4

1
Lesson Exemplar Quarter 3
Lesson

for English 4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 1: 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 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:
• 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 of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards 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.

B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-
Standards 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.

C. Learning Listening/Reading and Speaking/Writing (informational text) (8 Sessions)

Competencies
and Objectives Learning Competency 1: Comprehend informational texts
Lesson Objectives: At the end of the lesson, the learners should be able to
1. note important information through outlining (topic, main idea, supporting details): inductive organization
(pyramid);
2. glean the writer’s purpose:
a. to recount;
b. to entertain;
c. to inform, explain, describe;
3. identify text types according to the method of development and organizational structure:
a. time order: chronology;
b. time order: procedural;
4. draw conclusions and inferences from the text;
5. distinguish fact from opinion (statements of facts, opinions, and fact-based statements of opinion);
6. produce a summary of a given text.

Learning Competency 2: Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive)

for one’s purpose, context, and target audience.
Lesson Objectives: At the end of the lesson, the learners should be able to
7. recount/narrate an event or experience or describe a process in relation to a given theme.

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 C. Content Understanding Informational Texts
A. Historical Narrative (Time Order: Chronological)
1. Comprehension and noting details (topic, main idea, purpose, supporting details)
2. Determining textual structure and method of development: Inductive (pyramid)
3. Distinguishing fact from opinion
4. Drawing conclusions and inferences
5. Summarizing the text
B. Process Description (Time Order: Procedural)
1. Comprehension and noting details (topic, main idea, purpose, supporting details)
2. Determining textual structure and method of development: Inductive (pyramid)
3. Identifying text types and author’s purpose
4. drawing conclusions
Describing an Event or Process Using Appropriate Text Types
Writing 1) a friendly letter; 2) a journal; 3) a procedural or sequential diagram based on a given theme
(e.g., cultural identity, patriotism)

D. Integration Cultural Identity and Patriotism

II. LEARNING RESOURCES

Alterio, D., Carr, J., & Miller, L. (2012). Text genres brace map: Grades 6-12 ELA and Literacy in HST (Content Areas).
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/ascdexpress/7.21grades6-12-fig1.PDF
The battle of Mactan. (2022). Pinoy Stories. https://pinoystories.com/the-battle-of-mactan-lapu- lapu-and-ferdinand-magellan/
Circumnavigation of the globe by Ferdinand Magellan. (n.d.). Britannica. https://www.britannica.com/biography/Ferdinand-
Magellan/Circumnavigation-of-the-globe
Patterns of organization. (n.d.). http://faculty.washington.edu/ezent/impo.htm
Purdue University Global. (2024). Inductive vs. deductive writing. Academic Success and Writing Resource Center and Blog.
https://purdueglobalwriting.center/2015/02/25/inductive-vs-deductive-writing/

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Stephen Reid and Dawn Kowalski. (1994-2024). Organizing Documents. The WAC Clearinghouse. Colorado State University.
https://wac.colostate.edu/repository/resources/writing/guides/organizing/#:~:text=Organization%20in%20writing%20is%20how,affects
%20how%20readers%20interpret%20ideas
Taylor, P. (2018). Six key elements of historical narrative. diyMFA. https://diymfa.com/writing/elements-historical-narrative/
TEAL. (2024). Procedural texts: Year 7, Levels C1 and C2. Victoria State Government. https://teal.global2.vic.edu.au/annotated-units-of-
work/unit-7-procedural-texts/
University of Toledo. (n.d.). Process analysis. https://www.utoledo.edu/al/english/programs/composition/studio/pdf/Process_Analysis.pdf
Valencia College. (n.d.). Organizational patterns in academic writing. Communication Service Support Center

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review 1. The teacher ensures

Knowledge The learners review the definition and purposes of informational text and its that the key ideas from
organizational structure. They also review how informational texts differ from literary
the previous discussion
texts. The teacher gives the following review activity as pair work. The teacher may start
such as the difference
by saying, “Before we talk about another type of informational text, let us first review
between literary and
what we have already discussed about it by answering the given activity.” informational texts,
descriptive-enumerative
Definitions, Purposes, and Types of Informational Texts
text as a type of
Directions: In the space before each number, draw a if the given statement is true
informational text (this
and a if it is false.
was discussed in
quarter 2, week 5), and
friendly letter as an
informational type of
text. Moreover, the
teacher must also
review concepts related
to critical reading such
as

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 a. Main ideas (the
central thought of
the text around
which all other ideas
revolve; the main
thought that the
writer intends to
share with his/her
intended audience;
b. Supporting Details
(ideas/sentences
2. Schema Activation: Anticipation Guide that explain,
What do you think are other types of informational texts? How are other types of expound on, provide
informational texts organized? examples to support
the main idea);
Directions: Answer the anticipation guide below to show what you think you already c. Conclusions and
know about our next lesson. On the “Before the Lesson” column, circle T if you think inferences (ideas
the statement is true and F if you think it is false. Do not answer the “After the Lesson” that may not be
column yet. stated in the text but
can be derived based
Before the After the on given facts);
Statements
Lesson Lesson d. Outlining and
1. Texts that talk about historical events are Summarizing
T F T F
considered informational texts. (outlining as a
2. Texts that describe how something is done strategy for noting
T F or something happens are not considered T F details and
informational texts.
determining textual
T F 3. Opinions are based on facts. T F organization;
4. Facts can come in the form of numbers, summarizing as a
T F T F reader’s way of
names, dates, and the likes.
5. Informational texts contains both facts presenting the main
T F T F
and opinions. idea and the major
supporting details

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 The teacher instructs the learners to keep their answers in mind as they go through the and conclusion of
lesson to verify or try to correct them. At the end of the lesson, they will answer the same the text).
activity to check and show what they have learned from the lesson.

B. Establishing 1. Lesson Purpose 1a. The teacher must

Lesson Purpose a. Drawing on the Anticipation Guide activity, the teacher introduces historical ensure to smoothly
narratives or accounts as another type of informational text. The teacher can transition from the
introduce the topic by saying, “In the Anticipation Guide activity, you were asked if Anticipation Guide
historical accounts or narratives are considered as informational texts. What do you activity to the
think is the answer? If you answered True, then you are correct. Historical Lesson purpose by
accounts/narratives are considered informational text types. Why do you think this is
asking the
so? To answer this question, we will read about a significant event in Philippine
suggested questions
history.”
on the left.
b. The teacher then shows the learners a picture of a picture of the Battle of Mactan 1b. The teacher must
and asks the following questions: call on a few pairs
1. What do you see in the picture? What do you think is happening?
to share their
2. Where do you think this event took place? Who do you think were the people
answers to the class
involved?
and must engage
the students in a
The learners are to answer these questions through a Think-Pair-Share activity. The lively discussion of
teacher pairs off the learners and provides them with the activity sheet. the topic.

Think-Pair Share
Below are pictures that refer to a specific event in Philippine colonial history.

Directions: Work with the partners assigned to you and examine the pictures below.
Then, 1) answer the given discussion questions. Write your answers in the space
provided; 2) Fill in the box below each picture with what you think is the name of the
person shown or the event that is depicted.

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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?

6
 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 event took place? Who do you think were the people
involved?

c. The teacher then tells the learners that before they read the text about the Battle of
Mactan, important vocabulary items will be unlocked.

2. Unlocking Content Area Vocabulary

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

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____________________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.
3. Unlocking Difficulties from the Text
A. 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 crew expedition
spotted courtesy figs
approached

B. 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.

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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 zookeeper 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

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 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

C. Developing and SUB-TOPIC 1: Historical Narratives 1a. It is important to

Deepening engage the learners
Understanding Explicitation
in connecting this
A. Drawing on the previous lesson, the teacher introduces a historical narrative as new concept with
another form of informational text in the context of the lesson titled, “Honoring Our the previous
Heritage.” The teacher may say the following: concepts learned.
The teacher must
“Earlier, we were talking about a historical narrative. What type of text do you think a allow the learners
historical narrative is?” to share what they
already know
B. The teacher will then initiate the reading of the historical narrative, presenting the about news
motive questions and the guide questions to the learners beforehand. reports, as they
answer the prompt
questions.

1b. The guide

questions must be
written on the
board or on the
worksheet, or
shared through
Worked Example 1: Historical Narrative
PPT.
2a. Close Reading. The teacher may initiate the reading activity by asking the following
questions before the learners are instructed to read: Do you know who Ferdinand
Magellan is? What do you think happened after he arrived on the island of Mactan? Find
out by reading the historical narrative below.

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Directions: Read the following historical narrative about the arrival of Ferdinand
Magellan in Mactan and do the tasks that follow. As you read, find out the answers to the
following questions.

Guide Questions:
a. What is the narrative 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?

2b. Round-Robin/Popcorn Reading

Mechanics:
1. The class is divided into groups of four members. Each group forms a circle. 2b. The teacher must
2. The teacher instructs each group to assign a facilitator who makes sure every ensure that the
member is actively engaged in the activity/discussion, a documenter(s) who mechanics are properly
makes notes down important details from the discussion, and sharers who are executed. Instructions
tasked to present the group's output. must be written down
3. First, the members of each group are given 5-10 minutes to read the text, so that the learners
depending on the teacher’s assessment of the learners’ reading rate. have the opportunity to
4. After 10 minutes, the facilitator starts reading the first paragraph and then review or clarify them.
randomly calls on the next member to read the second paragraph.
5. The same process is followed until the group finishes reading the text. As each
member reads a paragraph, he/she must also share a) what he/she understands;
b) his/her thoughts and feelings towards what he/she understood; and c) why
he/she feels or thinks so. The process is repeated until the group finishes reading
the text.

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 This can be done in
groups or in pairs. It is
important to let the
learners share their
answers and
explanations.

Processing also needs

to be ensured.

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Lesson Activity
a. Comprehension and Noting Details. After reading the text, the learners write
down their answers to the guide questions and do the Noting Details activity.
Below is the activity.

Directions: With your group, answer the following questions. Write/Draw your answers
in the space provided.

It would be best to have

the learners draw the
pyramid on a piece of
cartolina or Manila
paper.

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2c. Text Structure and Organization (Summarizing and Retelling the Narrative—
Creating a Narrative Pyramid). The learners work with their groups in accomplishing
the narrative pyramid and the narration timeline. From this activity, the teacher draws
the learners’ attention to the chronological structure of the historical narrative. 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 names 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 main idea of the writer.

The teacher can add

more details to the
timeline, as long as it is
based on the model
text.

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2d. 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
His crew were warmly welcomed by
Magellan’s expedition team spotted the
Filipino natives when they reached the
tallest mountain peak in Samar Island.
shore. The natives offered them useful
goods and products.

His crew waited until the next day to land Magellan set out on an exploration journey
on the Island of Homonhon to prove that the world is not flat.

It is important to tease
out ideas and answers
from the learners first
before the teacher
provides input. Teacher
feedback should lead
students into
synthesizing
information learned.

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2e. Time Order/Chronological Order
The teacher uses noticing or questioning techniques to draw learners’ attention to the
chronological organization of the narrative text. The teacher may ask the following
question:

As you can observe from the narration pyramid and the narrative timeline, how is a
historical narrative organized?

Then, based on the discussion, the teacher reinforces the learners’ understanding by
providing a common definition. The teacher may use the following:

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.

The teacher can show

this on PPT or Manila
paper to reinforce what
the learners have
already shared as an
output of the activity.

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 This can either be done
individually or in pairs.

2f. Distinguishing Fact from

Opinion. Using the text as
springboard, the teacher
initiates discussion on how to
distinguish fact from opinion.
The learners are presented with
statements that are based on
the text and are asked to tell
whether each is a fact or
opinion. The title of the activity
is Fishing for Facts and
Opinions.

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2g. Drawing Conclusions and Inferences
2g.1. Using the learners’ comprehension of the text as springboard, the teacher initiates
discussion of another critical reading skill, i.e., drawing conclusions and inferences from
the text. The students are presented with statements that are based on the text and are
asked to tell whether these are inferable or not from the text.

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. This can be done
individually or in pairs.

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.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2g.2. The learners are then asked to share their generalizations on how to draw
conclusions and inferences from a text. The teacher then provides further explanations
and guidelines on how to draw conclusions and inferences from a text to reinforce the
learners’ understanding of the topic.

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SUBTOPIC 2: Procedural Text
The teacher initiates discussion of the procedural text type, particularly the process
description. The teacher introduces process description as an informational text written
for a different purpose, which the learners have to glean as they read the sample text.
Before reading the text, the following guide questions are presented to the learners. Jigsaw reading is
recommended here, so
Guide Questions: that learners can work
1. What is the text about? collaboratively and
2. What do you think is the purpose of the writer? master specific parts of
3. What specific details are shared by the writer about the topic? the text, at the same
4. How are the details organized? time.

Worked Example 1: Procedural Text

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A. Comprehension and Noting Details (Group Work)
The learners are given 10 minutes to read the narrative and another 5 minutes to
answer the guide questions using a graphic organizer/process diagram. Through the
discussion, the learners must be able to point out the similarities and differences
between a narrative and a procedural text in terms of content, purpose, and
organizational structure. The learners are asked to share their outputs with a
seatmate.

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B. Comprehension and Noting Details

B1. Directions: With your group, fill out the diagram below with your answers to the
guide questions.

B2. 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

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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

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C. Text Structure and Organization (Collaborative)
C1. The students show the organizational structure of the text by filling out a
procedural diagram. The teacher chooses 2-3 groups to share their output with the
class.

C2. Text Structure and Organization (Group Work)

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!

23
 C3. 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 like the
ones in B1, but they have been rephrased.

d. Roll a piece of clay, turning g. Wind more clay snake

a. Slice the clay in half. it into something like a snake layers around and up to build
or a rope. the wall of your pot.
e. Score the base, making it h. Design and adjust the size
b. Knead a chunk of clay
rough. of your pot to your liking.

c. Layer the rolled clay, f. Smoothen the inside part by i. Air-dry, bake, or place your
coil by coil. giving it a big hug pot into a kiln.

C4. The teacher provides further explanations and summarizes important points from
the presentations to reinforce learners’ understanding of the structure and
organization of procedural texts.

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D. Making 3. Learners’ Takeaways The learners should be
Generalizations Directions: Recall what you learned from this lesson and fill in the blanks with ideas given the opportunity to
and information that will complete each statement. You may also use drawings to share and discuss their
show your answers. answers with each
2 Things I Learned about Historical 2 Things I Learned about Procedural other, after they have
Narratives Texts worked on this activity
individually.

2 Things I Learned about Philippine 2 Most Important Things I Learned

History and Culture about Informational Texts

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4. Reflection on Learning (Individual)
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…

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning 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.

27
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.

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 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 became 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.

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 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. 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 identify the The recipient or
the recipient and and purpose of the recipient and purpose of the letter
purpose of the letter. Shares purpose of the is unclear. Few or no
letter. Shares details and letter. Details and details are shared.
interesting details experiences but may experiences are Does not connect
and experiences in lack focus or clarity. limited or vague.

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 a personal and Makes some Shows little to no with the recipient's
engaging way. attempt to connect connection to the interests.
Shows with the recipient's recipient's interests.
understanding of interests.
the recipient's
interests and
responds to them
appropriately.

Organization The letter follows The letter has a The letter lacks The letter is
a logical and beginning, a clear structure poorly organized
clear structure middle, and end, or organization. and difficult to
with a but the Ideas are follow. Ideas are
beginning, structure may presented in a presented
middle, and end. be somewhat jumbled or randomly or
Transitions unclear or confusing way. without
between ideas uneven. Transitions are coherence.
are smooth and Transitions missing or
natural. 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.

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 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.

E. Teacher’s Note observations on

What worked well with What areas needed
Remarks any of the following
the learners? improvement?
areas:

strategies explored

materials used

learner engagement/
interaction

others

F. Teacher’s 1. What areas or activities worked well with you as a teacher/facilitator, and those that
Reflection you find challenging? Cite examples to support your ideas.

2. If you were to improve the lesson as well as the materials and strategies used, how
would you do so? Support your answer with examples and explanations.

3. What are your insights and takeaways in implementing this lesson?

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