KEY STAGE 3

Department of Education - Region III

TARLAC CITY SCHOOLS DIVISION
Brgy. Binauganan, Tarlac City 2300 NC
FACT AND OPINION:
CAN YOU TELL THE
DIFFERENCE?
(Distinguishing Facts from Opinions)

for
NON-COMPREHENDERS
PROJECT RESCUE 2.0
Recovery and Engagement of Struggling Readers
Through Curriculum Updates and Explicit Instruction

1
Reading Materials for Key Stage 3 Non-Comprehenders
First Edition, 2022; Revised Edition, 2023

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education- Tarlac City Schools Division

Ma. Irelyn P. Tamayo PhD, CESO V
Lourdes G. Dela Cruz PhD

Development Team

Writer: Ma. Roxanne M. Santiago, Jon Henry B. Ordoñez, Mary Ruth

Orendain, Camille Joy I. Castrojeres, and Jenn Clabele O. Dela Peña

Editors: Eugene S. Yango EdD, Jocel B. Cayanan, Rose Ann

Mary M. Bugayong, Algene Mae M. Samson, Eddie Lynne P. Sevilla,
Sheeny Gail D. Tiamzon, Camille Joy I. Castrojeres, and Jenn
Clabele O. Dela Peña

Evaluators: Marianne I. Quitalig and Ana Marie DC. Mercado

Reviewers: Reymar D. Paguio PhD – Education Program Supervisor in English,

Lily Beth B. Mallari, Education Program Supervisor, LRMS

Layout Artist: Jon Henry B. Ordoñez and Rose Anne Mary M. Bugayong

Management Team: Robert E. Osongco PhD – Chief, Curriculum Implementation Division

Reymar D. Paguio PhD – Education Program Supervisor in English
Lily Beth B. Mallari - Education Program Supervisor, LRMS

Printed in the Philippines by the Department of Education – Tarlac City Schools Division

Office Address: Brgy. Binauganan, Tarlac City, Tarlac

Tel. No: (045) 982-4514
E-mail Address: [email protected]

i
 KEYSTAGE

FACT AND OPINION:

CAN YOU TELL THE
DIFFERENCE
(Distinguishing Facts from
Opinions)

ii
Introductory Message
Welcome to Reading Material for Key Stage 3 Non-Comprehenders!
This Reading material is made to cater to learners’ needs in understanding sets
of texts classified as literary and academic followed by comprehension questions categorized
as literal, reorganization, inferential, prediction, evaluation, and personal response. All these
materials have interactive slide-deck presentations counterpart and an individual reading
progress report which shall be used to monitor learner’s specific reading proficiency level. This
is anchored with the Division Flagship Reading Program/Innovation titled Project RESCUE
(Recovery and Engagement of Struggling Readers through Curriculum Updates and Explicit
Instruction).
With the careful consideration of the approaches in teaching reading, each material
particularly its texts and comprehension questions are arranged developmentally, from simple
to complex. Each reading comprehension strategy/skill shall guide learners in step-by-step
reading process to aid them in becoming comprehenders, independent readers indeed.
Enjoy the journey!

For the Learning Facilitator

This Reading material is prepared to help you in facilitating
learning. This learning material is crafted based on pedagogical,
experience-based, and technical aspects of reading. The examples
presented in this material are contextualized. Your task is to address
the inquiries of your learner in reading skills. Help them grow as
multiliterate, critical, and well-versed reader.

For the Learner

This Reading material will help you read with comprehension
and apply critical thinking and reasoning skills. Activities, questions,
directions, and discussions are carefully stated for you to understand
each lesson/text. Inquire to your teachers on the topics that need
clarifications. Lastly, this will help you become an independent
reader, a learner who can make meaning through language.

iii
 PREFACE
From letters to lessons…
“Let us keep on watering the seeds of the very roots of letters. For in every drop of ink and stain of marker, a force will be
awakened. Truly, when letters unite, transformation begins, and that is the POWER OF LEXICONS…the POWER OF Literacy.”
It has been years since the COVID-19 pandemic interfered all facets of our living; seemed like the world stopped due to the
spread of COVID-19 pandemic. The world found itself bending hardly in its knees and education was one that really felt the drawbacks of
it. Education landscape- its policies and implementation guidelines were modified and some newly crafted to fit the context of distance
learning. Indeed, education crawled its ways to implementations.
Now that everything is going back to the way it was used to be: in-person classes took the center stage once more. Still, the
aftermath of the pandemic and among many others really took a toll on us. Its repercussions are totally evident particularly in the literacy
skills of our learners.
No censorship. No euphemisms. No manipulations. Many emerged as non-decoders and non-comprehenders, learning
poverty—which is defined as the percentage of 10-year-old children who cannot read and understand a simple story, reached its highest
peak.
Based on TIMSS (Trends in International Mathematics and Science Study), the learning poverty in the country was estimated
at 69.5 percent in 2019, likewise, the 2019 Southeast Asia Primary Learning Metrics Report revealed that majority of Grade 5 students
are not able to read at their level. Additionally, for Reading, the report shows that 27 percent of Filipino pupils in Grade 5 are only able to
recognize single words, while only 10 percent of them developed reading proficiency before transitioning to secondary education (Inquirer,
Dec. 3, 2020). In Region 3, low proficiency level in English, Math, and Science remains a dilemma as revealed by the results of
standardized tests which also manifested from the results here in Tarlac City Schools Division thru reading assessments and academic
profiling of learners.
Thus, TCSD implemented its flagship reading program for literacy recovery called PROJECT RESCUE (Recovery and
Engagement of Struggling Readers through Curriculum Updates and Explicit Instruction), anchored to Region’s S.T.A.R Program, which
primarily focused on literacy profiling to specifically identify the reading proficiency level of learners. Also, the development of reading
materials for non-decoders and non-comprehenders that are developmentally and systematically arranged and the use of individual
reading progress report to progressively monitor the reading status of learners were the salient features of the RESCUE program.
In its first year of implementation, SY 2022-2023, Project RESCUE made a huge entrance and aided schools to
specifically identify learners’ reading proficiency level through the use of division contextualized reading assessment tools and
the innovative materials for non-decoders and non-comprehenders. All of these were guided using the Individual Reading
Progress Report . Thus, significant decrease was cited on learners classified as non-decoders and non-comprehenders.
The following are the comparative results of pretest, midyear, and posttest:

Comparative Data of Literacy Profiling for Key Stage 1

Comparative Data of Literacy Profiling for Key Stage 2

Comparative Data of Literacy Profiling for Key Stage 3 Comparative Data of Literacy Profiling for Key Stage 4

These results clearly show the significant decrease of non-decoders and non-comprehenders. However, there are still
learners that need to be “rescued”. Therefore, RESCUE 2.O: Literacy Package shall be intensified this SY 2023-2024 with the
inclusion now of interactive slide-deck presentations for all the materials developed and the return of formal themes which shall
be the salient features of the program. As National Reading Panel (2000) underscored, that that text comprehension can be
improved by instruction that helps readers use specific comprehension strategies. Thus, successful comprehension involves
teacher-directed instructions in comprehension strategies, in which RESCUE is patterned to.
Truly, this Literacy Package titled “From Letters to Lessons…Power of Lexicons: RESCUE 2.0 Literacy Package”
is directly intended for non-decoders and non-comprehenders to become proficient readers.
The materials for non-comprehenders are aligned with explicit instruction with the integration of the six types of
comprehension namely literal, reorganization, inference, prediction, evaluation, and personal response with the incorporation of
different forms of questions while for non-decoders the 12 developmentally arranged reading components are all included.
Thus, these ought to aid teachers and even parents in improving the reading proficiency level of learners and in
establishing a culture of reading in every school.
Indeed, “Bansang Makabata: Batang Makabansa…Batang Nakababasa… “Every Filipino Learner is Literate.”

iv
 Table of Contents
Copyright .............................................................................................................. i
Title Page ………………………………………………………………………………...ii
Introductory Message .......................................................................................... iii
Preface ............................................................................................................... iv
Table of Contents ................................................................................................ vi

Distinguishing Facts from Opinions ...................................................................... 1

Reading Activities ................................................................................................ 2
I. Beyond the Pages: A Teacher’s Classroom Tales ......................... 3
II. Excerpt from Young Minds Left Unfulfilled ..................................... 5
III. Home Diaries .................................................................................. 7
IV. Excerpt from Young Minds Left Unfulfilled ...................................... 9
V. Finding Out About Monkeypox ..................................................... 11
VI. Movie Review: The Mitchell’s vs. The Machines .......................... 14
VII. A Letter from Aunt Mary ............................................................... 17
VIII. A Critical Analysis of “Facing the Giants” ...................................... 20
IX. Pandemic Diary: Learning Together ............................................ 23
X. Excerpt from Walking Between
Learning and Compliance ............................................................ 25

References ........................................................................................................ 28
Answers Key ...................................................................................................... 29

v
 READING MATERIALS FOR KEY STAGE 3

Name of Learner: _________________________________ Score: ________

Grade & Section: _________________________________ Date: _________

DISTINGUISHING FACTS FROM OPINIONS

Background Information:

When reading to gather information, it's crucial to determine whether what

you're reading is grounded on facts or simply reflects the writer's thoughts and
feelings. In doing so, we can identify the factual information in the text that we can use
for learning, while acknowledging that not all opinions in the text are classified as true
for everyone and everything.

Distinguishing Fact and Opinion (Mometrix Test Preparation, 2023)

Facts are things that can be proven true with evidence, statistics, or
documentation. Fact is absolute in the sense that it is the same for everyone and
cannot be interpreted otherwise. For example:
• Dogs are mammals.
• Albany is the capital of New York.
• Mount Everest is the tallest mountain on Earth.

Opinions reflect personal thoughts or feelings. They're not right or wrong because
they vary from person to person. For example:
• Dogs are the best mammals ever.
• Albany is the most interesting city in New York.
• World War II was a terrible war.

To determine if a statement is a fact, ask yourself the following questions:

● Can the statement be proven with evidence like studies or documents?
● Does it align with established knowledge or widely accepted information?
● Does it have strong evidence or data to support it, like statistics or numbers?
● Can you see it happening in real life or observe it directly?

To identify if a statement is an opinion, consider these questions:

● Does the statement reflect personal beliefs, feelings, emotions, or preferences
rather than concrete evidence?
● Can different people have different opinions on the same statement?
● Do you notice any words in the text that express a strong opinion or preference,

1
 such as "beautiful," "best," "worse," "little," "worthless," “amazing,” and so on?
● Do you identify any words in the text that introduce a degree of uncertainty or
qualification, such as "always," "likely," "possibly," "should," "may," "often,"
"typically," or similar terms?

Signal Words and Phrases used in stating Fact and Opinion (Edrawsoft, 2023)
Fact Opinion
• The findings of the investigation • As per my view…
revealed… • The officer thinks that…
• The latest report reaffirms… • Experts suspect that…
• According to the reviewed literature… • The results argued...
• Recently, scientists have identified...

OBJECTIVES:
• Define facts and opinions;
• Distinguish facts from opinions; and
• Answer the given questions in the texts.

GENERAL INSTRUCTIONS:
Read each passage carefully. Then, follow the directions indicated before answering.
Use another sheet of paper or your notebook for ALL your answers in all activities.
Ask for assistance if needed.

READING ACTIVITIES

I. Read the text below and answer the comprehension questions after. Encircle the
word, “FACT” if the statement is factual and “BLUFF” if it is based on opinion.

Vocabulary Building:
1. Adventure (n.) - an exciting experience or journey (Merriam Webster Dictionary)
2. Profound (adj.) - intense, deep, or having great meaning (Merriam Webster Dictionary)
3. Amazing (adj.) - causing great surprise or wonder (Merriam Webster Dictionary)
4. Expert (n.) - a person who has special skill or knowledge relating to a particular subject
5. Wonder (n.) - something or someone that is very surprising

I. BEYOND THE PAGES: A TEACHER’S CLASSROOM TALES

Ma. Roxanne M. Santiago, Camille Joy I. Castrojeres

In the year 2018, a new chapter began in Mr. Santos's life when he became
a teacher at Sampaloc National High School in Tarlac City. This school year 2023-
2024, he is in-charge of 40 students in his class, and each day is a new part of their
learning journey.
What makes Mr. Santos special is how much he loves stories. To him, every

2
 story is like a magical door to a world full of wonder and imagination. When it's time
for a story lesson, the classroom becomes a place where anything can happen. The
students turn into characters in exciting adventures, go to faraway places, and
experience the magic of storytelling together.
Because of this, Mr. Santos's classroom is a place of excitement and joy. His
students really respect him and think he's like a storytelling expert. They don't just
see him as a teacher, but also as someone who protects the amazing world of
books, where learning and imagination go together. And so, Mr. Santos and his
amazing class keep going, with each day being a new part of their big adventure of
learning through stories.

Comprehension Check:
1. Mr. Santos has 40 students in his class. (LITERAL)
FACT BLUFF
2. Mr. Santos appears to be an interesting person to meet. (LITERAL)

FACT BLUFF
3. The students think that Mr. Santos effectively and passionately teaches them
every day. (LITERAL)
FACT BLUFF
4. Mr. Santos has been teaching for five years at Sampaloc National High School.
(REORGANIZATION)
FACT BLUFF
5. Mr. Santos is an English teacher. (REORGANIZATION)
FACT BLUFF

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to
proceed to the next text?

3
 Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

II. Examine the given statements. Encircle the word “FACT” if it is true and
“OPINION” if it is what someone thinks or believes.

Vocabulary Building:
1. Compelled (v.) – forced or obliged (someone) to do something (Oxford Learner’s
Dictionary)
2. Disengage (v.) – separate or release (someone or something) from something to which
they are attached or connected (Oxford Learner’s Dictionary)
3. Deprive (v.) – deny (a person or place) the possession or use of something (Oxford
Learner’s Dictionary)
4. Literacy (n.) – is the ability to read and write in a language, as well as to understand
and communicate using written symbols and texts
5. Crisis (n.) - is a time of intense difficulty, trouble, or danger (Oxford Learner’s
Dictionary)
6.

4
 II. YOUNG MINDS LEFT UNFULFILLED (Excerpt)
Andrea S. Chua

WETA Public Broadcasting (2021) stated that most of the words cannot be
comprehended by the reader unless they are familiar with the meanings of most of the
words. Children must acquire the meaning of the new terms that are not part of their
speech vocabulary.
However, with the beginning of community lockdown and the suspension of
classes around the country, an increasing number of children have been compelled to
stay at home, raising the number of pupils who are disengaged from or completely
deprived of their education. Undoubtedly, the health crisis and its outcomes have
increased already existing literacy issues, widening the gap between children who
receive reading assistance and those who do not.
Due to the disruption of schooling caused by the pandemic, early-grade reading
fluency is expected to be around 30% lower than in prior years, and students from low-
income schools may be falling further behind.

Comprehension Check:
FACT / BLUFF 1. The health crisis and its outcomes have increased the problems
in literacy. (LITERAL)
FACT / BLUFF 2. The community lockdown and suspension of classes resulted
in an increasing number of children forced to stay at home.
(LITERAL)

FACT / BLUFF 3. Early grade reading fluency is expected to be around 30%

lower than in prior years. (LITERAL)
FACT / BLUFF 4. It is concerning that most students from low-income schools
may be suffering from a low level of reading comprehension.
(REORGANIZATION)

FACT / BLUFF 5. People believe that there is a widening gap between children
who receive reading assistance and those who do not.
(REORGANIZATION)

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

5
Process Questions for Learners:
1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

4. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

5. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________
6. How do you plan to cope with what went wrong?
______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

How is your progress? Take a short break and continue accomplishing your
reading activities. Always remember that you are doing great!

6
III. Encircle the word “FACT” if it is true or it really happened in the story, and
“OPINION” if it is what someone thinks or believes.

Vocabulary Building:
1. Cozy (adj.) - warm and comfortable
2. Culinary (adj.) - relating to cooking or the art of preparing food
3. Tradition (n.) - a long-standing custom or practice passed down through generations
(Vocabulary.com)
4. Nook (n.) - a small, quiet, and cozy corner or space (Vocabulary.com)
5. Eager (adj.) - means having a strong desire or enthusiasm to do or achieve something

III. HOME DIARIES

Ma. Roxanne M. Santiago, Jenn Clabele O. Dela Peña

Mia's grandma has been teaching her how to cook Filipino food. For today, she
is cooking Sinigang. Grandma is showing Mia how to do the step-by-step process. Mia
is trying her best to follow each step. She is not sure if her Sinigang will turn out good,
but she likes spending time cooking and learning her grandma’s special recipes. As
they work together in the cozy kitchen, Mia listens to her grandma's stories of their
family's culinary traditions, making the experience even more meaningful.
Comprehension Check:
1. Grandma is teaching Mia how to cook Sinigang. (LITERAL)
FACT / OPINION
2. Mia believes she is doing her best in cooking Sinigang. (LITERAL)
FACT / OPINION
3. Sinigang is an example of a Filipino food. (REORGANIZATION)
FACT / OPINION

Shane and her family moved to a new house, eager for a fresh start. Shane is
happy with her new room, and she thinks it’s a fair size. There is also a window in
her room that overlooks the front yard. Her old bedroom’s bed and dresser are now
in her new bedroom, serving as comforting reminders of their previous home. Her
new room also has all her books, and she enjoys her new place, especially the cozy
reading nook she has set up by the window. As the days go by, Shane is looking
forward to making new friends in the neighborhood and exploring the nearby park.

Comprehension Check:
4. Shane and her family are now living in their new house. (LITERAL)
FACT / OPINION
5. Shane thinks her new house is nice. (REORGANIZATION)
FACT / OPINION

Score:

7
 Note to the Learner
Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

8
IV. Read each sentence and write a check mark (√) in the box if you believe the
statement is a FACT or cross (X) if you believe it's an OPINION.

Vocabulary Building:
1. Compelled (v.) – forced or obliged (someone) to do something (Oxford Learner’s Dictionary)
2. Hindered (v.) -means to slow down the progress or development of someone
3. Unprecedented (adj.) - describes something that has never happened before (Collins
Dictionary)
4. UNESCO (n. acronym) – a specialized agency of the United Nations which advocates
collaboration among countries in education, science, and culture
5. Catastrophe (n.) - a very bad event that causes a lot of harm or damage

IV. YOUNG MINDS UNFULFILLED (Excerpt)

Andrea S. Chua

According to a study published by the United Nations Educational, Scientific,

and Cultural Organization (UNESCO), One Year into COVID: Prioritizing Education
Recovery to Avoid a Generational Catastrophe, the number of children who lacked
basic reading skills was increasing even before the pandemic. Instead of 460 million
children having reading challenges in 2020, that number will have risen to 584 million.
According to the agency, the increase of more than 20% wiped out two decades of
educational advances—worsening the already problematic population of young
students with low reading comprehension.

With all these data and studies collected, it is undeniable that COVID-19 had a
severe impact on the reading comprehension abilities of children. It hindered their
chance to quickly enhance their reading skills, particularly now that there are no face-
to-face classes due to the pandemic. The poor access to technologies required for
remote learning has left many young Filipinos compelled to, unfortunately, stop their
education. The lack of communication between educators and students in the new
learning system closed the doors of knowledge in communication and language
skills which affected the reading and speaking fluency of many students that are still
facing unprecedented years of learning.

Comprehension Check:
1. According to the study, the number of children with reading challenges
increased from 460 million to 584 million in 2020. (LITERAL)
2. The UNESCO study suggests that the number of children struggling with
reading had been rising before the pandemic, and COVID-19 increased it by
disrupting education and access to technology. (REORGANIZATION)
3. Students will improve their fluency in reading and learn more if they have
good communication with their teachers. (PREDICTION)
4. Filipino children who had to stop their education during the pandemic may
probably have a hard time adjusting to the new normal way of education.
(PREDICTION)

9
 5. It seems to me that COVID-19 is one of the most challenging problems that
we faced since this led to problems with the students' reading comprehension
skills. (EVALUATION)

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?
Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.
2. How do you plan to strengthen what went well?
______________________________________________________________
______________________________________________________________
3. How do you plan to cope with what went wrong?
______________________________________________________________
______________________________________________________________
Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________

10
V. Read the passage carefully and encircle the letter of your answers to the questions
that follow.

Vocabulary Building:
1. Trace (v.) – find or discover by investigation (Oxford Languages)
2. Abroad (adv).- in or to a foreign country or countries (Oxford Languages)
3. Contaminated (adj.) - having been made impure by exposure to or addition of a poisonous
or polluting substance (Oxford Languages)
4. Lymph node (n.) - a kidney-shaped organ acting as filters for foreign particles such as
cancer cells and infections (American Cancer Society)
5. Anxious (adj.) - experiencing worry, unease, or nervousness, typically about something
with an uncertain outcome (Oxford Languages)
6. Ventilation (n.) - the provision of fresh air to a room, building, et. (Oxford Languages)

V. FINDING OUT ABOUT MONKEYPOX

Jon Henry B. Ordoñez, Camille Joy I. Castrojeres

A few weeks before school started, Ben came across news on Facebook
about the first case of monkeypox in the Philippines. He felt that this update was
alarming. Immediately, he messaged his classmate about what he had read. The
news report traced the virus back to a 31-year-old Filipino who had returned from
abroad on July 19, 2022.

The World Health Organization (WHO) declared monkeypox a global health

emergency. They emphasized that the virus could spread through close contact—
by wounds, body fluids, and respiratory droplets—from persons or animals
contaminated with the virus. Common symptoms of monkeypox include rashes,
fever, and swollen lymph nodes.

Ben felt anxious about the news and worried it affect the upcoming school
year. He messaged his classmate, expressing concerns might that in-person
classes might be canceled. His classmate reassured him that this might not be the
case as according to WHO's statement, monkeypox is not easy to catch and
causes less severe illnesses. They also reminded each other and the public to
continue following COVID-19 protocols: wearing well-fitted masks, ensuring good
ventilation, maintaining hand hygiene, and practicing physical distancing.

Comprehension Check:
1. Which of the following is NOT a fact from the text? (LITERAL)
A. Ben felt anxious about the news.
B. Common symptoms of monkeypox include rashes, fever, and swollen lymph
nodes.
C. The World Health Organization (WHO) declared monkeypox a global health
emergency.
D. The news report traced the virus back to a 31-year-old Filipino who had
returned from abroad on July 19, 2022.

11
2. All the following statements are considered true, EXCEPT: (INFERENCE)
A. WHO declared monkeypox as a global health emergency.
B. People think that the monkeypox is just like the COVID-19 virus.
C. The first case of the monkeypox virus was from a 31-year-old Filipino.
D. Ben immediately messaged his classmate when he found out the news
about monkeypox.

3. Is the statement "The World Health Organization (WHO) declared monkeypox a

global health emergency," a fact or an opinion? (EVALUATION)
A. It is a fact because any illness is considered a real emergency.
B. It is an opinion because it uses the word "declared," which implies a personal
action.
C. It is an opinion because it expresses someone's personal belief about
monkeypox without providing concrete evidence.
D. It is a fact because it presents a verifiable event, the declaration by the World
Health Organization (WHO), which can be confirmed through official
documents and records.

4. The statement “Having a fever is enough to declare that someone has monkeypox,”
is __________________. (EVALUATION)
A. an opinion because it mentions a specific symptom of monkeypox.
B. a fact because having a fever is one of the symptoms of monkeypox.
C. an opinion because it expresses a personal belief without providing evidence.
D. a fact because the information is based on a person's perspective on monkeypox.

5. In the statement “He felt that this was alarming,” what word makes it a fact?
(EVALUATION)
A. felt
B. that
C. this
D. update

Score:

12
 Note to the Learner
Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

13
VI. Read the text below and answer the activity that follows. Decide whether each
example is a fact or an opinion. Write the word FACT or OPINION beside the
sentence.

Vocabulary Building:
1. Animated (adj.) – moving images or pictures
2. Fiction (adj.) - literature in the form of prose that describes imaginary events and people
(Oxford Languages)
3. Science fiction (n.) - fiction based on imagined future scientific or technological advances and
major social or environmental changes (Oxford Languages)
4. Emphasis (n.) - special importance, value, or prominence given to something (Oxford
Languages)
5. Humor (n.) - is the quality of being amusing, entertaining, or funny (Oxford Languages)

VI. MOVIE REVIEW: THE MITCHELL’S VS. THE MACHINE

Mary Ruth M. Orendain

The Mitchells vs. the Machines is a 2021 American computer-animated science

fiction comedy film produced by Sony Pictures Animation. The film was directed by
Mike Rianda, co-directed by Jeff Rowe, and written by Rianda and Rowe, with Phil
Lord, Christopher Miller, and Kurt Albrecht serving as producers. The film was
originally planned to be released in theaters in 2020, but due to the impact of the
COVID-19 pandemic on movie theaters, Sony sold the main distribution rights to
Netflix. It was released in select theaters on April 23, 2021, before its streaming
release on April 30.

This movie gave emphasis to teenagers that experience a generation gap with
their parents -- specifically between Katie Mitchell and her father Rick because of
technology. Katie has a creative soul that has led her to create YouTube videos that
are unusual but full of humor, most of them starring her chunky pug, Monchi in a series
called “Dog Cop”; meanwhile, her old/classic dad has no idea how to use technology
such as computer or smartphone to even watch these videos that made her daughter
famous. Now that Katie is entering school and leaving their home, there has been a
wider gap in resolving their personalities towards each other. Despite facing this
problem, it is also a disguised effort to unite them one more time as daughter-father in
a journey. The movie indeed was able to deal with issues surrounding family aspects
and the pros and cons of today’s technology. It just happened to come on the same
day that the machines took over the world. But this situation finally made them value
each other and express their feelings honestly. These conversations may cover
subjects such as screen-time limits, healthy communication, and the possibility of
strengthening family bonds.

14
Comprehension Check:
1. Which among the following is an opinion from the text? (LITERAL)
A. Katie has a creative soul that has led her to create YouTube videos.
B. The film was directed by Mike Rianda and co-directed by Jeff Rowe.
C. The Mitchells vs. the Machines is a film produced by Sony Pictures Animation.
D. The Mitchells vs. the Machines was released in select theaters on April 23, 2021.

2. Which among the following statements is a fact from the text? (LITERAL)
a. The movie is best watched by teenagers.
B. Technology has more disadvantages than advantages.
C. "The Mitchells vs. the Machines” can strengthen family bonds.
D. Sony sold the main distribution rights of the film "The Mitchells vs. the Machines"
to Netflix.

3. Which among the following statements is an opinion? (PREDICTION)

A. The movie's streaming release occurred on April 30, 2021.
B. Originally, the film was planned for a theatrical release in 2020.
C. The audience expects that the movie will leave realizations to its viewers about
the advantages and disadvantages of technology.
D. The story revolves around Katie's creative YouTube videos and her father Rick's
lack of technological proficiency, which creates a wider gap in their relationship.

4. What makes the statement “The movie successfully explores family dynamics” an
opinion? (EVALUATION)
A. explores
B. family
C. movie
D. successfully

5. The statement "Every family can relate to the film's plot." is: (EVALUATION)
A. A fact because a lot of families like the movie.
B. An opinion since it can be proven with the film's reviews.
C. A fact because the movie is easy to understand, making it relatable to everyone.
D. An opinion because it reflects a personal belief, and not everyone may agree
with the statement.

Score:

Are you enjoying the reading texts? Take a short break and continue
accomplishing your reading activities. Always remember that you are doing
great!

15
 Note to the Learner
Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 5 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

16
VII. Read the passage carefully and encircle the letter of your answers to the questions
that follow.
Vocabulary Building:
1. Enormous (adj.) – very large in size, quantity, or extent
2. Commissioned (adj.) - ordered or authorized (a person or organization) to do or produce
something
3. Limestone (n.) - a hard sedimentary rock, composed mainly of calcium carbonate or
dolomite, used as building material and in the making of cement (Oxford Languages)
4. Iconic (adj.) - very famous or popular, especially being considered to represent particular
place or time (Cambridge Dictionary)
5. Varieties (n.) - refer to different types, forms, or versions of something (Merriam Webster
Dictionary)

VII. A Letter from Aunt Mary

Ma. Roxanne M. Santiago
Dear Christian,
I’m so excited to share with you my travel to Baguio City. This is my first-time
visiting Baguio, and I guess it is one of the coldest and the most beautiful cities in
the Philippines. Baguio, as you heard, is the summer capital of the Philippines.
Anyway, when you think of Baguio, you probably think of the Lion’s head. Anyone
visiting Baguio must see the enormous Lion’s Head monument, it was cut out of a
big piece of limestone that had been laying along Kennon Road for a while. The
Baguio Lions Club commissioned it in 1968, and it was completed in 1972. It has a
height of 12 meters, or 40 feet. For some, it is an iconic, photo-worthy Baguio site.

This morning I walked around the busy roads of the city going to the ever-
well-maintained Burnham Park, which I think is the people’s favorite park in Baguio.
It is surrounded by colorful flowers in different varieties and is lined with aged yet
beautiful trees. Hotels, shops, and restaurants to choose from are also a step away
from the park. I had a great breakfast at one of the cafes. I guess all their customers
liked their coffee and bread, they are very special. And you know what? Baguio is
known for its fresh strawberries. Don’t you worry. I have bought a bunch for you. All
the vendors here also sell fresh and good quality vegetables, but I think I won’t buy
many vegetables. You know me; I’m picky when it comes to veggies.

Tomorrow I am going to Wright Park. It is one of the most visited places for
horse-back riding. It is located near The Mansion. As I visited places here, I passed
by the Philippine Military Academy. By the way, I heard you are graduating soon
and planning to enter the military. Right after your graduation, you might want to
see it. There are so many places to visit here in Baguio, like The Botanical Garden,
Mines View, Camp John Hay, and SM Baguio, of course. So many tourist spots to
visit! See you soon.
Yours truly,
Aunt Mary

17
Comprehension Check:
1. Which of the following sentences is a fact? (LITERAL)
A. The Lion’s head has a height of 12 meters or 40 feet.
B. The travelers appreciate the beauty of the Lion’s head.
C. The Lion’s head is still under construction up to this day.
D. For some, the Lion’s head is an iconic, photo-worthy Baguio site.

2. Which sentence from the paragraph above is a fact? (LITERAL)

A. Baguio is known for its strawberries.
B. For Aunt Mary, the coffee and bread are very special.
C. Aunt Mary thinks that the customers liked their coffee and bread.
D. Some vendors in Baguio City sell strawberries and vegetables.

3. Which sentence from the paragraph above is an opinion? (LITERAL)

A. Burnham Park is surrounded by flowers and trees.
B. Burnham Park is the people’s favorite park in Baguio.
C. Aunt Mary walked around the busy roads of the city going to Burnham Park.
D. Hotels, shops, and restaurants to choose from are also a step away from
the park.

4. Fact or opinion: Philippine Military Academy is in Baguio City.

(REORGANIZATION)

A. Fact B. Opinion

5. Which of the following sentences is a fact? (INFERENCE)

A. Aunt Mary traveled to Tagaytay City.
B. Aunt Mary visited Tagaytay for the first time.
C. Christian’s Aunt Mary is so excited to share her travel story.
D. Christian believes that Baguio is the coldest city in the Philippines.

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to
proceed to the next text?

18
 Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

VIII. Read the text below and answer the activity that follows. Decide whether each
example is a fact or an opinion. Write the word FACT or OPINION beside the
sentence.

Vocabulary Building:
1. Implication (n.) – the effect that an action or decision will have on something else in
the future
2. Revival (n.) - an improvement in the condition or strength of something
3. Profanity (n.) - refers to language, words, or expressions that are considered offensive,
vulgar, or disrespectful
4. Atonement (n.) - reparation for an offense or injury (Merriam Webster Dictionary)
5. Exterior (adj.) - pertains to the outer or external part of something (Oxford Languages)

19
 VIII. Title: A Critical Analysis of "Facing the Giants"
Ma. Roxanne M. Santiago, Camille Joy I. Castrojeres

I. Introduction
This academic paper provides a thorough analysis of the movie “Facing
the Giants,” directed by Alex Kendrick and co-written by him and his brother
Stephen Kendrick. This film's analysis deals with its thematic elements and
religious implications. Additionally, this analysis examines the film's suitability
for family viewing and its implications for faith-based storytelling in the cinematic
realm.

II. Content of the Movie

A. Family-Friendly Entertainment
"Facing the Giants" stands out among the other films by upholding a
family-friendly approach. The movie becomes a model of responsible
filmmaking for a broad audience because it is free of profanity, excessive
violence, or sexual themes. However, it should be highlighted that children
under the age of ten may not understand most of the story.

B. A Tale of Faith and Redemption

"Facing the Giants" is basically a tale about faith and atonement. High
School Football Coach Grant Taylor, who is portrayed by filmmaker Alex
Kendrick, faces difficulties in the movie. The movie alludes to the biblical story
of Job as Coach Taylor battles with a string of football losses and the possibility
of losing his job if his football team loses again. He also faced emotions of
betrayal from the people around him, unbelief, and fear of losing his house and
car. Coach Taylor, like Job in the Bible, decided to trust his situation to God.
Grant realized the importance of the team, which is not only about winning the
game but also about serving God. With this revelation, he re-established the
team, revival happened in the school, and miracles started to happen.

C. Life Lessons and Spiritual Insights

"Facing the Giants" imparts crucial life lessons and spiritual wisdom
beneath its sports-focused exterior. The film's themes have a profound
emotional impact on its audience due to its central message, particularly
emphasizing the importance of treating parents with respect and
maintaining one's faith despite difficulties. The movie serves as a clear
example of how faith can transform individuals, inspiring reflection on one's
own life.
D. A Testament to Dedication
The dedication presented by the individuals involved in the production of
"Facing the Giants" is worth highlighting. The film emphasizes the passion
and authenticity highlighted in the project, given that it was primarily crafted

20
 by volunteers who were relatively unknown and unpaid members of Albany's
Sherwood Baptist Church. This volunteer-driven endeavor shows the impact
of public initiatives within the contemporary Christian film industry.

III. Conclusion
In conclusion, "Facing the Giants" exceeds its reputation as a sports
drama to become a moving examination of faith, resiliency, and the human
spirit. It fills a unique niche as a representation of modern Christian film, running
entertainment with moral and spiritual insight. This review has offered a critical
examination of the movie, highlighting its subtle narrative elements, religious
undertones, and cultural significance within the developing field of faith-based
cinema.

Comprehension Check:
_____________1. "Facing the Giants" was directed by Alex Kendrick and co-written
by him and his brother Stephen Kendrick. (LITERAL)

_____________ 2. In the movie, Coach Grant at Shiloh Christian Academy has

reached the lowest point in his life, where his football team keeps losing year after
year, and he is in danger of losing his job if his football team loses again. (LITERAL)

_____________ 3. The wonderful story will entertain Christians and change their
perspective on life due to the religious lessons in the movie. (PREDICTION)

______________ 4. I think Coach Taylor in 'Facing the Giants' will continue to inspire
people because his story shows that even when life gets tough, having faith and
determination can lead to success. (PREDICTION)

______________ 5. Facing the Giants is a heartwarming family film that's safe for kids
and teaches important lessons about faith, determination, and teamwork. (EVALUATION)

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.
\

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?

21
 3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
_____________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

IX. Read the passage carefully and encircle the letter of your answers to
the questions that follow.

Vocabulary Building:
1. Compelled (v.) – forced or obliged (someone) to do something (Oxford Languages)
2. Disengage (v.) – separate or release (someone or something) from something to which
they are attached or connected (Oxford Languages)
3. Employ (v.) – make use of
4. Insightful (adj.) – a deep understanding of a person or thing (Merriam Webster Dictionary)
5. Pursuit (n.) – an activity that one engages in as a vocation (Merriam Webster Dictionary)
6. Tremendous (adj.) – extreme size, power, greatness (Merriam Webster Dictionary)

22
 IX. Pandemic Diary: Learning Together
Jenn Clabele O. Dela Peña, Camille Joy I. Castrojeres

Amidst the pandemic’s challenges, Shane, an exceptionally compassionate

teacher, found herself compelled to adapt to a new teaching method: online classes.
Her once lively classroom, full of active students, now sat empty. She longed for the
days when she could see her students' smiles and smell the familiar scent of chalk
dust which filled the air. Undiscouraged, she employed technology to continue her
mission of helping her students learn.

On the other side of the screen, Roice, a determined and insightful student,
faced her unique set of challenges. Her new classroom existed within the limits of a
computer, surrounded by many distractions. She needed the companionship of her
friends and the in-person guidance from her teacher. However, Roice refused to
disengage from her pursuit of knowledge.

During the pandemic crisis, Shane and Roice crossed paths, and Shane's
strong commitment provided hope for Roice. Despite the considerable challenges
they encountered, they created a powerful friendship and provided mutual support.
Together, they showed that the spirit of education can endure even in the face of
tremendous hardships.

Comprehension Check:
1. What is a factual statement from the text? (LITERAL)
A. Roice never missed her friends during the pandemic.
B. Shane conducted online classes during the pandemic.
C. Roice discouraged Shane from conducting online classes.
D. Shane believed online classes were better than in-person classes.

2. What can be inferred as a fact from the text? (INFERENCE)

A. Shane and Roice became friends online.
B. Shane found it easy to conduct online classes.
C. Roice gave up on learning during the pandemic.
D. Education's spirit can shine even when things are tough.

3. What opinion is expressed in the text? (INFERENCE)

A. "Shane's compassion for her students is inspiring."
B. "Shane’s commitment was not as strong as Roice’s."
C. "Roice's challenges were easier to overcome than Shane's."
D. "Online classrooms are more enjoyable than traditional ones."

23
4. What opinion regarding the probable outcome of Roice's future education can be
inferred from her pandemic challenges and her unwavering commitment to
learning?" (PREDICTION)
A. She will likely excel academically.
B. She may decide to quit school altogether.
C. Her education will likely remain unaffected.
D. She may struggle to catch up with her peers.

5. Which statement reflects an opinion rather than a fact? (EVALUATION)

A. "Shane missed her students and their smiles."
B. "Roice's new classroom was on the computer."
C. "Online classrooms proved to be less effective than traditional ones.”
D. "Despite using a computer, Shane continued to teach through her online
classes.”

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to proceed
to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

Process Questions for Teachers:

1. List down three experiences below.
What went well? What went wrong?
1. 1.

24
 2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________

3. How do you plan to cope with what went wrong?

______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

X. Read the passage carefully and encircle the letter of your answers to the
questions that follow.

Vocabulary Building:
1. Abide (v.)– to bear patiently (Merriam Webster Dictionary)
2. Mandate (n.) – formal order by the superior (Merriam Webster Dictionary)
3. Transition (n.) –change or shift from one state, subject, place to another (Merriam
Webster Dictionary)
4. Improbability (n.) – the quality of not likely to be true or to happen (Cambridge
Dictionary)
5. Burden (n.) – the main responsibility for achieving a specified aim or task (Oxford
Languages)

X. Excerpt from: Walking Between Learning and Compliance

Mary Ruth M. Orendain

Learning distance education has become a part of the new normal -- not only
to abide by the mandate of the government, but also to respond to the need for
continuous learning. Things are not easy for both teachers and students when moving
academically from one phase to another. The unexpected transition brought by this
pandemic becomes a struggle without sufficient opportunities to design a new mode
of learning.

For instance, the need to shift to online learning (such as Zoom, Google Meet,
or Messenger) creates improbability for teachers and students. Because not everyone
has enough resources to stay online, most of the students – especially in state
universities, rely on free Facebook for communication. The burden of data
consumption through video conferencing is something that not everyone can afford.
In addition, our country’s capability to provide us with a faster internet connection is

25
also a matter for consideration.

According to the data of Ookla Report of global mobile internet speed rankings,
the Philippines moved up to the 86th spot in January 2021. This is a marked
improvement from its 111th rank in the same period last 2020. For fixed broadband,
the country’s average download speed was recorded at 32.73 Mbps.

With this, it is not also the issue of who can afford online learning or who cannot.
That is why blended learning has been imposed as well to provide students better
options to learn and comply with their academics.

Blended learning therefore means learning in which students can, in part,

control the time, pace, and place. Each school – whether public or private, has
designed a blended learning model, in which teachers determine the combination
that’s right for them and their students. With all these data and facts collected, it is
indeed undeniable that everyone is at the same pace of embracing the new normal.

Comprehension Check:
1. Which of the following is an opinion? (LITERAL)
A. Blended learning means students have full control over their learning pace.
B. The Philippines' average download speed for fixed broadband is 32.73 Mbps.
C. Learning distance education is a challenge without opportunities for improvement.
D. The Philippines moved up to the 86th spot in global mobile internet speed rankings.

2. According to the article, which of the following is presented as a fact?

(REORGANIZATION)
A. Blended learning is not imposed on any schools.
B. All students find it easy to transition academically.
C. Students and teachers need to have an internet connection to conduct video
conferences.
D. In primary and secondary education, including both public and private institutions,
distance learning has now become a part of the 'new normal' approach to education.

3. What is an opinion expressed in the article? (REORGANIZATION)

A. Choosing distance education is a wise choice.
B. The need for continuous learning is not a part of the new normal.
C. Blended learning has been implemented to offer better learning opportunities for
students.
D. Private schools do not find the unexpected transition caused by this pandemic to
be a struggle.

4. Which of the following statements is true? (INFERENCE)

A. "Each school has its own blended learning model" is an opinion because not
everyone has blended learning.

26
B. "Teachers can easily use Google Meet, Zoom, and Facebook Messenger for their
teaching compared to their students" is an opinion because it denotes a personal view
regarding the matter.
C. Blended learning makes it easy for students and teachers to adjust to the new
normal of education" is a fact because it has been proven that blended learning helps
students understand their lessons better.
D. "Things are not easy for both teachers and students when moving academically" is
a fact because I personally experienced it.

5. What opinion can be inferred about the impact of the pandemic on education from
the article? (EVALUATION)
A. The pandemic has no bad effect on education.
B. Online learning is now the preferred mode of education.
C. Traditional schooling is more effective than online learning.
D. In the view of many, the transition to distance education has been exceptionally
challenging.

Score:

Note to the Learner

Answer the questions honestly. Your answers will be the guides of your
teachers whether you are now ready to proceed or subject for deepening.
Share your responses in a separate sheet of paper.

Process Questions for Learners:

1. What part of the lesson did you find
easy?
2. What part of the lesson did you find
challenging?
3. Do you think you are ready to
proceed to the next text?

Learner’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Note to the Teacher

If the learner was able to answer 3 or more questions correctly, the
teacher may proceed; otherwise, reteach the reading comprehension
strategy.

27
Process Questions for Teachers:
1. List down three experiences below.
What went well? What went wrong?
1. 1.
2. 2.
3. 3.

2. How do you plan to strengthen what went well?

______________________________________________________________
______________________________________________________________
3. How do you plan to cope with what went wrong?
______________________________________________________________
______________________________________________________________

Teacher’s Reflection
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

REFERENCES:

Ancheta, Ruel F., Ed.D., and Helen B. Ancheta, MAEd. "The New Normal in
Education: A Challenge to the Private Basic Education Institutions in the
Philippines?" International Journal of Educational Management and
Development Studies 1, no. 1 2020

Chua, Andrea S. 2022. “Young Minds Left Unfulfilled.” Baras-Baras High School.

Mometrix Test Preparation. 2023. Distinguishing Fact and Opinion. Accessed

September 27, 2023. https://www.mometrix.com/academy/fact-or-opinion

Freeman, James. 2023. Fact and Opinion. Edrawsoft. Accessed September 27, 2023.
https://www.edrawsoft.com/fact-and-opinion.html

Orendain, Mary Ruth M. 2022. “Movie Review: The Mitchell’s Vs. The Machine.”
Baras-Baras High School.

Orendain, Mary Ruth M. 2022. “Walking Between Learning and Compliance.” Baras-
Baras High School.

28
ANSWERS KEY
I. II. III. IV. V.
1. FACT 1. FACT 1. √
1. FACT
2. BLUFF 2. FACT 2. √ 1. A
2. OPINION
3. BLUFF 3. FACT 3. X 2. B
3. FACT
4. FACT 4. BLUFF 4. X 3. D
4. FACT
5. FACT 5. BLUFF 5. X 4. C
5. OPINION
5. A

VI. VII. VIII. IX. X.

1. A 1. A 1. FACT 1. B 1. C
2. D 2. A 2. FACT 2. D 2. B
3. C 3. B 3. OPINION 3. A 3. A
4. D 4. A 4. OPINION 4. A 4. B
5. D 5. C 5. OPINION 5. C 5. D

29
For inquiries or feedback, please write or call:

Department of Education – Tarlac City Schools Division

Office Address: Brgy Binauganan, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: [email protected]

30