective) (2 adjectives) (3 or more adjectives)

sweet sweeter sweetest

great greater greatest
white whiter whitest
short shorter shortest
brave braver bravest
tall taller tallest
hot hotter hottest
big bigger biggest
sad sadder saddest

 When the adjective ends in -y, the -y is replaced with -i and the suffix
-er and -est are added to form the comparative and superlative
degrees respectively.

Positive degree Comparative degree Superlative degree

happy happier happiest
lonely lonelier loneliest
lively livelier liveliest
busy busier busiest

 Some adjectives form the comparative and superlative degrees by

adding more/less and most/least.

Positive degree Comparative degree Superlative degree

famous bitter more/less famous most/least famous
bitter more/less bitter most/least bitter
courageous more/less courageous most/least courageous
entertaining more/less entertaining most/least entertaining
expensive more/less expensive most/least expensive
unusual more/less unusual most/least unusual

 Other irregular adjectives change their spelling to form their

comparative and superlative degrees.

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 Comparative
Positive degree Superlative degree
degree
good better best
bad worse worst
far (physical distance) farther farthest
far (metaphorical distance) further furthest
old older/elder oldest/eldest

Worked Example
Activity 1
Ask the class to answer their worksheets by completing the given
sentences with the correct adjectives in their comparative or superlative
degree

1. Sulu province is ____________ (large) than

Tawi-Tawi.

2. Tawi-Tawi is also one of the ___________

(busy) province in the Philippines.

3. Tawi-Tawi is the __________________

(peaceful) province in the BARMM Region.

4. Many believe that the Agal-Agal festival is the

____________ (grand) event in Kamahardikaan sin
Tawi-Tawi celebration.

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C. AFTER THE LESSON PROPER

Challenge
Learners will accomplish another activity on the degrees of comparison in
adjectives. This time, learners must base their responses on the information
detailed on the table below. (20-30 minutes)

Comparison among Provinces in BARMM

Province Land Area (2013) Population (2020)
Sulu 4,547.16 km2 (1,755.67 sq.mi) 1,000,108
Basilan 3,224.47 km2 (1,244.97sq.mi) 426,207
Lanao del Sur 3,872.89 km2 (1,495.33 sq.mi) 1,195,518
Tawi-Tawi 1,087.4 km2 (419.8 sq.mi)) 440,276
Maguindanao 9,729.04 km2 (3,756.40 sq.mi) 1,667,258

1. Sulu is _______________ (big) compared to Lanao del Sur.

2. Its land area is even ______________ (wide) than that of Tawi-Tawi.
3. Tawi-Tawi is the ______________ (small) province among the provinces
listed above.
4. Maguindanao, on the other hand, is the _____________ (large).
5. Yet, despite its land area, Maguindanao has the ____________ (many) people
with a population of more than 1.6 million.
6. In comparison to Maguindanao, Basilan has ___________ (few) people by
around 426,276.
7. Tawi-Tawi is also considered to be among the ____________ (peaceful)
province in the BARMM region based on its low crime rates.
8. Basilan is often seen as ____________ (friendly) in terms of accessibility and
development compared to the isolated Sulu.
9. Sulu is an urbanized province in the BARMM region. But compared to Tawi-
Tawi, it is ____________ (urbanized).
10. It was among the places that was the ___________ (damage) when the
Typhoon Paeng hit in October 2022. Fortunately, Maguindanao has
bounced back from this disaster and has continued to be known for its
cultural heritage and natural beauty.

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Lesson Activity (40-50 minutes)

Activity 1

Place

Based on previous lessons, learners will be asked to write an informational

text about their place – either the place where they are residing at, the place
they consider as their hometown, or any place that are close to their heart.
The learners may do a prior research should they need to present specific
information, such as history, culture, and others.

However, the teacher should remind the learners to make the informational
text as personal as possible to avoid simple copy-pasting of texts found from
another source. Applying the lesson on the degree of comparison should also
be observed, while doing illustrations are also encouraged.

While writing, the learners may seek assistance from the teacher when
necessary. After the writing activity, a few learners may be called to present
their writing outputs in front of the class.

MAKING GENERALIZATION
Learners’ Takeaway:
Adjectives are words that describe the qualities of nouns, such as size,
shape, color, or personality. They play a key role in providing details about
the world around us. To make comparisons and show varying intensities of
qualities, adjectives use degrees of comparison, which are divided into three
levels:

1. Positive Degree: This is the base form of the adjective, used when
describing a single noun without comparing it to others.
For example: The tree is tall.
 The positive degree simply states a quality without making a
comparison.

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 2. Comparative Degree: This form is used when comparing two nouns,
showing that one has more or less of a certain quality than the other. For
short adjectives, this is often done by adding "-er"
For example: The tree is taller than the house.
 For longer adjectives, "more" or "less" is added before the adjective

For example: This book is more interesting than that one).

3. Superlative Degree: This is used when comparing three or more nouns
to show the highest or lowest degree of a quality. For short adjectives, this
is formed by adding "-est"
For example: This is the tallest tree in the park.
 For longer adjectives, "most" or "least" is used
For example: This is the most beautiful sunset I've ever seen.

Activity 1
Forming a triad of Comparison
Each triad will prepare a comparison (could be in comparative or
superlative)

Example: I am tall.
You are taller than me.
You are the tallest among us.

III. EVALUATION

1. Reflection on Learning

 Learners will respond to this prompt in their notebooks or in any piece

of clean sheet.

How does knowing

about the degrees of
comparison in
adjectives help me
write better sentences
and texts?

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2. Evaluating Learning
Learners will respond to the following questions.

A. Directions: Encircle the letter of the correct answer.

.
1. The comparative degree of loud is ____.
a. louder b. more loud c. loudest

2. The comparative degree of spicy is ______.

a. spicer b. spicier c. more spicy

3. The superlative degree of difficult is ______.

a. most difficult b. more difficult c. difficulter

4. When used to compare 3 or more nouns, thin becomes _______.

a. thinner b. thinnier c. thinniest

5. In comparing the distance of 2 places, the adjective far becomes ______.

a. farther b. further c. furthest

B. Directions: Complete the sentences by encircling the letter of the correct

answer.

6.There are _______ (many) boys than girls in Teacher Fatimah’s class.
a. many b. more c. most

7. Good music makes a party _____ (lively).

a. livelier b. liveler c. liveliest

8. This green durian is ________ (sweet) compared to that orange.

a. sweet b. sweeter c. more sweet

9. The ____ (far) you drive, the more places you’ll see.
a. farther b. more far c. further

10.Please explain _____(far) so that everyone will understand.

a. farther b. further c. more

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11.According to a study, kids prefer reading online books ______ (many) than
print books.
a. many b. more c. most

12.Select the sentence that is correctly written.

a. Babies sleep longer than kids.
b. Babies sleep more long than kids.
c. Babies sleep the longest than kids.

13. Select the sentence that is correctly written.

a. Goliath was stronger among all the Philistines.
b. Goliath was the strongest among all the Philistines.
c. Goliath was more strong among all the Philistines.

14. Select the sentence that is correctly written.

a. Abdul is the most artistic compared to Al-khan.
b. Abdul is much artistic than Al-khan.
c. Abdul is more artistic than Al-khan.

15. Select the sentence that is correctly written.

a. Your second idea is more good than the first.
b. Your second idea is most good than the first.
c. Your second idea is better than the first.

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 ANSWER KEY:
ACTIVITY- Memory Cards
a. a difference or contrast between similar things or people.
b. to bring into existence/set up.
c. is passed down from generation to generation and is kept active by the
people in the culture,
d. the troops stationed in a particular location, originally to guard
e. the starting point of an institution or activity.
f. to include something as part of something larger
g. interfere, mediate, interpose or intercede
h. a person or thing that has been left out or excluded
i. very great in amount or very strong
j. a piece of land almost surrounded by water.
k. according to
l. a kingdom, the region, sphere or domain.
m. the use of the sea for travel or transportation.
n. a person who favors formal withdrawal from membership of a federation
or body, especially a political state.
o. a large vault, typically an underground one, for burying the dead.
p. a long-established custom, practice or belief.
q. agreement or contract

ACTIVITY 1. Worked Example

1. Larger
2. Busiest
3. Most peaceful
4. Grandest

ACTIVITY –Challenge
1.bigger
2.wider
3.smaller
4.largest
5.most
6.fewer/less
7.most peaceful
8.friendliest
9. less urbanized
10. most damaged

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ACTIVITY –Evaluating Learning

1. louder (a)
2. spicier (b)
3. most difficult (a)
4. thinner (a)
5. farther (a)
6. more (b)
7. livelier (a)
8. more sweet (c)
9. farther (a)
10. further (b)
11. more (b)
12. Babies sleep longer than kids. (a)
13. Goliath was the strongest among all the Philistines. (c)
14. Abdul is more artistic than Al-khan. (c)
15. Your second idea is better than the first. (c)

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