4

CATCH-UP FRIDAYS

Lesson Script in
English
Quarter 1 Week 1
Catch-Up Fridays
Lesson Script in English
Quarter 1: Week 1
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the
MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and
lesson competencies.

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Published by the Department of Education

Development Team
Writer: Syrelle France S. Paterter
Content Editors Internal: Eden I. Bobis, Aphrodite A. Bechayda
Language Editors Internal: Eden I. Bobis, Aphrodite A. Bechayda
Content Editors External:
Illustrator:
Lay-out Artist:
Management Team: Gilbert T. Sadsad, Regional Director
Bebiano I. Sentillas, Assistant Regional Director
Francisco B. Bulalacao Jr., Chief CLMD
Joan L. Lagata, Regional English Supervisor
Grace U. Rabelas, Regional LR Supervisor
Sancita B. Peñarubia, Chief CID
Mai Anne D. Rondola, Regional Education Program Supervisor
Edison L. Mallapre, Division LR Supervisor
Week 1 Day 5 Date:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates an understanding that stories can be

Standards classified as fantasy or reality stories.

B. Performance The learner uses strategies to differentiate fantasy from reality

Standards based on images, and texts read or listened to.

C. Learning
Competencie Differentiate fantasy from reality
s
 Determine if the images, and texts read or listened to are a
fantasy or a reality.
D. Learning  Apply important story elements to one’s schema: relate the
Objectives story to one’s experience.
 Instill a love for reading in learners
II. CONTENT

Differentiating Fantasy from Reality based on Images and

Subject Matter
Texts Read or Listened to

Area for Integration Reading

● Positive and Negative Peace

Theme ● Prevention and Control of the Spread of Germs and
Illnesses
Key Concept for  Personal Awareness (Accountability)
Integration  Personal Hygiene
III. LEARNING RESOURCES

Self-learning Module in English 6, Quarter 1, Module 1, Lesson 3:

A. References Identifying Real or Make-Believe Images, Page 19

B. Other Story, Excerpts from famous Children’s Stories and Books, Slide
Learning Decks, Flashcards, Laptop
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior
Knowledge
Teacher: Good morning/Good afternoon, class! Today we will
(5 minutes) dive into a world of magic and reality. But, before we begin, let us
take some time to think about what we already know to
understand the story better.

Teacher: Have you ever read a story with magical elements?

(Pause for a few seconds) Think about your favorite stories or
books. Think whether the stories you have in mind are based on
fantasy or reality.
 Teacher: Now, I want you to face your seatmate. Take turns
listening to each other’s stories. I’ll give you two minutes for this
part. Are you ready? Go ahead and share (Allow learners two
minutes to share their experiences with their seatmates.)

Teacher: (After two minutes) Okay, class. Who would like to

share the stories they talked about in each pair? Raise your hand
if you would like to share. (Encourage a few learners to share
their stories with the class.)

Teacher: Thank you for sharing your favorite stories. It’s

amazing that you have already developed a love for reading at a
young age. Are you now excited to join Ella as she explores the
magical world behind her garden’s door?

(Learners respond enthusiastically)

Teacher: That’s great! Let us now begin.

NOTES TO THE TEACHER: In this part of the lesson, the teacher uses the Think-Pair-
Share strategy to activate learners' prior knowledge and prepare them for the story they are
about to read. Each of the pair shall share their favorite stories and identify if the story has a
taste of fantasy or purely reality. This strategy engages learners, making the story more
relevant and meaningful, and sets the stage for the subsequent deeper comprehension and
discussion of the story.

Teacher: Today we will learn the difference between real and

Lesson make-believe and how to identify the two from each other.
Purpose/Intention
NOTES TO THE TEACHER: In this part of the lesson, the teacher provides learners with
(1 minute) what they should know, and understand, and what to expect in the lesson.

Lesson Language
Practice
Teacher: Let us review some keywords we have used in the
(7 minutes) previous lessons. (Teacher flashes the cards before the class.)

Teacher: Are you familiar with the words you see on the board?
(Pause for a while)

Possible Learner Response: Those are the elements of the

story. Teacher: That’s right! We have discussed them during our
first day. How about these words? (Flashes the words “fantasy”
and “reality”) Do recognize them, too?

Possible Learner Response: Yes, we/I do!

Teacher: When can we say that the story is a fantasy story? (Call
one or two pupils to share their thoughts)

Possible Learner Response: When it has fairies as characters.

Teacher: How about if it is a realistic one? (Call some other

pupils).

Possible Learner Response: If it can happen in real life.

Direct Instruction:

Teacher: What your classmates said is correct. Fantasy tells

stories that can never happen in real life. Most of the characters
in these stories are just part of the writer’s imagination, non-
factual, and are difficult to prove.

Teacher: A Reality tells us about what could happen and can be

experienced using the five senses: sight, smell, touch, hearing,
and taste.

Teacher: From the stories you have shared with your

classmates, which are based on fantasy and reality?

(Encourage learners to share their answers)

Teacher: That’s great! Now, let’s go through more examples of

fantasy and reality. Listen carefully as I read the following
sentences. Identify if the text that I’m going to read tells a
fantasy or a realistic story. Are you ready?

Example 1. (The teacher will read the sentence aloud.)

1. Arnel saw a unicorn on his way to their house.

Teacher: Does this sentence tell us a realistic story or a fantasy

story? (Pause for a while and ask a pupil to answer.) That’s right.
It’s fantasy! Which part of the sentence convinced you that it tells
us a fantasy story? (Ask another pupil) You are correct! Unicorns
are just mythical creatures; we can never prove their existence.
Let’s have some more examples.

Example 2. (The teacher will read the sentence aloud.)

2. Maria rode her bike to school today.

Teacher: How about this sentence? Does this also have a

magical element in it? (Pause for a while and ask a pupil to
answer.) That’s right. It shows reality! Which part of the sentence
 convinced you that it tells us a fantasy story? (Ask another pupil)
That’s right! Riding a bike to school can happen in real life.

Guided Practice:

Teacher: Now, our goal is for you to identify if the sentences that
I’m going to show tell a fantasy or a reality.

(Flash each sentence through a slide deck or post it on the

board.)

Teacher: Let us start with this sentences.

“The Moon slowly closed its curtains and told the Sun to rise and
shine. She was up all night trying to protect her son from the
night.”

“Arthur jumped over the fence to catch the thief who took his
grandmother’s watch.”

Teacher: Can anyone tell me, which of the two sentences shows
fantasy and which shows reality?

(Encourage learners to raise their hands and answer.)

Possible Learner Response: The first one tells a fantasy story

while the second sentence tells the reality.

Teacher: What convinced you that your answers are correct?

Possible Learner Response: The first sentence tells us that the

moon is like a mother to the sun, protecting him from the night.
This scene only happens in the imagination.

Teacher: How about in the second sentence? (Ask a learner to

answer.)

Possible Learner Response: The scene in the second sentence

can happen in real life.

Teacher: Great observation! You have done quite an excellent

job differentiating fantasy from reality. Remember to carefully
read the story or text to differentiate fantasy or reality properly.
NOTES TO THE TEACHER: In this part, the teacher uses Direct Instruction and Guided
Practice to teach learners how to differentiate fantasy from reality. The teacher sets a clear
purpose with appropriate questions and examples in the form of a sentence. He/she also
encourages participation with guided practice which enhances vocabulary and higher-order
thinking skills among learners.

During/Lesson Proper

Reading the Key

Idea/Stem
Teacher: Who among you here loves to eat vegetables? (Pause
(5 minutes) for a while and wait for the learners to raise their hands)

Teacher: How about cleaning their surroundings? (Pause again

and wait for the learners to raise their hands)

Teacher: Today, we will join Ella as she explores the magical

world beyond their garden’s old gate. I will read the story aloud
and you follow along using your copy of the story. Are you ready?

Possible Learner Response: Yes!

Teacher: That’s great! Let’s begin.

**************************************

Behind the Gates

by: Syrelle France S. Paterter

Ella stared at her plate filled with vegetables. “I don't like

this food,” she mumbled. Her mother, busy in the kitchen, didn't
hear her.

Ella decided to escape to the garden. As she wandered, she

noticed something shiny near the old gate at the edge of their
garden.

It was a glowing key!

Curious, she picked it up and walked toward the old gate.

The key fit perfectly into the lock.

With a creak, the gate opened, revealing a magical world.

There were flying horses and talking trees, but everything
seemed gloomy.

While walking around a cat approached Ella. “Hello, I'm

Muning.”

“Hello, Muning. I’m Ella. It’s nice to meet you,” Ella said
shaking one of Muning’s paws. “Why does your world seem so
gloomy?”

“Our land is troubled by a bad wizard who spreads illnesses,

making everyone sick.”

Ella nodded. “Oh.. That’s sad. How can we help?”

“Really?” Muning’s eyes glowed with joy.

“Yes. If there’s anything I can do to help, I’ll do it,”

answered Ella.

“Thank you. Follow me,” said Muning.

Together, they traveled to the highest mountain, where

they saw the wizard casting his spells in the air, on the land and
waters.

“We need to stop him and heal the people,” Ella said.

Muning suggested, “Let's start by cleaning up the dirty

areas and sharing healthy food.”

“Let us also tell them that being healthy does not only
mean eating healthy, but personal hygiene is also a must,” Ella
added.

Ella and Muning led the villagers in cleaning their

surroundings and preparing nutritious meals. Slowly, the people
began to recover.

The wizard learned about what they were doing and

eventually confronted them. But they are already stronger than
before.

“Your reign of illness ends now!” Ella shouted and splashed

clean water at the wizard, and the other villagers did the same.
With the support of the healthy citizens, they defeated the
wizard, restoring peace and health to the land.

Ella smiled at Muning. “Time to go home, my friend.”

“Thank you so much, Ella.”

Ella bid goodbye to Muning and the people of the magical

world.

Passing through the old gate, Ella found herself back in the
garden just as her mother called, “Dinner's ready, Ella!”

Only a few minutes passed in the real world, but it feels like
months behind the old gate.

“I’m coming!” she answered, rushing inside their house.

Ella looked at the vegetables on her plate and smiled.

"Maybe I'll give them another try," she thought, remembering
how important healthy food was in the magical world.

**************************************

Teacher: Now, who would like to read the story again? Any
volunteer?

(A learner reads the story aloud.)

 Teacher: Thank you class for reading the story with me. Let us
see how well you understand the story.
NOTES TO THE TEACHER: In this lesson part, the teacher uses direct instruction and
read-aloud strategies to help learners engage with the story and understand the concept of
differentiating fantasy and reality. By setting the scene and telling the learners that they will
dive into a magical world, the teacher prepares learners to listen attentively. Reading the
story aloud and then having a learner volunteer to read reinforces comprehension and
fluency. This method ensures that learners can follow along, recognize the context of the
previously discussed topic, and grasp the story's key themes of cooperation, respect for the
environment, and community health.

Developing
Understanding of
the Key Idea/Stem Teacher: I will ask several questions based on the story. Feel
free to share your thoughts with the class. Are you ready?
(7 minutes)
Possible Learner Response: Yes!

Teacher: What did Ella find in the garden? (Encourage the

learners to answer in a complete sentence)

Possible Learner Response: Ella found a glowing, magical key

in the garden.

Teacher: That is right. Ella found the glowing, magical key when
she went to the garden. Why did Ella decide to go to the garden?

Possible Learner Response: Ella went to the garden because

she didn’t like the vegetable meal her mother prepared.

Teacher: Correct! She didn’t like the vegetable meal, that’s why
she escaped to the garden. How did Ella and Muning help the
villagers in the magical world?

Possible Learner Response: Ella and Muning helped the

villagers by cleaning the dirty areas, sharing healthy food, and
telling the villagers that personal hygiene is as important as
eating healthily, which helped the people get better.

Teacher: You are doing great! I’m happy that you remembered
the important details of the story. How about this one? What
differences did Ella notice between her world and the magical
world?

Possible Learner Response: In the magical world, there were

flying horses, talking trees, and a lot of illnesses caused by the
bad wizard, which is different from Ella’s normal world.

Teacher: Yes, that’s right. Some things are present in the

magical world but cannot be seen in the normal world. If you
were Ella, would you also help the villagers? Why do you think it
is important to clean the surroundings and eat healthy food?
Possible Learner Responses:

 Yes, I will also help the villagers. / No, because the bad
wizard is powerful and scary.
 It is important because cleaning and eating healthily help
eliminate illnesses.

Teacher: You are right! Cleaning and eating healthily will help
prevent illness. Thus, it will promote better understanding
between the people living in a place. How does maintaining good
health contribute to positive peace in a community?

Possible Learner Response: Maintaining good health helps

ensure that everyone in the community is strong and able to
participate equally. It prevents illnesses that can cause problems
and helps everyone to live together peacefully and happily.

Teacher: You are right about that. Maintaining good health helps
everyone to live together peacefully and happily. Have you ever
experienced getting sick? Have you encountered someone like
Ella who helped you get better?

Possible Learner Responses:

 My mother took care of me while I was sick and helped me

get better.
 My grandfather cooked healthy food and let me drink
medicine.
 We went to the doctor, and I eventually felt better.
Teacher: That’s great to hear. I’m happy that you also have
someone, as kind as Ella, to help you. Which part of the story
shows fantasy? Reality?

Possible Learner Responses:

 Ella stared at her plate filled with vegetables. “I don't like

this food,” she mumbled. Her mother, busy in the kitchen,
didn't hear her. (Reality)
 There were flying horses and talking trees, but everything
seemed gloomy. (Fantasy)
Teacher: Very good! I’m happy that you understood the story
well. Promoting peace and helping the community achieve a
positive and healthy environment is difficult. But, with everyone’s
help, it will always be possible.
NOTES TO THE TEACHER: In this part, the gradual psychological unfolding (GPU)
strategy is used by posing questions that build on learners' previous knowledge and guide
them through the narrative step-by-step. This strategy helps learners to actively engage
with the story and recognize the key themes of personal awareness, personal hygiene,
respect for the environment, and community health as well as cooperation and being of help
to those in need.
Deepening Independent Practice:
Understanding of
the Key Idea/Stem Small Group Activity: Poster Making/Skit Presentation

(14 minutes) Teacher: We are going to practice what you have learned about
fantasy and reality. Let us divide the class into five smaller
groups.

(Let the learners count from one to six until the last learner
announces his/her number. Then, group them based on their
numbers.)

Teacher: Before we start, what are the things that we need to

bear in mind while having the group activity? (Encourage
learners to answer.)

Possible Learner Responses:

 We need to collaborate with our team.

 We must share our ideas to easily do the task given.
 We must respect each other and the members of other
groups as well.
 We must listen to others while presenting and wait for our
turn to present.

Teacher: That is great! Are you now ready to know what you will
do in this activity?

Possible Learner Response: Yes!

Teacher: Then, let’s get started! (Present the task using a slide
deck or post it on the board.)

Small Group Task:

Imagine you found a magical key. Create a poster or a skit about

the adventure you would go on and the things that you would do
to help the people achieve peace and promote a healthy
environment.

Rubrics for the Performance Task

Criteria Excellent Good Satisfactor Needs
(4 points) (3 Points) y Improvemen
(2 points) t
(1 point)
Creativity Exceptionally Creative and Somewhat Limited
and creative and original creative and creativity and
Originality original ideas; ideas; original originality;
highly engaging ideas; minimally
engaging and and moderately engaging
imaginative imaginative engaging storyline
 storyline storyline storyline
Content and Content is Content is Content is Content is not
Relevance highly relevant, somewhat relevant; does
relevant; describes relevant; not clearly
clearly the somewhat describe the
describes the adventure describes adventure or
adventure and and steps to the steps to
steps taken to achieve adventure achieve peace
achieve peace peace and and steps to and promote a
and promote a promotes a achieve healthy
healthy healthy peace and environment
environment environment promote a
healthy
environment
Peace and Effectively Integrates Integrates Does not
Values integrates concepts of some integrate
Education concepts of peace concept of concepts of
Integration peace (justice, (justice, peace; peace; shows
equality and equality, and shows minimal
non-violence); non- limited understanding
shows clear violence); understandin and
understanding shows g and application
and understandin application
application g and
application
Health Effectively Integrates Integrates Does not
Education integrates the the some integrate
Integration importance of importance aspects of health
health in of health in health education;
promoting promoting education; shows minimal
peace; shows peace; shows understanding
clear shows limited and
understanding understandin understandin application
and g and g and
application application application
Visual/ Poster is Poster is Poster is Poster lacks
Performance visually visually somewhat visual appeal
Quality appealing and appealing appealing and
well- and and organization;
organized; skit organized; organized; skit is not
is well- skit is skit is engaging
performed and performed somewhat
engaging and engaging
engaging
Clarity and Ideas are Ideas are Ideas are Ideas are
Communicati expressed mostly clear somewhat unclear and
on clearly and and clear but confusing;
effectively; effectively may be difficult to
easy to expressed; confusing; understand
understand mostly easy some parts
to are easy to
understand understand

Total Score: ____ / 24

Scoring Guidelines:

21-24 points: Excellent understanding and execution of the

performance output requirements.

16-20 points: Good understanding and execution of the

 performance output requirements.

11-15 points: Satisfactory understanding and execution of the

performance output requirements.

6-10 points: Needs improvement in understanding and

execution of the performance output requirements.

0-5 points: Minimal understanding and execution of the

performance output requirements.

Teacher: You will be given 7 minutes to work on this. After that,

each group will share their work with the class. Your performance
will be marked based on the Rubrics. Are you ready?

(Hand over the envelope of the assigned task to each group. Let
the members brainstorm to accomplish their task.)

Teacher: Time’s up! Let us listen to what each group has

prepared.

(Groups 1, 3, and 5 are tasked to prepare a poster while Groups 2

and 4 are tasked to prepare a skit. After every performance, ask
the learners to identify the parts of the poster or skit that show
fantasy or reality. Encourage other learners to ask questions or
offer additional insights about the performance.)

Teacher: Excellent work, everyone! You’ve done a great job!

NOTES TO THE TEACHER: In this part, the teacher uses a collaborative small group
activity to help learners apply the concept of differentiating fantasy from reality. By dividing
the class into groups and assigning each group a task, learners engage in discussion and
critical thinking. This strategy promotes active participation, enhances comprehension, and
reinforces the skill of differentiating fantasy from reality through cooperative learning.

After/Post-Lesson Proper

Making
Generalizations and
Abstractions Teacher: You all did well in presenting your group outputs a
while ago. You have also demonstrated a great understanding of
(2 minutes) how to differentiate fantasy and reality. Now, to wrap up our
lesson, let me know your key takeaways by answering the
questions that I flash. (Teacher will read the question on the slide
deck or the one posted on the board.)

Teacher: When can we say that a story tells fantasy?

Possible Learner Response: Fantasy tells stories that can

never happen in real life. Most of the characters in these stories
are just part of the writer’s imagination, non-factual, and are
 difficult to prove.

Teacher: That’s right! Fantasy stories can happen in our

imagination and are difficult to prove. How about a realistic story?

Possible Learner Response: A Reality tells us about what

could happen and can be experienced using the five senses:
sight, smell, touch, hearing, and taste.

Teacher: Very well said! Remember, in differentiating fantasy

and realistic stories, we need to read carefully the text or
understand what the illustrations are portraying.

Teacher: Keep up the good work and do not forget to apply

these concepts in your reading and writing.
NOTES TO THE TEACHER: In this part, the teacher employs a wrap-up discussion to
reinforce learners' understanding of fantasy and reality. By asking targeted questions, the
teacher prompts learners to articulate their knowledge and skills gained about the topic, and
how to identify and differentiate them. This review solidifies learners' grasp of the concept
and encourages them to apply this skill independently in their reading and writing,
reinforcing active learning and retention.

Evaluating Learning
(5 minutes) Teacher: Now, we are going to test your understanding of
fantasy and reality by answering the following tasks in your
worksheet. Write the letter of the correct answer in your
notebook.

1. “As soon as Mr. Beaver had said, ‘There's no time to lose,’ he

took Susan by the hand and started leading them all towards the
river at a rapid pace.”
(An excerpt from “The Lion, the Witch and the Wardrobe by C.S. Lewis”)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

2. “Winnie-the-Pooh sat down at the foot of the tree, put his head
between his paws, and began to think.”
(An excerpt from “Winnie-the-Pooh by A.A. Milne”)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

3. “Charlotte's Web glistened in the morning light, with the words

‘Some Pig’ woven into the silk.”
(An excerpt from “Charlotte's Web by E.B. White”)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

4. “Matilda focused hard, and with a single thought, she made the
glass of water tip over and spill on Miss Trunchbull.”
(An excerpt from “Matilda by Roald Dahl”)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

5. “The wild things roared their terrible roars and gnashed their
terrible teeth and rolled their terrible eyes and showed their
terrible claws.”
(An excerpt from “Where the Wild Things Are by Maurice Sendak”)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

6. “Harry saw, for the first time, the towering castle of Hogwarts
as the train rounded the bend.”
(An excerpt from Harry Potter and the Sorcerer's Stone by J.K. Rowling)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

7. “Alice thought she had never seen such a curious garden

before, with flowers that talked and a rabbit with a pocket
watch.”
(An excerpt from Alice's Adventures in Wonderland by Lewis Carroll)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

8. “‘I think I can, I think I can,” said the little blue engine as it
puffed its way up the hill.”
(An excerpt from The Little Engine That Could by Watty Piper)
Which of the following best describes this excerpt?

a. Fantasy

b. Reality

9. “As Sara sat in her attic room, she imagined herself as a

princess, able to endure her hardships with grace.”
(An excerpt from A Little Princess by Frances Hodgson Burnett)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

10. “Stuart Little drove his miniature car through Central Park,
weaving between the legs of surprised pedestrians.”
(An excerpt from Stuart Little by E.B. White)

Which of the following best describes this excerpt?

a. Fantasy

b. Reality

Answer Key:

1. a. Fantasy

2. a. Fantasy

3. a. Fantasy

4. a. Fantasy

5. a. Fantasy

6. a. Fantasy

7. a. Fantasy

8. a. Fantasy

9. b. Reality

10. a. Fantasy

Teacher: Good job, class! I hope that your understanding of

fantasy and reality has improved. Do you have questions so far?
Feel free to ask if there’s any.
 NOTES TO THE TEACHER: In this part of the lesson, the teacher employs a worksheet-
based activity to assess learners' understanding of how to differentiate fantasy from reality.
Learners are tasked to answer multiple-choice questions to demonstrate their knowledge of
the lesson. They are also prompted to differentiate the two concepts based on the given
excerpt. This strategy combines assessment with application, allowing learners to apply
what they learned and reinforcing their comprehension skills.

Teacher: For your take-home activity, write a 200-word story

with a twist of fantasy and reality. Identify the parts that show
Additional Activities reality and fantasy. Do this in your literary notebook and be ready
for Application or
to share your masterpiece in our next class.
Remediation (if
applicable) NOTES TO THE TEACHER: This part serves as an offshoot of the lesson where learners
independently create their short stories that show fantasy and reality. This promotes
independent learning and critical thinking as learners engage in the creation and
development and prepare to share their works in the next class, fostering a supportive
learning environment.

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

SYRELLE FRANCE S. PATERTER EDEN I. BOBIS MAI ANNE D. RONDOLA

Teacher III, SDO Albay Language Expert, SDO Albay EPS-English, SDO Albay
1