School Pudtol Central School Grade Level Grade Four

Teacher Delainne Rose G. Anteola Learning English

LESSON Area
EXEMPLAR Teaching
Date
Quarter First Quarter
Teaching No. of Days 1 day
Time
I. OBJECTIVES
A. Content Standard/s The learner demonstrates an understanding of various
linguistics notes to comprehend various texts.
B. Performance Standard/s The learner uses linguistic cues to appropriately
construct meaning from a variety of texts for a variety o
purpose.
C. Learning Competencies/ Objectives Identify the structure, purpose and language features o
different text types, e.g. narrative, information report,
procedure, argument
II. CONTENT Different Text Types (Narrative)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.105-106
2. Learner’s Materials pages pp.120-121
3. Textbook pages pp. 111-112; 280-290
4. Additional Materials from https://www.cittastudi.org/uploads/Text_Types.pdf
Learning Resource (LR Portal)
B. Other Learning Resources https://www.youtube.com/watch?v=faPu21s-vb4
IV. PROCEDURES
A. Preparation
1. Apperception Basis Review on the past lesson about noting details in a
selection listened to.
2. Motivation The teacher will show an example of each type of texts
through a video presentation.
(https://www.youtube.com/watch?v=faPu21s-vb4)
3. Statement of the Aim How can we identify the different types of texts that we
read?
In this lesson, you are going to learn about the 4 major
types of text.
B. Presentation There are 4 major texts types:

Drsganteola2023
 1. Narrative
2. Descriptive
3. Directive
4. Argumentative

Text types are general semantic-functional concepts an

are not to be confused with text forms (advertisements,
editorials, sermons, shopping lists, poems, telephone
books, novels, etc.)

Narrative texts

Narrative texts have to do with real-world events and

time. They may be fictional (fairy tales, novels) or
nonfictional (newspaper report). They are characterize
by a sequencing of events expressed by dynamic verbs
and by adverbials such as “and then”, “first”, “second”,
“third”

Example: First we packed our bags and then we called

a taxi. After that we… etc.

Another example will be given through a video

presentation

Ask the pupils to narrate the following:

1. Wash the dishes
2. Fix the bed every morning
3. Cook rice

C. Comparison and Abstraction Activity 1

Five Finger Retelling/Narrating

Drsganteola2023
 Five finger retelling/narrating is a strategy to get studen
to recall important details about the text
when summarizing or retelling a story. Each finger
represents something different students are to mention
when retelling. This strategy enforces the skills of
summarizing and remembering key details from the tex

Directions:
1. Explain to students that they will be using five finger
retelling.
2. Have students retell, being sure to mention the
characters, setting, beginning, middle, and end of the
story.
3. Repeat as necessary until all students have retold th
story in their own words.

Activity 2
Directions: Make a five-direction on how to wash your
hands properly.
1.
2.
3.
4.
5.
(the answers may vary)
D. Generalization Draw the generalization from the pupils by asking the
lesson they have learned on the day
(Narrative texts have to do with real-world events and
time. They may be fictional (fairy tales, novels) or
nonfictional (newspaper report). They are characterize
by a sequencing of events expressed by dynamic verbs
and by adverbials such as “and then”, “first”, “second”,
“third” )

Drsganteola2023
 E. Application DIRECTIONS: Draw a picture that shows what’s
happening or going on to our world now. Make a short
essay about the drawing you have made.
2 points 1 points .5 points 0 points
Point
Value
Topic Interesting, Clearly stated Acceptable Missing,
Sentence original topic topic sentence topic invalid, or
sentence, presents one sentence inappropriate
reflecting main idea. presents one topic sentenc
thought and idea. main idea is
insight; missing.
focused on one
interesting
main idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some details that examples.
details with explanation is relate to the
explanations included. topic.
that relate to
the topic.
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation
b. No. of learners who require additional activities for remediation
who scored below 80%
c. Did the remedial lesson work? No. of learners who have caught up
with the lesson
d. No. of learners who continue to require remediation
e. Which of my teaching strategies worked well? Why did these
work?
f. What difficulties did I encounter which my principal or supervisor
can help me solve?
g. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Drsganteola2023