10

Quarter
Lesson 14
1
Lesson Exemplar Lesson

for English 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 10
Quarter 4: Lesson 2 (Week 2)
SY 2025-2026

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 2025-2026. 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 is 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: Cathy Bringuela

Validator: 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 of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]

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ENGLISH/QUARTER 4/ GRADE 10

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
Standards (research report [stage 2] based on literature review) for clarity of meaning, purpose, and target audience as a
foundation for publishing original informational texts.

B. Performance The learners analyze the style, form, and features of informational texts (research report based on literature review);
Standards evaluate informational texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (research report [stage 2] based on literature review) using appropriate forms and
structures that represent their meaning, purpose, and target audience.

C. Learning Learning Competency

Competencies
and Objectives Examining linguistic features as tools to achieve organizational efficiency
EN10INF-IV-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts:
● diction and style
● transition Devices
● sentence Structure and Function
EN10INF-IV-3 Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual,
operational, and expanded definition of words.
EN10INF-IV-4 Extract significant information.

C. Content Examining linguistic features as tools to achieve organizational efficiency

● Diction and Style of a Research Report
● Transition Devices in a Research Report
● Sentence Structure and Function

D. Integration Skills

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II. LEARNING RESOURCES

Review
Difference Between Research Paper and Research Report (bohatala.com)

Unlocking Content Vocabulary

Research reports (unimelb.edu.au)

Diction and Style of Research Report

Research Report - Example, Writing Guide and Types (researchmethod.net)

Effective Transition Words for Research Papers

Effective Transition Words for Research Papers - Wordvice

Solante: Deadly bacterial infection in Japan already recorded in PH

Solante: Deadly bacterial infection in Japan already recorded in PH (msn.com)

Sentence Structure
https://englishsentences.com/sentence-structure/

Sentence Structure Image

sentence structure examples - Search Images (bing.com)

Jeepney driver fined P15,000 for ‘body-shaming’ passenger

Jeepney driver fined P15,000 for ‘body-shaming’ passenger (msn.com)

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III. TEACHING AND LEARNING PROCEDURE NOTES TO
TEACHERS

A. Activating DAY 1 Time allotment: 5

Prior Short Review minutes
Knowledge Students recall the differences between Research Paper and Research Report. Allow the students to
study the infographic
and recall their
answers from the
previous lesson.

B. Establishing 1. Lesson Purpose Time allotment: 40-

Lesson Purpose Students answer the question: Which of the two is easier to produce? Why? 45 minutes
Students will use
THINK, PAIR, SHARE (Activity 1) Worksheet 1.
Question: Which of the two is easier to produce? Why? Teachers will instruct
Research Paper Research Report students to pair with
two of their
classmates. They will
answer the question
given. They will fill
out the table and

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 share their answers
to the class. The
teacher may ask
students
to work with the
same
2. Unlocking Content Vocabulary groupmates from the
previous
Allow the students to be familiar with the words they will encounter for this week’s lesson. activity.

Term Definition Students’ answers

Title It should be brief, topic-specific, and informative, clearly indicating may vary.
the purpose and scope of your study. Include key words in your title Teachers process
so that search engines can easily access your work. students’ responses.
Abstract A concise summary that helps readers to quickly assess the content
and direction of your paper. It should be brief, written in a single
paragraph and cover: the scope and purpose of your report; an Teachers may refer to
overview of methodology; a summary of the main findings or results; the link provided in
principal conclusions or significance of the findings; and the Learning
recommendations made. Resources for more
information and
Introduction It should provide sufficient background to allow the reader to
explanation.
understand and evaluate your study without needing to refer to
previous publications.
Literature Review A critical survey of recent relevant research in a particular field. The
review should be a selection of carefully organized, focused and
relevant literature that develops a narrative ‘story’ about your topic.
Methodology Briefly describe the subjects (if appropriate), any equipment or
materials used, and the approach taken.
Results A concise, factual summary of your findings, listed under headings
appropriate to your research questions.
Discussion This section is where you interpret your results, account for your
findings and explain their significance within the context of another
research.
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 Conclusion Discuss the significance of your findings.
Bibliography A wide list containing all the resources you have consulted (but not
necessarily cited) in the preparation of your work.
Appendices Provide supporting material to your project.

C. Developing and DAY 2 Time allotment: 45-

Deepening SUB-TOPIC 1: Diction and Style of a Research Report 50 minutes
Understanding
1. Explicitation The teacher divides
To activate and identify students’ prior knowledge about the lesson, let them play POP the the class into groups
BALLOON of three (depending
on the class size).
Teacher assigns color
2. Worked Example per group. Students
will get one colored
Discuss the diction and style of research report. balloon soon as the
race begins. Inside
Characteristics of a Research Report: the colored balloons
● Objective are strips of paper
● Systematic containing parts of
● Detailed the research report.
● Accurate Students will race
● Organized and pop each balloon.
They will arrange and
post the strips of
How to Write a Research Report: paper in proper order
● Identify the research question on the board. The
● Conduct research team with the
● Organize your findings greatest number of
● Write the report correct items will be
● Proofread and edit declared as the
winner.
● Include a reference list
For the answer, kindly
refer to Unlocking
Content Vocabulary.
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3. Lesson Activity

PLAY the ROLE (Activity 2)

Teachers may refer to
You were tasked by your teacher to report to class. Discuss the diagram briefly. the link provided in
the Learning
Resources for more
information and
explanation.

DAY 3
SUB-TOPIC 2: Transition Devices in a Research Report Students will use
Worksheet 2.
1. Explicitation
For students to
FILL THE TABLE (Activity 3) demonstrate
Recall transition signals your classmates used in delivering the report yesterday. List each communicative
below and identify its purpose. competence, the
teacher allows few
students to express
themselves orally
Transition Signal Purpose using the diagram on
the left.
Let the audience note
significant

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 comments/
suggestions/reactions
from the delivery of
the speaker. Allow
few of the audience to
share their
observations/s.
Teacher processes
students’ responses.
2. Worked Example
Discuss transition devices in a research report.

Additive Transitions Time allotment: 45-

50 minutes

Students will use

Examples in Research Worksheet 3.
Purpose Common Terms Common Phrases
Writing

“Furthermore, the data shows

Also;
In addition to; As well as; that X is a significant
Adding Additionally;
In fact; Not only…but factor.”“In addition to the
Information Furthermore;
also; As a matter of fact above-mentioned study,
Moreover
Rogers also presents…”

Particularly; For example/instance; “Notably, only two species of

Introducing
Notably; To illustrate; In this fish survive.”“One
/Highlighti
Especially; particular; One example example of this phenomenon
ng
Significantly (of this is) is X.”

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 As for (this); The fact “Considering the amount of
Considering
that; With regards to research in this area, little Teachers may refer to
(this);
(this); On the subject of evidence has been found.” the link provided in
Referencing Concerning
(this); Looking at (this “With regards to the Blue the Learning
(this); Regarding
information); With Whale, its teeth are also the Resources for more
(this)
reference to (something) largest of any mammal.” information and
explanation.

“Likewise, the algorithm was

Similarly; By the same token; In
Showing applied to Y.”“By the same
Likewise; the same way; In a
Similarity token, this principle can be
Equally; similar way
applied to Z.”

That is (to say); In other “There are two

Clarifying/I
words; (To) put (it) factors: namely, X and Y.”“In
dentifying Specifically;
another way; What this other words, the fall of the
Important Namely
means is; This means Empire was caused by over-
Information
(that) expansion.”

Adversative Transitions

Examples in Research
Purpose Common Terms Common Phrases
Writing

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 But; Still; In contrast; On the “However, there is still more
Contrasting/ However; While; contrary; On the research needed.”“On the
Showing Whereas; other hand; …when other hand, the 1997 study
conflict Conversely; (and) in fact; By way of does not recognize these
yet contrast outcomes.”

“Indeed, a placebo is essential

Indeed; Besides; Even more; Above
Distinguishing/ to any pharmaceutical
Significantly; all; More/Most
Emphasizing study.”“Most importantly, the
Primarily importantly
X enzyme increased.”

“Nevertheless, X is still an
Nevertheless; Even so; Even
important factor.”“In spite of
Nonetheless; though; In spite of
this fact, New York still has a
Conceding a Although; Despite (this);
high standard of
point (this); However; Notwithstanding
living.”“Although this may be
Regardless (of (this); Be that as it
true, there are still other
this); Admittedly may
factors to consider.”

Either way; In any “Regardless of the result, this

Dismissing an case; In any event; fact is true.”“Either way, the
argument or Regardless (of) Whatever happens; effect is the same.”“In any
assertion All the same; At any event, this will not change the
rate public’s view.”

Replacing/
Instead (of); (or) “Instead of using X, the
Indicating an (or) at least
rather; scientists used Z.”“Or
Alternative

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 rather, why not implement a
brand new policy?”

Causal Transitions

Examples in Research
Purpose Common Terms Common Phrases
Writing

“Since the original sample

Due to (the fact group was too small,
Since; For; As;
Showing Cause that); For the reason researchers called for more
Because (of the
or Reason that; Owing to (the participants.”“Due to
fact that)
fact); Inasmuch as budgetary demands, funding
will be cut in half.”

“Unless these conditions

If…then; Unless;
In the event that; change, more will need to be
Explaining the Granting (that);
As/So long as; Only done.”“As long as there is
Conditions Granted (that);
if oxygen, there will be
Provided (that)
oxygenation.”

Consequently; As a result (of this); “Therefore, we can conclude

Showing the Therefore; Thus; For this reason; As a that this was an asymmetric
Effects/Results Accordingly; consequence; So catalysis.”“As a
Because (of this) much (so) that consequence, many

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 consumers began to demand
safer products.”

“For the purpose of following

For the purpose(s)
standards, X rule was
of; With (this fact) in
Showing the observed.”“With the current
mind; In the hope
Purpose state of pandas in mind, this
that; In order
study focused on
that/to; So as to
preservation.”

Under those “Otherwise, this effect will

Highlighting the circumstances; That continue into the future.”“All
Importance of Otherwise being the case; In else being equal, the
Circumstances that case; If so; All economic impact of this law
else being equal seems positive.”

Sequential Transitions

Examples in Research
Purpose Common Terms Common Phrases
Writing

“Initially, subjects were

Organizing by Number Initially; Secondly; First of all; To start
asked to write their
Thirdly; with; In the
names.”“First of

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 (First/Second/Third); (first/second/third) all, dolphins are the
Last place smartest creatures in
the sea.”

Subsequently; “Subsequently, subjects

Previously; were taken to their
Showing Continuation Afterwards; rooms.”“Afterwards, they
Eventually; Next; were asked about their
After (this) experiences.”

“Summarizing this data,

it becomes evident that
To repeat; As (was)
there is a pattern.”“As
Summarizing/ (Once) again; stated before; As
mentioned
Repeating Information Summarizing (this) (was) mentioned
earlier, pollution has
earlier/above
become an increasing
problem.”

“Coincidentally, the
By the way; to methods used in the two
Incidentally;
resume; Returning studies were
Digression/Resumption Coincidentally;
to the subject; At similar.”“Returning to the
Anyway
any rate subject, this section will
analyze the results.”

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 To conclude; As a “Ultimately, these results
Thus; Hence;
final point; In will be valuable to the
Ultimately; Finally;
Concluding/ conclusion; Given study of X.”“In
Therefore;
Summarizing these points; In conclusion, there are
Altogether; Overall;
summary; To sum three things to keep in
Consequently
up mind—A, B, and C.”

3. Lesson Activity

CONNECT IDEAS (Activity 4)

Below are different research abstracts. Complete each by providing appropriate transition
devices.

1. Social media has become an integral part of the lives of high school students. With the
widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat,
students can connect with friends, share photos and videos, and engage in discussions on a
range of topics. __________ social media offers many benefits; concerns have been raised about
its impact on academic performance.

2. The findings indicate that most high school students use social media platforms daily, with
Facebook being the most popular platform. The results __________ show a negative correlation
between social media use and academic performance, suggesting that excessive social media use
can lead to poor academic performance among high school students.

3. Participants seemed aware of the potential severity of ill-health following negative health
behaviours, __________ this only appeared to influence behaviour when they believed themselves
as susceptible to the illness. Coping with adversity and social influence were key barriers in
reducing unhealthy behaviours, with perceived barriers outweighing any potential health
benefits.

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4. Participants expressed good mental wellbeing as key in being physically healthy, both directly
and as mediated through health behaviours. __________, participants engaging in unhealthy
behaviours appeared to minimise the potential risks associated with each behaviour. Students
with SEMH difficulties perform negative health behaviours for various reasons including social
influence, enjoyment and coping with adversity. Addressing these factors may help to improve
the health behaviours of this cohort.
Students will use
5. __________ with these prevention efforts, increases in youth use of technology and social media Worksheet 4.
have created a market for social media monitoring companies that use algorithms to analyze
youth social media posts for threats of harm toward themselves or others. Possible Answers:
1. While
2. also
3. yet
4. Finally
DAY 4
5. Along
SUB-TOPIC 3: Sentence Structure and Functions

1. Explicitation

KNOW the LATEST (Activity 5)

Read the article below and answer the questions that follow.
Solante: Deadly bacterial infection in Japan already recorded in PH

The Philippines has also recorded cases of the streptococcal toxic shock syndrome (STSS), a deadly bacterial infection that is
currently rising in Japan, infectious diseases expert Dr. Rontgene Solante said Thursday.

According to Solante, STSS is caused by a common bacteria that causes pharyngitis or inflammation of the pharynx. However,
this bacteria could result in a rare and severe complication when spread into the bloodstream.

This is an infection that starts in the skin. The bacteria would usually enter the blood through a wound. Once it goes into the
blood, it's systemic, your whole body is already affected. The Group A Streptococcus pyogenes bacteria is dangerous.

Solante noted that STSS has a high mortality rate of 30%, meaning an infected person could die within 24 hours after symptoms
start to show.

Among its symptoms are fever, body pain, feeling weak, vomiting, and darkening of the wound, which could eventually lead to
low blood pressure and difficulty in breathing.
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The STSS also commonly affects those with weak immune systems, including the elderly population, and even those with
diabetes and chronic renal failure.

It spreads very quickly in the body of the person infected. It affects the heart, liver, and lungs. It affects multiple organs.
 Processing Questions:
1. What is the primary cause of streptococcal toxic shock syndrome (STSS)?
______________________________________________________________________
2. How does the bacteria causing STSS primarily enter the bloodstream?
______________________________________________________________________
3. What symptoms are associated with STSS?
______________________________________________________________________
4. How is STSS advised to be prevented according to the expert mentioned in
the passage?
______________________________________________________________________
5. How quickly does STSS spread in the body of an infected person?
______________________________________________________________________

2. Worked Example
Discuss Sentence Structure and its function. Provide examples.

Time allotment: 45-

50 minutes

Students will use

Worksheet 5.

Answers:
1. Bacteria
2. Through cuts or
wounds
3. Fever and body
pain

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3. esson Activity 4. Wearing face
masks and washing
wounds thoroughly
IDENTIFY the STRUCTURE (Activity 6) 5. Rapidly
The following sentences are from the article you have read a while ago. Identify each according
to its structure.

__________ 1. Dr. Solante highlighted that several cases of STSS have been detected in the
Philippines, and in Japan, the number has already soared to 900 to 1,000 cases. Teachers may refer to
the link provided in
__________ 2. Vulnerable populations, including the elderly and those with weakened immune the Learning
systems like diabetics and individuals with chronic renal failure, are particularly Resources for more
information and
susceptible to STSS, emphasizing the importance of wearing face masks,
explanation.
thorough wound hygiene, and seeking immediate medical attention upon
experiencing symptoms to mitigate its impact.

__________ 3. STSS is caused by a common bacteria that typically causes pharyngitis but can Students will use
lead to a severe complication when it enters the bloodstream. Worksheet 6.

Answers:
__________ 4. Despite the relatively low number of reported cases in the Philippines, Dr. Solante
1. Compound
cautioned that STSS can spread rapidly, noting a significant increase in Japan 2. Complex
where cases have soared to between 900 and 1,000, underscoring the critical 3. Simple
need for preventive measures such as wearing face masks, thorough wound care, 4. Compound
and immediate medical consultation upon experiencing symptoms like fever, body Complex
pain, weakness, vomiting, and darkening of wounds, which could indicate a rapid 5. Simple
progression to low blood pressure and breathing difficulties, all contributing to
the infection's high mortality rate of 30% within 24 hours of symptom onset.

__________ 5. Symptoms of STSS include fever, body pain, weakness, vomiting, and darkening of
wounds, potentially progressing to low blood pressure and breathing difficulties.

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 A. Making To help students reflect on this week’s lesson, ask them to complete the prompts.
Generalizations
1. Learners’ Takeaways
Directions: Complete the prompts below.

I learned that _______________________________________________________________

I intend to __________________________________________________________________

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

A. Evaluating 1. Formative Assessment Students will use Worksheet 7.

Learning
To assess if students have a deeper understanding of the lesson and have gained Possible Answers:
the target skills, instruct them to highlight at least 3-4 transition signals from Transition Signals
the article below. 1. Additionally
2. Furthermore
To gain comprehension of the lesson and the text, allow students to derive or 3. Moreover
4. In addition
create simple, compound, complex, and compound complex sentences from the
article as well. Sentence Structure
Simple:
Jeepney driver fined P15,000 for ‘body-shaming’ passenger 1. The LTFRB-NCR imposed a
P15,000 fine on Palisan and the
MANILA, Philippines — The Land Transportation Franchising and Regulatory Board (LTFRB) has asked the registered operators of his jeepney.
Land Transportation Office (LTO) to suspend the license of a jeepney driver found to have “body-shamed”
a female passenger in Parañaque City earlier this month. 2. Flora Magtibay, Romeo Guerrero,
and Double A Transport Corp. were
“The Board hereby recommends to the LTO that the driver’s license of Mr. Arneto Palisan be suspended in fined for administrative offenses
accordance with Republic Act No. 4136 (Land Transportation and Traffic Code),” LTFRB-National Capital including employing a discourteous
Region (NCR) director Zona Russet Tamayo said in an order dated June 25 and made public on driver and failure to convey
Wednesday. passengers.
The LTFRB-NCR also imposed a P15,000 fine on Palisan and the registered operators of his jeepney,
namely Flora Magtibay, Romeo Guerrero and Double A Transport Corp.
17 offenses: employing a discourteous driver,
The fine on the operators was for the following administrative
failure to convey passengers, and for the driver’s and his conductor’s unwarranted comments about the
passenger’s physical appearance.
Sentence Structure 3. The driver and conductor also
Simple: received fines for making
_____________________________________________________________________________ unwarranted comments about the
passenger’s physical appearance.
Compound:
_____________________________________________________________________________ 4. According to the order, evidence
presented by Joy Gutierrez during
Complex: the hearing favored her complaint.
_____________________________________________________________________________

Compound Complex:
_____________________________________________________________________________

Compound:
1. The LTFRB-NCR imposed a P15,000 fine on Palisan and the registered operators of his jeepney;
Flora Magtibay, Romeo Guerrero, and Double A Transport Corp. were penalized for administrative
offenses such as employing a discourteous driver and failing to convey passengers.

2. The fine on the operators included penalties for employing a discourteous driver, failing to
convey passengers, and for the driver and conductor making unwarranted comments about the
passenger’s physical appearance; the LTFRB-NCR imposed a P15,000 fine on Palisan and the
registered operators of his jeepney.

Complex:
1. The LTFRB-NCR imposed a P15,000 fine on Palisan and the registered operators of his jeepney,
namely Flora Magtibay, Romeo Guerrero, and Double A Transport Corp, due to administrative
offenses such as employing a discourteous driver and failing to convey passengers, as well as for
the driver’s and his conductor’s unwarranted comments about the passenger’s physical
appearance.

2. According to the order, the evidence presented by the complainant, Joy Gutierrez, during the
hearing of her case “tilts in favor of the complainant,” leading to the imposition of fines on Palisan
and the operators of his jeepney by the LTFRB-NCR.

Compound Complex:
1. The LTFRB-NCR imposed a P15,000 fine on Palisan and the registered operators of his jeepney,
Flora Magtibay, Romeo Guerrero, and Double A Transport Corp., for administrative offenses such
as employing a discourteous driver and failing to convey passengers, while the driver’s and
conductor’s unwarranted comments about the passenger’s physical appearance were also cited
as reasons for the penalties.

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 2. According to the order, which favored the complainant Joy Gutierrez during the hearing of her
case, the evidence presented led to the imposition of a P15,000 fine by the LTFRB-NCR on
Palisan and the registered operators of his jeepney, including Flora Magtibay, Romeo Guerrero,
and Double A Transport Corp., for various administrative offenses, including employing a
discourteous driver and failing to convey passengers.

B. Teacher’s Note observations on The teacher may take note of some

Remarks any of the following Effective Practices Problems Encountered observations related to the
areas: effective practices and problems
encountered after utilizing the
strategies explored different strategies, materials
used, learner engagement and
other related stuff.
materials used
Teachers may also suggest ways to
improve the different activities
learner engagement/
explored/ lesson exemplar.
interaction

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ principles behind the teaching conducted/ facilitated is essential
What principles and beliefs informed my lesson? and necessary to improve practice.
Why did I teach the lesson the way I did? You may also consider this as an
input for the LAC/Collab sessions.
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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