6

English
Quarter 2 – Module 1:
Explore Significant
Information
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 1: Title: Explore Significance of Information
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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ma. Cecilia A. Solas
Editor: Arnaldo R. Tuga, Eric G. Buenafe, Melva C. Barranco
Reviewers: Arlo L. Villalva, Leila G. Valencia
Jezereel Grace G. Tiron, Bernie P. Alcedo
Illustrator: Nechael A. Plotea
Layout Artist: Arji J. Alvarado
Management Team: Ma. Gemma M. Ledesma
Elena P. Gonzaga
Donald T. Genine
Paul Nestor Pingil
Arlo L. Villalva
Leila G. Valencia
Arnaldo R. Tuga

Printed in the Philippines by Department of Education, Schools Division of Iloilo City

Department of Education – Region VI – Western Visayas

Office Address: Duran Street, Iloilo City

Telefax: (033) 493-0352
E-mail Address: region6@deped.gov.ph
 6

English
Quarter 2 – Module 1:
Explore Significant
Information
Introductory Message
For the facilitator:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on Explore

Significant Information!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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.

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For the learner:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on (Explore

Significant Information)!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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 I Know 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.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written with you in mind. It is here to help you
master the various types of information. Information is very important in increasing
knowledge on a particular subject and is making us aware of the things happening
around us. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students.

The module is divided into three lessons, namely:

 Lesson 1 – Gathering Relevant Information from Various Sources
 Lesson 2 – Determining the Tone, Mood and Purpose of the Author
 Lesson 3 – Identifying the Purpose, Key Structural and Language
Features of Informational/Factual Text

After going through this module, you are expected to develop the Most Essential
Learning Competency (MELC) which is to:

1. identify the purpose, key structural and language features of

informational/factual text;

Likewise, the following sub and support learning competencies:

 gather relevant information from almanac, encyclopedia and dictionary;

and

 determine the tone, mood and purpose of the author.

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 What I Know

Read each sentence and circle the letter of the correct answer

1. It is an annual publication containing general information about sports, politics,

government, etc.
A. almanac B. dictionary C. encyclopedia

2. It gives information about the spelling, pronunciation, meaning, syllables and

stress of words.
A. almanac B. dictionary C. encyclopedia

3. You want to gather information about the people and population of Spain, what
source or reference book would you look for?
A. almanac B. dictionary C. encyclopedia

4. It is a story’s atmosphere or the feeling of the reader gets from the story.
A. mood B. tone C. purpose of the author

5. It is the author’s attitude towards the subject.

A. mood B. tone C. purpose of the author

6. Nowadays, it is very important to take Vitamin C to boost our immune system.

A strong immune system can protect us from bacteria and viruses. It also keeps
the body healthy and fit. What is the purpose of the author in writing
this statement?
A. to criticize B. to entertain C. to persuade

7. A text structure that simply describes something is ___________________.

A. description B. cause and effect C. comparison and contrast

8. A text structure that covers a few purposes such as sequential instructions and
chronological events and arguments is ___________________.
A. Sequence B. description C. problem and solution

9. I have two dogs. Both of them have the same color but of different breeds. The
statement is a ___________________.
A. sequence B. cause and effect C. compare and contrast

10. Jose never fails to end the school year with flying colors because of his
diligence and dedication towards his studies. The statement is a
__________________.
A. cause and effect B. compare and contrast C. problem and solution

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Lesson
Gathering Relevant Information
1 from Various Sources

Books are everywhere!

What’s In

Can you name each picture? Write your answer on the blank.

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

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 Notes to the Teacher

Aside from the printed sources as shown in the

pictures, since, we are now in the world with advanced
technology, some encyclopedias are in CD or DVD formats
that can be downloaded and have sites online like Wikipedia.

What’s New

Read the situation.

An AP teacher gave an assignment to his/her learners to research on

significant events and people in the Philippine History.

If you are one of his/her learners, do you know what books or references to
look in the library? Why?

There are many sources in gathering relevant information.

What is It

Gathering information is very important in planning for your research works

and speeches. It provides credibility and relevant topics to your particular
audience.

The different sources where we can gather relevant information:

1. Encyclopedia – gives factual information on a wide range of subjects, people,
places, science, technology, history, business and government. It
consists of volumes of books in which the topics are listed
alphabetically.

Examples: Grollier’s Encyclopedia, Britannica

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2. Almanac – provides an annual publication containing general information
about government, industry, politics, commerce, world events
and sports.

Examples: The World Almanac, The People’s Almanac

3. Dictionary – supplies information about words, spelling, pronunciation,

meaning, derivation, etymology, syllabication, stress and level of
usage.

Examples: Thesaurus, Merriam-Webster

What’s More

Identify what kind of source is described in each number. Write

encyclopedia, almanac, or dictionary on the blank.

________________________1. It features current events and facts like sports records,

statistical data and tables.

________________________2. It contains topics of information about history, places,

science and technology.

________________________3. It gives the etymology of the word.

________________________4. It provides a good source of information in learning the

derivation of words.

________________________5. It helps you discover the beginning of World War 2.

What I Have Learned

The various sources in gathering relevant information are

_________________, _________________, and _________________.

__________________- provides an annual publication containing general

information.

_________________- contains factual information about, history, science,

technology, people, places and government.

_________________- gives information about the meaning, stress

pronunciation, usage and syllabication of words.

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 What I Can Do

Complete each statement on how to gather relevant information on various

sources. Underline the correct answer inside the parenthesis.
1. To gather information on rivers, lakes, seas and oceans of a particular
country, we use (encyclopedia, almanac, dictionary).

2. To gather information on the correct stress and syllabication of the word,

we use (encyclopedia, almanac, dictionary).

3. To gather information on the significant events in Philippine sports

during a year, we use (encyclopedia, almanac, dictionary).

4. To gather information on the different kinds of magnet, we use

(encyclopedia, almanac, dictionary).

5. To gather information on the correct spelling and pronunciation of words,

we use (encyclopedia, almanac, dictionary).

Assessment

Which source would you use in gathering information from the following
topics. Choose your answer from the box and write the letter on the blank.

A. Almanac B. Dictionary C. Encyclopedia

___________1. You want to read write-ups on events and personalities.

___________2. You want to know the synonym of the word amiable.

___________3. You want to get information about the Queens of England.

___________4. You want to learn about the traditions observed by the people
in Benguet.

___________5. You want to gain knowledge on the festivities and rituals

observed during the month.

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 Additional Activities

The following are relevant information where you can gather on different
sources. Write them in their respective columns.

History of China Hosts of Olympic Games

Synonyms and Antonyms
Latest Updates on Political Issues The Famous Works of Juan Luna

Encyclopedia Almanac Dictionary

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Lesson
Determining the Tone, Mood
2 and Purpose of the Author

I love the story!

What’s In

Complete each sentence by writing your answer on the blank.

1. My favorite book is _______________.

2. When I read a book, I feel _______________.I read a book because
_______________.
3. My favorite author/writer is _______________.
4. I want also to write stories because _______________.
5. I usually read stories with _______________.
6. In reading books, I learn _______________.
7. The best time to read books is _______________.
8. My favorite place in reading books is _______________.
9. In reading books, I feel delighted when I am with my _______________.

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 Notes to the Teacher
Books are written by authors because of certain
purposes. The emotions we feel about the story may
sometimes differ on the emotions evoke by the author. Tone
and Mood are important for the author’s purpose of writing a
story or selection.

What’s New

Read the story. Then, answer the questions below.

The Lion and the Mouse

by Aesop

One day after a big meal, a great lion fell

asleep at the door of his cave. As he was dreaming
of all kinds of good things, he felt a thug at his
mane and drowsily lifting up a paw, caught a
little mouse.
“Grrrr,” growled the lion. “What are you
doing in my mane? I’ll eat you up.”

“Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had no
idea you were a lion. I thought you were a haystack and I was looking for some nice
hay for my nest. If you forgive me, and let me go, I’ll repay you some day. One good
turn deserves another.”

Some days later, a party of hunters were looking for lions to put into the zoo.
They saw his huge tracks, caught him, and threw a big net over him while they
hurried off to bring back a cage…

The lion roared in anger and the jungle shook with his growls. The little
mouse heard it and said, “I know that voice.” And off he pattered at full speed in the
direction of the roars. He found the lion tugging at the ropes of the net and making
as much noise as a thunderstorm.”
“Shhhh,” said the mouse. “Keep still and I’ll take care of those ropes.”

The little mouse gnawed away at the ropes and the lion was able to escape
just as the hunters were returning with the cage…
“I told you I would repay you some day,” smiled the mouse in triumph. Even
a mouse can help a lion.

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Guide Questions:

1. What made the lion fell asleep after a big meal?

___________________________________________________________________________
2. What kind of an animal did the lion catch?

___________________________________________________________________________

3. What did the lion desire to do with the mouse?

___________________________________________________________________________

4. Why did a mouse make a promise to the lion?

___________________________________________________________________________
5. What persuaded the lion to believe the mouse’ promise?

___________________________________________________________________________

6. What did the mouse do to help the lion after he was caught by the hunters?
___________________________________________________________________________

7. If you are the mouse, would you keep your promise to the lion? Why?

___________________________________________________________________________
8. What is the tone of the story?

___________________________________________________________________________

9. What is the mood conveyed in the story?

___________________________________________________________________________

10. What do you think is the writer’s purpose of writing this story?

___________________________________________________________________________

What is It

In writing a story or any literary pieces, the author has its point of view
reflected in its purpose. In determining the author’s purpose and the main idea of
the story, tone and mood are important factors to consider that can be stated in
one word.
1. Mood is a story’s atmosphere or the feeling the reader gets from
the passage.

Examples:

a. “The game is about to start! “ (excitement)

b. “I lost my pet dog. “ (sadness)

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 Mood Words

happy idyllic joyful gloomy reflective

romantic sorrowful whimsical fanciful mysterious

frustrating frightening melancholy sentimental suspenseful

2. Tone is the author’s attitude towards the subject.

Examples:

a. The boy returned the wallet to the old woman before she finds out it was
not already inside her pocket. (truthful)
b. When he got home, his father already left and it was too late for him to
say sorry. (sad)

Tone Words
sad light cruel angry ironic

bitter candid horror playful generous

pompous informal cheerful truthful humorous

3. Purpose of the Author is to inform, to persuade, to entertain, to instruct

and to criticize.

Examples:

a. The children enjoyed watching the performance of their singing idol.

(to admire)

b. Philippines is rich in natural resources. It has wide agricultural lands,

dense forest and beautiful lakes and rivers. (to inform)

Below are the reasons or purposes of the author in writing the

particular material.

Purposes Resources

To criticize - opinion columns, editorials, etc.

To instruct - recipes, manuals, etc.
To inform - news items/articles, reference books
To entertain - short stories, fairy tales, riddles
To persuade - editorials, advertisements, propaganda

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 What’s More

Read the following nursery rhymes. Then, determine the mood, tone and
purpose of the authors in writing them. Write your answers in their
respective boxes.

Hey Diddle Diddle

Hey diddle diddle

The cat and the fiddle
The cow jumped over the moon
The little dog laughed
To see such a sport
And the dish ran away with a spoon

Mood Tone Purpose of the Author

Baa, Baa, Black Sheep

Baa, baa, black sheep
Have you any wool?
Yes sir, yes sir, three bags full
One for my master and one for the dame
And one for the little boy who lives down the lane

Mood Tone Purpose of the Author

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 What I Have Learned

The purpose of the author in writing a story is to inform, to instruct,

________________, ________________, and ________________.

Tone and Mood are important in helping the reader determines the author’s
purpose and the overall main idea of the story.

________________ is the attitude of the author towards the subject.

________________ is a story’s atmosphere or the feeling the reader gets from

the passage.

What I Can Do

Identify the tone, mood and purpose of the author in the given selection.
Circle the letter of the correct answer.
1. In our situation nowadays, it is very important to use disinfectants to clean our
floors and walls and bacterial soap to wash our hands and body. (purpose)

A. to criticize B. to entertain C. to persuade

2. The Filipinos remain resilient amidst the pandemic because of their

positive attitude. (purpose)

A. to inform B. to instruct C. to entertain

3. Father just went home from work. He saw his motorcycle was badly damaged.
His face went red and shouted, “Who used my motorcycle?” (mood)

A. pity B. anger C. surprise

4. It is already 10:00 in the evening, but her daughter is not yet home. The mother
keeps on calling her but the line is out of reach that makes her anxious. (mood)

A. joy B. fear C. excitement

5. While Ana was walking on the street, she saw a beggar asking for food. In her
hands was a pack of bread for her daughter but instead she gave it to the
beggar who needed it the most. (tone)

A. benevolence B. pessimistic C. cheerfulness

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 Assessment

Determine the mood, tone and purpose of the author for each passage.
Circle the best answer from the given choices.

Purpose of
Passage Mood Tone
the Author

1. The government should provide frustrating sad to inform

more employment opportunities mysterious cruel to criticize
for the Filipinos instead of
focusing on unimportant issues. suspenseful bitter to entertain

joyful cheerful to criticize

2. Boracay has pristine beaches
gloomy truthful to instruct
with white sands. Come and visit!
fanciful pessimistic to persuade

3. I had fun baking cake with my exciting bitter to instruct

mother following the instructions
sorrowful angry to persuade
she told me. I could not believe, I
baked a cake! frightening amused to entertain

4. COVID–19 is a very dangerous reflective candid to inform

virus that transmits easily to
humans. Let us be cautious and melancholy fearful to criticize
obey the guidelines to protect us frightening playful to entertain
from this deadly enemy.

5. I had a dream, I was walking in

the middle of the night when I romantic ironic to instruct
heard a voice screaming at the
side of the road. I went to the whimsical horror to entertain
place, I saw no one in there and I suspenseful amused to persuade
felt someone was touching
my hair.

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 Additional Activities

Read the story. Identify the tone, mood and purpose of the author by
circling your answers. There are two possible answers from the given choices.

THE FARMER AND HIS LAZY SONS

In Madhanpur lived a very

hardworking farmer named Gopal.
He has three sons Ram, Laxman and
Hanuman. All three were strong and
healthy. But they were all lazy.

Gopal was sad thinking about his

sons and the future of his farmland.

One day, Gopal got a flash of an

idea. He called all his sons and said,
“Ram! Laxman! and Hanuman! I have
a hidden a treasure in our farmland.
You search and share the treasure
among you.”

The three sons were overjoyed. They went to the fields and started
searching. Ram started from one end. Laxman from the other end. And Hanuman
did so from the center. They dug each and every inch of the field. But they could
not find anything.

Gopal said to his sons, “Dear boys! Now you have tooled and conditioned
the field, why not we sow a crop!” Off went the sons to sow the crops.

Days passed. Soon, the crops grow lushly green. The sons were delighted.
The father said, “Sons, this is the real treasure I wanted you to share”.

Tone playful horror sympathetic delightful

Mood frustrating reflective joyful mysterious

Purpose of
to criticize to entertain to persuade to inform
the Author

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Lesson
Identifying the Purpose, Key
Structural and Language
3 Features of Various Types of
Informational/Factual Text

I love to read books.

What’s In

Unscramble the letters in items 1 to 8 to form meaningful words and

phrases by filling in the boxes. Then, answer questions in items 9 and 10.

1. intioformanal ttex - i l e

2. returucst - s r

3. iontfinnoc - f o

4. tioncripdes - c i

5. quencese - s e

a n f
6. useca nad fecteft -

c t
7. ripasoncom nad - o
traconast
r a t
8. lembpro nad luontiso -

9. Are you familiar with the formed words and phrases? - _____________________

10. What words or phrases are the most familiar to you?

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 Notes to the Teacher
Informational text has various text structures to help
you learn their different purposes in writing a particular
story, event, argument, instructions, article, advertisement,
propaganda, etc.

What’s New

Read the news article.

US blames China for spread of virus

WASHINGTON-The United Sates blamed China for the corona

virus pandemic with the administration of US President Donald Trump
pushing back on criticism of their handling of the situation.

While Trump has lauded Chinese President Xi Jinping’s work in

responding to the virus, he also referred to the corona virus as the
“foreign virus” that “started in China” and also took some digs at Europe
for letting it spiral out of control.

Source: The Philippine Daily Inquirer, March 13, 2020

The news article contained informational / factual text.

There are There are various types of informational text are:

The literary nonfiction type usually gives accurate information and

defines clearly the beginning, middle and the end. It is written in story form
and gives facts like personal essays, opinion pieces, speeches, literature
essays and journalism.

The expository texts usually labeled and have detailed diagrams that
help the readers understand the concept better. This type utilizes different
text structures like description, cause and effect, comparison and contrast,
temporal sequence, and problem and solution.

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 What is It

This lesson teaches five common text structures used in informational and
nonfiction text.

Five Types of Informational Text Structures:

1. Description - composes of text structures which simply describe something.

With few exceptions, these texts also present plenty of details
about what they’re describing.

2. Sequence - composes text structures which cover a few purposes

such as sequential instructions, chronological events and
arguments that use evidence to support a claim.

Here is a non-exhaustive list of words and phrases that indicates the

sequence text structure:

after before during earlier

eventually finally first from
how to in order last meanwhile
next now until while

3. Cause and Effect - composes text structures which explain well causes and
effects. This structure becomes complex when the effect has
multiple causes or vice versa. This is usually encountered in
historical texts. Many events in history had more than one
cause, all related in ways that can be difficult to unpack.

Here is a non-exhaustive list of words and phrases that indicates

cause and effect text structure:

because cause led to reason

accordingly effect result consequence

4. Compare and Contrast - composes text structures which involve a

comparison with multiple things, revealing how they are similar
and how they are different.

Here is a non-exhaustive list of words and phrases that indicates the

compare and contrast text structure:

alike also both even

in common just as although but
despite however instead otherwise

5. Problem and Solution - composes text structures which involve two parts:
the author identifies a problem and the author details a
solution to the problem.

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 As a learner, you must learn to unpack these five text structures and study
their components in order to fully understand and analyze informational texts,
whether they are reading textbooks, news articles or works of literary nonfiction.

Patterns of Text Structure in Informational Texts

Text Pattern Definition Key Words Examples

Use language to descriptive details- novels, news

help the reader words like on, over, articles, Science
Description forms images or beyond, within textbook, works
visualizes descriptive of literary non
processes adjectives fiction

Present ideas or first, second,

Temporal events in the order before, after, recipe and
Sequence in which they finally, then, next, cooking books
happen earlier, later, last

because, since,
thus, so that,
if…then, therefore,
Provide
nevertheless, due
explanations or stories, History
Cause and Effect to, this led to, as a
reasons for books
result, then…so,
phenomena
for this reason, on
account of,
consequently

while, yet, but,

rather, most,
Discuss two ideas, either, like and
events, or unlike, same, as
news articles,
Comparison and phenomena, opposed to, as well
Science book,
Contrast showing how they as, likewise, on the
stories
are similar and other hand,
different although, the
same, similarly,
opposites

propose, conclude,
a solution, the
news articles,
problem or the
Problem and Identify problems stories, History
solution, research
Solution and pose solutions and Science
shows, the
books
evidence is, a
reason for

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 What’s More

Read each sentence and identify what informational text structure is being
presented. Circle the letter of the correct answer.

1. The learners go to school because they want to learn.

A. cause and effect B. compare and contrast

2. The Covid-19 is a very hazardous virus that easily transmits to a

person through coughing, sneezing or simply just opening one’s mouth.
A. description B. problem and solution

3. The government is now making measures to prevent the problem in

the rapid increase of early pregnancies.
A. sequence B. problem and solution

4. First, the boy went to the market to buy vegetables. Then, he dropped to the
restaurant and finally, walked home.
A. sequence B. problem and solution

5. The children in the village have the same length of hair but of
different colors.
A. cause and effect B. compare and contrast

What I Have Learned

_________________________ is a type of nonfiction, but it is not all nonfiction. It

could be a menu, science book, or map.

Informational text also has structures:

Description - simply describes something.

________________________- covers few purposes such as sequential

instructions, chronological events, and arguments.

________________________- explains the reasons and results.

________________________- involves a comparison with multiple things, revealing

how similar and how different they are.

________________________- involves two parts: the author identifies problems and

the author details solutions to the problems.

20
 What I Can Do

Write your own informational text structure based on the given topics.
1. Description:

My Friend
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________.

2. Sequence:
How to Cook Rice

A. _____________________________________________
B. ______________________________________________
C. ______________________________________________
D. ______________________________________________

3. Cause and Effect:

CAUSE EFFECTS
Stormy Day

21
4. Comparison and Contrast:

Contrast Contrast
Compare

5. Problem and Solution:

Problem Solution

COVID-19

22
 Assessment

Identify if the given informational text structure is a Description, Sequence,

Cause and Effect, Comparison and Contrast or Problem and Solution. Write
your answer on the blank.

____________________________1. A habitat is a place where organism lives. A pond is

an example of a habitat. It provides the organisms
living there with their need to live and grow.

____________________________2. I love them both because of their similarities but

I love them most because of their differences.

____________________________3. El Nińo is a phenomenon that brings heavy rains.

As a result, it can affect the growth of crops and
can create problem in food storage.

_____________________________4. The man wanted to reach the top of the mountain

and so he decided to explore with the other
travelers.

_____________________________5. The policeman is on duty. To make himself ready:

first, he takes a bath; second, he wears his
uniform; third, he eats his breakfast; and finally,
he sanitizes himself.

23
 Additional Activities

Read the paragraph. Then, look for the informational text structures found
in it. Write your answer inside the box.

Exercise is a good bodily exertion for developing and maintaining physical

fitness and vigor. Others directly go in exercising, as a result it can injure cold
muscles.
In doing training exercises, you have to follow these steps: first, warm-up
for 5-10 minutes; second, start with slow movements; and finally, perform your
full body routine. Dancing and jogging are both form of exercises but differ in
agility and endurance.

Many people suffer from illnesses and exercise is one of the best things to
do to avoid them.

1. Description:

2. Sequence:

3. Cause and Effect:

4. Compare and Contrast:

5. Problem and Solution

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 25
WHAT’S IN ASSESSMENT
1. Magazine 1. almanac
2. Newspaper 2. dictionary
3. Almanac 3. encyclopedia
4. Dictionary 4. encyclopedia
5. Encyclopedia 5. almanac
WHAT I CAN DO ADDITIONAL ACTIVITIES
1. encyclopedia Encyclopedia:
2. dictionary History of China
3. almanac
4. encyclopedia The Famous Works of
5. dictionary Juan Luna
Almanac:
Hosts of Olympic
Games
WHAT’S MORE Latest Updates on
1. Almanac Political Issues
2. Encyclopedia Dictionary:
3. Dictionary
4. Dictionary Synonyms and
5. Encyclopedia Antonyms
Answer Key: Lesson 1
 26
WHAT’S IN ASSESSMENT
1-10 (Possible Answers)
(Answers may vary) Mood Tone Purpose
Frustrating Sad To criticize
Happy Cheerful To persuade
Exciting Amused To instruct
Frightening Fearful To inform
WHAT I CAN DO
Suspenseful Horror To entertain
1. C
2. A
3. A ADDITIONAL ACTIVITIES
4. C
5. A 1. Tone: playful , delightful
2. Mood: reflective, joyful
WHAT’S MORE 3. Purpose: to entertain, to persuade
(Possible Answers)
1. Mood: happy
Tone: playful/cheerful
Purpose: to entertain
2. Mood: joyful
Tone: generosity
Purpose: to entertain
Answer Key: Lesson 2
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WHAT I KNOW WHAT I CAN DO
1. informational text 1. Description:
2. structure
3. nonfiction Friend: (answers may vary)
4. description
5. sequence 2. Sequence: (Possible Answers)
6. cause and effect Rice: Put the rice inside the rice cooker.
7. comparison and contrast Pour water
8. problem and solution Rinse the rice three times
9. Yes/No Place an exact amount of water
10. Answers may vary and turn the rice cooker on
3. Cause and Effect: (Possible Answers)
WHAT’S MORE Stormy Day: flood, water pollution, erosion
1. A 2. B 3. B 4. B 5. B 4. Compare and Contrast:
Mango and Guava
Alike: have skin, fruit, delicious
ADDITIONAL ACTIVITIES Different: color, number of seeds, nutrient content
1. Description:
Exercise is a good bodily 5. Problem and Solution: (Possible Answers)
exertion for developing and
maintaining physical fitness and vigor. Covid -19: Stay home, wear mask,
social distancing, wash hands
2. Sequence:
In doing training exercises,
you have to follow these steps: first,
warm-up for 5-10 minutes; second,
start with slow movement; and finally, ASSESSMENT
perform your full body exercise.
1. description
3. Cause and Effect: 2. compare and contrast
Others directly go in 3. cause and effect
exercising and as a result it can injure 4. problem and solution
cold muscles. 5. sequence
4. Compare and Contrast:
Dancing and jogging are both
form of exercises but differ in agility
and endurance.
5. Problem and Solution:
Many people suffer from
illnesses and exercise is one of the
best things to do to avoid them.
Answer Key: Lesson 3
References:
English For You and Me (Reading) pp. 200-201

English Expressways (Reading) pp. 111-113

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