Learning Area Grade Level

W8
ENGLISH FIVE
Quarter FOUR Date
I. LESSON TITLE Writing a Feature Article
II. MOST ESSENTIAL LEARNING
Write a feature article.
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Writing a Feature Article.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 5 minutes)
Writing skills is an important part of communication. Good writing skills allow you to communicate your message with
clarity and ease other than to talk it out.
Why do you need to write? Is it good to put your ideas into writing?
The primary reason for writing is to communicate your ideas with others and to stimulate interest from the readers. You also
write to reflect on your experiences and to learn from them. When you write, you are either writing for yourself or you are
writing for others.
This week’s lesson will help you develop your skills in writing a feature article.
After going through this lesson, you are expected to write a feature article.
D. Development (Time Frame: 5 minutes)
One useful writing material is a feature article. Features are more in-depth than traditional news stories and go
beyond providing the most important facts. The purpose of these stories is to provide a detailed description of a place, person,
idea, or organization.
Features are not meant to deliver the news first-hand. They do contain elements of news, but their main function is to
humanize, to add color, to educate, to entertain and to illuminate. They often recap major news that was reported in a previous
news cycle.

Often feature articles are about:

❖ giving information of human interest.
❖ teaching an audience how to do something.
❖ entertaining people from different walks of life.
❖ suggesting better ways to live.
❖ stories in newspapers and magazines other than straight news stories, editorials, or advertising.
❖ a type of expository writing that requires students not only to write a clear informational piece, but also to present
material with a personal and convincing angle or twist.
❖ an article that is a window into the human experience.
❖ highly creative, effective and engaging article.
Some tips for writing a feature article:

Some possible formats may include:

❖ Introduction-Start by describing a dramatic moment and then uncover the history that led up to that moment.
❖ Body-Use a story-within-a-story format, which relies on a narrator to tell the story of someone else.
❖ Conclusion or good ending
IV. LEARNING PHASES AND LEARNING ACTIVITIES
There are seven types of feature articles:
NOTE: Most feature articles have elements of more than one kind.
1. THE HUMAN-INTEREST FEATURE
❖ This type typically reports on someone’s success in spite of great odds.
❖ It may recall a tragic predicament.
2. THE PERSONALITY FEATURE
❖ The subject of the article may be famous or not so famous but has done something of interest to others.
❖ The personality feature is very much like a character sketch.
3. “THE BEST” ARTICLES
❖ The Courier-Journal has a column that publishes reviews of the “best” products of all kinds.
❖ This type of article usually includes the writer’s personal experiences with the product.
❖ It includes proof and examples that the product is the best of its kind.
4. THE NEWS FEATURE
❖ This type of article brings a human-interest focus to breaking news.
❖ It adds personal involvement to what may otherwise be a distant, seemingly unimportant event.
5. THE HOW-TO FEATURE
❖ This article explains how to do something – usually a complex process that most people would not know how to do.
❖ The article explains the steps of the process in enough detail so that another person can do this process.
6. THE PAST EVENTS FEATURE
❖ The article typically includes research but is not like an encyclopedia report. The article serves as a human interest
history lesson.
❖ This type of writing usually puts a “human face” on history. In other words, it lets the reader know something about
the people who were part of history.
7. THE INFORMATIONAL FEATURE
❖ This type of article shows insightful coverage of a topic.
❖ The article often refers to sources of research but is not like an encyclopedia report. Instead, the writer makes a
personal connection to the subject and includes his or her voice.

Here is a sample of a feature article:

The Finest Festival in Lucena
The Pasayahan Festival in Lucena is an annual festival that promotes tourism held in the city. It began on May 28, 1987
under the administration of the Officer-In-Charge Euclides Abcede and former Bureau of Internal Revenue Office Chief,
Aguinaldo Abcede.
This is a week-long celebration in the streets of Lucena City, and it usually starts on the first day of the last week of the
month. This is in time for the celebration of the feast of St. Ferdinand, Lucena’s patron saint. There are some sign shops or
bazaars, performances of local bands on different areas of the main streets, food stalls, colorful Flores de Mayo and the grand
parade which is held every 28th of May.
Other activities are Chami Festival, Mr. and Ms. Pasayahan, Chami Eating Contest, Gandang Lola, Street Dancing
competition, Parade of huge and colorful floats of the participating companies and organizations with street dancing and
marching bands. This symbolic festivity of the said city honors the cultures and traditions of the Lucenahin.
Questions:
1. What is the title of the feature article?
2. Does it have an introduction of the topic?
3. Do all the sentences talk about the topic?
4. While reading it, can you imagine the events taking place?
5. How did the writer end his article?
6. What type of a feature article is it?
E. Engagement (Time Frame: 25 minutes)
Learning Task 1
Directions: Read the feature article then answer the questions about it. Do this in your notebook.
Niyogyugan Festival: The Best of Quezon Province
Quezon is one of the best places to visit every August, when basking on the beach is often a no-go activity due to
monsoon rains, and the province steadies the spotlight on food tourism and its top product -- the coconut.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
At the Niyogyugan Festival, the province's 39 municipalities and two cities fill the capitol grounds with coconut-themed
booths that turn the city center into a merry-town of well-crafted coconut huts. The week-long festival is held from August 16 to
26. The eight-year-old festival was launched in 2011, it was originally a gathering of some coconut farmers selling their products,
making a unique presentation of their respective booths that gets better every year.
The aesthetically pleasing booths are a potent sales-booster for local farmers and entrepreneurs. Locals and tourists
need not travel for hours to each of Quezon's towns to have a taste of all its famed delicacies -- booth hopping does the trick.
Questions:
1. What is the title of the feature article?
2. Does it have an introduction of the topic?
3. Do all the sentences talk about the topic?
4. While reading it, can you imagine the events taking place?
5. How did the writer end his article?
6. What type of a feature article is it?
Learning Task 2
Directions: Below is an example of a feature article. Rearrange its parts and write them in a correct paragraph format. Do this
in your notebook.

It’s more fun in Lucena

(by Joe Anthony L. Basco)
Surely, you shouldn’t miss this celebration of culture and thanksgiving. So come and catch the spirit of the people of
Lucena. Enjoy the company of happy people because it’s more fun in Lucena.

Lucenahins are naturally happy people and they share it to other people. One proof is its annual Pasayahan Festival.

Showcasing the colorful culture of Lucena, Pasayahan Festival is a weeklong celebration held every last week of May.
Originally intended as three days of merrymaking in the streets, the event has become a weeklong tourist attraction, culminating
on May 30 in time for the celebration of the Feast of St. Ferdinand, the patron saint of Lucena. Lucenahins and even those from
neighboring towns enjoy the festive mood of Mardi gras. People goes out of the street to try delicious delicacies that can be sold
at the Quezon Avenue, the main street of the event. When you pass by this street, you’ll not let the moment without tasting the
sausages, tapsi, and mouth-watering street foods. Other products of Lucena are available at the night “tiangge.” Some of the
products that can be sold are native products, personalized merchandises, home decorations and colorful clothes at low prices.
Music of the live bands add merry atmosphere as well.
One of the nights during the weeklong celebration showcases the beauty and glamour of the Lucenahins through the
search for Ginoo at Binibining Pasayahan. These ambassadors of the city show that the people of the city are really talented and
witty.
Lucenahins await the parade of colorful gowns during the “Flores de Mayo.” These gowns are designed by Lucena’s
best designers. This is also a way to honor the Virgin Mary as the Queen of Flowers.
Another feast highlighting the entire celebration is the Chami Festival that features Lucena’s very own pansit delicacy.
It is a contest of cooking the most delicious chami and the Chami Eating Contest.
And to culminate the celebration is the Grand Parade that flourishes the street of Lucena. People from other towns
enjoy watching the colorful floats which show the prominent products of Quezon particularly from coconut. Lively street dancers
entertain the visitors as they draw around the downtown Lucena. Meanwhile, beautiful festival queens never failed to make the
people wow when they show off in the parade with their colorful costumes and props.

Learning Task 3
Directions: Write a feature article about any of the given topics below. Organize your ideas following the format.
Use the following rubric below as guide standard in writing a feature article.

Photo credit: Liezl D. Dagos

Photo credit: Liezl D. Dagos
An abandoned building which was the
only mall in the city during the 90s. A A fur baby who patiently awaits her
forgotten place of happiness of hooman to come back.
yesteryears.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Rubrics for Writing a Feature Article
Excellent Good Satisfactory Needs Improvement
5 4 3 2
Idea Explanation Thoroughly explained ideas Ideas explained Ideas somewhat Little or no explanation
explained of ideas
Coherency Extremely coherent writing Coherent writing Somewhat Lacks coherency
coherent
Grammar Few errors Some errors Many errors Many errors that hurt
understanding
Capitalization and Used correctly Few errors Some errors Many errors
Punctuations
Handwriting Shows evidence of time and Regularly shows Rarely shows Never shows evidence
effort evidence of time and evidence of time of time and effort
effort and effort
Learning Task 4
Directions: Write a feature article or story based on the conditions below.
1. Imagine that when you arrived a little late for school one day, there was no one there. The gate was open, bags were
scattered everywhere, and the classroom doors were wide open. What do you think must have happened?
2. In 4 to 5 sentences write your second paragraph stating realistically possible explanations for everyone’s disappearance.
3. Stretch further your imagination and write your third paragraph citing unusual explanations for everyone’s
disappearance and end your paragraph with how you feel about the event that took place.
* Use the given rubric as guide standard in writing a feature article.
A. Assimilation (Time Frame: 5 minutes)
Now, recall what you have studied:

____________ are more in-depth than traditional news stories and go beyond providing the most important facts. The
purpose of these stories is to provide a detailed description of a place, person, idea, issues, or organization.
A good feature article has a well-written _________________, ________________, and ________________.
V. ASSESSMENT (Time Frame: 10 minutes)
1. Write a feature article story about a topic of your choice.
2. Remember to use simple, clear, and vivid descriptions of the subject of your story.
3. Give your feature story a title.
4. Observe standards in writing paragraphs.
* Use the given rubric as guide standard in writing a feature article.
VI. REFLECTION (Time Frame: 5 minutes)
❖ Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Assimilation
Number 2 Number 4 Assessment
VII. REFERENCES

Prepared by: LIEZL D. DAGOS Checked by: AGNES S. GARCIA

SAYRE M. DIALOLA
DR. ANICIA J. VILLARUEL
DR. LEONARA FE M. MALABONGA