8

English
Quarter 2 - Module 1
Explaining Visual-Verbal Relationships
Illustrated in the Tables, Graphs, and
Information Map Found in the Expository Texts

English – Grade 7
English – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 1
Explaining Visual-Verbal Relationships Illustrated in the Tables,
Graphs, and Information Map Found in the Expository Texts
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 book 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

Author : Geraldine S. Toledo

Language Reviewer : Ana Leticia M. Mateo
Content Editor : Ana Leticia M. Mateo
Illustrator : Geraldine S. Toledo
Layout Artist : Geraldine S. Toledo

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS – English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 8

English
Quarter 2 - Module 1
Explaining Visual-Verbal Relationships
Illustrated in the Tables, Graphs, and
Information Map Found in the Expository Texts
 Introductory Message
For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Explaining

Visual-Verbal Relationships Illustrated in the Tables, Graphs, and Information Map Found in
the Expository Texts!

This module was collaboratively designed, developed and reviewed by educators from
the public schools 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 the learners as they do the tasks
included in the module.

For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on

Explaining Visual-Verbal Relationships Illustrated in the Tables, Graphs, and Information
Map Found in the Expository Texts!

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:

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
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.
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.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
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.
This includes questions or blank
sentences/paragraphs to be filled in to
process what you learned from the lesson.
This section provides an activity that will
help you transfer your new knowledge or
skill into real-life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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 instructions 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!

2
 This module provides varied activities that will help you learn about
.
visual and verbal relationships illustrated in the tables, graphs, and information
map found in the expository texts

At the end of this module, you are expected to:

 identify different types of tables, graphs, and charts;

 determine what expository text is; and
 organize information in tables, graphs, and maps.

A. Directions: Read each statement and identify what it is being described. Write the
letter that corresponds to your answer.

1. This text is written to provide facts, to clarify, and to expose ideas through a reliable
source of information.
a. descriptive b. expository c. narrative d. declarative
2. This type of expository text structure describes the topic using characteristics,
features and attributes.
a. sequence b. description c. cause and effect d. compare and contrast
3. The following are examples of expository text topics EXCEPT…
a. historical b. scientific c. legend d. news article
4. This paragraph introduces the main idea and captures the interest of the readers.
a. introductory b. body c. concluding d. analysis
5. This paragraph restates the main idea and ties together the major points of the text.
a. introductory b. body c. concluding d. analysis

B. Directions: Write A if the statement is correct and B if not. Write your answer on a
separate sheet of paper.

______ 6. A graph presents data that are arranged in columns and rows.

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______ 7. Table is used to present data using pictures and symbols.
______ 8. Chart is a graphical representation of data which is presented using
symbols.
______ 9. Pie graph is one of the examples of tables.
______ 10. Map is used in organizing and presenting concepts and interrelationships.

C. Directions. Read the passage below. Then, complete the table that follows.

Religions in Bulacan
The province of Bulacan is composed of different religions. Roman Catholicism is
its predominant religion which has (89.44%). Other Christian groups include
membership in the Iglesia ni Cristo has (3.29%), Evangelism has (1.53%), Jehovah's
Witnesses has (0.37%), Bible Baptist Church has (0.30%), Islam has (0.21%),
Seventh-day Adventism has (0.21%), Aglipayans has (0.17%). Other small numbers of
Christians and non-Christian groups are also present in this province which has
(4.48%).
Source: Bulacan Wikipedia Commons

Percentage of
Religions in Bulacan
Membership

Roman Catholicism 89.44%

(11.) _____________ 3.29%

Evangelism (12.) _____

Jehovah’s Witnesses 0.37%

(13.) _____________ 0.30%

Islam (14.) _____

Seventh-day Adventism 0.21%

(15.) _____________ 0.17%

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Directions: Read the expository text below. Then, study the concept map that can help
you to comprehend it and answer the questions that follow.

Spanish Era: The “Maliliwag”

The Spaniards introduced and influenced Christianity among Filipinos and

have built a lot of Catholic churches. One of these was established in Quingua
(now Plaridel) of which, Baliwag was a cabecerria or barangay of it with no
definite name (cabecerria or barangay is the modern-day barrio).

Due to lack of transportation, the inhabitants of Baliwag tend to ride

a banca (boat) to get all the way to Quingua, a distance of nine
kilometers, in order to hear Sunday and feast day masses.
Because of this, the religious churchgoers from Baliwag
often came late for the mass. The consistent habit of
tardiness became the butt of jokes among the people of
Quingua that whenever they saw a group of folks
coming from Baliwag, they would mockingly say,
“Eto na ang maliliwag” (“Here comes the
slowpokes.”) or if the latecomer was alone, they would usually say,
“Eto na si Ba Liwag” (“Ba” is a provincial title of respect for a man).

The derogatory term “maliwag” (or Baliwag) clung that even the Spanish
“cura” would announce from the pulpit in reference to the people of Baliwag.
Through the years, the name Baliwag has evolved and by this appellation, the
town became known.

Source: Official website of the Municipality of Baliwag.

https://www.baliwag.gov.ph/about-baliwag/history/

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 Have you heard this story before? What are your thoughts about it? Remember, this
is an old story based on the history of Baliwag during the Spanish Era. It is not the author’s
intention to derogate, belittle, or make fun of the people of Baliwag.
Let us now try to analyze the concept map given below.

They ride a boat with nine kilometers

Spaniards influenced in order to hear Sunday masses.
Christianity among Filipinos.

They often came late

The inhabitants of for the mass.
Baliwag are religious. The name of Baliwag
is from its people
“Maliwag”

They were labeled as “Maliliwag” means

“maliliwag.” slowpokes

1. Who introduced and influenced Christianity among Filipinos?

a. Americans c. Spaniards
b. Europeans d. Asians
2. Where did they established their one of the churches?
a. Baliwag c. Quingua
b. Pulilan d. Malolos
3. How did the inhabitants of Baliwag go to Quingua to attend the mass?
a. ride a boat b. ride a tricycle c. ride a car d. ride a horse
4. What do you think is the purpose of the text you have read?
a. to persuade b. to entertain c. to inspire d. to inform
5. What do you think is the use of concept map presented in the text?
a. It helps me to improve my vocabulary.
b. It helps me to better understand the text easily.
c. It gives me the concept of a map.
d. It gives me a clear vision of the text.

The text you have read is an example of expository text. You will
learn more about this as you answer the next activity.

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Directions: Read the text below and complete the table that follows.

Covid-19 Pandemic
(An Excerpt)
Prof. Dr. Mustafa Asim Safak

Modes of Transmission

It is proven that the virus is transmitted by airborne droplet infection and through
contact with infected surfaces. Furthermore, although it has been demonstrated that
the live virus has excreted from the human body through feces within 12 days of the
onset of the disease, it has not been proven to be transmitted that way. The live virus
has not been demonstrated in blood and urine and does not exhibit infectious
properties. The disease is not transmitted by blood and blood products, or by
mosquitoes or other bloodsucking parasites. Yet it is transmitted from person to
person, and infectiousness begins even when the person who is sick has not yet
developed symptoms. There is no consensus on the effects of climate and weather
conditions on the contagiousness of the disease. There are scientific studies indicating
that increased air temperature and humidity reduce the speed of propagation of the
disease. However, some authors report that this would not be effective.
Source: “Covid-19 Pandemic” Essay. by Prof. Dr. Mustafa Asim Safak
https://covid19.tabipacademy.com/2020/05/22/an-essay-on-covid-19-
pandemic-by-prof-dr-mustafa-asim-safak/

Covid-19 Pandemic
Modes of Transmission

Proven Not Proven

In this activity, you were able to gather data from an expository text and present
them using a table.

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 Expository Text
- is a type of informational text that provides factual information that may be used
in exposing the truth through reliable source information by using a clear, non-
narrative organizational structure with a major topic and supporting information.
- includes topics such as historical, scientific, or economic information.
- examples may include textbooks, reports, articles, interviews, and essays.

Expository Text

provides facts to clarify and expose things,

ideas, persons, and places through description,
Purpose process, comparison/contrast, or through
problem-solution using a reliable source of
information

clear, concise, organized and focused on the

subject
Language
uses domain specific vocabulary rather than
figurative language

Format written in paragraphs

Concluding paragraph
Introductory Body provides
restates the main idea
paragraph details in
and ties together the
introduces the support of the
major points of the
main idea. topic.
text

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 Types of
Expository
Characteristics Examples
Text Structure
Cause and Ideas, events in time, or Burning of fossil fuels for
Effect facts are presented as transportation and electricity produces
causes of the resulting both primary and secondary pollutants
effects or facts that and is one of the biggest sources of air
happen as a result of an pollution. As a result, many people can
event. suffer from the risk of heart attack,
wheezing, coughing, and breathing
problems, and irritation of the eyes,
nose, and throat. Air pollution can also
cause worsening of existing heart
problems and lung complications.
Comparison Information is presented Baby bats can’t fly. Sometimes mother
and Contrast by detailing how two or bats carry them when they go out, but
more events, concepts, mostly the babies stay behind in the
theories, or things are roost. There are other baby animals
alike and/ or different. like the baby birds that always depend
on their parents to eat food. The
mother bird usually digests the food
and then puts that food into the babies’
mouth.
Description A topic is described by Beach is the perfect place for
listing characteristics, everyone who wants to calm and
features, attributes, and relax. The air is hot, but the water is
examples. cool and fresh. All can enjoy
swimming and surfing in the ocean. Its
sand is soft and white. Some beaches
are noisy with seagulls and children
laughing, but it is a pleasant noise that
can be also relaxing. The air smells
salty because of the sea.
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Problem and A problem and one or Some students do not like reading.
Solution more solutions to the They are less likely to put the time in
problem is outlined. to improve their reading skills. This
leads to a cycle of poor reading skills
and comprehension. Parents and
teachers should encourage them to
improve these by making notes about
what they do not understand while
reading. Using context clues and
looking for the main idea are also good
strategies to help improve their
reading and comprehension skills.
Sequence Items or events are listed To write an expository essay, the first
in numerical or thing to remember is to know the topic
chronological sequence, and do a research about it. Next is to
either explicitly or implied. write an outline. An expository essay
is composed of an introductory
paragraph, body paragraphs and a
conclusion paragraph. Remember to
carefully construct thesis statements
and support them with relevant details.
Finally, one should do editing and
proofreading to check the spelling,
choice of words, grammar,
punctuation, and the overall writing
style.

Ways to present information in the expository text:

 Tables
 Graphs
 Charts
 Maps

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1. Table is used in organizing information and
numerical data that are arranged in columns
and rows. It allows rapid and easy access to
the comparison of information. It can
show trends—patterns of rising or falling
activity if the data is arranged chronologically.

2. Graph is used to represent data or values in an organized manner using a pictorial

representation or a diagram. It also shows the relationship between two or more
things.
The different types of graphs are picture graphs, bar graphs, block graphs,
circular or pie graphs, and line graphs.
a. picture graph – presents ideas or concepts using pictures.

NUMBER OF ENGLISH BOOKS READ (1 WEEK)

Jaime
Daniel
Rosemarie
Jericho
Isabel

stands for 3 books

b. bar graph – presents data, numbers, or quantities using bars.

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c. circular or pie graph – presents relative sizes of data or information using pie slices.

d. line graph – presents individual data points with quantitative values using lines.

Patrick’s Savings
1,000

800

600

400

200

Jan Feb Mar Apr May Jun Jul Aug Sep

e. Venn diagram- this is used to compare and contrast two or more objects, concepts,
or people. It presents information using circles to show the relationships among things
or finite groups of things

12
3. Chart is used to present functions or
some kinds of quality structure and clearly
provides different information. It is also a
graphical representation of data or
information using symbols.

4. Map is used in visual representation and organization of data or information. Some

types of maps are concept maps and process maps.

a. Concept map - presents concepts and their interrelationships that are intended to
represent the knowledge structures.

b. Process map – presents the flow of a process.

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Independent Activity 1

Directions: Match the words in column A with their appropriate meanings in column B.
Write the letter that corresponds to your answer.

NO. COLUMN A COLUMN B

1. ___ body a. This graphic is used in presenting

information of expository text.

2. ___ news article b. This style should be clear, concise and

focused on the subject.

3. ___ introductory c. It is an example of expository

text that gives facts.

4. ___ language d. It is the part of expository text that

provides details in support of the topic.

5. ___ graph e. This part of the expository text contains

the main idea.
f. This type of expository text structure

states problem and solution.

Independent Assessment 1

Directions: Determine what expository text structures are being described in the
following statements. Write A for Cause and Effect; B for Comparison and Contrast;
C for Description; D for Problem and Solution; and E for Sequence. Write the letter
that corresponds to your answer.

___ 1. Describes a topic by identifying and explaining its characteristics, features,

attributes and by providing examples.
___ 2. Identifies the similarities and differences between two or more events or
concepts.

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___ 3. States the cause of events, actions, or ideas presented in a chapter or text.

___ 4. Describes items or events in sequence.

___ 5. Distinguishes the problem and one or more solutions to the problem as

described in the text

Independent Activity 2

Directions: Identify what graphic organizers are being described in the following
statements. Choose the correct answers in the word pool. Write your answer on the
space provided before each number.

table chart concept map pie graph map

bar graph Venn Diagram line graph process map graph

_______________1. It is used to present concepts and their interrelationships

that are intended to represent the knowledge structures.
_______________2. This can be defined as a pictorial representation or a
diagram that represents data or values in an organized
manner.
_______________3. It is a set of facts and figures arranged in columns and rows
and is a very useful way of organizing numerical
information or data.
_______________4. It can represent data, functions, or some kinds
of quality structure and provides different information by
symbols.
_______________5. It is also known as circular graph.
_______________6. It is a map that presents process or flow.
_______________7. It is a graphic organizer that is used to compare and
contrast two or more objects, concepts, or people.
_______________8. This graph presents individual data points with quantitative
values using lines.
_______________9. It is used in visual representation and organization of data
or information.
_______________10. This graph presents data, numbers, or quantities using
bars.

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Independent Activity 3

Directions: Study the following illustrations and determine what type of graphic
organizers they are. Write your answer on the line provided below each illustration.

1 2
TOELS’ HOUSEHOLD EXPENDITURE

__________________________ _________________________

3 4

NATURE

LIFE
TREES

Mon Tues Wed Thurs Fri Sat Sun

Number of Calls Received

_________________________ ________________________

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 5

President

Secretary Vice Pres.

Secretary Director

Manager Manager

________________________

Independent Activity 3

Directions: Read each passage and determine whether it is an expository text or not.
Write ET for expository text and NET for not expository text on the space provided
before each number of the passages. For each of the ET, explain why it is an
expository text.

Passages Explanation

_____ 1. Reptiles are known for having dry, scaly

skin and lay soft-shelled eggs on land like turtles,
crocodiles, snakes, and lizards. But not all of them
lay eggs, there are reptiles like Boas, Vipers and
Jackson’s Chameleon that give birth to live young/
baby.

_____ 2. Department of the Interior and Local

Government (DILG) Undersecretary Jonathan
Malaya believed that the implementation of
national ID system in our country can harmonize,
integrate and interconnect the countless and
redundant government IDs with this single one.

17
 _____ 3. Bats are not really blind and many of
them can see well using their eyes. In the dark,
most of them use their advanced ears using their
echolocation that gives them a form of vision.

_____ 4. The sun’s rays have every color in them,

but we can’t see them. The sky looks blue during
the day because of the atmosphere of the Earth
that scatters blue light more than any other color.

_____ 5. The most preferred option that students

chose for distance learning is printed modules
because it is accessible for every student. It also
allows each of them for better evaluation and
improvement.

Independent Assessment 3

Directions: Organize the information presented in the excerpt below by completing

the pie chart that follows.

‘Galawang City na Tayo’ – Tagle

(an Excerpt)
By Alliah Grace S. Cruz

The municipality would get more income when it turns into a

city due to bigger IRA (Internal Revenue Allotment) shares received by cities.
“23% of the national wealth is divided to 91 provinces, 23% to 150 cities, 30%
to 1,498 municipalities and 24% to almost 50,000 barangays. If Baliwag
becomes one of the cities to partake the 23%, it will have an additional P200
million shares from IRA which would be a big help to the projects for the town,”
explained Tagle.

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 Do you understand the excerpt that you read? Let us find out how you comprehend
it by organizing its information using the pie chart below.

91 provinces (2.) ____ % (3.) _________

(1.) ____ %

23 % (4.) ___ % 50,000 barangays

(5.) __________

Internal Revenue Allotment (IRA)

How do you find the activities? Before moving forward, complete the paragraph
by writing down the things that you have learned about expository text and the different
types of graphic organizers.

The Things that I Have Learned!

I learned that expository text is (1.)

___________________________. It is used to
(2.) _____________________________ . Its
language should be (3.)
_______________________. It is written in
paragraphs such as introductory, body, and
concluding. Tables, (4.) _______________,
(5.) ___________ and maps are used in
organizing information in the expository text.

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Directions: Read the article from “The Buntal Weaver”. Then, organize its information
by completing the chart that follows.
‘Galawang City na Tayo’ – Tagle
by Alliah Grace S. Cruz
Baliwag, soon to be Baliwag City!
Earlier this August,a formal request was
submitted to Second District Representative
Gavini “Apol” Pancho by Baliwag Mayor Ferdie
V. Estrella along with the municipal council
members and representatives from various
sectors to urge Baliwag cityhood proposal in
Congress.
In an interview with the Baliwag Municipal
Administrator Enrique V. Tagle,” Ang
Baliwag,maraming mga katangian na mayroon
upang maging ganap na lungsod.
Isa na rito, ang paglago ng ekonomiya kaysa
sa populasyon ng mgamamamayan dito.”
(Baliwag is qualified for cityhood. It
possesses many characteristics like its
growing economy.)
Aside from the qualifications mentioned by
Tagle, under the law there are three
requirements that a municipality needs to attain
to apply for cityhood.
In the Local Government Code, a
municipality applying for a cityhood should
have a land area of more than 10,000 hectares
with a locally generated average annual
income of not less than P100 million for the last
3 consecutive years deflated to year 2000
constant prices, and a population of not less
than 150,000.
A financial certification from the Department
of Finance shows that Baliwag’s income
exceeded P100 million for the past two years
using fiscal year 2000 prices with total revenue
of Php 652.17 million as of June 2016 up to
December 2017.
Furthermore, Philippine Statistics Authority
issued a certification that Baliwag’s population
exceeded the 150,000-population requirement
which sums up to 154,000 as of 2015.
20
Baliwag placed 960th out of 1489
municipalities in the 2016 Competitiveness
Index, 47th in 2017 and later rose to 9th place
in the 6th Regional Competitiveness Summit
held last August 2018.
All these things qualified Baliwag to be a city.
“Galawang city na dapat tayo,” Tagle said.
The municipality would get more income
when it turns into a city due to bigger IRA
(Intenal Revenue Allotment) shares received
by cities. “23% of the national wealth is divided
to 91 provinces, 23% to 150 cities, 30% to
1,498 municipalities, and 24% to almost 50,000
barangays. If Baliwag becomes one of the
cities to partake the 23% it will have an
additional P200 million shares from IRA which
would be a big help to the projects for the
town.” explained Tagle.
He added that the prices would also be
dictated by the law of supply and demand.
Tagle said that when it comes to education,
Congress will revise and establish the town’s
own Division school office and it will have its
own superintendent. He also said that the
supervisors will be under Baliwag and the
School Education Fund (SEF) would directly
come from it as well. There would also be new
infrastructure for improved services like
Baliwag Convention Center, Baliwag
Bayanihan Center and Baliwag Disaster Risk
Reduction and Management Office.
Tagle mentioned that the bill will win in the
referendum due to a survey that shows that
85% of Baliwageños thumbs up for cityhood of
the town.
A Php 500 million increase in income is
expected when Baliwag turns into a city that
can be utilized in the construction of various
facilities that will benefit Baliwaguenos.
 How can Baliwag achieve cityhood? Now, let us organize the things you understood
in the article you read by using the chart below.

‘Galawang City na Tayo’

How Reasons Effects

1. ___________
5. ________________ 8. _______________
6. ________________ 9. _______________
7. ________________ 10. ______________

Requirements

2. ______________
3. ______________
4. ______________

A. Directions: Read each statement and identify what it is being described. Write the
letter that corresponds to your answer.

1. This type of expository structure identifies the cause of events, actions or

ideas presented in a chapter or section.

a. cause and effect c. problem and solution

b. compare and contrast d. cause and solution

2. This illustration is used for visual representations of information.

a. concept map b. pie graph c. block chart d. line graph

3. It presents information and figures arranged in columns and rows and it is

considered as a very useful way of organizing numerical information or data.

a. table b. map c. chart d. graph

21
4. The following are expository text structures except.

a. description b. sequence c. resolution d. problem

5. This illustration represents data or values in an organized manner using a pictorial

representation or a diagram.

a. graph b. table c. chart d. map

B. Directions: Read the following statements about expository text. Draw a heart ( )
if the statement is true and leave it blank if the statement is incorrect. Write your
answer on a separate sheet of paper.

____ 6. The introductory paragraph restates the main idea and ties together the

major points of the text.

____ 7. A problem and Solution uses a problem and one or more solutions to the

problem is outlined.

____ 8. The body of the expository text restates the main idea and ties together

the major points of the text.

____ 9. The cause and effect text structure is used to describe the topic by listing

characteristics, features, attributes, and examples.

____ 10. Visual representations such as tables and graphs help us to understand

data quickly.

C. Directions: Read the passage below. Then, complete the concept map that follows.

Stop Global Warming

Global Warming is a serious threat to Earth, causing many harmful effects
on the environment and the ozone layer (which protects Earth – from harmful
sun rays). The first reason for global warming is deforestation. Many trees get
cut. This leads to global warming. To reduce the effect of global warming,

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 people that cut trees should replant new trees to maintain balance. The
second reason for global warming is garbage. Too much plastic packages
from things we buy cause global warming. We must reduce the things we buy.
Instead, recycle the garbage. The last reason for global warming is fossil
fuels. Fossil fuels are burned for energies. If we did not burn fossil fuels, we
would not have global warming. Smoke from factories, industries and nuclear
plants cause global warming all over the world. Smoke needs to stop and that
means no more fossil fuels. We need to make more fuel-efficient vehicles and
find other ways to generate power. If we use everything properly, we can
reduce global warming and Earth will be saved.
Source: Sebata Holdings, Nov. 2, 2018

What can you do to stop Global Warming? Knowing how your first step is. Now, let us
organize the information from the text by completing the concept map below.

2nd Reason:
(12.)
Solution: ____________
(11.) ________
Solution:
(13.) ________

Global
1st Reason: Many Warming
trees get cut.

3rd Reason:
(14.)
___________

Solution:
(15.) _________

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 Write a paragraph consisting of 5-7 sentences about the importance of tables,
graphs/ charts in presenting information.

Rubric

Criteria 5 3 2

Focus Well-focused on the Mostly focuses on Many events of

writing objective the writing objective details do not relate
to the writing
objective

Supporting There are four There are three or It has only one
Details supporting details two supporting supporting detail
relating to the main details relating to the relating to the main
thought main thought thought
Organization It has a logical Details are arranged No discernible
progression of in a logical pattern of
supporting details. progression organization

Convention Punctuation and Some grammatical Several grammatical

grammar are correct errors are evident errors are evident

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What I Know Independent Activity 2 7. Baliwag’s land are is
1. b 1. concept map 6. process map more than 10,000
2. b 2. graph 7. Venn Diagram hectares
3. c 3. table 8. line graph 8. get more income
4. a 4. chart 9. map 9. Establish own Division
5. c 5. pie graph 10. bar graph school office
6. B 10. Have new
7. B Independent Assessment 2 infrastructure
8. A 1. Pie Chart
9. B 2. Table Assessment
10. A 3. Concept Map 1. a
11. Iglesia ni Cristo 4. Line Graph 2. a
12. 1.53% 5. Chart 3. a
13. Bible Baptist Church 4. c
14. 0.21% Independent Activity 3 5. a
15. Aglipayans 1. ET – It exposes the truth about reptiles. 6.
2. NET 7.
What’s In 3. ET - It provides fact about the bats. 8.
1. c 4. ET- It clarifies ideas about blue sky. 9.
2. c 5. NET 10.
3. a 11. replant new trees
4. d Independent Assessment 3 12. garbage
5. b 1. 23% 13. recycle the garbage
2. 30% 14. fossil fuels
3. 1,498 municipalities 15. smoke needs to stop/
What’s New 4. 24% find other ways to
Covid-19 Pandemic 5. 150 cities generate power
Modes of Transmission
Proven Not Proven
Not been Airborne
demonstrated in droplet
blood and urine infection
Not exhibit Contact with
infectious properties infected
surfaces
From person to
person
What’s More What I Have Learned
Independent Activity 1 1.informational text that provides factual information
1. d 2. expose the truth
2. c 3. clear, concise organized and focused on the subject
3. e 4. graphs
4. b 5. charts
5. a
What I Can Do
Independent Assessment 1 1. Submit a formal request for Baliwag cityhood proposal in Congress
1.C 2. Have land area of more than 10,000 hectares
2. B 3. Generate average annual income of not less than P100 million
3. A 4. Have population of not less than 150,000
4. E 5. Baliwag’s population exceeded the 150,000 which sum of 154,000
5. D 6. Baliwag’s income exceeded P100 million with revenue of P652.17 M.
 References
Bulacan. “Religions”. Updated October 2020. Accessed October 26, 2020. https://en.wiki
pedia.org/wiki/Bulacan

Cruz, Alliah S. ‘‘Galawang city na tayo’ – Tagle’’, The Buntal Weaver, June-December 2019.

Expository text samples, Saved by Robbie Bellamy. Accessed October 23, 2020.
https://www.pinterest.cl/pin/2462974777144601/?amp_client_id=CLIENT_ID(_)&mw
eb_unauth_id=%7B%7Bdefault.session%7D%7D&from_amp_pin_page=true

Fountas, I.C. & Pinnell, G.S. (2012). Genre study: Teaching with fiction and nonfiction books.
Portsmouth, NH: Heinemann. http://mcnair5thgrade.yolasite.com/resources/Charac
teristics%20of%20Expository%20Text.pdf

Municipality of Baliwag. “Spanish Era: The ‘Maliliwag’. About Baliwag. Accessed October 25,
2020. https://www.baliwag.gov.ph/about-baliwag/history/#:~:text=The%20d ero
gatory%20term%20%E2%80%9Cmaliwag%E2%80%9D%20(,appellation%2C%20th
e%20town%20became%20known.&text=Their%20host%20was%20then%20the%20
Baliwag's%20Parish%20Priest%2C%20Fray%20Esteban%20Diez.

Safak, Mustafa A. Covid-19 Pandemic, May 22, 2020. Accessed October 23, 2020.
https://covid19.tabipacademy.com/2020/05/22/an-essay-on-covid-19-pandemic-by-
prof-dr-mustafa-asim-safak/

Structure of Expository Text. Accessed October 22, 2020.https://www.storyboard

that.com/articles/e/informational-text-activities#:~:text=Expository%20Text%20
Structure,problem%20and%20solution%2C%20and%20sequence.

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 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph