11

English for Academic and

Professional Purposes
Quarter 1 – Module 2
I’ m Gleanin’ At It!
English for Academic and Professional Purposes – Grade 11
Quarter 1– Module 2: I’m Gleanin’ At It!
First Edition, 2020

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 exploitation of such
work for 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

Development Team of the Module

Writer: Mary Quenie D. Gabutan
Editor: Theresa T. Plaza
Reviewer: Ruben F. Asan, PhD
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team:

Printed in the Philippines by Learning Resource Management Section

Department of Education – Davao del Sur Division

Office Address: Corner Lapu-Lapu Plaridel Streets, Zone 3, Digos City, Davao
del Sur

E-mail Address: lrmds.davsur@deped.gov.ph

 11

English for
Academic and
Professional
Purposes
Quarter 1 – Module 2
I’ m Gleanin’ At It!
Introductory Message
For the facilitator:
Welcome to school year 2020-2021! This module in English for
Academic and Professional Purposes is designed to assist you and the
learners meet the standards of the K to 12 curriculum which aims to produce
holistically developed individuals who are prepared to face global challenges.
This learning module incorporates the Most Essential Learning
Competencies (MELCs). It presents a systematic program of study that a
learner has to learn in a specific competency per learning area. It maintains
a coherent link between concepts and practice by providing various learning
activities to illustrate and test theoretical concepts.
With this ‘new normal’, the use of this module seeks to deliver the
curriculum content right at the learners’ doorsteps. This learning material
intends to guide learners into accomplishing the different activities at their
own pace and time. Further, this also aims to hone their abilities required
towards mastering 21st century skills.
As a facilitator, you are expected to guide the learners on the use of this
module and the different parts (activities, assessments, discussions and task-
based activities) and be able to track their progress by letting them manage
their own learning. Be reminded also that in accomplishing pre-tests, self-
check exercises, and posttests, separate sheets are to be used.

For the learner:

Welcome to another school year! This module is designed for the
purpose of providing you with enjoyable yet informative and meaningful
learning activities that you are going to accomplish at your own pace and
time. In this module, you will be able to encounter the different activities that
will scaffold your learning in academic writing.

This part contains the competencies and

Let Us Learn! lesson objective/s that you are expected
. to learn in this module.

Let Us Try! This part serves as your pre-test to

check what you already know about the
lesson.

ii
 Let Us Study! In this section, new lesson is
introduced to you in various ways,
such as: story, poem, problem opener,
activity or situation which will aid you
in developing higher order thinking
skills.

This section also provides a brief

discussion of the lesson which aims to
help you discover and understand
new concepts and skills.

Help you discover and

understand
This portion new the activities that
comprises
Let Us Practice!
allow you to perform independent
Concepts
practice leading and
youskills.
to strengthen your
understanding of the concepts
presented.

Let Us Practice More! This part provides varied activities to

deepen your knowledge or skill of the
lesson learned.

Let Us Remember! This section is the

generalization/summary of the lesson/s
you have learned. This part may include
questions or blank sentences or
paragraphs that assesses the things you
have learned from the lesson.

This contains activities that will help you

Let Us Assess! transfer the new knowledge or skill you
gained into real-life situations. This
serves as an evaluation.

Let Us Enhance In this section, additional activities will

be given to enrich your knowledge or
skill about what have you learned from
the lesson.

iii
 This part contains your reflection about
Let Us Reflect the lesson as well as the things you have
gained and learned from the content of
this module.

At the last part of the module, you will also find:

This contains the list of all sources

References used in developing this module.

Reminders as you use this module:

• Handle this module with care. Avoid unnecessary markings in any

part of this module. Use separate sheets of paper in answering the
activities.
• Don’t forget to answer “Let Us Try” before moving on to other
activities.
• Read the instructions carefully before doing each task.
• Observe honesty and integrity in answering /performing the tasks
and in checking your answers.
• Finish each task before continuing to the next activity.
• Return this module to your teacher or facilitator on the assigned
schedule.

Remember that this self- learning material aims to improve your

competence in using knowledge of text structure to glean the information you
need. If you encounter any difficulty in answering the activities in this module,
please consult your teacher or facilitator. They are more than willing to assist
you.

It is hoped that through this learning material, you will be able to

encounter meaningful learning experiences and gain deeper understanding of
the relevant competencies.

Good luck!

iv
 Let Us Learn!

How does one organize texts? How does one identify the structure of written
texts?

Structure is an important characteristic in writing academic texts. Text

Structure refers to the way an author arranges information in his writing. It enables
authors to organize their thoughts as they write. It also helps the reader since it
provides a structure in which information can be found and understood while it is being
read.

In this module, you will determine how an author arranges information in his
writing. Understanding text structures can help you make and interpret arguments.
This will enable you to understand meaning and gather information while reading text
and provides ideas that helps you to organize your thoughts as you engage in writing
your own.

At the end of this module, you will be able to use knowledge of text structure to
glean the information you need. (CS_EN11/12A-EAPP-Ia-c-4)

Let Us Try!
Task 1: Read and Tell
As you go along with your journey in this module, let us start by working on
this pre-test.

Directions: Read the following passages and identify each as to how it is mainly
structured. Choose your answer on the list of words below and write your answer on
the space provided before each number.

sequence/process writing problem and solution chronological order

spatial/descriptive cause and effect compare and contrast

__________________________1. Thousand of people die each year in car accidents

involving drugs or alcohol. Lives could be saved of our town adopts a free public taxi
service. By providing such a service, we could prevent intoxicated drivers from
endangering themselves or others.

__________________________2. Computers are very complex machines, but

everything that they can do can be put into two basic categories: inputting and
outputting. Inputting is when the computer accepts information entered by the user.
Outputting is when the computer returns information to the user. When you press a
key on your keyboard, you input information. When the letter that you pressed appears
on your monitor, your computer is outputting. Both inputting and outputting require

1
the computer to process information, but input is controlled by the user and output is
controlled by the computer. Without inputting and outputting, there would be no
computing.

__________________________3. There are strange dancing lights in the Arctic

skies. Some call these the northern lights. If you want to see the northern lights, the
first thing that you have to do is go out at night. You won’t see them in the day. Next
you have to get somewhere high. A mountain top should work. Then you have to wait.
If you get lucky and your timing is right, you will see this stunning phenomenon.

__________________________4. Volcanoes are feared and destructive force for

good reason. A volcano is like a pressure valve for the inner earth, but they can also
be very beautiful. One part of the volcano that people rarely see is the magma
chamber. The magma chamber is way beneath the Earth’s bed rock. It is
tremendously hot. Running from the magma chamber to the crater of the volcano is
the conduit. The conduit connects the magma chamber to the outer world. At the top
of the volcano is the crater. This is where the magma exits. Volcanoes are a beautiful
yet dangerous natural phenomenon.

__________________________5. Pizza is often viewed as a junk food, and it is true

that some pizzas are high in salt, fat, and calories, but there may also be some benefit
to eating pizza. Some studies have found that lycopene, an antioxidant that exists in
tomato products that are often used in pizza, may prevent some forms of cancer. Dr.
Silvano Gallus, of the Mario Negri Institute for Pharmaceutical Research in Milan,
studied the eating habits of people who developed cancer of the mouth, throat,
esophagus, and colon. He concluded that people who ate pizza at least once a week
had significantly less chance of developing these cancers. Here’s to your health.

__________________________6. Andy Warhol made some outrageous art. He is the

guy who painted the soup can in 1962. Another one of his famous works is of Chinese
leader, Mao Zedong. That really upset people. He painted that in 1973. In 1984 he
painted a picture of prince for the movie Purple Rain. Most people liked that one.

__________________________7. All matter, 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 make-up or identity of the
matter. For example, clay will bend or flatten if squeezed, but it will still be clay.
Changing the shape of clay is a physical change, and does not change the matter’s
identity. Chemical changes turn the matter into a new kind of matter with different
properties. For example, when paper is burnt, it becomes ash and will never be paper
again. The difference between them is that physical changes are temporary or only
last for a little while, and chemical changes are permanent, which means they last
forever. Physical and chemical changes both affect the state of matter.

2
__________________________8. Before applying the screen protector, clean the
surface of your phone’s screen with a soft cloth. Once the surface of your screen is
clean, remove the paper backing on the screen protector. Evenly apply the sticky side
of the screen protector to your phone’s screen. Smooth out any air bubble trapped on
between the protector and the phone screen. Enjoy the added protection.

__________________________9. People of all ages benefit from regular physical

activity. Physical activity leads to improved physical fitness. Consequently, it helps the
body systems to function at their optimal efficiency associated with an individual’s
ability to work effectively, to enjoy leisure time, to resist disease and to respond easily
to emergency situations.

__________________________10. Starfish, also known as sea stars, get their name

from their shape. They have five arms and live in the water. Whether they are red,
orange, blue or brown, most are spiny. Even if they lose an arm, they can regrow
another!

Let Us Study

Task 2: Choose the Write One!

Have you happened to read a story? How did you understand the events in the
story? Yes! It is through the use of signal words. In the following passage, choose
the signal words used by the author and write your answers in the box.

The concept of fairness is central to understanding plagiarism. Fairness means

being fair both to yourself and others. Moreover, everybody both gives and receives
their proper due, and nobody has anything to complain
about. For example, an incident involving unfairness
could be taking someone else’s work
and passing it off as your own.
As a result, the person
whose work has been
taken receives no
recognition or acknowledgment for their
research and thinking. Furthermore, writers who
plagiarize are not being fair to themselves either because they are
not developing their own independent academic skills. Therefore, students who do
their own work with due acknowledgement of the work of others should develop their
own academic skills and self- confidence far more than those who merely misuse the
work of others.
(Adapted from UNE, 2010 Avoiding coursework plagiarism and academic misconduct: Advice for students.)

Write your signal words found in the passage here:

3
 An important strategy that writers employ to help readers understand their main
points is the use of “signal words”. Signal words are the words in a text that suggest
its structure. Skilled readers use these signal words to identify and follow the text
structure that the writer of the text intended. Let’s consider the most common kinds of
text structure and some of the signal words used for each.

The term “text structure” refers to how information is organized in a

passage. The structure of a text can change many times in a work and even within a
paragraph. Students are often asked to identify text structures or patterns of
organization on state reading tests. Also, understanding text structures can help
students make and interpret arguments. For these reasons it is important that students
are exposed to the various patterns of organization.

A graphic organizer is used to organize information and ideas in a way that

is easy to comprehend and internalize. By integrating text and visuals, graphic
organizers show relationships and connections between concepts, terms, and facts.
In determining the text structure of a certain passage, story, or article, graphic
organizers are of great help in organize the key ideas in order to understand more
what you have read.

This module will briefly explain six commonly used patterns of organization,
provide examples with graphic organizers and signal words as well as offer you
learning activities on text structure to help you learn this essential skill.

1. Cause and Effect

Cause and effect is a common way to organize information in a

text. Paragraphs structured as cause and effect explain reasons why something
happened or the effects of something. These paragraphs can be ordered as causes
and effects or as effects and then causes. The cause and effect text structure is
generally used in expository and persuasive writing modes.

Here are some signal words that may indicate that information in a paragraph
is organized as cause and effect: because, as a result, resulted, caused, affected,
since, due to, effect.

Example:

Students are not allowed to chew gum in my class. While some students think
that I am just being mean, there are many good reasons for this rule. First, some
irresponsible students make messes with their gum. They may leave it on the bottoms
of desks, drop it on the floor, or put it on other people’s property. Another reason why
I don’t allow students to chew gum is because it is a distraction. When they are allowed
to chew gum, students are more worried about having it, popping it, chewing it, and

4
snapping it then they are in listening, writing, reading, and learning. This is why I don’t
allow students to chew gum in my class.

2. Chronological Order

When information in a passage is organized by the time in which each event

occurred, it is organized chronologically. Nonfiction passages that are organized
chronologically often contains dates. Fiction passages or narratives are more subtle
and are organized chronologically but usually have no dates. A narratives or story is
a journey through time, and all of the events are arranged in order of time; therefore,
every story has a beginning, middle, and end.

Remember:
Chrono = Time
Logic = Order
Stories are told chronologically or in order of time.

These are some of the signal words that suggest a passage without specific dates
is arranged chronologically: first, second, third, next, then, recently, earlier,
already, until, when, after, finally, in the past, and presently.

Examples:

• Non-fiction passage that is organized chronologically and contain specific

time.

Passage 1

Pablo Picasso is known for his abstract style. That means that his art looks out of
this world. Picasso’s father was also an artist. He started training him when Picasso
was seven. When he was 13, he was so good that his father quit painting. At the age
of 16, Picasso went to an art school.

5
 Picasso at age 7 Picasso at age 13 Picasso at age 16

Picasso’s He was so good

Picasso went to
father started that his father
an art school.
training him. quit painting.

• Fiction passage that is organized chronologically but has no indicated date

but has signal words in which the event occurred from first to last signal
words.

Passage 2

It seemed like an ordinary day when she got up that morning, but Lynda was
about to embark on the worst day of her life. First, she fell in the bathtub because her
mother forgot to rinse out the bath oil. Then she spilled orange juice on the outfit she
had spent hours putting together for school pictures. When she changed, she messed
up the French braid her mother had put in her hair. As she walked out the door, she
dropped all of her school books and her math homework flew away. Once she made
it to the car she thought everything would be all right. She was wrong; her father didn't
look before he backed out of the driveway and ran into the neighbor’s truck. Lynda’s
side of the car was damaged the most, and she ended up with a broken arm. That
night, she cried herself to sleep.
As she walked out the That night, she
Lynda got up that morning Then, she spilled
door, she dropped all of cried herself to
and was about to embark orange juice on her
her books. sleep.
the worst day of her life. outfit.
3rd Event 5th Event 7th Event
1st Event

Earliest Most
Point In Recent
Time Point in
2nd Event 4th Event Time
6th Event

First, she fell in the bathtub
because her mother forgot
to rinse out the bath oil.
When she changed, she
messed up the French
braid her mother had
put in her hair.
Once she made it to the
car, her father didn’t look
before he backed out of
the driveway and ran the
neighbor’s truck. She
ended with a broken arm.

6
 3. Compare and Contrast

Compare and Contrast is a text structure or pattern of organization where the

similarities and differences of two or more things are explored. It is important to
remember that with the compare and contrast text structure the text should be
discussing similarities and differences. If the text only discusses similarities, it is only
comparing. Likewise, if it only discusses ways that the things are different, it is only
contrasting. The text must do both to be considered compare and contrast.

Here are some signal words that may indicate that the text is written using the
compare and contrast organizational pattern: like, unlike, both, neither,
similar, and different.

Example:

Apples and oranges are both fruits, which means that they have seeds inside
of them. Each has a skin, but orange skins are thick and easy to peel. Apple skins are
thinner and do not peel easily. Oranges also contain more acid than apples, but both
fruits are delicious.
Compare and Contrast

Apples and Oranges

Alike Differences
• both are fruits
• both have seeds • Oranges contain
• have skin to peel more acid
• both are delicious • Apple has thinner
skin

4. Problem and Solution

Problem and Solution is a pattern of organization where information in a
passage is expressed as a dilemma or concerning issue (a problem) and something
that was, can be, or should be done to remedy this issue (solution or attempted
solution). The problem and solution text structure may seem like it would be easy to
recognize, but it can be moderately difficult to identify because it is frequently confused
with the cause and effect pattern of organization, as they both have relational
structures; however, if you read the passage and look specifically for both a problem
and a solution to the problem, you should find it pretty easy to distinguish from cause
and effect, as cause and effect passages do not propose solutions to any negative
occurrences within the passage but rather just explain why or how they happen.

7
There are also a few signal words which may indicate that information in a passage
is ordered in the problem and solution pattern of organization: propose, solution,
answer, issue, problem, problematic, remedy, prevention, and fix.

Example:

Dr. Ramos doesn’t want the eagles to vanish. These Philippine giant birds are
disappearing at an alarming rate. Dr. Ramos thinks that we should demand the
government to plan for immediate action in the preservation of this specie. He also
thinks that we should donate to Save the Eagles. Our donations will help to support
and empower those who are fighting the hardest to preserve the eagles. With this, we
can make a difference. We owe it to our helping and caring hands to do something.

Solutions
Problem • Dr. Ramos thinks that we should
Eagles are disappearing demand the government to plan for
at an alarming rate. immediate action in the
preservation of this specie.
• He also thinks that we should
donate to Save the Eagles.

5. Sequence or Process Writing

Sequential order, or process writing as it is sometimes called, is when

information in a passage is organized by the order in which it occurs. This method of
organizing text is generally used for instructions or directions, but it can also be used
to explain processes in nature or society, such as how a president is elected.

Sequential organization is frequently confused with chronological order. To

further confound the issue, sometimes people refer to chronological order as
chronological sequence. But there is a key difference that distinguishes the two
patterns: texts organized “chronologically” occur at a specific time and setting,
whereas texts describing “processes or sequences” do not occur at any specific time
and place.

8
 Signal Words: first, next, before, lastly, then, after, finally, following, not long
after, now, soon

Example:

Egg is good for our health. One of the simplest recipe for egg is omelette. It
sounds like an expensive dish but actually it is very affordable and easy to cook. To
make an omelette like a pro, precook the toppings such as minced onions and garlics,
shred cheese, sliced tomatoes and other fresh herbs. Next, crack the eggs into a bowl
and add a splash of water. The steam from the water makes the omelette light and
fluffy. Then, whisk the egg-water mixture vigorously with a fork until the whites and
yolks are completely blended. After that, heat the pan and add enough oil or butter in
it. Pour the egg mixture into the hot pan and let the egg set along the edges. After few
seconds, sprinkle the precooked toppings. Don’t forget then to season with salt and
pepper. That’s it! You have made the perfect omelette for breakfast.

Crack the Whisk the Heat the

Precook egg – water
eggs into a pan and
the bowl and
mixture
add
toppings add a splash
until the
enough oil
whites and
of water. yolks are or butter
blended. in it.

Don’t Pour the egg

Sprinkle mixture into
forget then
the the hot pan
to season and let the
with salt precooked
egg set along
and pepper. toppings. the edges.

6. Spatial/Descriptive

Spatial organization is when information in a passage is organized in order

of space or location. If you were to describe the room in which you were sitting right
now, you would be using spatial organization. Spatial organization may also be called
descriptive writing and it is most frequently used when the narrator describes how
something looks. Spatial organization is generally pretty easy to identify, but be aware
that spatial organization is used in both fiction and nonfiction texts.

Some signal words that might indicate that the writer or speaker is following
the spatial pattern of organization include a wide sweeping array of prepositions,
some of which I will now list: next to, behind, across from, below that, above that,
to the right of and so forth.

9
Example:

Volcanoes are a feared and destructive force for good reason. A volcano is like
a pressure valve for the inner earth, but they can also be very beautiful. One part of
the volcano that people rarely see is the magma chamber. The magma chamber is
way beneath the Earth’s bed rock. It is tremendously hot. Running from the magma
chamber to the crater of the volcano is the conduit. The conduit connects the magma
chamber to the outer world. At the top of the volcano is the crater. This is where the
magma exits. Volcanoes are a beautiful yet dangerous natural phenomenon.

Great job! Now that you have already know these six text structures used in academic
texts. Remember the things you learned because you are going to use your knowledge
in enriching your skills to glean information you need.

Let Us Practice

Task 3: Putting All Together!

Directions: Answer the following questions and write your answers on the
corresponding numbers in the tree found in the next page.

1. What is a text structure?

2. What are signal words? Cite some examples.
3. What are the six commonly used text structures?
4. Why is graphic organizers important in determining the text structure of a
passage?
5. Differentiate chronological from sequence or process writing.
6. Why there is a need to learn text structures?

10
 3.

2.
4.

5.
1.

6.

Let Us Practice More

Task 4: What’s More?

Directions: Read each passage and identify how the information is being organized.
Write the letter of your answer on the space provided before each number.

________1. Ice-cream is a delicious frozen treat that comes in a many different colors
and flavors. Two of my favorite flavors are strawberry and chocolate. Though both of
these flavors are delicious, strawberry may contain pieces of fruit while chocolate
usually will not. Even though more chocolate ice-cream is sold across the country
annually than strawberry, each flavor tastes great inside of a milk shake.

a. spatial / descriptive b. sequence / process c. chronological

d. cause and effect e. compare and contrast

11
________2. The ice-cream shop around the corner from my house has the best ice-
cream in the city. When you first walk inside, there is a long chrome counter with
matching stools extending to alongside the far wall. Right where the counter stops, the
booth seating begins. There are lots of old-timey knickknacks on the walls and chrome
napkin holders on all the tables. My favorite part of the shop is behind the counter
glass, where they keep all of the ice-cream flavors. A rainbow of delicious sugary
flavors is kept cool and delicious behind the counter glass.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. sequence / process

________3. Freezer burn may have wasted more ice-cream than sidewalks. If you
don’t know, freezer burn is when ice crystals form on the surface of ice-cream. These
ice crystals can ruin the texture and flavor of the ice cream. But you can prevent freezer
burn. Since freezer burn is caused when melted ice-cream is refrozen, rather than
eating your ice-cream from the container as it melts, scoop your ice-cream into a bowl
and put the container back in the fridge immediately. Doing this ought to help you solve
your issues with freezer burn.

a. sequence / process b. spatial / descriptive c. chronological

d. compare and contrast e. problem and solution

________4. No one knows the true origin of ice-cream, but the first published ice-
cream recipe appears in “Mrs. Mary Eales's Receipts,” a cook book that was printed
in London in 1718. Sometime around 1832, an African American confectioner named
Augustus Jackson created multiple ice cream recipes and invented a superior
technique to manufacture ice cream. Ice cream soda was invented around 1874, but
the real breakthrough may have been at the 1904 World’s Fair in St. Louis, Missouri,
when the American ice-cream cone was unveiled!

a. chronological b. cause and effect c. spatial / descriptive

d. spatial / descriptive e. sequence / process

________5. Making ice-cream is not easy. Cream and sugar have to first be mixed in
a frozen container. Ingredients may be added at this point, if desired. The mixture must
be stirred and whipped until the cream and sugar mixture is frozen. Depending on the
equipment, this may take as long as an hour. After the ice-cream is prepared, it must
be kept frozen until it is ready to be enjoyed. Making ice-cream is difficult, but most
people would agree that it is worth the trouble.

a. cause and effect b. compare and contrast c. sequence / process

d. problem and solution e. chronological

12
________6. Have you ever had an ice-cream headache? That’s when a painful
sensation resonates in your head after eating something cold (usually ice-cream) on
a hot day. This pain is produced by the dilation of a nerve center in the roof of your
mouth. The nerve center is overreacting to the cold by trying to heat your brain. Ice-
cream headaches have turned many smiles to frowns.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. cause and effect

________7. One time my mom and I made ice-cream. We added sugar and cream
into a big glass bowl. We kept it frozen in the middle of a bigger glass bowl. While it
froze, I stirred the mixture with a hand mixer. It was the first time that had I used one
and it splattered ice-cream mixture all over the kitchen. The rest of the mixture finally
froze, so we ate some ice cream, and then put the remaining portions in the freezer
so that it wouldn’t get freezer burned. That was a good day.

a. cause and effect b. chronological c. compare and contrast

d. problem and solution e. spatial / descriptive

________8. It was the most beautiful banana split that I had ever seen. In the middle
of the bowl, there were three scoops of ice-cream: chocolate, strawberry, and vanilla.
On top of the ice-cream were a banana and a thick web of chocolate and caramel
sauces. A huge puff of whipped cream covered the sauces and a handful of crushed
nuts dappled the whipped cream. On top of it all was a cherry, but I’ve never liked the
soggy squish of cherries.

a. problem and solution b. compare and contrast c. sequence/process

d. spatial / descriptive e. cause and effect

________9. When it comes to making ice-cream, you can do it the traditional way, by
stirring it in a frozen container, or you can use liquid nitrogen to freeze your mixture.
There are some advantages to using liquid nitrogen. Since liquid nitrogen freezes the
mixture faster, the crystal grains are smaller, giving the ice-cream a creamier texture.
The downside is that ice-crystals grow faster in ice-cream prepared using liquid
nitrogen, so it must be stored at much colder temperatures. Both methods produce a
distinct texture, and both are delicious.

a. cause and effect b. compare and contrast c. spatial / descriptive

d. problem and solution e. sequence/process

________10. Ice cream sodas were a popular drink you could buy at the local soda
shop. However, religious laws forbade shop owners from selling them on Sundays
because people were not allowed to indulge in the sugary treats on the Sabbath. The
owner of Ed Berners’ Ice Cream Parlor, Edward Berners, decided to get around this
law. One day, he served a customer ice cream soda without the actual soda part, so

13
 it was just ice cream and syrup. Soon, the concoction was sold on Sundays as an
alternative to ice cream sodas. However, it became so popular it was sold every day.
Berners changed the spelling to “sundae” to avoid associating it with the holy Sabbath.

a. cause and effect b. chronological c. compare and contrast

d. problem and solution e. spatial / descriptive

Let Us Remember

Task 5: Match It Up!

Directions: Match the group of words in Column A to their meanings in Column B.

Write only the letter of your choice.

Column A Column B

______1. Cause and Effect a. which means ‘time’

b. where information in a passage is expressed

as a dilemma or concerning issue and
______2. Text Structure
something should be done to remedy this
issue
c. the similarities and differences of two or more
______3. Descriptive or Spatial
things are explored

d. information in a passage is organized in order

______4. Graphic Organizers
of space or location

e. does not occur at any specific time and place

______5. Signal Words

f. explain reasons why something happened

______6. Sequence or Process Writing
and its effects
g. refers to how information is organized in a
______7. Chronological
passage
h. organize information and ideas in a way that
______8. Compare and Contrast
is easy to comprehend and internalize

______9. Problem and Solution i. words in a text that suggest its structure

j. organized by the time in which each event

______10. “Chrono”
occurred, it is organized chronologically

14
 Let Us Assess

Task 6: You Glean! You Structure!

Directions: Read the passages below and determine how each is mainly structured.
On a separate paper, answer the questions that follow and fill in the needed
information in the most appropriate graphic organizer.

Passage 1

In 1821 the first public high school in the United States was started in Boston.
By 1900, 31 states required children to attend school from the ages of 8 to 14. As a
result, by 1910 72 percent of American children attended school. Half the nation's
children attended one-room schools. In 1918, every state required students to
complete elementary school. In 1954, the Supreme Court in Brown v. Board of
Education unanimously declared that separate facilities were unconstitutional and
desegregation began.

Passage 2

The Twist The twist is a dance inspired by rock and roll music. To do the Twist, first
stand with your feet approximately shoulder width apart. The torso may be squared to
the knees and hips, or turned at an angle so one foot is farther forward than the other.
Then, hold your arms out from your body, bent at your elbow. Next, rotate your hips,
torso, and legs as a single unit with your arms staying more or less stationary. Every
so often lift one leg off of the floor for styling. Now you’re doing the twist!

Passage 3

Jimmy’s pizzeria is my favorite pizza place in the city, but you wouldn’t be able to tell
that just by looking at the outside. It is an inconspicuous brown brick building. It doesn’t
even have a sign, just the name of the establishment in three-inch letters on the
storefront window. The inside isn’t much to speak of either. There are some chrome
swivel stools along a laminate countertop that makes an L shape, separating the
register and kitchen area from the dining area. Booth seating lines the eating area of
the restaurant area and a few favorable reviews from local publications are framed
and displayed on the walls. Yeah, the aesthetics of the place are a little
underwhelming, but forget the scenery. I go to Jimmy’s for the pizza.

15
Passage 4

A hurricane is a large storm with heavy winds and rain that begins in the ocean and
builds up strength as it moves across the water. While some of the damage caused
by hurricanes is from high winds, most of it is usually from tidal surge, flooding entire
cities, and killing large numbers of people. A tornado is a storm that develops on land,
with no warning, and moves in a circular motion with heavy winds with a funnel shape,
picking up and carrying dirt, dust, and even objects. The damage caused by tornadoes
is from the high velocity winds, which are extremely destructive and deadly. They can
demolish entire neighborhoods in a matter of a few seconds to a few minutes.
Tornadoes can form when hurricanes make landfall, as their winds at ground level
slow down, while the winds near the top keep their momentum, but a hurricane cannot
be created by a tornado.

Passage 5

A mobile phone is lost every second by some estimates. A 2011 survey shows
that about 22% of Americans have lost a mobile phone. When a person loses their
phone, they don’t just lose a device that may have cost as much as $600, they lose
phone numbers, photos, and sensitive information. If the phone isn’t locked and it gets
lost or stolen, someone may use it to commit identity theft. Perhaps the worst part
about this is that it can be prevented. Today’s smart phones have free applications
that allow you to find your lost phone using GPS signals. Even if you cannot retrieve
your phone, you can use these applications to delete your data so that you are less
likely to become a victim of identify theft. Losing your phone feels horrible, but if you
take the time to install a phone-finding app, you’ll be much better prepared to deal with
it.

Passage 6

Fireworks are beautiful; but as with many beautiful things, they are also dangerous.
Misusing fireworks can result in property damage, injury, and even the loss of life.
Such accidents usually happen for one of two reasons. The operators may be using
poorly manufactured products, such as fireworks with fuses that burn too quickly. A
defective firework can cause even the most skilled operator to have an accident. Other
times, however, it is the operator who is at fault. The operator may be unskilled or
distracted and make a mistake, such as setting up an explosion sequence improperly
or not accounting for conditions in the environment, like soundproof foaming. For these
reasons even the most beautiful fireworks display can turn really ugly really quickly.

16
SET A

Questions:

1. Which passage suggests problem and solution? Put information from the
passage in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer

Solutions
Problem

SET B

Questions:

1. Which passage suggests sequence or process writing? Put information from

the passage in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer

17
 SET C

Questions:

1. Which passage is arranged chronologically? Put information from the passage

in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer
3rd Event 5th Event
1st Event

Earliest Most
Point In Recent
Time Point in
2nd Event 4th Event Time
6th Event

SET D

Questions:

1. Which passage suggests cause and effect? Put information from the passage
in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer
Effect

Cause/s
Effect

Effect

18
 SET E

Questions:

1. Which passage suggests compare and contrast? Put information from the
passage in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer
What is being compared and
contrast?

Alike Differences

SET F
Questions:

1. Which passage suggests spatial or descriptive writing? Put information from

the passage in the graphic organizer.

2. What are the signal words you found in the passage.

Passage Number: _____________________________

Signal Words: ___________________________________________________

Graphic Organizer
Detail
Detail What is the
thing,
place, or
event that is
Detail being Detail
described?

19
 Let Us Enhance

Task 6: Essay is Easy!

Directions: In the space provided, write an essay/article about COVID – 19 pandemic

using your own choice of a text structure. Create the appropriate graphic organizer of
your essay and put the information in it.

Please be guided with the suggested criteria for scoring.

Content………………………………………. 20 points
Appropriateness of text structure…………. 15 points
Appropriateness of graphic organizer……. 15 points
TOTAL 50 points

_______________________________________________
(Title)

20
Kindly put your graphic organizer here and the details in your passage.

Let Us Reflect

Congratulations! You have come this far! Now that you have learned a lot of
things about how to glean information using various text structures, let us reflect on
the things that had prevailed along with your journey in learning this lesson.

Your response here: Your response here:

What were Were the

your ideas things you
have learned
before in this lesson
about text important? If
structure? yes, why?

In what
What have way/s or
you situation/s will
learned in you apply your
Your response here: this lesson? learning on Your response here:
text structure?

21
 22
Task 6: You Glean! You Structure!
Passage 1: Chronological
Passage 2: Sequence or Process Writing
Passage 3: Spatial or Descriptive Writing
Passage 4: Compare and Contrast
Passage 5: Problem and Solution
Passage 6: Cause and Effect
Task 5: Match it Up! Task 4: What’ s More?
1. f 1. b
2. g 2. d
3. d 3. a
4. h 4. e
5. i 5. c
6. e 6. e
7. j 7. c
8. c 8. d
9. b 9. b
10.a 10.b
Task 2: Choose the Write One! Task 1: Read and Tell!
1. moreover 1. Problem and Solution
2. for example 2. Compare and Contrast
3. as a result 3. Sequence or Process Writing
4. furthermore 4. Spatial or Descriptive
5. therefore 5. Cause and Effect
6. Chronological Order
7. Compare and Contrast
8. Sequence or Process Writing
9. Cause and Effect
10. Spatial or Descriptive
Answer key to Activities
 References

Online Sources

https://study.com/academy/lesson/classification-division-text-structure-definition-
examples.html

https://www.ereadingworksheets.com/text-structure/

http://www.paterson.k12.nj.us/11_departments/language-arts-
docs/resources/Reading%20Resources/Text%20Structures/Text%20Structures/Text%20Struc
tures.pdf

https://www.une.edu.au/__data/assets/pdf_file/0003/11397/WE_Paragraphs_Connecting-
your-ideas.pdf

https://education.illinoisstate.edu/downloads/casei/3-01-04-
handout%20TextStructureResources%201.pdf

Other Sources

DepEd Most Essential Learning Competency Guide in English for Academic and
Professional Purposes.

23
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

24