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Q3_LE_English 5_Lesson 6_Week 6.pdf..Gr5

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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM 5 Lesson Exemplar for English Lesson 6 Quarter 1 Quarter 1 Quarter 3
Lesson Exemplar for English Grade 5 Quarter 3: 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. 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. 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
1 ENGLISH/QUARTER 3/ GRADE 5 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Standards The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing 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 Standards The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture- appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context (Chinese New Year), and target audience using simple, compound, and complex sentences, and age-appropriate and gender- sensitive language. C. Learning Competencies and Objectives Analyzing Informational Texts 1. Determine statements of fact, opinion, and fact-based statements of opinions from informational texts (EN5LR-III-2). 2. Generate generalizations from informational texts (EN5LR-III-2). 3. Describe how layout affects the meaning of informational text (EN5VR-III-2). D. Content • Generating generalizations • Statements of fact, opinion, and fact-based opinions • Layout of informational texts E. Integration Holiday in Focus: Chinese New Year Values and Skills: Industry, Patriotism, Camaraderie, Unity, National Pride SDG: SDG10 Reduced Inequalities, SDG16 Peace, Justice, and Strong Institutions, SDG17 Partnerships for the Goals II. LEARNING RESOURCES Charles, A., Torn, C., Durant, R., Grant, D., Menon, E., & Turner, B. (2008). Text building skills in English 11-14 student. Heinemann Secondary. Cronin, M. (2009, March 18). 10 Principles of Readability and web Typography — Smashing magazine. Smashing Magazine. https://www.smashingmagazine.com/2009/03/10-principles-for-readable-web-typography/ Experiment with Kitchen Science. (2024, January 18). The Quarto Group. https://www.quarto.com/books/9780711279810/experiment-with- kitchen-science
2 How type influences readability – Fonts Knowledge - Google Fonts. (n.d.). Google Fonts. https://fonts.google.com/knowledge/readability_and_accessibility/how_type_influences_readability John. (n.d.). Fact, opinion, judgement, inference, and argument | English Composition II. https://courses.lumenlearning.com/wm- englishcomp2/chapter/fact-opinion-summary-and-argument/ Journey North Teacher’s Manual. (n.d.). https://journeynorth.org/tm/ReadStrat12.html Layers of Learning. (2022, August 31). Color a map of climate zones. https://layers-of-learning.com/climate/ My Lingua Franca Academy. (2024, January 6). Making generalizations in English. My Lingua Academy. https://myenglishteacher.co.uk/2023/04/07/making-generalizations-in-english/ The Big Pancake Story Book for kids | Bedtime Story Collection | Educational Story book | Adventure Tales for kids | Children’s Story Book. (n.d.). Tradesala. https://tradesala.com/the-big-pancake-story-book-for-kids-bedtime-story-collection-educational-story-book- adventure-tales-for-kids-children-s-story-book World War I Cause and Effect sort - US History. (n.d.). TPT. https://www.teacherspayteachers.com/Product/World-War-I-Cause-and-Effect- Sort-US-History-2983430 Writing@CSU. (n.d.). https://writing.colostate.edu/guides/teaching/co300man/pop12d.cfm III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior Knowledge DAY 1 1. Short Review Have students read each statement carefully and determine whether it is a statement of fact or a statement of opinion. They will write "Fact" or "Opinion" next to each statement. 1. Peace is essential for any nation. 2. The United Nations was founded in 1945. 3. Most people feel that peaceful protests are more effective than violent protests. 4. Norway consistently ranks among the top countries in the Global Peace Index. 5. The absence of conflict is the most important factor in achieving peace. 6. Mother Teresa once said, "Peace begins with a smile." 7. The world would be a better place if all countries get rid of their nuclear weapons. 8. There were over 40 active conflicts worldwide in 2023. 9. Peace treaties are often difficult to implement. 10. Meditation can bring inner peace. Answer Key and Rationale
3 1. Opinion. This statement is based on a belief or value judgment rather than a verifiable fact. Different people might have different views on what is important for a nation. 2. Fact. This is a historical statement that can be verified through documents about the founding of the United Nations. 3. Opinion. This statement reflects a generalization about people's feelings or beliefs, which can vary widely and are not universally verifiable. 4. Fact. This can be verified by checking the Global Peace Index rankings, which are based on specific criteria and data. 5. Opinion. This is a subjective statement that reflects a particular viewpoint about what is most important for achieving peace, which can differ among individuals. 6. Fact. This is a verifiable quote attributed to Mother Teresa, a historical figure whose statements are recorded. 7. Opinion. This statement expresses a belief about the impact of nuclear power to the world, which is an opinion and cannot be proven. 8. Fact. This can be verified by checking reports and data on global conflicts for the year 2023 from reliable sources. 9. Opinion. This statement reflects a general view or belief about the nature of peace talks, which can be seen differently depending on one's perspective. 10.Opinion. While many people may believe in the benefits of meditation for inner peace, this is a belief rather than an objective fact that can be universally verified. B. Establishing Lesson Purpose 1. Lesson Purpose Ask students the following questions: ▪ Have you ever heard something on the news or read something online and wondered if it was true, just someone's opinion, or maybe a bit of both? ▪ Why do you think it's important for us to be able to tell the difference between facts, opinions, and statements that mix both? ▪ How would you categorize these statements? Which is a fact? Which one is an opinion? a. The Earth orbits around the Sun. b. Chocolate ice cream is the best flavor. c. Many people believe that regular exercise improves mental health.' This lesson will make learners categorize statements like these and generate their own generalizations. This skill is useful for writing essays, analyzing information, and even in everyday conversations. Being able to distinguish between these types of statements helps us make informed decisions, think critically about what we hear and read, and communicate more clearly.
4 C. Developing and Deepening Understanding SUB-TOPIC 1: Generating Generalizations 1. Explicitation Present and discuss the three concepts through the summary table below. Statements of Fact Statements of Opinion Statements of Fact-Based Opinion Definition A statement of fact is a statement that can be proven true or false through evidence. Facts are objective and verifiable. A statement of opinion expresses a belief, feeling, judgment, or preference. Opinions are subjective and cannot be proven true or false. A fact-based opinion is an opinion that is supported by facts but still reflects personal interpretation or judgment. Characteristics ▪ Can be checked against evidence ▪ Objective and not influenced by personal feelings ▪ True or false regardless of who states them ▪ Based on personal feelings or beliefs ▪ Subjective and influenced by personal perspective ▪ Cannot be proven true or false ▪ Contains factual elements but also includes personal interpretation ▪ Can be partially verified but includes subjective judgment ▪ Often used to persuade or explain a point of view Examples Water boils at 100 degrees Celsius at sea level. (This can be verified through scientific measurement.) The Great Wall of China is over 13,000 miles long. (This can be measured and documented.) Chocolate ice cream is the best flavor. (This is based on personal preference and cannot be proven.) In my opinion, watching movies is better than reading books. (This reflects a personal judgment and is subjective.) Regular exercise improves mental health, making it important for a happy life. (The fact that exercise improves mental health is supported by research, but the idea that it is important for a happy life is an opinion.) Many experts believe that climate change is the most significant issue facing our planet today. (The fact that many experts believe this can be verified, but the statement also reflects a judgment about the significance of the issue.) Explanatory Notes Facts are statements that can be proven true or false. They are objective, meaning they don't change based on who is stating them or their opinions. For example, 'The Earth orbits around the Sun' is a fact because it is scientifically proven. Opinions express what someone thinks or feels. They are subjective and cannot be proven true or false. For example, 'Chocolate ice cream is the best flavor' is an opinion because it is based on personal taste. Fact-based opinions are a mix of both facts and personal judgment. They are based on factual information but also include an element of interpretation or belief. For example, 'Many people believe that regular exercise improves mental health' combines the fact that people believe this with the opinion that it improves mental health.
5 Activity 1. Fact, Opinion, or Fact-Based Opinion. Read each statement carefully and determine whether it is a statement of fact, an opinion, or a fact-based opinion. Write "Fact," "Opinion," or "Fact-Based Opinion" next to each statement. 1. The Amazon rainforest is the largest tropical rainforest in the world. 2. Reading books is the best way to spend free time. 3. Studies show that regular exercise can reduce the risk of chronic diseases. 4. Blue is the most calming color. 5. Many experts believe that education is important for one’s success. 6. The Pacific Ocean covers more area than any other ocean on Earth. 7. Eating vegetables is more beneficial to your health than eating fast food. 8. Traveling helps people understand different cultures better. 9. The Eiffel Tower is located in Paris, France. 10. Chocolate cake is tastier than vanilla cake. DAY 2 2. Worked Example Generating Generalization Identifying facts, opinions, and fact-based opinions is an important skill to be able to generate generalizations. What is a Generalization? A generalization is a statement that describes a pattern or trend based on several examples or pieces of evidence. For example, if you notice that all the apples you've ever eaten are sweet, you might generalize that 'All apples are sweet.' But remember, not all generalizations are accurate; they need to be based on sufficient evidence. Characteristics of Good Generalizations: • Based on Sufficient Evidence: A good generalization is supported by a wide range of examples, not just one or two. • Not Overly Broad: Avoid making statements that are too broad without enough evidence. • Testable: A generalization should be something you can check or verify through further examples. Markers for Making Generalizations: When making generalizations, certain linguistic markers can help. These words and phrases signal that you are drawing a broad conclusion. Some common markers include: • "Generally," Answer Key 1. Fact. The Amazon rainforest's status as the largest tropical rainforest can be verified through geographical data. 2. Opinion. This statement is based on personal preference and cannot be objectively proven. 3. Fact-Based Opinion. The statement includes the fact that studies show exercise reduces chronic disease risk, but suggests an opinion about the importance of regular exercise. 4. Opinion. This statement reflects a belief about the color blue's effect, which can vary between individuals. 5. Fact-Based Opinion. This combines the fact that many experts believe in the importance of education with the opinion that it is important for one’s success. 6. Fact. The size of the Pacific Ocean compared to other oceans can be verified with geographical data. 7. Fact-Based Opinion. The fact that vegetables are beneficial to health is combined with an opinion that they are more beneficial than fast food. 8. Fact-Based Opinion. While travel can help broaden perspectives, this is a generalization that combines facts with an opinion.
6 • "In most cases," • "Typically," • "Often," • "Usually," • "On the whole," • "For the most part," • "Broadly speaking," Examples: • "Generally, people who exercise regularly are healthier." • "In most cases, students who study regularly perform better on exams." • "Typically, coastal areas have milder climates than inland areas." • "Often, younger children learn languages more easily than adults." • "Usually, cats are more independent than dogs." Guide students in analyzing the examples of drawing generalizations and using markers in stating them. ▪ Dogs bark. ▪ Dogs wag their tails when happy. ▪ Dogs often guard their homes. Generalization: Generally, dogs are protective and expressive animals. ▪ Carrots are rich in Vitamin A. ▪ Spinach contains a lot of iron. ▪ Broccoli is high in fiber. Generalization: Typically, vegetables are rich in essential nutrients. ▪ Many people commute to work by car. ▪ Some people use public transportation. ▪ A few people bike to work. Generalization: In most cases, people use various modes of transportation to commute to work. Activity 2. Making Generalizations Practice. Work in pairs to create generalizations based on the following sets of specific examples. Use the markers discussed. Set 1: ▪ Many birds can fly. 9. Fact. The location of the Eiffel Tower in Paris is a verifiable geographical fact. 10. Opinion. This statement is based on personal taste preferences and cannot be objectively proven. Generalization: "Broadly speaking, most birds can fly and lay eggs." Generalization: "Usually, water changes state at specific temperatures." Generalization: "Typically, students who engage with their studies perform better academically." Suggested Answer Key Set 1: Animals • Generally, cats have retractable claws. • Typically, dogs are loyal companions. • In most cases, birds build nests to lay eggs. Set 2: Foods • Generally, apples are a good source of fiber. • Typically, oranges are rich in Vitamin C.
7 ▪ Some birds, like penguins, cannot fly. ▪ Birds lay eggs. Set 2: ▪ Water boils at 100 degrees Celsius. ▪ Ice melts at 0 degrees Celsius. ▪ Water freezes at 0 degrees Celsius. Set 3: ▪ Students who study often get good grades. ▪ Students who participate in class tend to understand the material better. ▪ Students who do their homework regularly are more prepared for tests. DAY 3 3. Lesson Activity Activity 3. Making Generalizations ▪ Divide the class into small groups or pairs. Each group will work on one set of examples. ▪ Distribute the specific examples to each group. Allow time for groups to review and discuss the examples. ▪ Instruct each group to identify patterns among the examples and formulate a generalization using appropriate linguistic markers. ▪ Facilitate group discussions where students validate their generalizations. Encourage critical thinking by asking about exceptions or alternate viewpoints. ▪ Ask each group to share their generalizations with the class. Compare and contrast different generalizations made by different groups. Refine generalizations based on class discussion and feedback. Example Activity Sets: Set 1: Animals Set 2: Foods Set 3: Activities Example 1: "Cats have retractable claws." Example 1: "Apples are a good source of fiber." Example 1: "Swimming is a good exercise for cardiovascular health." Example 2: "Dogs are often loyal companions." Example 2: "Oranges are rich in Vitamin C." Example 2: "Reading books enhances vocabulary and imagination." Example 3: "Birds build nests to lay eggs." Example 3: "Spinach is high in iron." Example 3: "Playing team sports improves social skills." • On the whole, spinach is high in iron. Set 3: Activities • Generally, swimming is a good exercise for cardiovascular health. • Typically, reading books enhances vocabulary and imagination. • In most cases, playing team sports improves social skills.
8 Activity 4. Making Generalizations from Paragraphs Refer to Learning Activity Sheet for the learners to accomplish. Suggested Generalizations: Generalization: Generally, seasons change the weather and natural environment throughout the year. Generalization: Typically, elementary school subjects help students develop a wide range of skills and knowledge. Generalization: Generally, animals live in habitats that provide them with the necessary resources to survive. Generalization: On the whole, a balanced diet includes a variety of foods that provide essential nutrients for good health. Generalization: Typically, community helpers have jobs that are essential for the safety, health, and education of others. DAY 4 SUB-TOPIC 2: Describe how layout affects the meaning of informational text 1. Explicitation Ask students what they like to read when they want to learn more about something. Do they read magazines? Do read newspapers? Do they read textbooks? Do they read articles online? Ask them what they like about reading those texts. Have students compare and contrast the “look and feel” of these different reading resources. Note how layout help or does not help readers in getting information as they read. 2. Worked Example a. Text Structure and Organization: When we talk about layout, we're referring to how the text is structured and organized on the page. For example, headings and subheadings can give us an idea of the main topics and subtopics covered in the text. They help us understand the hierarchy of information and guide us through the text. If a text has clear headings for different sections, it helps us locate specific information quickly and understand how different ideas are related.
9 Example: Imagine reading a science book where each chapter is clearly labeled with headings like "Introduction," "Materials Needed," "Procedure," and "Conclusion." These headings help us follow the steps of an experiment or understand different concepts without getting confused. b. Visual Elements and Graphics: Visual elements such as pictures, diagrams, maps, and charts also play a crucial role in how we understand information. They can illustrate concepts, provide examples, or summarize data in a way that is easier to grasp than text alone. The placement of these visuals on the page can emphasize key points or highlight important information. For instance, a diagram showing the water cycle can help us visualize how water moves through the environment. Example: In a geography book, a map showing different climate zones around the world helps us understand where hot and cold climates are located. The size and placement of the map on the page can emphasize regions with specific characteristics, such as deserts or rainforests. Source: (Layers of Learning, 2022 https://layers-of- learning.com/climate/) c. Text Features and Formatting: Text features like bold or italicized words, bullet points, and numbered lists also affect how we interpret information. They draw attention to important details or key terms. For example, when we see a word in bold, we know it's essential to understanding the main idea. Bullet points can list steps in a process or highlight key facts. The use of different fonts or colors can also convey mood or emphasis. Example: In a history book, a timeline with important dates highlighted in bold helps us see the sequence of events clearly. Bullet points listing causes and effects of historical events make it easier to understand how one event led to another. Similar examples may be taken from texts familiar to students. To simplify presentation of concept, students can examine examples and the teacher can choose key words/phrases from the explanatory notes. To ensure adherence to various Copyright Laws, teacher is suggested to search a sample image of visual elements and graphics.
10 d.Layout and Readability: The overall layout of a text influences its readability, or how easy it is to read and understand. This includes factors like font size, spacing between lines and paragraphs, and even the length of sentences and paragraphs. A well-designed layout makes it easier for us to stay focused and comprehend the information. Too much text crammed together can be overwhelming, while clear spacing and shorter paragraphs make reading more manageable. Example: A storybook with large, easy-to-read font and plenty of space between lines is more enjoyable to read than one with tiny print and long paragraphs. The layout affects how quickly we can read and understand the story. 3. Lesson Activity Step1. Reviewing a Textbook Page Show a page from a textbook with clear headings, diagrams, and bullet points. Have students notice how the information is organized and presented on the page. They must pay attention to headings, visuals, and text features. A page from the students’ textbook can be a good material. Step 2: Identifying Layout Elements What elements of the layout do you see on this page? How do they help you understand the information? Students identify elements such as headings, a diagram, and bullet points. Step 3: Formulating Generalizations Formulate a generalization about how layout affects our understanding of informational texts. Example Generalization: Generally, clear headings and visual diagrams in a textbook help us understand complex processes like the water cycle more easily. Step 4: Discussing Errors and Corrections Sometimes, errors in layout can make information harder to understand. Imagine if this page had no headings or the diagram was unclear. How would that affect your ability to learn about the water cycle?" (Students discuss how errors in layout could lead to confusion or misunderstanding of the information presented.) To ensure adherence to various Copyright Laws, teacher is suggested to search a sample image of layout and readability. Suggested source: (World War I Cause and Effect Sort - US History) https://www.teacherspayteachers.co m/Product/World-War-I-Cause-and- Effect-Sort-US-History-2983430
11 D. Making Generalizations 1. Learners’ Takeaways Ask your students to complete the table below with the 3 important things they learned this week and how they will use them in real life. 3 things I learned How I will use them in real life What else do I need to learn about this concept? 2. Reflection on Learning Ask your students to answer this question in their reflection journal: How can identifying facts, opinions, making generalizations, and understanding the layout of informational texts help you in your academic and everyday life? How can you improve in these skills? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Learning Formative Assessment For each statement below, identify whether it is a fact (F), an opinion (O), or a fact-based opinion (FBO). 1. Apples are a type of fruit that grows on trees. 2. Chocolate ice cream is the best dessert. 3. The Eiffel Tower is located in Paris, France. 4. Many people believe that summer is the most enjoyable season. 5. Drinking water is essential for human survival. Read each set of statements and choose the best generalization that can be made from them. 6. o Dogs bark when they see strangers. o Dogs wag their tails when they are happy. o Dogs often chase after balls and sticks. Generalization: a. Dogs like to sleep a lot. b. Dogs have playful and protective behaviors. c. Dogs are the most popular pets. Facts, Opinions, and Fact- Based Opinions: 1. F 2. O 3. F 4. FBO 5. F Making Generalizations: 6. b. Dogs have playful and protective behaviors. 7. b. Children enjoy their free time. 8. a. Seasons bring different weather patterns. 9. b. People have different daily routines.
12 7. o Many students enjoy recess time at school. o Children often look forward to weekends. o Kids get excited about school holidays. Generalization: a. Students dislike school. b. Children enjoy their free time. c. Holidays are only for kids. 8. o Flowers bloom in the spring. o Trees shed leaves in the fall. o Snow falls in the winter. Generalization: a. Seasons bring different weather patterns. b. Summer is the best season. c. Trees always have leaves. 9. o John reads every night before bed. o Sarah finishes her homework right after school. o Emily practices piano in the morning. Generalization: a. Everyone loves reading. b. People have different daily routines. c. Practicing piano is fun. 10. o Birds migrate south in the winter. o Bears hibernate during the cold months. o Squirrels gather nuts before winter. Generalization: a. Animals are not affected by seasons. b. Animals prepare for winter in different ways. c. Winter is the best time for animal activity. Answer the following questions about proper layout and readability. 11. Why are headings and subheadings important in a text? a. They make the text look colorful. b. They help organize the information and guide the reader. c. They make the text shorter. 12. How do bullet points improve readability? a. They add extra words to the text. 10. b. Animals prepare for winter in different ways. Proper Layout for Readability: 11. b. They help organize the information and guide the reader. 12. b. They break down information into manageable chunks. 13. b. A diagram or chart 14. b. To draw attention to important terms or concepts 15. b. To make the text more readable and less overwhelming
13 b. They break down information into manageable chunks. c. They make the text harder to read. 13. Which of the following is an example of a visual element that can help explain information better? a. A colorful background b. A diagram or chart c. Fancy fonts 14. What is the purpose of using bold or italicized words in a text? a. To make the text look fancy b. To draw attention to important terms or concepts c. To confuse the reader 15. Why is it important to have enough spacing between lines and paragraphs in a text? a. To fill up the page b. To make the text more readable and less overwhelming c. To make the text look longer B. Teacher’s Remarks Note observations on any of the following areas: Effective Practices Problems Encountered The teacher may take note of some observations related to the effective practices and problems encountered after utilizing the different strategies, materials used, learner engagement and other related stuff. Teachers may also suggest ways to improve the different activities explored/lesson exemplar. strategies explored materials used learner engagement/ interaction others C. Teacher’s Reflection Reflection guide or prompt can be on: ▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did? ▪ 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? Teacher’s reflection in every lesson conducted/ facilitated is essential and necessary to improve practice. You may also consider this as an input for the LAC/Collab sessions.