WS - Q3 - English 4 - Lesson 4 - Week 5-6

4
Quarter 3
Worksheet Lesson
for English 4
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 4
Quarter 3: Lesson 4 (for Weeks 5-6)
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
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nor claim ownership over them.
Development Team
Writer:
• Myla June T. Patron (Silliman University)
Validator:
• 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
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LEARNING ACTIVITY SHEET
Learning Area: English Quarter: 3rd Quarter

Lesson No.: 4 Date:
Lesson Title/ Topic: Informational Texts
Name: Grade & Section:
I. Activities: Reading Informational Texts: Pre-Reading to Post-Reading (360 minutes)

II. Objectives: The learner should be able to:
a. read and comprehend an informational text;
b. note important information through outlining (topic, main idea, supporting
details): inductive organization (pyramid);
c. glean the writer’s purpose:
• to recount;
d. identify text types according to method of development and organizational
structure:
• time order: chronology;
e. draw conclusions and inferences from the text;
f. distinguish fact from opinion (statements of facts, opinions, and fact-based
statements of opinion).
A. Review: Definitions, Purposes, and Types of Informational Texts

Directions: In the space before each number, draw a if the given statement is true and a if it
is false.
or Statements
1. Informational texts contain factual information about a topic.
2. Poems and short stories are examples of informational texts.
3. Brochures are examples of non-linear informational texts.
4. Friendly letters can also be considered as informational texts.
5. Literary texts are creative,, while informational texts are factual in
nature.
6. Descriptive-enumerative essays are informative rather than literary
in nature.
7. Informational texts have main ideas and supporting details.
8. An infographic poster is an example of a linear informational text.
9. Brochures and infographics use pictures and illustrations to show or
support facts.
10. A descriptive-enumerative essays and friendly letters are linear text
types.
English 4 Quarter 2 1
B. Anticipation Guide
What do you think are other types of informational texts? How are other types of informational texts
organized?
Directions: Answer the anticipation guide below to show what you think you already know about
our next lesson. On the “Before the Lesson” column, circle T if you think that the statement is
true and F is you that it is false. Do not answer the “After the Lesson” column yet.
Before the After the

Statements
Lesson Lesson
1. Texts that talk about historical events are

T F T F
considered as informational texts.
2. Texts that describe how something is done

T F or something happens are not considered T F
informational texts.
T F 3. Opinions are based on facts. T F
4. Facts can come in the form of numbers,

T F T F
names, dates, and the likes.
5. Informational texts contains both facts

T F T F
and opinions.
C. Think-Pair Share
Below are pictures that refer to a specific event in Philippine colonial history.
C1. Directions: Work with the partners assigned to you, examine the pictures below and answer
the given discussion questions. Write your answers on the space provided.
Discussion Questions:
1. What do you see in the picture? What do you think is happening?
2. Where do you think event took place? Who do you think were the people
involved?
C2. Directions: Fill in the box below each picture with what you think is the name of the person
shown or the event that is depicted.
C3. Directions: Write your answers to the discussion questions in the space below.
1. What do you see in the picture? What do you think is happening?
2. Where do you think this event took place? Who do you think were the people involved?
D. Unlocking Content Vocabulary

The following words and phrases in the box below represent the key ideas of this lesson. What do
you think each of them means?
Directions: Read each of the following sentences and choose the word/phrase from the box that it
refers to. Write your answer on the blank before each number.
Historical Narrative/Account Order of Organization

Process Description Chronological
Deductive Procedural
Inductive
____________________1. This refers to how ideas are presented or arranged in a piece of writing.
____________________2. It is a type of text that informs readers of how something is done or how
something takes place.
____________________3. It is a way of organizing or arranging ideas/events according to the time or

sequence they happened or occurred.
____________________4. It is a type of text that gives tells of real-life experiences or events and
contains elements of time, place, persons, and culture.
____________________5. It is a type of text that gives instructions or directions. The details are
arranged in sequential order.
____________________6. A form of writing that presents facts first and ends with a generalization.
____________________7. A form of writing that presents the main ideas first, followed by facts and
supporting details.
E. Unlocking Difficulties from the Text

E1. Scanning
Directions: The following words are found in the reading text that you are about to read. Underline
or highlight these words as you find them in the text.
contrary actual settled

invading deserted expedition
spotted crew scouts
approached courtesy figs
E2. Getting Meaning from Context

Directions: Read each sentence and determine the meaning of the underlined word. Then, circle
the letter of your answer from the given choices.
1. The weather today is contrary to what the forecast predicted. It is sunny instead
of rainy.
a. similar b. different c. related d. detailed
2. The actual number of students in the classroom is 25, not 30 as mentioned earlier.
a. imaginary b. real c. large d. colorful
3. After a long day of fishing, Mang Jose and other fishers settled near the shore and ate
boiled purple yam for snacks.
a. climbed b. jumped c. docked d. floated
4. Invading the enemy’s territory, the army bravely marched towards the walled city.
a. protecting b. taking over c. destroying d. coming in
5. The group of scientists embarked on a thrilling expedition to study rare plants in the
Amazon rainforest.
a. argument b. journey c. discovery d. speed
6. The keen-eyed zoo keeper spotted the missing deer trapped in the bushes near the river
and immediately rescued it.
a. saw b. ignored c. covered d. called
7. The cabin crew of the plane made sure that the passengers were safe during the whole
flight. They worked together to take care of the passengers.
a. captain b. team c. waiter d. server
8. The tourist approached the tour guide and asked her for a map.
a. came near b. stayed away c. jumped off d. ran along
9. The young girl showed great courtesy by holding the door open for the elderly lady.
a. rudeness b. shyness c. anger d. kindness
10. The fruit vendor displayed a variety of figs at his stall in the market. Figs have a similar
taste to strawberry.
a. a kind of leaf b. a kind of fruit c. a kind of bread d. a kind of flower
Understanding Informational Texts: Historical Narratives

A. Carousel/Popcorn Reading. Do you know who Ferdinand Magellan is? What do you think
happened after he arrived in the island of Mactan? Find out by reading the historical narrative below.
Directions: With your group, read the following historical narrative about the arrival of Ferdinand
Magellan in Mactan, following the instructions on Carousel Reading. As you read, find out the
answers to the following questions.
Guide Questions:
a. What is the article about?
b. What do you think is the purpose of the writer?
c. What specific details does the writer share in this article? How are the details
organized?
Instructions for Carousel Reading
1. Group yourselves as instructed by your teacher and form a circle.

2. Choose a facilitator who makes sure every member is actively engaged in the activity/discussion,
a documenter(s) who makes notes down important details from the discussion, and sharers who
are tasked to present the groups output.
3. Read the text silently on your own for 5 minutes. After this, let the facilitator your group start
reading the first paragraph. When done reading, the facilitator will randomly choose the next
member to read the second paragraph. As each member reads a paragraph, he/she must also
share the following:
a) what he/she understands;

b) his/her thoughts and feelings towards what he/she understood;
c) why he/she feels or thinks so.
4. Repeat these steps until your group finishes reading the entire text.
B. Comprehension and Noting Details

Directions: With your group, answer the following questions. Write/Draw your answers on the
space provided.
What is the text all about? You may draw What do you think is the purpose of the writer?
or write your answer on the space below. Why do you say so?
What specific details are narrated? How are the details in the text organized?
Write down what you think are the five You may write down your answer or
most important events that happened. draw a shape that illustrates the organization.
C. Text Structure and Organization

Historical Narratives are organized using the time or chronological order. What does this mean?
In order to understand this, do the tasks that follow.
C1. Completing the Narration Pyramid (Group work)

Below is a narrative pyramid which can help you look for important elements and details in the
text.
Directions: Based on the model pyramid on the left column, fill out the pyramid on the right
column with the information asked. You may use the boxes beside the pyramid as extra space for
writing.
Information Asked
1. List down the name or names of the people the text talks about.
2. Write down two characteristics of each of these people that the text talks about.
3. Describe the setting in three words.
4. Write down four important events that happened.
5. Write down the conclusion of the writer.
C2. Creating a Narrative Timeline

In the narration pyramid, you wrote down the most important events in the narrative. A timeline
like the one below is an effective tool for summarizing the important events in a narrative such as
a historical account.
Directions: Fill in each part of the timeline below with the corresponding event found in the
following table.
Events
Magellan’s expedition team spotted the His crew were warmly welcomed by
tallest mountain peak in Samar Island. Filipino natives when they reached the
island of Limasaw. The natives offered
them useful goods and products.
His crew waited until the next day to Magellan set out on an exploration
land on the Island of Homonhon. journey to prove that the world is not
flat.
C3. Time Order/Chronological Order of Ideas

As you can observe from the narration pyramid and the narrative timeline, how is a historical
narrative organized?
The details in a historical narrative are arranged according to the time they happened or took place
within a period. For example, the Battle of Mactan, which happened during the Spanish
colonization period in the Philippines, can be narrated from the time Magellan arrived in Homonhon
until he died in a battle with Mactan chieftain, Lapu-Lapu, and his army.
Moreover, historical narratives tell the readers what happened or took place, so the ideas are
organized inductively, as you can see in the narration pyramid. This means that writer begins with
the details, such as the characters, setting, and events, and ends with the main thought or a
generalization. Review the narration pyramid and see what the writer’s generalization is. In an
inductive text, the generalization is found in the end part.
What other things did you learn about chronological order as a way of arranging ideas in a text?
Write down at least two of them below.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
D. Fishing for Facts and Opinions

In reading informational texts, it is important that you are able to differentiate between facts and
opinions. Facts are statements or ideas that have supporting evidence or for which the text
provides supporting information. On the other hand, opinions express a person or a writer’s
thoughts, feelings, and attitudes towards a topic or idea.
Directions: The following statements are based on the text, Magellan Arrives in Limasawa. Color
the fish yellow if it contains a fact and green if it contains an opinion.
E. Drawing Conclusions and Inferences

Directions: Read each statement below. Write YES if the statement can be inferred from the text
and NO if it cannot be inferred from the text.
Yes/No Statements
1. Magellan may have been pleased with the kindness and hospitality of the
natives.
2. The natives of Homonhon were perhaps happy to receive to receive gifts
from Magellan on their first meeting.
3. The mountain peak that Magellan spotted on the Island of Samar could
be the highest peak in the Visayas.
4. Antonio Pigafetta was the oldest among the crew members of Magellan’s
expedition.
5. The natives of Limasa were not able to bring umay or rice for Magellan and
his crew the following day, as they had promised.
What other conclusions can you make based on the text that you read? Write two of them on the
lines below. Share and explain your answer with a seatmate.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Informational Text 2: Procedural Text

Informational texts such as those found in brochures can contain instructions or describe how
something is done. We call these types of informational texts as procedural texts. Like historical
narratives, procedural texts are organized chronologically.
The following is a procedural text written in a brochure that gives instructions on making a clay
pot. Pottery or pot-making is an ancient Filipino tradition that has been practiced in many parts
of the country, such as Ilocos Sur, until today. Read the brochure titled, Doing Wonders with
Clay, and learn how you can make a pot of a piece of earth. Then, do the activities that follow.
A. Pre-Reading
Directions: Below are illustrations of how ancient Filipino clay pots are shaped like. Then near or
inside each pot, draw or write down what you think ancient Filipinos would store or cook in it.
Share your output with your seatmate.
B. Reading
Directions: Read the brochure and find out the answers to the following guide questions. Then do
the tasks that follow.
Guide Questions:
1. What is the text about?
2. What do you think is the purpose of the writer?
3. What specific details are shared by the writer about the topic?
4. How are the details organized?
C. Comprehension and Noting Details

C1. Directions: With your group, fill-out the diagram below with your answers to the guide
questions.
C2. Directions: Read each question and circle the letter that corresponds to your answer.
1. What did our Filipino ancestors use clay for before modern containers and
refrigerators?
a. building houses
b. sculpting toys
c. storing food and water
d. making furniture
2. Why is it important to gently knead the clay in Step 1?

a. To warm it up
b. To make it smooth
c. To remove air bubbles
d. To add color
3. What does the author compare building the base of the pot to in Step 4?
a. Stacking building blocks
b. Wrapping a present
c. A snail building its shell
d. Weaving a basket
4. What should be done to help the base and clay snake stick together in Step 5?
a. Press them together firmly
b. Score them with water
c. Add glue
d. Decorate them
5. How can you personalize your clay pot in Step 8?

a. Adding tiny animals
b. Carving your initials
c. Using colorful paints
d. All of the above
C3. Directions: Identify the steps in making a clay pot as illustrated in each picture. Choose your
answer from the list below and write it under the Steps column.
Score the base to make it rough. Knead the clay.

Roll the clay, turning it into a clay snake. Layer the clay-snake coil by coil.
Smoothen the pot by giving it a big hug. Slice the clay into halves.
Pictures Steps
D. Text Structure and Organization (Group Work)

D1. Directions: With your group, arrange these steps in the correct order by assigning them numbers
(1-9) starting with the first step and ending with the last, as they appear in the text.
Play with the clay, adjust the coils, and make your pot your own! Add
swirls, stamps, or even your initials – let your creativity shine!
Depending on your clay, let your pot air-dry like a superhero soaking up the
sun, bake it in an oven like a cozy cookie, or take it to a special furnace called a kiln
for extra toughness.
Gently smoothen the inside of your pot, giving it a big hug for strength and
durability. Lean against the outside while you hug – two hands are better than one!
Slice the clay in half and peek inside for any air pockets playing
Score the base and the snake's bottom with a little water, to roughen it a bit.
Gently knead a chunk of clay, making it soft and smooth like dough.
Layer your clay snake, coil by coil. This becomes your pot's bottom – the base of
your pot.
Roll a smaller piece of clay until it forms a long, wiggly snake. This will be your pot's
foundation, strong and ready to build upon.
Wind more clay snake layers around and up, building the walls of your pot. Imagine
it reaching for the sky like a friendly giant!
D2. Chronological organization can also be shown using diagrams. Complete the diagram below
with the steps given in the box. Note that the steps below are similar to the ones in B1, but they
have been rephrased.
a. Slice the clay in half. d. Roll a piece of clay, turning g. Wind more clay snake
it into something like snake or layers around and up to
a rope. build the wall of your pot.
b. Knead a chunk of clay e. Score the base, making it h. Design and adjust the size
rough. of your pot to your liking.
c. Layer the rolled clay, f. Smoothen the inside part by i. Air-dry, bake, or place
coil by coil. giving it a big hug your pot into a kiln.
A. Learners’ Takeaways
Directions: Recall what you learned from this lesson and fill in the blanks with ideas and
information that will complete each statement. You may also use drawings to show your answers.
2 Things I Learned about 2 Things I Learned about Procedural Texts

Historical Narratives
2 Things I learned about 2 Most Important Things

Philippine History and Culture I Learned about Informational Texts
2. 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…
Formative Assessment
Directions: Read the text below and answer the questions or do the tasks that follow.
On a fateful morning in 1521, two powerful men fought in a

battle on the shores of Mactan: Magellan, the brave explorer
with his metal-clad warriors, and Lapu-Lapu, the island chief
with his fierce spearmen. Magellan, backed by another
Filipino chieftain from Cebu name Rajah Humabon,
demanded that Lapulapu should kneel to Spain. Lapulapu
fiercely refused.
Magellan and his men had guns and swords, but the
shallow reef near Mactan made it difficult for them to use
their weapons. Meanwhile, because Lapu-Lapu and his men knew their land and sea well,
they easily and skillfully zipped between rocks and coral. They shot arrows and hurled
spears, aiming for the gaps in Magellan's armor, especially his legs.
Magellan tried to scare Lapu-Lapu by burning down the houses of the natives, but this
only made the Lapu-Lapu and the islanders angrier. During battle, Magellan was hit by
poisoned arrow in the leg, and before he could even draw his sword, Lapulapu's warriors
struck him down.
Though short, the battle was huge. It showed that even powerful armies could be beaten
by brave fighters who knew and love their land. Lapulapu became a hero, a symbol courage
to fight for freedom, and a reminder that courage can defeat even the mightiest foe.
A. Comprehension and Noting Details

Directions: Circle the letter that corresponds to your answer.
1. What type of informational text did you just read?
a. narrative
b. procedural
c. enumerative
d. descriptive
2. Who did Magellan demand to kneel to Spain?

a. Rajah Humabon
b. Datu Zula
c. Lapu-Lapu
d. Pigafetta
3. What advantage did Lapulapu's men have over Magellan's troops?

a. More soldiers
b. Better weapons
c. Knowledge of the land
d. Stronger armor
4. What did Magellan do in an attempt to scare Lapu-Lapu?

a. He fired his cannons.
b. He challenged him to a duel.
c. He offered him gifts.
d. He burned houses.
5. How did Lapulapu's warriors manage to injure Magellan?

a. They shot him with cannons.
b. They attacked him with swords.
c. They aimed for his unarmored legs.
d. They tricked him into a trap.
6. What is the main lesson the author tries to convey about the battle?
a. The importance of using advanced weaponry.
b. The dangers of exploring new lands.
c. The power of courage and knowledge of the land.
d. The inevitability of war between different cultures.
B. Fact and Opinion

Directions: On the blank provided, write F if the statement is a fact and O if it is an opinion, based
on the text.
______ 1. Magellan burned down the houses of the natives to scare Lapu-Lapu.
______ 2. Magellan and his men were not able to use their weapons well because they had difficulty
fighting on the rocky shore of Mactan.
______ 3. If Magellan did not burn down the houses of the natives, he could have become friends
with Lapu-Lapu and the natives of Mactan.
______ 4 It was only right for Lapu-Lapu to not bow to Spain and agree to be under its power.
______ 5. Rajah Humabon bacame friends with the Magellan and supported him when he went to
see to Lapu-Lapu.
C. Drawing Conclusions and Inferences

Directions: Read each question and circle the letter that corresponds to your answer.
1. Why do you think Lapu-Lapu refused to kneel to Spain?
a. He feared Magellan's weapons.
b. He wanted to protect his land and independence.
c. He disagreed with Rajah Humabon's alliance.
d. He believed bowing to Spain would weaken his power.
2. Based on the text, what can you infer about the relationship between Lapu-Lapu and Rajah
Humabon?
a. They were close allies and friends.
b. They had a tense and competitive relationship.
c. Rajah Humabon acted as a mediator between Lapulapu and Spain.
d. Lapulapu's refusal to kneel caused a rift between them.
3. Given the description of the battle, what do you think Lapu-Lapu's warriors were most likely
feeling during the fight?
a. Fear and uncertainty about facing armed intruders
b. Anger and determination to defend their homeland
c. Confusion and surprise at Magellan's unexpected attack
d. Overconfidence and underestimation of the Spanish threat
D. Narrating an Experience through A Friendly Letter

Your school is celebrating its Araling Panlipunan Week with the theme, “Loving Your
Community, Loving Your Country.” As the president of the Araling Panlipunan Club of
your school, you are tasked to write a friendly letter addressed to the student body, telling
them of an inspiring experience where you showed your love for your community and your
country in your own little way. Arrange the details or events in a chronological order. Write
your answer on the space provided below.
Refer to the attached rubric for guidance.
Needs
Excellent Good Developing
Criteria Improvement
(4 points) (3 points) (2 points)
(1 point)
Content Clearly identifies Identifies recipient Briefly identifies Recipient or purpose

recipient and and purpose of recipient and of letter are unclear.
purpose of letter. letter. Shares purpose of letter. Few or no details are
Shares interesting details and Details and shared. Does not
details and experiences, but experiences are connect with the
experiences in a may lack focus or limited or vague. recipient's interests.
personal and clarity. Makes some Shows little to no
engaging way. attempt to connect connection to the
Shows with the recipient's recipient's interests.
understanding of interests.
the recipient's
interests and
responds to them
appropriately.
Organization Letter follows a Letter has a Letter lacks a Letter is poorly

logical and clear beginning, clear structure organized and
structure with a middle, and end, or organization. difficult to
beginning, but the Ideas are follow. Ideas are
middle, and end. structure may presented in a presented
Transitions be somewhat jumbled or randomly or
between ideas unclear or confusing way. without
are smooth and uneven. Transitions are coherence.
natural. Transitions missing or
between ideas ineffective.
may be awkward
or lacking.
Language Uses a variety of Uses appropriate Uses limited Vocabulary and

Use appropriate vocabulary and vocabulary and sentence
vocabulary and sentence sentence structures are
sentence structures, but structures. very limited and
structures. may lack variety Grammar and often incorrect.
Grammar and or creativity. mechanics Numerous
mechanics are Some minor errors may make grammar and
accurate with grammar and the letter mechanics
few or no errors. mechanics difficult to errors make the
errors may be understand. letter difficult to
present. read.
Conventions Follows correct Follows most May have Significant

letter format and letter format and several errors in errors in letter
punctuation. punctuation letter format and format and
Handwriting or conventions. punctuation. punctuation.
typing is neat Handwriting or Handwriting or Handwriting or
and legible. typing may be typing may be typing is very
somewhat messy difficult to read. messy or
or difficult to illegible.
read.

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4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 3rd Quarter

I. Activities: Reading Informational Texts: Pre-Reading to Post-Reading (360 minutes)

A. Review: Definitions, Purposes, and Types of Informational Texts

Before the After the

1. Texts that talk about historical events are

2. Texts that describe how something is done

T F 3. Opinions are based on facts. T F

4. Facts can come in the form of numbers,

5. Informational texts contains both facts

1. What do you see in the picture? What do you think is happening?

D. Unlocking Content Vocabulary

Historical Narrative/Account Order of Organization

____________________3. It is a way of organizing or arranging ideas/events according to the time or

E. Unlocking Difficulties from the Text

contrary actual settled

E2. Getting Meaning from Context

Understanding Informational Texts: Historical Narratives

Instructions for Carousel Reading

1. Group yourselves as instructed by your teacher and form a circle.

a) what he/she understands;

B. Comprehension and Noting Details

C. Text Structure and Organization

C1. Completing the Narration Pyramid (Group work)

C2. Creating a Narrative Timeline

C3. Time Order/Chronological Order of Ideas

D. Fishing for Facts and Opinions

E. Drawing Conclusions and Inferences

Informational Text 2: Procedural Text

C. Comprehension and Noting Details

2. Why is it important to gently knead the clay in Step 1?

5. How can you personalize your clay pot in Step 8?

Score the base to make it rough. Knead the clay.

D. Text Structure and Organization (Group Work)

2 Things I Learned about 2 Things I Learned about Procedural Texts

2 Things I learned about 2 Most Important Things

I am happy that I learned

What I learned is useful

I wish to learn more about…

On a fateful morning in 1521, two powerful men fought in a

A. Comprehension and Noting Details

2. Who did Magellan demand to kneel to Spain?

3. What advantage did Lapulapu's men have over Magellan's troops?

4. What did Magellan do in an attempt to scare Lapu-Lapu?

5. How did Lapulapu's warriors manage to injure Magellan?

B. Fact and Opinion

C. Drawing Conclusions and Inferences

D. Narrating an Experience through A Friendly Letter

Refer to the attached rubric for guidance.

Content Clearly identifies Identifies recipient Briefly identifies Recipient or purpose

Organization Letter follows a Letter has a Letter lacks a Letter is poorly

Language Uses a variety of Uses appropriate Uses limited Vocabulary and

Conventions Follows correct Follows most May have Significant

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