4

Quarter
Quar 3
Learning Activity Sheet
Quarter 1
Lesson

for English 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 4
Quarter 3: Lesson 5 (Week 5)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the
implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
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designated scope is strictly prohibited and may result in appropriate legal actions and
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nor claim ownership over them.

Development Team

Writers: Esper L. Feliciano, Myla June T. Patron

Validators: Cristina M. Padilla, Jasper Eric C. Catan, PNU-RITQ Development Team

Management Team
Philippine Normal University
Research Institute 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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[email protected].
 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 3rd Quarter

Lesson No.: 5 (Week 5) Date:

Lesson Title/ Topic: Comprehending Informational Texts

Name: Grade & Section:

I. Activity No. 1: Comprehending Informational Texts

-Noting details though the Story grammar
-Tools for Deeper Understanding
-Text Devices for Visualization

II. Objective(s):

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.
7. recount/narrate an event or experience or describe a process in relation to a given
theme.

III. Materials Needed:

activity kit, cardboard, activity sheets, concept charts, instruction cards, markers, pens

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IV. Tasks and Instructions:

TASK 1. Review Activity

Instruction: In the space before each number, draw a if the given statement is true and a if it
is false.

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TASK 2. Lesson Purpose

Instruction: Look at the pictures. Then answer the following questions.

• What do you see in the picture?

• What do you think is happening?
• Where do you think this event took place?
• Who do you think were the people involved?

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TASK 3. Unlocking Vocabulary

Instruction: 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 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

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TASK 4. Understanding informational texts

Instructions: Read the historical text on Magellan’s arrival in Homonhon. Be guided by the following
guide questions as you respond to the succeeding activity.

• What is the narrative about?

• What do you think is the purpose of the writer?
• What specific details does the writer share in this article? How are the details organized

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TASK 5. Narrative Pyramid and Narrative Timeline

Directions for the narrative pyramid: Fill out the narrative pyramid with the information asked.
Boxes beside the pyramid may be used as extra space for writing.

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.

Directions for the narrative timeline: Present in a

chronological manner the four important events you
identified earlier in the narrative pyramid. You may
refer to the sample timeline in coming up with your
own narrative timeline.

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TASK 6. Fishing for facts and opinions

Instruction: Determine whether each statement is a fact or an opinion.

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TASK 7. Drawing conclusions and inferences

Instruction: 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?
______________________________________________________________________________________________
______________________________________________________________________________________________
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TASK 8. Evaluating learning

Instruction: Read the text below and answer the questions 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.

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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 c. enumerative
b. procedural d. descriptive

2. Who did Magellan demand to kneel to Spain?

a. Rajah Humabon c. Lapulapu

b. Datu Zula d. Pigafetta

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

a. more soldiers c. knowledge of the land

b. better weapons d. stronger armor

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

a. He fired his cannons. c. He offered him gifts.

b. He challenged him to a duel. d. He burned houses.

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

a. They shot him with cannons. c. They aimed for his unarmored
legs.
b. They attacked him with swords. 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 c. The power of courage and

advanced weaponry. knowledge of the land.
b. The dangers of exploring new d. The inevitability of war between
lands. 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.
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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

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