5 English

Lesson
Quarter 1 Quarter
Exemplar for Quarter 11Lesson 6
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for English
Quarter 1: Lesson 6 (Week 6)
SY 2024-2025

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 2024-2025. 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:
• Jasper Eric C. Catan (Silliman University)

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 blr.od@deped.gov.ph.
ENGLISH/QUARTER 1/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing
Standards knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts;
and developing skills in composing and creating text in order to produce culture-appropriate texts based on their
purpose, context, and target audience.
 B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce
Standards culture-appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context
(national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate
and gender-sensitive language.

C. Learning a. Analyzing Informational Texts

Competencies i.differentiate statements of fact and opinions in texts (EN5LR-I-2)
and Objectives ii.generate a summary from informational texts (EN5LR-I-2)
iii.fill out personal data forms (EN5SW-I-7)
iv.describe how color affects the meaning of informational text (EN5VR-I-2)

D. Content
• Statements of fact and opinion

• Summarizing

• Color meanings and communication

E. Integration SDG10 Reduced Inequalities

SDG16 Peace, Justice, and Strong Institutions,

II. LEARNING RESOURCES

Blog post: 15 Engaging Explanatory Writing Prompts. (2016, October 19). K-12 Thoughtful Learning.
https://k12.thoughtfullearning.com/blogpost/15-engaging-explanatory-writing-prompts
K5 Learning. (n.d.). Distinguishing fact from opinion. https://www.k5learning.com/reading-comprehension-worksheets/fourth-grade
4/comprehension-exercises/fact-opinion
Kane, P. (2021, September 8). Let’s make a change: inequality! - National Geographic Kids. National Geographic
Kids. https://www.natgeokids.com/uk/kids-club/cool-kids/general-kids-club/lets-make-a-change-inequality/

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What is Color Symbolism? (2024, March 22). The Interaction Design Foundation. https://www.interaction-design.org/literature/topics/color
symbolism

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

 A. Activating DAY 1 Possible topics for this
Prior Knowledge 1. Short Review (10 minutes) activity:
Explanatory Text Relay
Objective: To collaboratively write an explanatory text as a team.
• How to properly brush
Materials:
your teeth
• Large sheets of paper or whiteboard
• The water cycle
• Markers or pens
• Defining friendship
Activity Steps:
1. Explain the relay activity and review the components of explanatory • My ideal home
texts. 2. Divide students into small groups (ideally with 5 to 6 members)
3. Each group starts with a large sheet of paper. One student writes the introduction, • My best friend
then passes it to the next student, who writes the first step, and so on, until the
text is complete.
4. Each group presents their completed explanatory text to the class.
5. Discuss the strengths and areas for improvement in each text.

B. Establishing 1. Lesson Purpose (5 minutes) Materials Needed:

Lesson Purpose 1. Begin with a discussion about where students encounter informational texts in
• Sample informational
their daily lives. Examples might include reading news articles, filling out
forms, or interpreting signs and advertisements. Show them these examples texts (news articles,
and ask the following guide questions: excerpts from
Guiding Questions: textbooks, brochures)
a. What do these texts provide us?
b. Where do you see informational texts in your everyday life?
c. Why is it important to understand and analyze these texts accurately? 2.
Explain that the ability to analyze informational texts helps us make informed
decisions, communicate effectively, and understand the world around us. Answers:
1. b. The state of
2. Unlocking Content Vocabulary (5 minutes) being unequal or
Instructions: Ask your students to read each sentence carefully and use the unfair
context clues to choose the best definition for the word to be defined. During the 2. a. Treating people
unfairly because of
who they are

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 discussion, ask the students to explain the clues they find in the sentences to 3. a. Related to
derive at an answer. different races or
1. Inequality: In our town, there is inequality because not everyone has the same cultures
access to good schools and parks. 4. a. Special rights or
a) Fair treatment for everyone advantages
b) The state of being unequal or unfair 5. a. Chances to do
c) Having lots of friends something
2. Discrimination: The company was guilty of discrimination when they refused to
hire people just because of their age.
a) Treating people unfairly because of who they are
b) Giving everyone the same opportunities
c) Making new friends easily
3. Ethnic: Our neighborhood is very diverse, with many ethnic groups celebrating
different holidays and traditions.
a) Related to different races or cultures
b) Having lots of fun
c) Being really good at sports
4. Privileges: Having a phone is one of the privileges that not every kid in our
school enjoys.
a) Special rights or advantages
b) Difficult tasks or chores
c) Ordinary, everyday activities
5. Opportunities: Our school gives us many opportunities to join clubs and
participate in activities that we enjoy.
a) Chances to do something
b) Rules to follow
c) Problems to solve

C. Developing Subtopic 1: Statements of Facts and Opinions Access the text here:
and Deepening
Understanding 1. Explicitation (25 minutes) Kane, P. (2021,
Before presenting the text, ask the students to read the following September 8). Let’s
guide questions: make a change:
1) What is inequality, and what are some examples of it mentioned in the text? 2) inequality! - National
How do inequality and discrimination affect individuals and groups in society? 3) Geographic Kids.
What are some ways people and organizations are working to combat inequality and National Geographic
discrimination, according to the text? Kids.
https://
www.natgeokids.co
m/uk/kids-club/cool-

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 4) What other forms of inequality can you see around you? How do you think they kids/general-kids-club/lets
could be addressed? make-a-change-
inequality/
Present and ask your students to read the text Let’s Make a Change:
You may highlight clues
Inequality. After reading, discuss the guide questions. for students to notice
such as underlining them.
After discussing the answers, you may go ahead with this statement:

“Now that we have read and discussed this text, let's move on to an important skill that
will help us better understand and remember what we've read: summarizing.
Summarizing is when we take the main points of a story or article and put them into our
own words in a shorter way. This helps us focus on the most important information and
share it with others quickly and clearly. Let's learn how to summarize this text together!”

Lesson Outline
1. Define Summarizing:
a. Write the definition on the board: "Summarizing is telling the main points of
a story or article in a shorter way."
b. Explain that a summary is like a shortened version of a text, containing only
the most important information.
2. Why Summarizing is Important:
a. Helps us understand and remember what we read.
b. Allows us to share important information with others quickly.
Steps to Summarize:
1. Read the text carefully.
2. Determine what the text is mostly about.
3. Look for the most important details that support the main idea. 4. Use your
own words to write a short paragraph that includes the main idea and key
details.

DAY 2
2. Worked Example A (for summarizing) (15 minutes)
Pair Work:
a. Ask students to read again the text with a partner.
b. Have them highlight or underline the main idea and key details.

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 c. Each pair writes a summary of the text on a summary worksheet (see Guide for discussion:
worksheet).
Statements of Facts:
Sample Summary 1. This is a factual
statement because
The text talks about how everyone should be treated fairly, no matter who they are or inequality can be
what they believe. This is called equality, but sadly, it doesn’t always happen. Inequality objectively observed
means some people don’t have the same rights and chances as others because of things and measured in
like their race, gender, or disabilities. This is called discrimination, and it makes life hard
societies around the
for many people. The text says that inequality needs to stop and tells us that many
people and groups are working hard to make sure everyone has fair rights. One example world.
is Siena, a young Changemaker from Ireland. 2. This is a factual
statement as
3. Worked Example B (for statements of facts and opinions) (15 discrimination based
on these
minutes) You may continue with this statement characteristics is well
documented and can
“We've learned a lot about inequality and the impact it has on people's lives. be empirically verified.
Understanding these issues helps us see the importance of fairness and equality. Now,
let's delve deeper and learn how to distinguish between statements of fact and opinion,
which is crucial when discussing and understanding these important topics. This will help
us better understand the information we come across and form our own informed
views.”

Present the following information from the text. Ask them to observe the
two sets of texts and what they can notice.

1) Inequality is when some people lack the rights, opportunities and fair laws of
others – and it exists everywhere.
2) Unfortunately, in societies all around the world, people are treated differently and
unfairly because of things that make up who they are – things such as race,
nationality, gender, disabilities, age and personal beliefs.
3) Inequality and discrimination create societies where individuals and groups are
put at an unfair disadvantage in life.
4) Everyone should be treated fairly, no matter who they are, what they look like,
where they come from or what they believe. That would be a world of equality –
and wouldn't it be awesome?
5) But sadly, that's not quite how things are today.
6) It all needs to stop!

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 You may use this worksheet to expound your students’ understanding on 3. This is a factual
statements of facts and opinions: statement as there is
ample evidence that
K5 Learning. (n.d.). Distinguishing fact from opinion. inequality and
https://www.k5learning.com/reading-comprehension-worksheets/fourth discrimination lead to
grade-4/comprehension-exercises/fact-opinion disadvantages for
certain groups in
4. Lesson Activity A. (15 minutes) areas like education,
Activity: Fact and Opinion Sorting Game healthcare, housing,
Materials Needed: and opportunities.
a. Index cards or strips of paper Statements of
b. Markers Opinions: 1. This is an
c. Two large, labeled posters or boards: "Facts" and "Opinions" opinion as it expresses a
d. A set of pre-written statements related to justice and inequality (examples belief
provided below) about how the world
Preparation: should be, rather than
1. Write or print out the following statements on index cards or strips of describing objective
paper: Facts:
reality. The statement
a. "The Universal Declaration of Human Rights was adopted by the United Nations in
1948."
also uses subjective
b. "In some countries, women earn less money than men for the same job." language like
c. "Children in many parts of the world do not have access to free "awesome".
education." d. "Nelson Mandela fought against apartheid in South Africa." 2. While this
Opinions: statement is likely
a. "Inequality is the biggest problem in our society today." true, it also
b. "Everyone should participate in efforts to end discrimination." expresses a subjective
c. "Siena is an inspiring young Changemaker." judgment about the
d. "It is unfair when people are treated differently because of their current state of
race." Instructions: equality in the world,
a. Divide the class into small groups and give each group a set of the pre-written using the word
statements.
"sadly".
b. Explain that their task is to sort these statements into two categories: facts and
opinions. c. Allow the students to work in their groups to sort the statements. Walk 3. This is an opinion as
around the classroom to facilitate discussions and provide guidance as needed. it expresses a belief
d. Once all groups have finished sorting, go through each statement as a class. e. about what should
Ask each group to explain their reasoning for categorizing each statement. f. happen, rather than
Discuss any discrepancies and clarify why each statement is a fact or an opinion. stating a fact. The
exclamation point also
suggests an opinion

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DAY 3-4 rather than an
5. Lesson Activity B. (15 minutes) objective statement.

a. Explain to the students that they will be summarizing the press statement from
the student government.
b. Remind them of the steps to summarize; find the main idea, identify key
details, and write a shorter version in their own words.
c. Distribute copies of the press statement to each student.
d. Read the statement aloud as a class.
Press Statement from the Student Government of Princess Bucatan
Memorial Elementary School

Date: June 6, 2024

We, the Student Government of Princess Bucatan Memorial Elementary School, are
excited to announce our plans to stage a mass demonstration to support our school’s
advocacy in combating inequality and bullying on our campus. This demonstration will
take place on June 17, 2024 and will involve students, teachers, and parents coming
together to stand against these serious issues.

Our decision to organize this demonstration is driven by the urgent need to address the
unfair treatment and bullying that some of our fellow students face. Inequality and
bullying create a negative and unsafe environment, preventing students from feeling
accepted and valued. By raising our voices, we aim to promote a culture of respect,
kindness, and fairness for everyone at our school.
We believe that every student deserves to be treated equally, regardless of their race,
gender, abilities, or personal beliefs. Bullying, in any form, is unacceptable and has no
place in our school. Through this demonstration, we hope to spread awareness and
encourage everyone to take a stand against these injustices.

We invite all students, teachers, and parents to join us in this important event. Together,
we can make a difference and create a more inclusive and supportive school
community.

Thank you for your support.

Sincerely,

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Ross Theodore Catuling
President, Student Government
Princess Bucatan Memorial Elementary School

1. Ask students to highlight or underline the main ideas and key details in the press
statement.
2. Discuss the highlighted parts as a class to ensure understanding.
3. Hand out summary worksheets (See worksheet).
4. Have students write a summary of the press statement using the highlighted
information. 5. Ask a few students to share their summaries with the class.
6. Discuss what makes a good summary and provide feedback.

After summarizing the press statement, explain to the students that they will be
participating in a role-playing activity where they pretend to sign up for a mass
demonstration supporting their school's advocacy against inequality and bullying.
Discuss the importance of such demonstrations and how they can bring attention to
important issues and help create change.
Activity: Signing Up for a Mass Demonstration (10 minutes)
Objective: Students will practice filling out forms accurately and understand the
importance of supporting advocacy efforts to end inequality and bullying.
Instructions for the Activity:
1. Explain that each student will need to fill out an information sheet in order to join the
demonstration (See worksheet).
2. Emphasize the importance of providing accurate information and thinking carefully
about their responses to the questions.
3. Hand out the information sheets to each student (see worksheet).
4. Allow students time to fill out their information sheets. Walk around the room to help
and ensure they understand each part of the form.
5. Once everyone has filled out their sheets, bring the class together to discuss their
responses.
6. Ask volunteers to share why they want to join the demonstration and what they hope
to achieve by participating.

Subtopic 2: Color meanings and communication

1. Explicitation
Hook:
a. Show the students a few colorful objects or pictures.
b. Ask them how each color makes them feel or what they think about when they
see each color.

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 c. Example questions: "How do you feel when you see the color red?" "What do You may access this
you think of when you see blue?" reference for deeper
Explain the Importance: discussion. Please note
a. Explain that colors can communicate different feelings and ideas. b. Mention that topics like passion
that colors are used in many places, such as in advertising, traffic signs, and art, and
to convey messages and emotions. sexuality are included. You
Color Meanings: may remove them to fit
Discuss the meanings associated with common colors. Write these meanings on your context.
chart paper as you go through each color.
a. Red: Often associated with strong emotions like love and anger, can mean What is Color Symbolism?
stop or danger. (2024, March 22).
b. Blue: Can represent calmness, sadness, or trust. The
c. Yellow: Often associated with happiness and energy, can also mean Interaction Design
caution. d. Green: Represents nature, growth, and safety.
Foundation.
e. Black: Can signify power, mystery, or sadness.
https://www.interacti
f. White: Often associated with purity, cleanliness, or simplicity.
on
g. Purple: Can symbolize royalty, luxury, or creativity.
design.org/literature/
Color in Communication:
a. Explain how colors are used in everyday communication. topics/color
b. Traffic Lights: Red means stop, green means go, and yellow means slow symbolism
down. c. Advertising: Companies use colors to attract attention and convey
messages. For example, red can make people feel excited and hungry, which is Possible Scenarios:
why it is used by many fast-food restaurants.
d. School and Sports Uniforms: Colors can represent teams and school pride.
• A nice day at the
1. Worked Example beach
Group Poster Creation • A scary house
a. Divide the students into small groups (3-4 students per group).
b. Assign each group a different message or scenario. • A peaceful garden
c. Each group will create a poster using colors to represent their assigned message or
scenario. • A fun party

▪ They should think about which colors best represent the emotions and • A good restaurant
messages they want to convey.
• A fun classroom
▪ Encourage them to draw objects, shapes, or patterns and use colors that
they think best represent the theme.
(To save time, you may
d. Provide example objects or images to help them get started.
provide the uncolored
Presentation and Discussion
scenarios. Let the
a. Have each group present their poster to the class.
students color them
based on the emotions
they want to
convey)
Suggested criteria for
 scoring: Categories:

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b. Ask them to explain why they chose the colors they used and what message they 1. Understanding of
are trying to convey. Color Psychology (10
c. Discuss as a class whether they agree with the color choices and what other colors points)
might have worked. 2. Creativity and Design
2. Lesson Activity (10 points)
Remind your students about your signing up for a mass demonstration 3. Message Clarity (10
activity. In this activity, they will be using their knowledge on color psychology in points)
preparing for the mass demonstration. Below are the instructions: a. Divide the
class into small groups (4-5 students per group).
4. Teamwork and
b. Assign each group a specific theme related to anti-bullying and equality (e.g.,
Participation (10 points)
friendship, kindness, respect, diversity, unity).
c. Have each group brainstorm how to use colors to represent their theme. Encourage 5. Presentation and
them to think about which colors best convey their message and emotions. Creating
Visuals Execution (10 points)
1. Provide materials for each group to create their visual displays, which can
include:
a. Posters: Design posters with powerful messages and colorful illustrations. b.
Banners: Create large banners using fabric or paper, with impactful slogans and
vibrant colors.
c. T-shirts: If possible, have students design T-shirts with fabric markers or paint
to wear during the demonstration.

D. Making 1. Learners’ Takeaways

Generalizations Ask the students to complete this table:

What important learning did you take from the following

discussions? Topics Learning
Statements of fact and opinion
Summarizing
Color meanings and communication

2. Reflection on Learning
• Provide each student with a journal or a sheet of paper.

• Ask them to write a short reflection on the following questions: 1. What did
you learn about color psychology and its impact on communication? 2. How did
 you use colors to convey your message against bullying and inequality during
the demonstration?
3. What was your favorite part of the activity, and why?

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4. How did working in a team help you in this activity?
5. How do you think you can use color psychology in other areas of your life?

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

A. Evaluating 1. Formative Assessment Answer Key:

Learning Part 1: Determining Statements of Fact and Opinion 1. Fact
Instructions: Read each statement carefully. Decide if it is a fact or an 2. Opinion
opinion. Write "Fact" or "Opinion" next to each statement. 3. Fact
1. The sky is blue on a clear day. 4. Opinion
2. Chocolate ice cream is the best flavor. 5. Fact
3. The Great Wall of China is over 13,000 miles long. 6. Opinion
4. Dogs make better pets than cats. 7. Fact
5. The capital of France is Paris. 8. Opinion
6. Summer is the most enjoyable season.
9. Fact
7. Water freezes at 32 degrees Fahrenheit.
8. Reading books is more fun than watching TV.
10.Opinion
9. There are seven continents in the world.
10.Pizza tastes better with extra cheese. Answer Key:
Part 2: Summarizing Passage 1: Lions, powerful cats
known as jungle kings, live in
Instructions: Read each passage carefully. Then, write a brief summary that
prides that hunt and protect
includes the main idea and the most important details. Keep your summaries together. They face threats from
short and to the point. habitat loss and human
activities. Passage 2: Apples,
Passage 1: Lions are known as the kings of the jungle. They are large, powerful available in many varieties, are
cats with impressive manes that make them look even bigger. Lions live in groups popular and healthy fruits that
called prides, which are usually made up of related females and their offspring, can be eaten raw, cooked, or
with a few males. These groups work together to hunt and protect each other. made into drinks, providing
Unfortunately, lions are currently facing threats from habitat loss and human vitamins and fiber. Passage 3:
activities. The Eiffel Tower, built by
Summary: Gustave Eiffel's company for
the 1889 World's Fair in Paris, is
a famous iron landmark
 Passage 2: Apples are a popular fruit that come in many varieties, such as attracting millions of tourists
Granny Smith, Red Delicious, and Fuji. They can be eaten raw, cooked in desserts, annually.
or made into drinks like apple cider. Apples are not only tasty but also healthy,
providing important

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nutrients like vitamins and fiber. The saying "an apple a day keeps the doctor
away" highlights their health benefits.
Summary:

Passage 3: The Eiffel Tower is one of the most famous landmarks in the world.
Located in Paris, France, it was built by Gustave Eiffel's company for the 1889
World's Fair. The tower is made of iron and stands about 1,083 feet tall. Today,
millions of tourists visit the Eiffel Tower each year to enjoy its spectacular views
and unique architecture.
Summary:

2. Homework (Optional)
Some of the activities in this lesson exemplar can be given as a homework
depending on your preference.

B. Teacher’s Note observations Effective Practices Problems Encountered The teacher may take note of
Remarks on any of the some observations related to
following areas: the effective practices and
problems
encountered after utilizing
strategies explored the different strategies,
materials used, learner
materials used engagement and other
related stuff.
learner
engagement/ Teachers may also suggest
interaction ways to improve the different
activities explored/lesson
others exemplar.
 C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
This lesson design What principles and beliefs informed my lesson? essential and necessary to
component prompts Why did I teach the lesson the way I did? improve practice.
the teacher to You may also consider this as
▪ students an input for the LAC/Collab
record relevant
What roles did my students play in my lesson? sessions.
observations
and/or critical What did my students learn? How did they learn?
teaching events that ▪ ways forward
he/she can reflect on

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to assess the What could I have done differently?
achievement of What can I explore in the next lesson?
objectives. The
documenting of
experiences is
guided by possible
areas for
observation
including teaching
strategies
employed,
instructional
materials used,
learners’
engagement in the
tasks, and other
notable instructional
areas. Notes here
can also be on tasks
that
will be continued
the next day or
additional activities
needed.
Teachers can be
provided with notes
on which particular
lesson component(s)
they can focus on.
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