4

Quarter
Quar 3
Learning Activity Sheet
Quarter 1
Lesson

for English 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 4
Quarter 3: Lesson 1
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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Development Team

Writers: Esper L. Feliciano

Validators: Cristina M. Padilla, 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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IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 3rd Quarter

Lesson No.: 1 (Week 1) Date:

Lesson Title/ Topic: Literary and Informational Texts

Name: Grade & Section:

I. Activity No. 1: Comprehending Literary Texts

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

II. Objective(s):
SUB-TOPIC 1: NOTING DETAILS THROUGH THE STORY GRAMMAR
1. Note important details of a story/literary text (story grammar) through;
1.1 Distinguishing the characteristics of a sequential type of plot
1.2. Inferring the use of the author’s point of view (first person, second person, third
person)
1.3. Inferring setting, theme, and genre
2. Summarize story events through plotting events and details in a constructed story grammar.
3. Sequence through an illustration at least 6 events of a story/literary text.
4. Differentiate fantasy from reality.

SUB-TOPIC 2: TOOLS FOR DEEPER UNDERSTANDING

1. Interpret the main idea.
2. Explain drawn out conclusions.
3. Make predictions about the outcome of events.
4. Apply the important story elements to one’s schema through relating it to observed
circumstances (make connections)

SUB-TOPIC 3: TEXT DEVICES FOR VISUALIZATION

1. Analyze sound devices by differentiating assonance from onomatopoeia and alliteration.
2. Use words with literal (denotative) and implied (connotative) meanings in sentences to
describe details in a literary text read.

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: Read the following sentences. Notice the words in bold. What do you notice?

With a slow swooshing, the stories fluttered from the bahag.

Amazed Abeong is in awe of the beautiful bahag.

Read the next sentence. Notice again the words in bold. What do you notice?

Abeong and his friends danced, clapped and stamped at the yard.

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TASK 2. Unlocking Vocabulary

Instruction: Read the following sentences and pay attention to the words in bold and in italics.
Using the context clues that are provided in each sentence, encircle the appropriate meaning of the
highlighted words.

1. The events done by a main character can be presented through a first-person author's point
of view using nouns such as "I," "we," and "us." Author's point of view refers to __________.

a. the way the story is presented b. the events of a story

2. For the story to be properly understood, the teacher presented it in a sequential plot. She
began by introducing the characters, then narrated the various events in which the
characters solved a problem, and ended with how the problem was solved. Sequential plot
refers to __________.

a. two or more events presented at b. the arrangement of events in a

the same time story

3. After reading the story, the learners were asked to draw conclusions by examining the
events in the story, the possible meaning of these events, and why these events occurred.
Draw conclusions means __________.

a. making meaning out of what is b. to say what will happen in the

not clearly stated future

4. To be able to draw or infer conclusions, the denotative or dictionary meaning of words used
in a story must be analyzed. Denotative means __________.

a. literal meaning b. implied meaning

5. Aside from the denotative meaning of words, the connotative meaning used in a story
should also be analyzed. Connotative means __________.

a. literal meaning b. implied meaning

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TASK 3. Identifying details of a story or literary text

Instructions: Read the literary text The Story of the Rainbow. Refer to the guide questions as you
read the text.

1. Who are the characters in the story? How was the story presented?
2. What happened in the story? How were the events in the story narrated?
3. What is the ending of the story? What message can you get from the story?
The Story of The Rainbow
(An Indian Legend)

Once upon a time, all the colors in the world started to quarrel; each claimed that she was the
best, the most important, the most useful, the favorite...

Green said: "Clearly I am the most important. I am the sign of life and of hope. I was chosen for
grass, trees, and leaves ---without me all the animals would die. Look out over the countryside and
you will see that I am in the majority."

Blue interrupted: "You only think about the earth, but consider the sky and the sea. It is water
that is the basis of life and the clouds draw this up from the blue sea. The sky gives space and
peace and serenity. Without my peace you would all be nothing but busybodies."

Yellow chuckled: "You 're all so serious. I bring laughter, gaiety and warmth into the world. The
sun is yellow, the moon is yellow, and the stars are yellow. Every time you look at a sunflower the
whole world starts to smile. Without me there would be no fun."

Orange started next to blow her own trumpet: "I am the color of health and strength. I may be
scarce, but I am precious for I serve the inner needs of human life. I carry all the most important
vitamins. Think of carrots and pumpkins, oranges, mangoes and papaws. I don't hang around all
the time, but when I fill the sky at sunrise and sunset, my beauty is so striking that no one gives
another thought to any of you."

Purple rose to her full height. She was very tall and spoke with great pomp: "I am the color of
royalty and power. Kings, chiefs and bishops have always chosen me for I am a sign of authority
and wisdom. People do not question me -they listen and obey."

Indigo spoke much more quietly than all the others did, but just as determinedly: "Think of me, I
am the color of silence. You hardly notice me, but without me, you all become superficial. I
represent thought and reflection, twilight and deep waters. You need me for balance and contrast,
for prayer and inner peace."

And so the colors went on boasting, each convinced that they were the best. Their quarreling
became louder and louder. Suddenly there was a startling flash of brilliant white lighting; thunder
rolled and boomed. Rain started to pour down relentlessly. The colors crouched down in fear,
drawing close to one another for comfort.

Then Rain spoke: "You foolish colors, fighting among yourselves, each trying to dominate the rest.
Do you not know that Creator made you all? Each for a special purpose, unique and different.
Creator loves you all. Join hands with one another and come with me. Creator will stretch you
across the sky in a great bow of color, as a reminder that Creator loves you all, and that you can
live together in peace -a promise that Creator is with you. A sign of hope for tomorrow." And so
whenever Creator has used a good rain to wash the world and a rainbow appears in the sky, let us
remember to appreciate one another.
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TASK 4. Summarizing the identified details in The Story of the Rainbow

Instructions: Using the template below, summarize the text The Story of the Rainbow.

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TASK 5. Purpose Task: Reading Proper

The following are images from the story that will be read today.

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THE MAGIC BAHAG

Cheeno Marlo Sayuno

“Im-pa-pas-ta-kun-rag-sak, Ya-a-ay, e-la e-la-lay,” Abeong sighs between sighs

and whispers as the jeepney treads the rough roads downhill. It is only in Pasil, his
hometown, where he ever has had friends, and now, they are leaving the place forever.
The song plays on Abeong’s head like a symphony trapped by a wall that is his
skull. He tries to sleep only to be awakened by the jeepney bumps and jumps. He just
then looks outside, but as the sun greets the day with its rays that warm the skin of the
early-morning travelers, he feels like it is bidding him goodbye, teasing him even. For
him, he will never see this giant ball of warmth the way he sees it from the mountain
side of Pasil. Whether Tabuk will give him the same view, he does not know or care.
“Nana, do we really have to do this?” Abeong asks his mother, holding tighter to
her as the jeepney turns to a curve.
His mother sighs, “this is the only way. We can’t stay in Pasil forever. There is a
good opportunity for your father, and we cannot let it pass.”
“But we’re alright, aren’t we? I am okay with Tata’s hunt and the camote tops.”
“This is for the better”, his mother concludes.
Abeong looks away, gazing at the view of the hillside, where trees and roofs
appear like parches of an unfinished Silanbituon blanket, reminding him even more of
Pasil. E-la-lay, ya-ay-i-lay. The voices of his friends resonate in his head again, bringing
back their laughter after Lindayaw, the youngest girl, would jokingly belt out the last line
of the song, even when she knows that singing is not her talent.
“But my friends, they have been my friends for years.”
“You will have more friends in Tabuk, don’t worry,” his mother tells him as she
ruffles his coconut-husk-like hair. “The school there is big. You can have all the friends
you want.”
His Nana’s embrace always gives him comfort, but this time, no matter how he
tries, Abeong cannot get Pasil out of his head. Everything he sees and hears reminds him
of Pasil.
The huts clutching on the hillside remind him of the Binayon hut that they have
for a school Which twenty pupils filled with laughter in chorus. It reminds him of the
early mornings that they spent with Ms. Legaspi, a teacher volunteer from Manila, when
they would read tales about the bullied skinny kid who saved the town or the engkantada
from the lake, who fell in love with the chieftain’s son.
The chirping of the crickets echoes in his mind the same harmony that used to
be his only company during hide and seek, until someone would find him camouflaged
with a pool of dry leaves or hidden behind a bunch of gabi plants. The cascading river
connects him to the splashes of water when he and his playmates would swim and catch
fish after class.
The tweeting of the birds now joins that of the crickets, humming in his heart
the songs he and his friends used to sing. In fact, the folk song they learned before he
left keeps on resonating in his head.
Abeong knows that he has to understand everything, as Nana told him, but what
can he do? He is starting to hate everyone even more as the view of Pasil becomes smaller
and smaller. He hates those men in orange polo shirts who visited their village to recruit
men who would work for a construction project in Isabela, near the boundaries of Tabuk
City. He hates the elders of their little community who let the families decide on their
own accord. He hates his Tata for accepting the offer just because he had no other job
other than hunting. When he can no longer see Pasil, tears start welling up in his eyes,
he rubs them off.
“Nana, do I have extra shorts that I can use for school tomorrow?”Abeong asks
his mother who is hanging washed clothes that Sunday afternoon, a week after they
moved from Pasil.
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“Well, yes,” his mother says, “but why? You can wear your bahag. The school
allows pupils to wear it.”
Rumpling the end of the bag he is wearing, Abeong says, “I don’t want to wear
my bahag.”
“And why is that?”. Her mom faces him, hands on her waist, a little taken aback.
“Nothing. I just don’t want them to laugh at me.” He says plucking out a loose
thread from his bahag.
“They will not laugh at you’, her mother assures him as she hangs a blanket on
the clothesline.
“They would, just like in Ms. Legaspi’s stories. Just please let me wear shorts,
Nana.”
Abeong watches his bahag and tee-shirt, hanging by the window, fluttering as
the wind blows from outside. He has been tossing and turning on their papag for almost
an hour now, as he is not yet comfortable in their makeshift bunkhouse. His banig back
home would still do a better job lulling him to sleep. Aside from that, he fears tomorrow’s
first day of classes.
“You have to sleep early, you know,” his father speaks, sitting beside him.
“I know Tata. I close my eyes, and still, I can’t sleep.” Abeong tries closing his
eyes even harder.
“Let me tell you, Abeong,” Tata says, “you don’t have to worry about tomorrow.
But if you still do, then I think it’s time.”
“Time? For what? Abeong’s forehead curls, puzzled by what his father is trying
to say.
His father rummages under their bed, reaching for a small box with lizard-
symbol prints and a padlock.
“Is that a present? New shorts?”
His father shakes his head. “This is a bahag. But mind you, this is not an
ordinary one. This was worn by my father and my father’s father and my father’s father’s
father. It has been passed from one generation to the next.”
As Tata opens the lock, Abeong pouts. He does not want to wear bahag
tomorrow, let alone wear an old one. He thinks that the already-threadbare bahag would
be stinking because it was kept inside the box for years, and Nana would have to wash
it first. There is no way that he is going to wear it. Not tomorrow. Not ever.
But the moment his father lifts the Kalinga bahag from the box. Abeong marvels at it like
it is a treasure from a huge chest all moldy and damp after being taken from the depths
of the engkantada’s lake. The bahag is like no other; the red cloth glistens before
Abeong’s eyes, and the patterns of black, white, and yellow play in that red stream. To
him, the old bahag is magical.
“It was when I wore this bahag that I started becoming the best hunter in Pasil.
I was a short boy and I was clumsy, not even able to catch a chicken,” his father shares,
his eyes shining with excitement, “but this bahag made me become strong and confident.
There was a mysterious magic spell that I cannot explain whenever I wear this. The same
happened to our forefathers when they owned this.”
“Wow!” Abeong exclaims, his eyes widening. “And now, it is all yours,” Tata says
as Abeong reaches for the family treasure.
Abeong’s worry turns to thrill when he wakes up the next day. He takes a bath
right away, and wearing his new bahag, he rushes to school. He feels an unexplainable
energy flowing through his veins as he walks, chin up and hands swaying, even galloping
by the sidewalk. This bahag is indeed magical, he tells himself.
“Good morning, my name is Mica,” a little girl starts off the introduction portion
in their first subject.
“Hello. My name is Carlo.” “I am Jessica.” “You can call me Maria.” “I am John.”
When it was Abeong’s turn, he stood chin up and walked to the front like he is
not a new student.
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“Hi, I am Eon!” Abeong introduces himself using his new self-thought nickname,
thinking it can help him fit in and be cool.
During recess, Eon approaches a team of boys and girls laughing while eating
their snacks. “I want to be a hunter like Alim, that epic hero,” Carlo says, showing off
his pint-size biceps.
“Well, I am the best hunter in Pasil,” he butts in. “May I join you?” If not for the
bahag, he can never talk to a big team like this, but he does anyway. He does not feel
shy at all.
“Hi Eon,” Maria says. “You did well in Math earlier and also in Science. You
recite and recite. Now, you’re a hunter too. You must be the best kid in your hometown.”
“Well, we do not have classes like this in Pasil. I only took a special test so that
I can be in this grade*. In Pasil, we have a study team and we sing and read. We even
hunt sometimes.” Eon answers, mimicking a hunter ready to shoot with his imaginary
bow and arrow.
“Wow, that’s fun! Can you tell us more about it?” Carlo says as their classmates
gather.
Eon cannot believe that he can make a bunch of his classmates laugh and listen
to him on his very first day in school. He is an instant celebrity. He cannot believe that
he does not feel the slightest glint of awkwardness. This bahag is indeed magical, he tells
himself.
In the afternoon, during their PE class, the boys split into two teams to play
basketball. The girls cheer whenever one shoots, hoops, or blocks an opponent’s shot.
Eon had barely played basketball before, but he finds himself becoming an ace player,
leading his team to victory. His classmates rejoice and praise him as they lift and toss
him up and down. He is still shocked. This bahag is indeed magical, he tells himself.
“Im-pa-pas-ta-kun-rag-sak, Ya-a-ay, e-la e-la-lay,” the kids sing in chorus as they
walk home after class. With arms on the shoulders of one forming one horizontal line,
they laugh and sing on the top of their voices. Eon knows the song; for him, it carries
the best memories. It reminds him of Bochok leading the song and Lindayaw ending it
out of pitch, sending everyone laughing, then they would start all over again as they tried
to perfect it.
It rekindles the memories of Pasil and his friends there. But now, Carlo and John
are singing it louder, and the girls laugh because they are out of tune. It also makes him
laugh, and so he reaches for John’s shoulder, chanting as loud as they do. This bahag
is indeed magical, he tells himself.
“Hey are you going to wear that bahag again tomorrow?” John asks Eon before
turning to a different route home.
“Yes. Why? There is nothing wrong with this. This is who we are.” Eon says. I
couldn’t believe I just said that, he tells himself, charging it to the powers of his bahag.
“Well, nothing. See you tomorrow!” John runs to the others as they disperse
homeward. “He would still wear it.” “Come on, let’s wear ours too.” Eon hears the distant
chatters of his classmates. He smiles and walks away.
“Nana, Nana, I can’t believe it. I had a lot of friends already and I recited in
classes. I was always raising my hand and I got the right answers! Can you believe it?’,
he says, hugging his mother.
“Tata! Tata! I was the best in class today. I even had lots of friends and they
listened to my stories! I was even the best player in basketball! He hugged his father.
Thank you for your magic bahag!”
Tata and Nana smile at him as he tells his stories. “That is not a magic bahag,
Abeong”, his father admits.
“It was you who had the magic,” Nana follows.
Abeong did not say anything for a while. Then, he smiles and hugs his parents
again, this time even tighter.

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That night, he takes out all his notebooks and lays them on his bed. One after
another, he changes the name written on each of them to his real name. He does not
need to be Eon after all.
The next day, Abeong bathes early, humming his classmates’ chant. He takes
out a fresh bahag from his drawer and wears it. He rushes to school, feeling the energy
flowing through his veins as he walks, chin up and hands swaying, even galloping by the
sidewalk.
He sees the sun greeting the day with its rays that warm the skin of the people
walking early that morning, and he feels like this giant ball of warmth welcomes him to
his new home.
-end-

Answer the following questions:

1. Did the “bahag” really have magic?

2. What magic did it have?

3. Who had the real magic?

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TASK 6. Purpose Task: Comprehension Check

Instruction: Develop a basic story grammar of The Magic Bahag. The diagram below serves as an
example. You are allowed to change the diagram by adding more boxes or making it more
detailed. The changes should be guided by the following guide questions:
• What is the title of the story? Who is the author of the story?
• Where did the story take place? When do you think the story happened?
• How did the story begin? How did it end?
• What six events are the most important events of the story? Illustrate these events by
drawing boxes and arranging them correctly.

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Additional materials: On comprehending literary texts

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English Quarter 3 2
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Additional materials: Rubric for story grammar

English Quarter 3 1