Republic of the Philippines
Department of Education
REGION XXXXXX
SCHOOLS DIVISION OF XXXXXX
XXXXXXX SCHOOL
(Address)
Learning Area
Quarter
Grade Level
Date
ENGLISH
Fourth
I. OBJECTIVES
A. CONTENT
STANDARD
B. PERFORMANCE
STANDARD
C. LEARNING
COMPETENCIES/
OBJECTIVES
II. CONTENT/CORE
CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources Portals
B. Other Learning Resources
The learner demonstrates understanding of how Afro-Asian Literature and
other text types equip him/her with communication skills that lead to
embracing diverse cultural heritage.
The learner performs an interactive human exhibit of Afro-Asian literary
characters.
Learning Competency
Develop paragraphs that illustrate each text type (narrative in literature,
expository, explanatory, factual and personal recount, persuasive)
Learning Objectives
1. define the different text types;
2. identify the text types illustrated in sample paragraphs;
3. develop paragraphs that illustrate specific text types; and
4. explain the importance of knowing the different text types.
Developing Paragraphs for Different Text Types
TG page 121-122
English LM page 51-52
N/A
https://literacyideas.com/different-text-types/
Pictures, PPT
IV. PROCEDURES
Routinary Activities
1. Prayer
2. Checking of Attendance
3. House Rules
A.
Reviewing
previous
lesson or presenting the new
Review
lesson
Teacher: “Previously, you learned about composing
effective paragraphs. And it says that a paragraph has
3 distinct parts. What are they?”
B. Establishing a purpose for Teacher: "Today, we're going to explore how different
the lesson
types of writing serve different purposes. Think about
the stories you read, the news you watch, or even your
personal diary entries. They all have unique ways of
Indicator 4: (Effective
verbal and non-verbal
classroom
communication
strategies): Uses clear,
presenting information. We'll learn to identify and create relatable language and
an engaging tone to
these different types of writing."
establish the
purpose,
supporting
understanding
participation.)
Activity
Teacher: "Let's look at these short texts." (Display
examples on a projector/television.)

C. Presenting examples/
instances of the new lesson
Example 1 (Narrative): "The old house creaked
as the wind howled. Inside, a lone figure stood by
the window, watching the storm."

Example 2 (Expository): "The human heart has
four chambers. It pumps blood throughout the
body, delivering oxygen and nutrients."

Example 3 (Persuasive): "We should ban plastic
straws. They harm marine life and pollute our
oceans."
Guide Questions:
 What differences do you notice?
 How do they make you feel?
 What kind of information are they giving?
Teacher: "These are examples of different text types.
Let's define them."
D. Discussing New
Concepts and Practicing
New Skills #1
1. Narrative – tells a story which can be fiction
(made-up story) or non-fiction (real events). Shorts
stories and other traditional tales are examples of
fiction, while biographies are examples of narrative
non-fiction.
Example:
“There was a boy named John who was so lazy he
couldn’t even change his clothes. One day, he saw
the apple tree in their yard was full of fruits. He
wanted to eat some apples, but he was too lazy to
climb the tree and take the fruits. So he lay down
underneath the tree and waited for the fruits to fall off.
John waited until he was starving, but the apples
never fell.”
lesson's
directly
learner
and
Indicator 2 (Positive
use of ICT): Projecting
the text examples utilizes
ICT to visually present
diverse
text
types,
enhancing accessibility
and engagement for all
learners.
Indicator 3 (Literacy
skills): Reading and
analyzing the distinct
textual examples directly
exercises
students'
literacy by requiring them
to comprehend, interpret,
and compare different
writing styles.
Indicator 4 (Effective
verbal
communication): The
teacher's
clear
instructions and guiding
questions
encourage
students to articulate
their observations and
interpretations,
facilitating
active
participation
and
understanding.
Indicator
1
(Cross
curriculum):
By
including examples like
"ice
cream"
(science/home
economics) and "mobile
games
vs.
physical
games"
(social
studies/physical
education), the teacher
connects language arts
to various subject areas,
demonstrating
crosscurricular application.
Indicator 3 (Literacy
skills): Defining and
analyzing diverse text
types like narrative,
expository,
and
persuasive
directly
enhances
students'
literacy
skills
by
developing
their
2. Explanation - explains a particular subject or topic
through ideas that support it. It is a kind of factual text
that explains how or why things are. It elaborates on
how or why something occurs or give information on
how to do something.
Example:
“Ice cream is made with milk, cream and sugar. All of
the ingredients are mixed together. Then, the mixed
ingredients are heated up to kill off any germs.”
3. Expository – are also informational texts that
present factual data on a topic through description,
sequence, comparison and contrast, cause and
effect, and problem-solution.
Example:
“Mobile games offer instant accessibility and virtual
interaction, while physical games require tangible
equipment and in-person engagement. Both provide
entertainment, but mobile games often prioritize
individual play and digital rewards. Conversely,
physical games encourage social interaction and
develop physical coordination. Mobile games are
typically portable and adaptable to various settings,
whereas physical games may be limited by space
and resources. Ultimately, both game types offer
unique benefits, catering to different preferences and
social needs.
4. Procedural text - lists a sequence of actions or
steps needed to make or do something. Some
examples include recipes, science experiments,
assembly manuals, or instructions for playing games.
This should not be confused with explanations on
processes, because procedural texts are more
directive and imperative. They instruct readers on
how to go about processes.
Example:
To change a flat tire, first, ensure your vehicle is
safely parked on level ground with the hazard lights
on. Next, locate the spare tire, jack, and lug wrench.
Loosen the lug nuts on the flat tire before jacking up
the car. Then, remove the lug nuts and the flat tire,
replacing it with the spare. Finally, tighten the lug nuts
in a star pattern and lower the vehicle.
5. Recount - retells past events which may either be
personal or factual.
 Personal recount - retells past events that the
writer was personally involved in. Diary
comprehension
analytical abilities.
and
Indicator 4 (Verbal
communication): The
teacher's
clear
definitions,
examples,
and guiding questions
("What features make
each paragraph fit its text
type?") facilitate effective
verbal
communication
and encourage student
participation.
Indicator 5 (Supportive
learning environment):
By
providing
clear
definitions and diverse
examples,
and
by
leading a discussion to
analyze those examples,
the teacher creates a
supportive
learning
environment
where
students feel safe to
explore and understand
new concepts.
Indicator 7 (Design,
adapt and implement
teaching
strategies
that are responsive to
learners
with
disabilities, giftedness
and talents): Providing
printed handouts and
graphic organizers for
students with learning
disabilities demonstrates
adaptation for diverse
learning
needs.
Encouraging
gifted
students to apply text
types
to
real-world
scenarios implements a
strategy that challenges
and
extends
their
learning.
Indicator 8 (Planned
and delivered teaching
strategies that are
responsive
to
the
special
educational
needs of learners in
difficult
circumstances):
Offering the option to use
personal
experiences,
including those from
challenging situations, in
their writing provides a
safe and relevant outlet
for
students
facing
difficult circumstances.
The teacher's statement,

entries and short personal memoirs are
examples of personal recounts
Factual recount - retells events that also
happened in real life but may not be about the
writer himself/herself. News reports and
witness statements are examples of factual
recounting.
6. Persuasive text - intends to convince the
readers/listeners to believe, perform a certain action
or change mind. Examples of persuasive text types
include advertisements, editorials, debate speeches,
arguments, and persuasive essays and speeches.
Example:
“Animals, like humans, experience pain and fear, yet
they are often subjected to cruel treatment. While
some argue for the necessity of animal testing or
consumption, ethical alternatives exist that prioritize
compassion. Choosing cruelty-free products and
supporting
animal
welfare
organizations
demonstrates our respect for sentient beings.
Animals cannot advocate for themselves; therefore,
we have a moral obligation to protect them. Let us
build a society where kindness, not cruelty, defines
our relationship with all living creatures.”
Teacher: "Now, let's analyze the examples again. What
features make each paragraph fit its text type?" (Lead a
discussion, highlighting key features like plot,
characters, facts, arguments, etc.)
Teacher: "Why is it important to know these text types?"
(Lead discussion to the importance of effective
communication, and understanding different types of
information)
Teacher: "For students with learning disabilities, or who
have trouble focusing, I will provide a printed handout
with the text type definitions and a graphic organizer to
help them compare the texts. For students that are
gifted, they can start to think about what text type they
would use for different real world situations."
Teacher: "If there are any students who have
experienced difficult situations such as displacement, or
chronic illness, please feel free to use those
experiences in your personal recount examples, if you
feel comfortable. I am here to help you." (Indicator 8:
Responsive to special educational needs)
"I am here to help you,"
demonstrates a planned
supportive strategy that
creates a safe space for
students
to
feel
comfortable sharing and
processing
difficult
experiences.
E. Discussing New
Concepts and Practicing
New Skills #2
Activity: Text Type Detective
Teacher: "I'll give you a set of mixed paragraphs. Your
task is to identify the text type of each paragraph."
(Provide printed or digital paragraphs – Indicator 2).
1. The old oak tree stood tall against the stormy sky,
its branches reaching out like gnarled fingers.
Suddenly, a flash of lightning illuminated the scene,
and a low rumble of thunder echoed through the
valley. (Narrative)
2. The process of photosynthesis is how plants
convert light energy into chemical energy. First,
plants absorb sunlight through their leaves. This
energy is then used to transform carbon dioxide and
water into glucose, which the plant uses for food.
(Explanatory)
3. To make a basic paper airplane, begin by folding a
standard sheet of paper in half lengthwise. Next,
unfold the paper and fold each of the top corners
inward, meeting at the center crease. Then, fold the
newly formed top edge down to meet the center
crease. After that, fold the entire paper airplane in
half, along the original lengthwise crease. Finally, fold
each wing down on either side, ensuring they are
symmetrical. Now, your paper airplane is ready for
flight. (Procedural)
4. We must invest in renewable energy sources. The
burning of fossil fuels is causing irreversible damage
to our planet. Solar and wind power offer clean,
sustainable alternatives that will protect our
environment for future generations. (Persuasive)
5. Last summer, I went on a camping trip with my
family. We hiked through the mountains, swam in a
crystal-clear lake, and roasted marshmallows around
a campfire. It was an unforgettable adventure.
(Recount)
6. A balanced diet consists of various food groups,
including fruits, vegetables, grains, and proteins.
Each group provides essential nutrients for our
bodies. Eating a variety of foods ensures we get the
vitamins and minerals needed for optimal health.
(Expository)
Students work individually or in pairs. Teacher
circulates, providing support and feedback.
Indicator 5 (Supportive
learning environment):
By
providing
clear
examples and leading a
guided discussion, the
teacher
fosters
a
comfortable atmosphere
where students feel safe
to participate and explore
new concepts.
Indicator 6 (Motivating
learners):
The
interactive "Text Type
Detective"
activity
encourages
active
engagement
and
discovery,
motivating
students to apply their
knowledge
and
participate in the learning
process.
Activity: Paragraph Creation
Teacher: "Now, working with your group, write a short
paragraph illustrating the type of text you are assigned
to"
Indicator 3 (Literacy
skills): The act of writing
a paragraph based on a
chosen text type directly
reinforces and applies
students' literacy skills in
composition and text
structure.
Indicator 6 (Motivating
learners):
Allowing
students to work in
groups empowers them,
fostering creativity and
motivation
in
their
writing.
F. Developing Mastery
(Leads to Formative
Assessment)
Group 1- Expository Text (group of educators)
Group 2-Narrative Text (group of dramatists)
Group 3-Persuasive Text (group of advertisers)
Group 4-Explanatory Text (group of weather forecaster)
Group 5-Personal/Factual Recount (group of TV host)
G. Finding practical
applications of concepts and
skills in daily living.
H. Making generalizations
and abstractions about the
lesson
Application
 Teacher: "Think about how you can use these
text types in your daily life. When would you
write a narrative? When would you use
expository writing? Consider how you will use
these skills in other subjects."
Indicator 4 (Verbal
communication):
By
encouraging students to
articulate
their
understanding of the text
types and their features,
thus
practicing
and
reinforcing
effective
verbal communication.
Reflection
 Teacher: "Let's summarize. What are the
different text types we learned today? What are
their key features?"
 Students share their thoughts.
Indicator
1
(Cross
curriculum):
By
prompting students to
connect learned text
types
to
real-world
applications
and
interdisciplinary
uses,
thus bridging language
arts with other subjects.
Choose the appropriate answer to the following Indicator 3 (Literacy
skills): The questions
questions.
I. Evaluating learning
1. The nervous system works through a complex
network of neurons. These are the basic functioning
cells of the nervous system and conduct electrical
impulses between the central and peripheral nervous
system. Which type of text is used?
A. Personal and Factual Recount
B. Explanatory
C. Narrative
D. Expository
2. Yesterday I fell over while walking in the hills and
went to see the doctor, who bandaged my knee and
gave me a tetanus injection. Which type of text is used?
A. Recount
B. Explanatory
C. Narrative
D. Expository
3. Which of the following is NOT an example of a
Narrative Text?
A. Novels
B. Poems
C. Plays
D. Biographies
4. Which of the following types of text is non-fiction?
A. Personal and Factual Recount
B. Explanatory
C. Narrative
D. Expository
5. What is the main intention of the author when writing
a persuasive text?
A. To convince the reader to write their own
counter argument.
B. To raise awareness about issues in the world.
C. To convince the reader to agree with the author
about an issue through use of facts.
directly assess students'
comprehension
and
application of literacy
concepts (identifying text
types).
a strategy used to
evaluate
their
understanding of the
lesson's content.
D. To convince the reader to agree with the author
J. Additional activities for
application or remediation
about an issue using fictional facts.
Real-World Text Hunt
Students find examples of each text type in their daily
lives (e.g., a news article for factual recount, a recipe for
procedural, an advertisement for persuasive). They can
bring in physical examples or take photos.
V. REMARKS
VI. REFLECTION
Indicator
1
(Cross
curriculum): Students to
apply
their
understanding of text
types
to
real-world
contexts, extending the
learning beyond the
classroom.