Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development
and Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What am I good at? before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
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We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What’s my target?
This module is about several informational text-types. Informational or
factual texts contain text structure and language features. You will decide about the
purpose of the text in this module. You will also use graphic organizer for each
informational text.
At the end of this module, you are expected to:
1. Identify various types of informational text;
2. Distinguish text type according to purpose and language features
3. Use various graphic organizers for informational text.

What am I good at?

Directions: Read each scenario and choose which of these 5 Informational Text
Structures would best match it.

Description Cause/Effect Sequence

Problem/ Solution Compare/Contrast

1. A scientist finds skeleton that is very similar to T-Rex

and wants to write a report about how the new set of bones compares
to that of a T-Rex.
2. You want your mom to buy your favorite kind of shoes at the
store, but you can’t go with her to pick them out. You must write down
everything she needs to know in order to pick out the right shoes for you.

3. In a Spanish class, the teacher assigns you homework. You must

write a report (in Spanish!) on how to make a peanut butter and jelly
sandwich.
4. A scientist observes that there are more jellyfish than normal
washing up on the beach. She also notices an abundance of trash in this
spot on the beach. She wants to write a letter to the home owners in this
area to show them how littering has a negative effect on sea life.
 5. A teacher finds that her new way of teaching Math helps
especially the students in her class who sometimes just don’t “get it”. She wants
to write a letter explaining this to the principal so other math teachers could
teach this way, too.

What’s to look back?

1. Have you seen an elephant before?

2. Where do you think elephants can

usually be found?

3. Do we consider them as wild animals?

4. What do you think elephants eat?

5. What care do you think they need?

6. How about in circus that we saw in

films produced from other countries, are
they useful and funny to watch?

7.Having a giraffe and an elephant, in

your perception what do you think are
their similarities and differences?

Try to look at the picture below, give at least 5 characteristics of an elephant.

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 1. Blaming

2. Explosives

3. Heinous

4. Mainstream

5. Melodramatic

6. Pachyderm

7. Pandemic

8. Stuff

UNLOCKING OF DIFFICULTIES
Connect with a line the correct meaning of the following words.

1. The way of life or set of belief accepted by most people

2. Substances or pieces of equipment that can cause explosions
3. Extremely bad or evil
4. A group of large mammals
5. Filled with some materials
6. A dangerous disease that infects many people at one time
7. Tending to behave or show emotion in ways that are more extreme than usual
8. Saying or thinking that someone or something did something wrong or is
responsible for something bad happening.

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 What will I do?

Read the short article below and answer the questions that follow.

The inside story of the pregnant elephant which was killed in India. Was it really killed by the
locals or was it just by an accident? What do the locals say? What do the officials say?

Source: India.com
The internet is going crazy and emotional about an incident that happened in
Palakad Kerala. The case is under investigation but the social media brigade
blamed humans for the incident which took place on May 27th 2020. The
mainstream and the social media say that the locals have fed the ‘pregnant
elephant’ on purpose and killed it. There is no evidence that the elephant was
intentionally fed the pineapple stuffed with explosives which were used to prevent
the farm from the wild boars. Using trap to wound or kill an animal is a cruel
practice and an attempt to do so is punishable under the Wildlife Protection Act
1972. Wild elephants are a protected species under Schedule 1 of Act.

So, even if it was fed intentionally or not, rather it could be an elephant or any other
animal, it would still be a heinous act from the locals. While we still understand it’s
also important to safeguard farms and villages from animals too, but not at the cost
of any life. As India is dealing with the double whammy of cyclone Nisarga along
with the coronavirus pandemic, a horrific event of a pregnant wild elephant being
killed in Kerala’s Silent Valley National Park (Palakkad) left many deeply saddened.
The incident came to light several days after the tragic death of the pachyderm when

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 a forest officer shared it on his Facebook page with a narrative, drawing a quick and
emotional response from people.

That was a 15-year-old elephant, pregnant and looking for food in the region, it isn’t
clear when or where the explosive-laden fruit exploded in her mouth that broke her
jaw. The Mannarkkad Divisional Forest Officer Sunil explained that people illegally
use two-feet-high fences laden with explosive snares in forest ranges to protect their
fields against wild animals, especially boars. In addition, there is another illegal
practice where animals eat fruit stuffed with poison or such bombs. In such a
scenario, the wild boar is killed for its meat.

“Even with that agonizing pain, she did not destroy any houses or injure any person.
She was a good animal…” said the locals.

According to NDTV (a news channel in India), the elephant eventually walked to the
Velliyar River and stood there. Photos showed the elephant standing with her mouth
and trunk in the water, perhaps for some relief from the pain. The forest officer said
she must have done this to avoid flies and other insects on her injuries.

And this cannot be the first such incident over there, similar has occurred and
similar would happen more. The social media just went viral looking at it,
sympathetically while such practices do happen globally.

Image Source: Change.org / Sify.com

Article adopted from: https://medium.com/@thexbhpguy/the-pregnant-elephant-story-killed-with-a-pineapple-
stuffed-with-explosives-97630af0b733

Question:
⮚ When did the incident happen?
⮚ What causes many people alarmed about animal cruelty?

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⮚ How does the pregnant elephant killed?
⮚ What are the reactions of people about the tragic incident?
⮚ Based on the article, is there a proof of killing? Do you think it is reasonable?
⮚ What do you think is the best way to prevent such heinous actions?
⮚ As a pupil, what will you do to prevent this kind of animal cruelty?
⮚ What do you think is the purpose of the text?

Charting Technique
(Description)

Emotional

Pretty
Horrifying
uneasy
incident

Tragic Deeply
death saddened

Cruel
Practice

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 What’s the meaning?

Lesson STRUCTURES OF
1 INFORMATIONAL TEXT

Informational text is defined as text with the primary purpose of expressing information
about Arts, Sciences, or Social Studies. This text ranges from newspaper and magazine
articles to digital information to non-fiction trade books to textbooks and reference materials.

To achieve these purposes, authors use one or more of the following informational text
structures:
● Description

● Sequence/Instruction/Process

● Cause/Effect

● Compare/Contrast

● Problem/Solution

. 1. Description

This is pretty straightforward. Texts that use this structure describe something. With few
exceptions, these texts also present plenty of details.
A text using this structure may also:
● Tell why something is described

Descriptive texts are everywhere. They can be found in novels. They are also plenty in
news and science textbooks. The entire point of description is to present information.

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Example:

Description Example 1
Coral snakes are distinguished by their red,
yellow/ white, and black colored banding. Most
species of are small in size. North American
species average around 3 feet in length, but
specimens of up to 5 feet or
slightly larger have been
reported.

2. Sequence/Instruction/Process
This text structure covers a few purposes:
● Sequential instructions key words are “Step 1, Step 2, Step 3” They also include
“then do that, and finally do this”. These indicate process or instruction.

● Chronological events use these signal words like “this happened”, “then that
happened.” These signal words show order of events.

● Arguments that use evidence to support a claim is by presenting evidence from

least to most convincing

When students read or write a text with this structure, order is key. Texts that use this
format usually don't present any event or instruction out of order, as doing so would
make its directions more difficult to follow.
As a senseless example, imagine a cake recipe in which preheating the oven is the last
step. It would just be confusing. Poorly written instructions just aren't worth your time.
Here is a list of words and phrases that indicate a text follows the
sequence/instruction/process text structure:

After Before During Earlier

Eventually Finally First From

how to in order Last Meanwhile

Next Now Until While

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Example:

Chronological Example (1)

• First, Goldilocks sat in the great big, Papa
Bear chair, but it was too hard.
• Then, she sat in the medium sized Mama
Bear chair, but it was too soft.
• Finally, she sat in the little,
bitty, Baby Chair, and it
was just right.

3. Cause/Effect
Cause/Effect text structures explain causes and effects. Sounds pretty simple! But this
structure can become complex when an effect has multiple causes or vice versa.
Complex examples of cause-effect come across when reading historical texts. Many
events in history had more than one cause, all related in ways that can be difficult to
unpack.
Here is a list of words and phrases that indicate a text follows the cause/effect text
structure:

Because Cause led to Reason

Accordingly Effect Result Consequence

Example:

Cause/ Effect Example (1)

• Cause: During the experiment,
Henry poured the liquid into the
saline solution.
• Effect: His hypothesis was proved
correct when the solution changed
colors.

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4. Compare/Contrast
This text structure involves a comparison involving multiple things, revealing how they
are similar and how they are different.
Know that contrasting two or more things doesn't mean identifying them as either good
or bad. Comparisons relay the differences; therefore, one thing could have both positive
and negative traits.
Here is a list of words and phrases that indicate a text follows the compare/contrast text
structure:

Alike Also Both Comparable

Even in common just as Similar

Although But Despite Difference

However Instead Otherwise Unlike

Example:

Compare/ Contrast Example (1)

• Saturn is the second largest planet in the solar
system, much larger than Earth. It is mostly made
of hydrogen. It rotates more quickly too. A day
on Saturn is about 10 Earth hours long. But it takes
about 30 of our years to make one full trip
around the sun.

5. Problem/Solution
This text structure involves two parts:
● The author identifies a problem

● The author details a solution to this problem

Problem/Solution can be a very complex text structure, as it requires the use of other
structures, too. Clearly, the author needs to describe the problem. The author would
also explain the causes and effects of the problem in order to argue in favor of their
solution.

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Example:

Problem/ Solution Example (2)

• Ted and Sam both wanted to drive the car.
They started yelling at each other. Their
mom came and told them to
stop fighting. She told Ted
he could drive the car
today, and Sam would
have a turn tomorrow.

To easily understand the five informational text structures here are some of the
graphic organisers and some short explanations with signal words.

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 Lesson PURPOSE OF INFORMATIONAL
2 TEXT
The Purpose of Informational Text
Every text is written for a reason. Every text message send has a purpose, whether that
is to let your mother know when you will be home or to share a joke with a friend.
If someone sends an invitation to a party, they are telling what time to arrive and what
the sender is celebrating and they might even suggest what to wear.
There are four main purposes of informational texts:

1. to instruct; 2. to describe or explain 3. to persuade and; 4. to inform

1. Texts that instruct

The purpose of texts like these is to tell somebody what to do or how things should be
done. You get instructions if you buy a new piece of equipment like a food processor.
Instructions are often in a particular order and may be numbered or in bullet points.
They are often arranged under subheadings.
2. Texts that describe or explain
These texts tend to be longer because they are not just giving information but explaining
or describing something in more detail. Newspaper, magazine and internet articles are
good examples of this.
Descriptive texts often contain describing words to help build up an image in the
reader’s mind. They may draw upon your sense of seeing, hearing, feeling, smelling and
tasting to help you to imagine what something is like. For example:
● The white sandy beach stretched around the gently curving bay.
● The familiar smell of bonfire smoke hung in the cold air.
3. Texts that persuade
Persuasive texts try to ‘talk you into’ doing something. It may be joining a club, sending
some money to charity or buying a new car. They are written to make you agree with a
point of view. They usually give you good reasons to do what they want.
Texts can use different methods to persuade you to do something:
● The layout and style of the text catches your eye.
● They use language in a way that makes something sound exciting or worthwhile.
● They may even make you feel that you’ll be left out if you don’t do what they say:
‘Do you want to be the only family without a new computer?’
● They may make you feel sad in order to persuade you to give money.
4. Texts that inform
These texts give the reader information about something. They contain facts and avoid
repetition. They can be very short, such as a street name sign, or longer, like
a news article. The longer a text is, the more likely it is to describe or explain
rather than inform. The difference is not always clear.

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What’s more to do?
Task 1. Identifying the Purpose and Text Structure
Read the passages. Identify the purpose and text structure.
1. All things can be changed in two ways: chemically and physically. Both
chemical and physical changes affect the state of matter. Physical changes
are those that do not change the identity of the matter. For instance, clay will
bend if squeezed. Still it will be a clay. Change in shape is a physical change.
It does not change the matter’s identity. Chemical changes turn the matter
into a new kind of matter with different properties. For instance, when paper
is burnt, it becomes ash. It will never be paper again. The difference between
them is that physical changes are temporary. While chemical changes are
permanent. Physical and chemical changes both affect the state of matter.
.
Answer: Purpose ______________________
Structure_______________________________
2. When I got home from school after a long boring day, I took out the peanut
butter, jelly, and bread. After taking the lid off of the jars, I spread the peanut
butter on one side of the bread and the jelly on the other, and then I put the
two pieces of bread together. After that, I enjoyed it while watching “NETFLIX”
on the TV. I swear, that was the best peanut butter and jelly sandwich I ever
ate.

Answer: Purpose ______________________

Structure_______________________________
3. Dr. Miller doesn’t want the tigers to vanish. These majestic beasts are
disappearing at an alarming rate. Dr. Miller thinks that we should write to our
congress people. If we let them know that we demand the preservation of this
species, maybe we can make a difference. Dr. Miller also thinks that we should
donate to Save the Tigers. Our donations will help to support and empower
those who are fighting the hardest to preserve the tigers. We owe it to our
grandchildren to do something.

Answer: Purpose ______________________

Structure_______________________________

4. Many people are confused about why our economy went to shambles in
2008. The crisis was actually the result of a combination of many complex
factors. First, easy credit conditions allowed people who were high-risk or
unworthy of credit to borrow, and even people who had no income were eligible
for large loans. Second, banks would bundle these toxic loans and sell them

15
 as packages on the financial market. Third, large insurance firms backed these
packages, misrepresenting these high-risk loans as safe investments. Fourth,
because of the ease of acquiring credit and the rapid growth in the housing
market, people were buying two or three houses, intending to sell them for
more than they paid. All of these factors created bubbles of speculation. These
bubbles burst, sending the whole market into a downward spiral, causing
employers to lose capital and lay off employees. Consumer spending then
dropped and most businesses suffered. The economy is like a big boat, and
once it gets moving quickly in the wrong direction, it’s hard to turn it around.
Answer: Purpose ______________________
Structure________________________________________
____________________
5. Coronavirus disease (COVID-19) is an infectious disease caused by a newly
discovered corona virus. Most people infected with the COVID -19 virus will
experience mild to moderate respiratory illness and recover without requiring
special treatment. Older people and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer
are more likely to develop serious illness. The best way to prevent and slow
down transmission is be well informed about the virus, the disease it causes
and how it spreads. This virus spreads primarily through droplets of saliva or
discharge from the nose when the infected person coughs or sneezes. At this
time, there are no specific vaccines or treatments for COVID 19.

Answer: Purpose ______________________

Structure_______________________________

Task 2. USING GRAPHIC ORGANIZERS ACCORDING TO TEXT STRUCTURES

Write the information from the passages above into the appropriate graphic organizers.

Description Sequence

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 Compare and Contrast Problem and Solution

Cause and Effect

Task 3. Analyzing Text According to its Structure and Purpose

Identify the type and purpose of informational text

1. One of the worst results of coronavirus is the unemployment rate in the country.
Purpose: _______________________
Structure: ______________________

2. Nurses, doctors, soldiers, tellers and guards are some examples of frontliners known
as the modern heroes during the pandemic.
Purpose: _______________________
Structure: ______________________

3. China and United States are both powerful countries. China was known for its
communist government while the US in Federal forms of government.
Purpose: _______________________
Structure: ______________________

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4. The process of healing one nation starts in unity, followed by right communication then
decentralization of powers and the last is productive managing of the people.
Purpose: _______________________
Structure: ______________________

5. To stop the spreading of the virus one should follow simple social distancing and
staying at home as possible.
Purpose: _______________________
Structure: ______________________

What did I get?

There are several informational text types: descriptive, sequence or

procedural, cause and effect, compare and contrast, and problem and
solution.
The structure of each text type is as follows:
❖ Description gives details about the topic of the text with the use of
descriptive adjectives.
❖ Sequence / Procedural text structure is arranged in a specific or
chronological order.
❖ Cause and Effect text aims to provide a reason or an explanation.
❖ Compare and contrast text structure tells us about the similarities and
differences of the given items in the topic.
❖ Problem and Solution text tells an existing problem and it is solved
through the solution provided.

There are four main purposes of informational texts:

1. To instruct is when the text tells somebody what to do or how things should
be done.

2. To describe is when the text tends to be longer because they are not just giving
information but explaining or describing something in more detail.

3. To persuade is when the text tries to convince and make you agree with a
point of view.

4. To inform is when the text gives the reader information about something. It
tells factual information.

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 What can I show?

A. For many months we are staying at home, what are the

positive things you did together with your family? Use this graphic
organizer

Positive
things I did at
home during
the pandemic

B. There is an increase on the percentage of domestic violence while

we are ordered to stay at home due to coronavirus. Can you site or
give at least 5 solutions to address this problem? Use this graphic
organizer
DOMESTIC VIOLENCE

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 How’s my target now?

I. Directions. Read and determine the purpose of the text. Write the letter of your
answer.
A. to describe B. to persuade C. to instruct D. to inform

1. An instructional booklet describing how to operate a smart phone

Purpose: _______________________________________________________

2. An article where the author argues that an iPhone is better than an Android phone

Purpose: _______________________________________________________
3. The story of a young athlete who takes drugs and his life and future fall apart

Purpose: _______________________________________________________

4. A medical report about the effects of steroids on the human body

Purpose: _______________________________________________________

5. A story written about a young boy who moves to a new school and is bullied, but he
gains self-confidence by joining a sports team and learns to stand up for himself.
Purpose: _______________________________________________________

II. Read the paragraph in each item and determine the type of informational text used
below.

A. Description
B. Sequence
C. Cause and Effect
D. Problem and Solution
E. Comparison and Contrast

6. In times of disaster, such as fires, floods, typhoons and earthquakes, the Red
Cross shelters, feeds, and clothes the victims and cares for the sick and the injured.
Later, the Red Cross helps build or rebuild, repair and furnish the homes of the needy
victims.

Answer: ______________________

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7. The coconut belongs to palm family. It is a tall study tree. It has numerous uses.
The coconut fruit is used as food. It can be made into sweet salad and coco
candy.

The copra, when extracted, produces, cooking oil or lamp oil. The coconut husk
and shells have several uses. The husks are made in two doormats, rope, and polishing.
The shells are used as fuel, buttons, and wall decor. The leaves are used for brooms,
rice container, and toy balls.

Answer: _______________________

8. Carbon dioxide is a greenhouse gas that strongly absorbs infrared radiation and
plays a major role in warming the lower atmosphere. We also know that carbon dioxide
has been increasing steadily in the atmosphere, primarily due to the burning of fossil
fuels. However, deforestation may also be adding to this increase as tropical rainforests
are removed and replaced with less efficient plants. In 1990, the annual average of
carbon dioxide was about 350 parts per million, and present estimates are that this
value may double sometime in century.

Answer: _______________________

9. While the brain naturally slows down with age, the good news is that you can
offset this process and minimize memory lapses by constantly challenging your mind.
In fact, memory-boosting classes are springing up across the United States. “We now
know that the brain is quite plastic, like a muscle, that it can be changed and
strengthened,” says Robert Goldman, M.D., co-author of Brain Fitness.

Following are ways to cross-train your brain…and save your memory.

1. Stretch your mind.

2. Try something brand-new.

3. Become a multi-tasker.
4. Exercise your brain.

Answer: _______________________

10. Alligators and crocodiles are reptiles. This means they are cold-blooded and have
to regulate their body temperature with their surroundings. Alligators do this by cooling
off in the shade or the water and warming up in the sun. Alligators and crocodiles, like
most reptiles, also lay eggs and their skin is covered with hard, dry scales.
Answer: _______________________

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III. Choose and write before the number the correct purpose of the text from the box.
Then, identify the correct type of informational text by encircling the letter of the correct
answer.

• To persuade

• To instruct
• To inform

• To describe

_______________11-12.

A. Description

B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

_______________13-14.
A. Description

B. Sequence

C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

_______________15-16.

A. Description
B. Sequence

C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

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 _______________17-18.
A. Description

B. Sequence

C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

______________19-20.

A. Description
B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

_____________21-22.

A. Description

B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

_____________23-24.
A. Description

B. Sequence

C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

23
 ____________25-26.

A. Description

B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

_____________27-28.

A. Description
B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

___________29-30.

A. Description

B. Sequence
C. Cause and Effect

D. Compare and Contrast

E. Problem and Solution

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 What else can I do?

A. Write your own 5 ways to help our government’s response to flatten the
curve of the pandemic.

5 ways to help
government's
response to
the pandemic

B. Watch and learn

Short video clip viewing
https://www.youtube.com/watch?v=cytHen2SCeM

25
References

https//cindyyelkins.edublogs.org/2019/03/02/test-structures-part-1compare-and-contrast/

https//www.ereadingworksheets.com/text-structute-worksheets/

https://dictionary.cambridge,org/us/dictionary/English

https://medium.com/@thexbhpguy/the-pregnant-elephant-story-killed-with-a-pineapple-
stuffed-with-explosives-97630af0b733
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=80830&section=1.8

https://www.prestwickhouse.com/blog/post/2019/05/5-types-of-informational-text-structures

https;//www.thisreadingmama.com

https;//www.who.int/health-topics/coronavirus#tab_1

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 EXECUTIVE COMMITTEE FOR HYBRID MODULE

Chairperson: DR. MARGARITO B. MATERUM – OIC-SDS

Vice-Chairperson: DR. GEORGE P. TIZON – SGOD Chief
DR. ELLERY G. QUINTIA – CID Chief

Ex-Officio Members: EDUCATION PROGRAM SUPERVISORS

ELEMENTARY SCHOOL PRINCIPALS

Secretariat: QUINN NORMAN O. ARREZA

Team Leader/Facilitator: DR. DANILO S. GUTIERREZ

Writers: MANUELITO V. FUENTES

HARLEY JAY SAN PEDRO

Content Evaluator:
Language Evaluator:
Reviewers: NOEL T. BALUBAL

Illustrator: MELANIE D. GATANELA, AMAPOLA ESPOS

Lay-out Artist: MELANIE D. GATANELA

Content Validator: NIMFA R. BALBUENA

Format and Language Validators: PRIVATE INTERNATIONAL SCHOOLS
REPRESENTATIVES
School Head In-charge: JOSEFINA R. GRANADA (Primary)
DR. MA. CHERYL S. FERNANDEZ (Intermediate)
EPS In-charge: NOEL T. BALUBAL, EPS – ENGLISH
DR. DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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