4

Quarter 2
Worksheet Lesson

for English 4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 4
Quarter 2: Lesson 4 (for Week 5)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright
holders. Every effort has been made to locate and obtain permission to use these materials
from their respective copyright owners. The publisher and development team do not represent
nor claim ownership over them.

Development Team

Writer/s:
• Myla June T. Patron (Silliman University)
Validator/s:
• Jasper Eric C. Catan (Silliman University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/Topic: Informational Texts

Name: Grade & Section:

I. Activities: Comprehending Linear Informational Text (360 minutes—8 sessions)

II. Objective(s):
a. note important information through outlining (topic, main idea, supporting
details): inductive organization
b. identify text types according to the author’s purpose (e.g., enumeration-
description)
c. draw conclusions based on given information
d. make a summary of a given text

III. Materials Needed: pencil, ballpen, coloring materials

IV. Instructions/Activities
A. Activating Prior Knowledge
A1. Review: Literary Text

Directions: Before we begin our new lesson, let us first have a review of the literary text
type. Fill out the concept map below with ideas that you have learned about literary texts.

In this lesson, you are going to learn about another type of text—the informational text. What do you
think is an informational text? How does it differ from a literary text?

English 4 Quarter 2 1
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

A2. Connecting Prior Knowledge with New Information

Directions: In each item below, write L in the space provided if the given reading material
is a literary text type and I if it is an informational text type. Be ready to share and explain
your answer.

Literary or Informational? Materials

_______________________ 1.

_______________________ 2.

_______________________ 3.

_______________________ 4.

_______________________ 5.

English 4 Quarter 2 2
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Unlocking Content Vocabulary (13 minutes)

B1. Scanning (Pairwork/Groupwork)

Directions: Search for and underline the following words found in the reading passage,
“Your Favorite Seafood and Their Habitats.”

Marine Nursery grounds

Ecosystems Invertebrates
Fisheries Meadows
Semi-salty Ocean floor
Intertidal waters Crustacean

B2. Guessing Meaning from Context

Directions: Match the underlined word in Column A with its meaning found in Column B.
Write your answer in the space before each number.

Answer Column A Column B

Vocabulary Words Meaning/Definition

1. The grouper fish, crabs, and tiger A. A large area covered by grass
prawns are marine creatures that or seagrass
make delicious food.

2. Marine ecosystems are made up of B. An area where the ocean meets

fish, crustaceans, mammals, and the land
other creatures and the
environment they live in.

3. The fishery in our town are rich in C. Animals with hard shells and
fish and other marine resources. several pairs of legs, which
usually lives in water.

4. Semi-salty or brackish water are D. A place where organisms such

not as salty as water in the seas as plants and animals co-exist
and ocean. They are usually and interact with one another
found in mangrove areas or river
bends.

5. Sandy beaches are examples of E. Relating to water or the ocean

intertidal zones.

6. Young fishes grow in nursery F. A place where fish is caught or

grounds like mangrove habitats fishing activities are done
and mudflats.

7. Starfish and sea urchins are G. Animals that do not have a

examples of invertebrates that backbone
live in the ocean.

English 4 Quarter 2 3
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

8. Sea meadows are large seagrass H. The bottom of the sea or the
areas where fishes and ocean
invertebrates live.

9. Seagrass, coral, and seaweed I. Slightly or a little salty; having

grow on the ocean floor. low salt content

10. Shrimps, lobsters, and crabs J. A place or a natural habitat

are examples of crustaceans that support the growth of fish,
that live in the ocean. animals, and other organisms

C. Before You Read: Getting to Know the Topic

The informational text you are about to read talks about the following marine creatures. Can
you name each of them? Do you know what their habitats are?

Directions: Draw a line between each marine creature, its name, and its habitat. Share your
answer with your seatmate.

English 4 Quarter 2 4
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

D. While-reading: Comprehending Linear Informational Texts (Worked Example)

(Collaborative Reading)

Get to know more about marine creatures by reading the informational text titled, Exploring
Your Favorite Seafoods and Where They Live. As you read the text, find out the answers to
the following questions.

Guide Questions:
1. What is the text all about?
2. What do you think is the purpose of the writer for writing the text?
3. What do you think is the message of the text?
4. What type of text do you think it is? Why do you say so?

English 4 Quarter 2 5
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

In conclusion, the grouper fish, crab, squid, tiger prawn, and other marine creatures live in different
ocean habitats where they get rest, nourishment, and shelter. In order to care for these marine
creatures, we need to protect the ocean and the wonderful habitats where they live.1

Comprehension: Topic, Main Idea, and Writer’s Purpose (Group Work)

Directions: Answer each question below based on your

1. What is the text about?

The text is about ____________________________________________________________

____________________________________________________________________________

1Mondragon & Calawag, 2015; Rafferty, 2008; White & Cruz-Trinidad, 1998; NOAA, 2019; The Ocean Portal Team, 2018;
SEAFDE,n.d.; Hutchinson et al., 2014; Cuenca et al.,2015; Reynolds, 2018; Eggersten et al., 2017; Chavez et al., 2013
English 4 Quarter 2 6
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

2. What is the message or main idea of the text?

I think the message of the text is _____________________________________________

_____________________________________________________________________________

3. What do you think is the writer’s purpose?

I think that the writer wrote this text to________________________________________

_____________________________________________________________________________

4. What type of text is the given example? Why do you so?

I think the text is an example of a/an __________________________. I say so because

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Noting Details (Pair/Group Work)

A. Directions: Complete the table below by writing down the information asked.

Marine Creatures Characteristics Habitat

(Write down 2 words/phrases (Write down the habitat of

that describe each marine each marine creature.)
creature.)

Grouper 1. _____________

2. _____________

Crab/Mangrove Crab 1. _____________

2. _____________

Squid 1. ______________

2. ______________

Tiger Prawns 1. ______________

2. ______________

English 4 Quarter 2 7
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Directions: Fill out the fishbone diagram below with the characteristics of the marine
habitats described in the text that you read.

C. Drawing Conclusions and Inferences (Pair/Group Work)

Directions: The following statements are possible conclusions or inferences that we can
make based on the information given in the text. Draw a if the statement can be inferred
or concluded from the text and a , if it cannot be concluded from the text. Draw your
answer in the space before each number.

or ? Statements
1. The coral is a living thing.

2. Crabs can be found in beaches and seashores.

3. The body of water in mangrove areas are not as salty as sea water.

4. Mangrove trees do not grow in dryland because the soil is rich in oxygen.

5. Without seagrasses, mangrove areas and the ocean will not have enough
oxygen.

English 4 Quarter 2 8
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

6. Trash thrown into the ocean can harm marine creatures.

7. The Grouper is a very big fish.

8. May coral reefs in the Philippines have been destroyed due to dynamite fishing.
9. If coral reefs are destroyed, a lot of fish and other marine creatures will lose
their home.

10. Seaweeds need sunlight in order to grow and survive.

D. Making a Summary (Pair/Group Work)

Now that you have thoroughly read and understood the text, you can already summarize the
text that you read. In order to do so, you first need to make an outline of the most important
ideas and details in the text. Do the following tasks.

D1. Outlining
Directions: Complete the outline below by filling in the blanks with details and ideas from
the list in the box.

builds from an animal called coral polyp Lives in muddy and sandy floors of brackish
water
Does not produce flowers and absorb gets food from seagrasses and algae
nutrients through its roots
Digs deep into muddy parts of intertidal reflects the colorful habitat it comes from
waters
has wet and oxygen-deprived soil is the largest source of fish and other seafood
for world fisheries
serves as a nursery ground or temporary Swims in the open ocean
home to young reef fishes
Lives in seagrass beds and meadows Produces and abundant supply of oxygen for
the ocean
Produces energy and food from sunlight Produces seeds and flowers

Your Favorite Seafood and Their Habitat

I. Grouper Fish
A. Characteristics
1. comes in different kinds and colors
2. ________________________________________________________________

B. Habitat: Coral Reef

1. comes in different varieties and forms
2. _______________________________________________________________
3. _______________________________________________________________

English 4 Quarter 2 9
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

II. Crab
A. Characteristics
1. _______________________________________________________________
2. _______________________________________________________________

B. Habitat: Mangrove Forest

1. _______________________________________________________________
2. _______________________________________________________________

III. Squid/Octopus
A. Characteristics
1. _______________________________________________________________
2. _______________________________________________________________

B. Habitat: Seagrasses
1. Has long, green, grass-like leaves
2. _______________________________________________________________
3. _______________________________________________________________

IV. Tiger Prawn

A. Characteristics
1. lives in brackish waters
2. _______________________________________________________________

B. Habitat: Seaweed
1. _______________________________________________________________
2. _______________________________________________________________

D2. Writing a Summary (Pair/Group Work)

Directions: Now that you are done with your outline, you can already write a summary of
the selection, “Your Favorite Seafood and Their Habitat.” Complete the given summary
paragraph below by filling in the blanks with the appropriate list sentence or phrase from
the box.

- The corals that make the reef come in different varieties and colors.
- Crabs live in muddy and sandy floors of brackish water and dig deep into muddy parts of
intertidal areas, like mangrove forests.
- The soil in mangrove forests are wet and are lacking in oxygen.
- They swim in the open ocean and live in seagrasses, a plant that produces an abundant
supply of oxygen for the ocean.
- Seagrasses have long, green, grass-like leaves and produce seeds and flowers.
- Seaweeds are plants that produce energy and food from sunlight.
- It also lives and feeds on seagrasses and seaweeds

English 4 Quarter 2 10
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Summary
Marine creatures, which make delicious food, live in different kinds of ocean habitats.
For instance, the grouper fish or Lapu-Lapu, which comes in different kinds and colors,
reflects the colorful coral reefs where it lives.
____________________________________________________________________________________.
Another marine creature, which makes delicious food, is the crab.
______________________________________________________. Mangrove forests are made up
mangrove trees, growing in semi-salty or brackish waters.
______________________________________________________________________________________
___________.Squids are also marine creatures that are fished for food.
______________________________________________________________________________________
___________. Seagrasses have long, green, grass-like leaves and produce seeds and
flowers. Last but not the least, the tiger prawn. It also lives and feeds on seagrasses and
seaweeds.___________________________________________________________________________.
However, unlike seagrasses, seaweeds do not produce flowers or absorb nutrients
through its roots. In order to care for these wonderful marine creatures, humans must
protect the sea and habitats where they live.

V. Extended Practice (Lesson Activity)

Pre-reading: What Do You See?
A. Directions: Look at the following picture and on the space provided, list down what you
think the picture shows.

English 4 Quarter 2 11
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Directions: Do you like what you see in the picture? In the box below, draw a smiling face if
you like what you see and a frowning face if you do not like what you see in the picture. Then,
explain your answer in 1-2 sentences.

While-reading: Comprehending Non-Linear Informational Texts (Pair/Group Work)

Directions: Read the following infographic poster about the Causes of Marine Pollution and find out
why our oceans are getting dirty and polluted. As you read, try to find out the answers to the
following questions. You may write down your notes on the space beside the poster.

Guide Questions:
1. What does the poster contain?
2. What do you think is the purpose the purpose of the poster?
3. What do you think is the poster’s message or main idea?
4. What are the different causes of marine pollution, as shown in the poster?
5. Why is it important for young people like you learn about the different causes of marine
pollution?

English 4 Quarter 2 12
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

You may write your notes on the space below.

English 4 Quarter 2 13
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Causes of Marine Pollution2

2 Hinto, 2011; Mamba, 2010; Microplastics, 2023; Texas Disposal System, (2023)
English 4 Quarter 2 14
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Post-reading: Comprehending the Text and Noting Details (Pair/Group Work)

A. Comprehending the Text: Topic, Main Idea, and Purpose
Directions: On the blank provided, write you answers to the following questions based on the
poster that you just read.

Questions Your Answers

1. What does the poster contain? The poster contains…

2. What do you think is the purpose of I think the purpose of the poster is…
the poster?

3. What do you think is the poster’s I think the message or main idea of the poster is…
message or main idea?

4. What are the different causes of The different causes of marine pollution are…
marine pollution, as shown in the
poster?

5. Why is it important for young people It is important for young people like to learn about
like you learn about the different the different causes of marine pollution because…
causes of marine pollution?

B. Comprehending the Text: Text Purpose and Text Type (Individual)

The main purpose of the infographic poster is to inform readers of the common causes of
marine pollution. To realize this purpose, the writer uses certain types of text, such as
description and explanation.

English 4 Quarter 2 15
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Directions: Color the marine creature in the box if you think that the infographic poster
uses the given text type. Share and explain your answer with a partner.

Description Narration Explanation

Tells the reader what each Tells the reader of story that Explains why marine pollution
cause of marine pollution is happened in the ocean happens due to the given causes
all about

Enumeration Process or Procedure Argumentation

Lists down the different Describes a step-by-step Shares the writer’s opinion
causes of marine pollution process of how marine about marine pollution and
pollution takes place convinces readers to take action

C. Noting Details (Group Work)

Directions: Fill out the cluster board below with details from the infographic. Write down the
causes of marine pollution next to the numbers and the explanation and examples on the lines
provided.

English 4 Quarter 2 16
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

English 4 Quarter 2 17
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

D. Drawing Inferences and Conclusions (Individual)

D1. Directions: What inferences and conclusions can you draw from the infographic poster?
Put a before the statement if it is an inference or conclusion that you can make from the
poster and a if it is not.

or ? Statements

1. We should avoid using single-use plastics to help lessen marine pollution.

2. People unintentionally cause marine pollution with daily household activities.

3. A lot of marine creatures are dying because of global warming.

4. Oil spill is the most common cause marine pollution.

5. Natural calamities such as typhoons and floods can cause marine pollution.

D2. Directions: It is now time for you to share your own conclusion from the infographic poster
that you read. Complete the sentence below by writing down 1-2 conclusions that you have
drawn based on information you have read about the causes of marine pollution.

Based on what I have read and understood from the poster, I therefore conclude
that___________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

E. Summarizing (Individual Work)

Directions: Draw a in the box before the sentence that best summarizes the Causes of
Marine Pollution, presented in the infographic poster.

1. Plastic disposal, oil spill, and run-offs are the most common
causes of marine pollution that leads to the death of a lot of
marine creatures.

2. Marine pollution is an environmental problem caused by several

factors such as oil spills, throwing of plastic and industrial
wastes into the ocean, sewage disposal, and run-offs.
3.
English 4 Quarter 2 18
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

4. Marine pollution is a serious environmental problem that harms

marine creatures and people in many different ways; therefore, if
this problem will not be solved now, future generations will
suffer.

5. Pollution due to industrial waste and sewage disposal is difficult

to solve because households, factories, and other industries will
keep producing sewage and waste.

Sub-topic 2: Comprehending Informational Texts: Friendly Letter (Worked Example)

English 4 Quarter 2 19
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. While-reading: A Friendly Letter (Pair/Group Work)

Directions: Read the letter below and as you read, find out the answers to the following questions.

Guide Questions:
1. What is the letter about? Who is it for?
2. Why did Mayor Manuel Tiangco Reyes write this letter?
3. What is the main idea or message of the letter?
4. What are the two reasons why your family should join the Green Bay Heroes
campaign?

English 4 Quarter 2 20
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C. Post-reading: Topic, Main Idea, and Supporting Details (Group Work)

C1. Directions: Complete the following sentences by supplying the appropriate information.

1. Mayor Manuel Tiangco Reyes’s letter is about…

2. The purpose of the letter is to…

3. The letter is addressed to…

4. The main idea of the Mayor’s letter is…

5. At the beginning of his letter, the mayor informed the readers about…

6. According to the Mayor’s letter the readers need to act on the given problem now
because…

a. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
b. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7. The Mayor ended his letter by telling the readers to…

8. What are the parts of the friendly letter? Label the following sample letter.

English 4 Quarter 2 21
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

English 4 Quarter 2 22
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C2. Noting Details (Individual/Pair Work)

A. Directions: Complete the outline by filling in the blanks with the appropriate details from the
box.

● Garbage dumped into the ocean can harm people.

● Plastic fills their stomach.
● Sea creatures can get sick.
● Oxygen in the water decreases as garbage fills the ocean, thereby making marine
creatures sick.
● Sea creatures may die.
● Microplastic in the fish that people eat can be harmful to their health.
● Plastic takes a very long time to disappear.

Reasons why people of San Gabriel need to act on the garbage problem now

I. Garbage thrown into the ocean can harm fish and marine creatures.
A. Marine creatures can mistake plastic wastes for food and eat them.
1. ____________________________________________________
2. Plastic cannot be digested.
a. ____________________
b. ____________________
B. _______________________________________________________
II. __________________________________________________________
A. Fish that have swallowed plastic can have microplastics in them.
B. ________________________________________________________

C3. Drawing Conclusions and Inferences (Individual/Pair Work)

Directions: Draw a line across the statements that cannot be inferred or concluded from the
invitation letter that you just read.

1. A lot of sea turtles die due to ingestion or swallowing of plastic waste.

2. People who eat fish with microplastics in their bodies may get very sick.
3. Fish and marine creatures need the right amount of oxygen in order to survive.
4. Nature cannot easily break down plastic materials, unlike dead plants and animals.
5. The Green Bay Heroes Campaign is only for the elementary school kids of San Gabriel.

English 4 Quarter 2 23
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C4. Summarizing (Individual)

Directions: Summarize the invitation letter by ticking (. ) five sentences below that should be
included in the summary.

Garbage problem in the town of San Gabriel has become worse and the town mayor is
inviting families and residents to help by joining the Green Bay Heroes Campaign.
There are two main reasons why the people of San Gabriel must act on the problem now.
First, people are getting very sick because of eating fish and other seafoods that come
from polluted water.
First, garbage, particularly plastic thrown into the ocean can harm marine creatures
because they might swallow this material, mistaking them for food.
Because plastic breaks down very slowly, marine creatures that swallow plastic can
become very sick or even die.
Plastic is made from petroleum and is therefore difficult to break down, so they stay in
the ocean for a long time.
Second, garbage thrown into the ocean decreases the oxygen in the water, and this can
make marine creatures unhealthy.
Second, garbage thrown into the ocean can also harm people because the fish they eat
may have microplastic which is harmful to health.

Sub-topic 2: Lesson Activity (Worked Example) (Collaborative Reading)

The following is a brochure that tells you what the Green Bay Heroes Campaign is all about and
how you can join it. Read the brochure and do the tasks that follow. As you read, find out the
answers to the following questions.

Guide Questions:

1. What information does the brochure contain?

2. What do you think is the purpose of the brochure?
3. What message or main idea does the brochure tell its readers?
4. Why is it important to read this brochure carefully?

English 4 Quarter 2 24
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

English 4 Quarter 2 25
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

English 4 Quarter 2 26
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

A. Comprehension: Topic, Main Idea, Purpose (Pair Work)

Directions: Fill in the blanks and spaces below with the information asked.

English 4 Quarter 2 27
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Noting Details (Pair Work)

B1. Directions: Fill out the table below with the information asked.

Who is the leader What is the purpose When will the Where will the
of the Green Bay of the campaign? campaign be held? campaign be held?
Heroes
Campaign?

Who can join the What can Green Bay What can Green What must Green
campaign? Heroes do to clean Bay Heroes learn Bay Heroes do to
up the shores? from the have fun?
campaign?

B2. You need to prepare for the registration, so you must see to it that all the things you need
are ticked off your checklist.

English 4 Quarter 2 28
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Directions: Below is a “To-Do” list to help you prepare for and register with the Green Bay
Heroes Campaign. Tick off ( ) the items that you need to do. (Individual Work)

C. Expressing One’s Ideas: Writing a Friendly Letter (Individual Work)

You were elected as the youth representative for the Green Bay Heroes campaign and your fellow
kid members need plan on how they can help solve the garbage problem in your town.

English 4 Quarter 2 29
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Directions: Write a friendly letter to your fellow kid members to share with them what you and
your family are doing at home to help lessen the garbage problem in your own little way. Write
your letter on the template provided below. Be guided by the attached rubric as you write your
friendly letter.

English 4 Quarter 2 30
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

V. Synthesis/Generalizations/Reflections

A. Learners’ Takeaways

The students complete open-ended sentences by supplying the concepts and skills that they
have learned from the lesson.

A1. Directions: Recall what you learned from this lesson and fill in the blanks with ideas
and information that will complete each statement.

I have learned that…

● Informational texts are
__________________________________________________________________________
__________________________________________________________________________
________________________________________________________________________

● The main purpose of informational text is to

__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________________

● The types of informational text include

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

English 4 Quarter 2 31
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

● Examples of informational texts are

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

A2. Directions: Through the Venn Diagram below, show the similarities and differences
between literary texts and informational texts.

English 4 Quarter 2 32
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Reflection on Learning

Directions: Share your reflections on the things that you learned from this lesson. Fill in the
table below with the ideas that will complete each statement.

Reflection Prompts Your answer in words or in drawing

I am happy that I learned

about…

What I learned is useful

because…

At home or in my
community, I can use
what learned by…

I wish to learn more

about…

English 4 Quarter 2 33