4

Quarter 2
Worksheet Lesson

for English 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 4
Quarter 2: Lesson 3 (for Weeks 3 and 4)
SY 2023-2024

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 2023-2024. 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.

Development Team

Writer/s:
• Marievic M. Violeta (West Visayas State University)
Validator/s:
• Cristina M. Padilla (De La Salle University - Dasmariñas)

Management Team
Philippine Normal University
Research Center 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
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Express ideas appropriately (age-appropriate, gender-responsive,
Lesson Title/Topic: culture-sensitive) for one’s purpose, context, and target audience.

Name: Grade & Section:

I. Activity No. 1: Culture Kit (20 minutes)

II. Objective(s): Identify artifacts from other countries and state reason why one needs to
respect these artifacts

III. Materials Needed: Culture Kit sheets of Korea, Japan, Philippines, USA, Spain

IV. Instructions:
1. Pair up.
2. Look at the Culture Kit sheet.
3. Identify the picture in each Culture Kit sheet and write the names in each blank.
4. Answer the checklist that follows.

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How do we show respect for other culture? Check (/) the appropriate sentence
1. Do not laugh at it even if their language sounds funny to you.
2. Laugh out loud if their national costume looks funny to you.
3. Read about another culture if you have visitors or friends coming from
that culture.
4. Stop giving them your assistance if they need one.
5. Learn some courteous greetings from another culture.

V. Synthesis/Extended Practice/Differentiation (if needed):

One’s name may also show one’s culture. For the Filipinos, names may be taken from
another country. This is part of the Filipino culture. Below is a poster showing Filipino
boy’s and girl’s names with their meaning. Check out the examples below.
Do you know the meaning of your name? Ask your parents if you don’t. Print your name in
the box below and opposite it write its meaning.

My Name Its Meaning

___________________________ ____________________________

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Appropriate use of tone and mood when answering questions to
Lesson Title/Topic: demonstrate understanding

Name: Grade & Section:

I. Activity No. 2: The Name Jar (30 Minutes)

II. Objective(s): Demonstrate comprehension of story read by answering specific questions at

the end of the selection

III. Materials Needed:

https://anyflip.com/iege/ysgk

IV. Instructions: Read the story below.

Through the school bus window, Unhei looked out at the strange buildings and houses on
the way to her new school. It was her first day, and she was both nervous and excited.
Before they left Korea, her grandmother had wiped away Unhei’s tears and handed her an
ink pad and a small red satin pouch.
“Your name is inside,” she had said. “My name?” Unhei had wondered.
Again she took out the red pouch to look at the wooden block with her name carved in it.
In the bus....
“Is that thing for show and tell?” A boy asked Unhei, surprising her. Unhei looked up as
more kids leaned over. “No...It’s mine,” Unhei answered, quickly putting the pouch back in her
pocket.
“Are you new here? What’s your name?” A girl asked.
“Unhei,” said Unhei.
“Ooh-ney?” The girl asked, scrunching up her face.
“Oooh, oooh, oooh-ney!” Some kids chanted.
“No, no,” Unhei corrected. “It’s spelled U-N-H-E-I. It’s pronounced Yoon-hye.”
“Oh, it’s Yoo-hey,” the boy said. “Like “you, hey!” What about “hey, you!”
Just then, the bus pulled up to the school and the doors opened. Unhei hurried to get off.
“You-hey, bye-bye!” The kids yelled as she left. Unhei felt herself blush.
Unhei stood in the doorway of her new and noisy classroom.
She was relieved that the kids on the bus had gone to other rooms, but her face still felt red.

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Suddenly a boy pulled her through the door. “Here’s the new girl!” He announced so
loudly that the teacher, Mr. Cocotos, almost dropped his glasses. Mr. Cocotos thanked him and
greeted Unhei.
“Please welcome our newest student,” he said to the class. “She and her family just arrived
from Korea last week.”
Unhei smiled broadly and tried not to show her nervousness. “What’s your name?”
someone shouted.
Unhei pictured the kids on the bus. “Um, I haven’t picked one yet,” she told the class.
“But I’ll let you know next week.”
As Mr. Cocotos showed her to her desk, she felt many round, curious eyes on her. “Why
doesn’t she have a name?” She heard them whispered.
“How was school, Unhei?” Her mother asked when she walked in. “Did you understand the
teacher?” Unhei simply nodded. She unpacked her schoolbag and set the red pouch by a
photograph of her grandma.
“I’m glad you are learning English well,” her mother said. “You must study hard, behave
nicely, and get good grades to show that you’re a good Korean.”
“I will,” replied Unhei. “But... But I think I would like my own American name,” she said
quickly. Her mother looked at her with surprise. “Why? Unhei is a beautiful name. Your
grandma and I went to a name master for it.”
“But it’s so hard to pronounce,” Unhei complained. “I don’t want to be different from all the
American kids.”
“You are different, Unhei,” her mother said. “That’s a good thing!” Unhei just wrinkled her
nose.
Later that day, Unhei and her mother went grocery shopping in their new neighborhood.
Nothing sounded or looked familiar--until they got to Kim’s market. The sign was in both English
and Korean.
Her mother picked up cabbage to make kimchi -- Korean-style spicy, pickled cabbage--
and other vegetables and meat. She also found some seaweed, Unhei’s favorite, for soup. It made
Unhei smile. “Just because we’ve moved to America,” her mother said, “doesn’t mean we stop
eating Korean food.”
At the checkout counter, a friendly man smiled at Unhei. “Helping your mother with the
shopping?” He asked. Unhei nodded.
“I’m Mr. Kim,” he said. “And what is your name?”
“Unhei,” she answered. “Ahh, what a beautiful name,” he said. “Doesn’t it mean grace?”
Unhei nodded again. “My mother and grandmother went to a name master for it.” She told
him. “A graceful name for a graceful girl,” Mr. Kim said as he put their groceries into bags.
“Welcome to the neighborhood, Unhei.”
The next morning, when Unhei arrived at school, she found a glass jar on her desk with
some pieces of paper in it. Unhei took one out and read it aloud. “Daisy.” “That’s my baby sister’s
nickname, but she said you can use it if you want,” said Andy, who sat next to her.
“Thank you... for your help.” A smile spread over Unhei’s face. Ralph quickly said, “We’ll
put more name in. You can pick whatever you like—or pick them all, and you’ll have the longest
name in history!”

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At three o’clock, the bell rang for the end of the school day. Unhei looked out the window
and saw it was sprinkling. It’s the same rain, she thought, but in a different place. She watched
other kids leaving in groups.
“Hey!” A familiar voice called out to her. Unhei turned around to see the curly-haired boy
again. “I’m Joey,” he said. “And you? Don’t you have any name?”
Unhei thought for a moment. “Well... I can show you,” she said, and took out the small red
pouch. She pressed the wooden block on the ink pad and then stamped it on a piece of paper
“This is my name stamp,” she said. “My grandma gave it to me. In Korea, I can use it as a
signature when I open a bank account or write a letter. And whenever I miss my grandma, I use
it to fill a piece of paper. Want to try it?”
She offered the stamp to Joey, and he carefully inked the stamp and pressed it hard on
the paper. The red characters gleamed against the whiteness.

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Appropriate use of tone and mood when answering questions to
Lesson Title/Topic: demonstrate understanding

Name: Grade & Section:

I. Activity No. 3: ABC Order (15 minutes)

II. Objective: Sequence the events of the story.

III. Instructions: Write numbers 1-10 to sequence the events of the story. Write number 1 before
the sentence that tells where the story begins until number 10 that shows where the story
ends.
______ 1. The kids in Eunhei’s class started a name Jar.
______ 2. Eunhei saw Joey at Mr. Kim’s market.
______ 3. Eunhei told her mom she wanted an American name.
______ 4. Eunhei was nervous and excited to start her new school.
______ 5. Eunhei got a letter from her grandmother.
______ 6. Eunhei decided to not introduce herself to her class till she picked an
American name.
______ 7. The name jar was lost.
______ 8. The kids on the bus made fun of Eunhei’s name.
______ 9. Eunhei showed Joey her name stamp.
______ 10. Eunhei and her mom went to Mr. Kim’s market.

Here is the picture sequence that can help you put the sentences in the correct order.

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Use of appropriate non-verbal cues for clarity of context, purpose, and
Lesson Title/Topic: meaning

Name: Grade & Section:

I. Activity No.4. Bubble Letter Name Project (15 minutes)

II. Objective: Show appreciation of one’s name by designing it in bubble form

III. Instructions:

• Look at the video How to Draw Bubble Letters

https://www.youtube.com/watch?v=UJlAmHKHr90
• Get a 4.5” x 12” piece of paper and a pencil.
• Choose the name that you want to draw in bubble letters.
• Create the bubble letter names in pencil.
• Outline over the pencil in black permanent pen. After outlining, you might want to
erase any remaining pencil marks.
• Decorate your letters with colored pencils or markers.
• Share your work with each other and talk about your names in pairs.
• Share one thing you like about your name picture.
• Ask the other students to give an appreciation of your picture name.
• Put your names up in your classroom in the area designated by the teacher

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Express ideas appropriately (age-appropriate, gender-responsive,
Lesson Title/Topic: culture-sensitive) for one’s purpose, context, and target audience

Name: Grade & Section:

I. Activity No. 5: I Love My Name (15-20 minutes)

II. Objective: Demonstrate pride in one’s name by tracing the meaning behind.

III. Activity: Fill in the blank on the jar to show how much you understand the story.

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Use tone and mood appropriately for one’s purpose, context, and target
Lesson Title/Topic: audience: informal

Name: Grade & Section:

I. Activity No. 6: Tone And Mood Check (30 minutes)

II. Objective: Identify tone and mood in a text or picture

III. Activity
A: Read the following excerpts from the story and choose the appropriate tone and mood for
each.
1. "Unhei looked around the classroom, uncertain about what name to choose.
The students watched her wondering why she does not have a name."
a. Excited
b. Indifferent
c. Curious
d. Sad
2: "As Unhei shared the story of her name, the room filled with laughter. The
students appreciated her uniqueness."
a. Kindness
b. Serious
c. Joyful
d. Anxious
3: "Unhei faced a dilemma: stick to her Korean name or adopt an American one.
The pressure was building in her."
a. Conflicted
b. Confident
c. Excited
d. Relaxed
4: "The classmates gathered around Unhei, offering friendship and acceptance.
They embraced diversity."
a. Envious

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b. Lonesome
c. Welcoming
d. Gloomy
5: "In the end, Unhei chose to keep her unique name, realizing the power of
embracing one's identity."
a. Courageous
b. Accepting
c. Angered
d. Disheartened
B. Identify the mood shown in the picture

C. Read the following excerpts from a short story and choose the most appropriate mood
or tone for each.
1. "The sun dipped below the horizon, casting a warm glow over the tranquil
meadow. Birds chirped softly, and a gentle breeze rustled the leaves."
a. Calm
b. Tense
c. Depressing
d. Exciting

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2: "The children scampered through the meadow, their laughter echoing in the
air. The sunlit day filled with innocence and joy."
a. Playful
b. Sad
c. Serious
d. Tense
3: "The detective scrutinized the crime scene, piecing together the clues. The
tension in the room was palpable as the mystery unfolded."
a. Suspenseful
b. Whimsical
c. Relaxed
d. Boring
4: "As the sun set, casting long shadows, the protagonist faced a moral
dilemma. The weight of the decision hung heavily in the air."
a. Thoughtful
b. Optimistic
c. Fearful
d. Energetic
5: "The abandoned house creaked and groaned as the wind whistled through
broken windows. A feeling of unease settled over anyone who dared to
approach."
a. Spooky
b. Joyful
c. Peaceful
d. Excited

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LEARNING ACTIVITY SHEET

Learning Area: English 4 Quarter: 2nd Quarter

Lesson No.: 3 Date:
Express ideas appropriately (age-appropriate, gender-responsive,
Lesson Title/Topic: culture-sensitive) for one’s purpose, context, and target audience

Name: Grade & Section:

I. Activity No. 7: People Hunt

II. Objective: Show appreciation of diversity in the classroom

III. Activity: Find other students in your class who fits in the category of the label in the Name
Jar.

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