6

English
Quarter 2 – Module 1:1
Identify The Purpose Of Various Types
Of Informational/Factual Text
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 1:1 Purpose of Various Types of Informational/Factual
Text
First Edition, 2020

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 6

English
Quarter 2 – Module 1:1
Purpose Of Various Types of
Informational/Factual Texts
Introductory Message
For the facilitator:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Purpose Of Various Types Of Informational/Factual Text!

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.

ii
For the learner:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Purpose Of Various Types of Informational Text!

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.

What I Know This part includes an activity that aims to

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.

Additional Activities In this portion, another activity will be given

iii
 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!

iv
 What I Need to Know

This module is designed and created to help you understand the purpose of
various types of informational/factual text such as; Literary nonfiction,
Procedural text, Expository text, and Argument or Persuasion text.
Informational/factual text helps the learners to uncover information about a
subject area and educate them about that specific topic. As a grade 6 pupil, you
need to master the purpose of informational/factual text for these following
reasons; (1) It provides the key to success in your later schooling (2) Prepares
you to handle real-life reading (3) Appeals to your reading preferences (4)
Addresses your questions and interests (5) Builds knowledge of the natural and
social world, and (6) Boosts your vocabulary and other kinds of literacy
knowledge.

After this module, you are expected to:

1. define informational text

2. distinguish the various types of informational/factual text; and (ENG6RC-

IIIa-3.2.8)

3. understand the purpose of the informational/factual text

1
 What I Know

Younger pupils like you need to expand their ability and build literacy skills with
informational/factual text.

Think about the way you come to understand the world around you. What do
you read to find out about the climate of a region you plan to visit? What do you
consult to identify the bird that just flew past your window? In fact, what are
you reading right now? The answer to all these questions is
informational/factual text.

We are surrounded by a text whose primary purpose is to convey information

about the natural or social world. Success in schooling, the workplace, and
society depends on our ability to comprehend this material. Yet many children
and adults struggle to comprehend informational/factual text.

Before beginning the module, let's begin with a self-audit and a 10-item multiple
choice to find out how much you already know?

SELF-AUDIT

Tick the column that determines how often you practice what the statements
say. Do this as objectively as possible. Bear in mind that there are no wrong
answers.

Usually Sometimes Seldom Never

1. I am aware of the types of

informational/factual text

2. I can differentiate the types of

informational/factual text

3. I can explain the purpose of

informational/factual text

4. I recognize that competence in

communication requires an
understanding of
informational/factual text

5. I am aware that there are four

types of informational/factual

2
 text

6. I can identify the types of

informational/factual text

7. I can recognize the purpose of

every text

8. I can give examples of

informational/factual text

9. I know the that

informational/factual text is
defined as text with the
primary purpose of expressing
information about the arts,
sciences, or social studies

10. I know that awareness of

informational/factual text is
the key to successful
communication.

TOTAL

GRAND TOTAL

Scoring Score Level of Proficiency

Usually – 3 points 28 – 30 Advanced

Sometimes – 2points 25 – 27 Proficient

Seldom – 1 point 23 – 24 Approaching Proficiency

Never - 0 21 – 22 Developing

20 and below Beginning

3
MULTIPLE CHOICE:
Read the sentences carefully. Choose the correct answer to the following
questions. Then, write the CAPITAL LETTER of your choice in your test
notebook.

1. It includes shorter texts, such as “personal essays, speeches, opinion pieces,

essays about art or literature, biographies, memoirs, journalism, and
historical, scientific, technical, or economic accounts (including digital
sources) written for a broad audience.”

A. Argument text C. Literary Nonfiction

B. Expository text D. Procedural text

2. It provides step-by-step guidelines that describe how to complete a task.

A. Argument text C. Literary Nonfiction

B. Expository text D. Procedural text

3. It informs, explains, and expose. They utilize various text structures, such
as description, cause and effect, comparison and contrast, problem and
solution, question and answer, and temporal sequence.

A. Argument text C. Literary Nonfiction

B. Expository text D. Procedural text

4. It provides evidence with the intent of influencing the beliefs or actions of the
target audience. These texts typically include claims, evidence, and warrants
to explain how the evidence is linked to the claims.

A. Argument text C. Literary Nonfiction

B. Expository text D. Procedural text

5. What type of text is the following passage?

People need to be active to be healthy. Out of modern lifestyle and all

the conveniences we’ve become used to have made us sedentary and
that’s dangerous for our health. Sitting around in front of the TV or the
computer, riding in the car for even a short trip to the store and using
elevators instead of ramps all contribute to our inactivity. Physical
inactivity is dangerous to our health as smoking.

A. Argument text C. Literary Nonfiction

B. Expository text D. Procedural text

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6. There are four types of informational/factual text.
A. Yes B. No C. Maybe D. No idea at all

7. It defines as text with the primary purpose of expressing information about

the arts, sciences, or social studies.
A. Informational/factual text C. Purpose of text
B. Language features D. Textbook

8. ABS-CBN presents an argument for why Congress should approve its

franchise, laying out reasons and evidence to support such a move is an
example of _____.
A. Argument text C. Literary Nonfiction
B. Expository text D. Procedural text

9. Giving directions, instructions, recipes, rules for games, manuals, and

agendas are examples of _______________.
A. Argument text C. Literary Nonfiction
B. Expository text D. Procedural text

10. Some examples of __________________ are news articles, informational books,

instruction manuals, or textbooks.
A. Argument text C. Literary Nonfiction
B. Expository text D. Procedural text

5
Lesson
Purpose of various types of
2 informational/factual text

Reading informational/factual text allows learners to develop sophisticated

comprehension skills, build critical content knowledge and vocabulary, and
apply higher-order thinking skills. Challenging informational/factual text may
require scaffolding and teaching new reading strategies so learners can access
the text. Consider how you could more fully integrate informational/factual text
in your diverse classrooms and how you might assist learners’ comprehension of
these texts.

This lesson will go into more detail about the purpose of various types of
informational/factual text. You will be allowed to expand your ability and build
literacy skills with informational/factual text.

6
 What’s In

Recapitulation: Let us recall our previous lessons.

Essential Questions

How do strategic readers create meaning from informational and literary text?

How does interaction with text provoke thinking and response?

What is this text really about?

• How do strategic readers create meaning from informational and literary

text?

• What is the text really about?

• How does interaction with text provoke thinking and response?

Predicting actively engages the learners and connects them to what they
read.

Predicting involves thinking ahead while reading and anticipating information

and events in the text. After making predictions, learners can read through the
text and refine, revise, and verify their predictions.

Predicting

What Is It?

Effective readers use pictures, titles, headings, and text—as well as personal
experiences—to make predictions before they begin to read. Predicting involves
thinking ahead while reading and anticipating information and events in the
text. After making predictions, learners can read through the text and refine,
revise, and verify their predictions.

The strategy of making predictions actively engages learners and connects

them to the text by asking them what they think might occur in the story. Using
the text, learners refine, revise, and verify their thinking and predictions.

Making predictions: Why Is It Important?

Making predictions activates learners' prior knowledge about the text and helps
them make connections between new information and what they already know.
By making predictions about the text before, during, and after reading, students
use what they already know—as well as what they suppose might happen—to
make connections to the text.

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 Notes to the Teacher
As a teacher-facilitator, this module is intended for you to discover the
pupil’s familiarity with the purpose of various types of
informational/factual text. If you find that your pupils are having
difficulty in understanding types of text, teachers should:

• Increase students' access to informational/factual text.

• Increase the time students spend working with

informational/factual text in instructional activities.

• Explicitly teach comprehension strategies.

• Create opportunities for students to use informational/factual text

for authentic purposes.

For them to use that knowledge in actual and numerous situations. This
will be a realization in the increase of their vocabulary.

What’s New

Our previous lessons (Making Predictions) will help you easily understand our
next lessons about “Purpose of various types of informational/factual text”.

To give you insights, this is the definition of Informational/factual text.

Informational/factual text is defined as text with the primary purpose of
expressing information about the arts, sciences, or social studies. This text
ranges from newspaper and magazine articles to digital information to
nonfiction trade books to textbooks and reference materials. Read it
thoroughly!

8
 The Bounty of the Sea
1
I have observed and studied the oceans closely and I have seen
them sicken. Certain reefs that teemed with fish only ten years ago are
now almost lifeless. The ocean bottom has been raped by trawlers.
Priceless wetlands have been destroyed by landfill. And everywhere are
sticky globs of oil, plastic refuse, and unseen clouds of poisonous
effluents. Often when I describe the symptoms of the ocean’s sickness, I
hear remarks like “they’re only fish” or “they’re only whales.” But I
assure you that our destinies are linked with theirs. For if the ocean
should die, this would signal not only the end of marine life but all other
animals and plants of this earth, including man.
2
The ocean would then become one enormous cesspool. Billions of
decaying bodies would create such a stench that man would be forced to
leave all the coastal regions.
3
The ocean acts as the earth’s buffer. It maintains a balance
between salts and gases which make life possible. But dead seas would
have no buffering effect. The carbon dioxide content of the atmosphere
would start on a steady climb, and when it reached a certain level, a
“greenhouse effect” would be created. The heat that normally radiates
outward from the earth to space would be blocked by the carbon dioxide
and the sea level temperatures would increase.
4
One catastrophic effect of this heat would be the melting of the
icecaps at both the North and South Poles. As a result, the ocean would
rise by 100 feet or more, enough to flood almost all of the world’s major
cities. These rising waters would drive one-third of the earth’s billions
inland, creating famine, chaos, and disease on a scale almost
impossible to imagine.
5
Meanwhile, the surface of the ocean would have scrummed over
by a film of decayed matter, and would no longer give water freely to the
skies through evaporation. Rain would become a rarity, creating global
drought and more famine.
6
The wretched remnant of the human race would now be packed
on the remaining highlands, starving and struggling to survive. Then,
they would be visited by the final plague, anoxia (lack of oxygen). This
would be caused by the extinction of the plankton algae and the
reduction of land vegetation, the two sources that supply the oxygen you
7
are now breathing. And so the man would finally die, slowly gasping out
his life on some barren hill. His heirs would be bacteria and a few
scavenger.

9
 What is It

Did you enjoy reading the informational/factual text? Which type do you think it
is? For us to find out, please answer the following comprehension questions.

Task 1. Questions:
1. What is the author most likely to be?
a. a fisherman c. a sailor

b. an ocean diver d. a scientist

2. What is the basis of his report?

a. Estimates c. readings

b. Fantasy d. site inspection

3. Which of these is not contributory to sickened oceans?

a. oil globs b. plastic refuse c. reefs d. trawlers

4. The melting of ice caps in the Polar Regions would cause oceans to sink.
a. Yes b. No c. Does not say

5-6. Which of these would be immediately affected if a film of decayed matter

would cover oceans?

a. evaporation c. irrigation
b. harvest d. rainfall

7-8. Which two factors would drive people to the highlands?

a. crowding b. disease c. starvation d. stench

10
Task 2. Showcase your word skills

Based on the Science-based text entitled “The Bounty of the Sea,” answer the
following questions by applying your skills in context clues, affixes and roots,
and other strategies.

1. Wetlands are synonymous to ______

a. ponds b. rivers c. seas d. swamps

2. What is the reference of the pronoun it in the second sentence of paragraph

3?
a. balance b. earth c. life d. ocean

3. What is the root word of the word rarity?

a. rar b. rare c. rarity d. –ity

4. The remark “that’s only fish” suggests

a. anger b. arrogance c. concern d. indifference

5. Which of these does not belong to land vegetation?

a. farms b. gardens c. orchards d. reefs

6. When a person gasps, he struggles for lack of __________.

a. companion b. food c. oxygen d. sleep

7. Where are plankton algae found?

a. in coastal regions c. in the highlands
b. inlands d. in the sea

8. The phrase “wretched remnant” in the first sentence of paragraph 5 shows

that most people may have _______.
a. died c. migrated
b. gotten sick d. remained on the coasts

9. The “greenhouse effect” in the third sentence of paragraph 3 suggests

_______.
a. freezing c. maintaining normal temperature
b. heating d. plant propagation

10. The ocean acts as the earth’s buffer. It maintains a balance between
salts and gases which make life possible. The word “buffer” as used
in the first sentence of paragraph 3 means ___________.
a. converter b. destroyer c. neutralizer d. observer

11
TASK 3. Let’s Reflect
Reflect on what you have learned after reading the text “The Bounty of the Sea”.

I think the purpose of the text “the Bounty

of the Sea”…

What do you think

the Purpose of the
text “The Bounty of
the Sea’?

12
Let’s Learn!!!

There are specifically four types of informational text: literary nonfiction,

expository, argument or persuasion, and procedural.

Literary Nonfiction

Literary nonfiction includes shorter texts, such as “personal essays,

speeches, opinion pieces, essays about art or literature, biographies,
memoirs, journalism, and historical, scientific, technical, or economic
accounts (including digital sources) written for a broad audience.”
Autobiographies, biographies, other narrative nonfiction, informational
picture books, and informational poetry often fit into this category.

Narrative informational text typically communicates accurate

information and has a well-defined beginning, middle, and end.
Informational poetry weaves facts into poems.

Procedural Texts

Procedural texts provide step-by-step guidelines that describe how to

complete a task. They often include a materials-needed section and graphics
that illustrate the process, as found in Doug Stillinger’s The Klutz Book of
Paper Airplanes. Jane Drake and Ann Love’s Get Outside provides readers
with rules for games and directions for making things like bird feeders, kites,
and sundials.

Expository Texts

Expository texts inform, explain, and expose. They utilize various text
structures, such as description, cause and effect, comparison and contrast,
problem and solution, question and answer, and temporal sequence.

Argument or Persuasion Texts

Argument or persuasion texts provide evidence with the intent of

influencing the beliefs or actions of the target audience. These texts typically
include claims, evidence, and warrants to explain how the evidence is linked
to the claims. Writers of persuasion or argument also make appeals—appeals
to the author’s credibility, to the audience’s needs, or to reason and evidence.

13
 What’s More

ACTIVITY 1- Talking About This

Now, let’s enrich your mind, read and talk about the informational
text entitled

“The Bounty of the Sea” you have read. Fill in the table below with your
responses.

Title of Informational Type of Informational Reason

Text Text

ACTIVITY 2 – Let’s check what you have got!

Direction: What informational text being referred to:

1. It provides step-by-step guidelines that describe how to complete a task.

2. It provides the intent of influencing the beliefs or actions of the target
audience.
3. It utilizes various text structures, such as description, cause and effect,
comparison and contrast, problem and solution, question and answer, and
temporal sequence.
4. It includes shorter texts, such as “personal essays, speeches, opinion
pieces, and essays about art or literature, biographies.
5. It defines as text with the primary purpose of expressing information about
the arts, sciences, or social studies

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ACTIVITY 3. I Read Them Right!
The following reading exercises are other examples of the four (4) types of
informational/factual texts. Read them carefully and try to comprehend
each for you to understand well its purpose. As you read, identify what
type of informational text you are reading. Write your answers on the
blank provided.

Reading exercise 1: _________________________________

Carbon Dioxide, the Greenhouse Effect, and Recent Global Warming

Carbon dioxide is a greenhouse gas that strongly absorbs infrared

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

To complicate the picture, three gases such as methane, nitrous

oxide, and chlorofluorocarbons, all of which readily absorb infrared
radiation, have been increasing in concentration over the past century.
Collectively, these gases are about equal to carbon dioxide in their ability to
enhance the atmospheric greenhouse effect. Moreover, rising ocean
temperatures will cause an increase in evaporation rates and, hence, an
increase in atmospheric water vapor, which is the most potent greenhouse
gas. The added water vapor accelerates the temperature rise. Recent satellite
measurements have confirmed this.

Reference: (www.ces.fau.edu) Climate Science Investigations (CSI)

15
Reading exercise 2: __________________________________

People need to be active to be healthy. Out of modern lifestyle and

all the conveniences we’ve become used to have made us sedentary and
that’s dangerous for our health. Sitting around in front of the TV or the
computer, riding in the car for even a short trip to the store and using
elevators instead of ramps all contribute to our inactivity. Physical
inactivity is dangerous to our health as smoking.

Add up your activities during the day in periods of at least 10

minutes each. Start slowly and build up. If you’re already doing some light
activities, move up to more moderate ones. A little is good but more is
better if you want to achieve health benefits.

Scientists say accumulate 60 minutes of physical activities every

day to stay healthy or improve your health. Time needed depends on effort
– as you progress to moderate activities, you can cut down to thirty
minutes, four days a week.

Physical activity doesn’t have to be very hard to improve your

health. This goal can be reached by building physical activities into your
daily routine. Just add up in periods of at least ten minutes each
throughout the day. After three months of regular physical activity, you
will notice a difference. People often say getting started is the hardest part.

Reference: Handbook for Canada’s Physical Activity Guide to healthy

Active Living For Canadian Society for Exercises Physiology – Ottawa,
Ontario, 1998

16
 Reading exercise 3: __________________________________

Reading exercise 3: ____________________________________________

Exercise Your Brain

Nearly seven out of every 10 adults report some type of forgetfulness,

according to the Dana Foundation, a New York City organization with a
special interest in brain research. More pronounced memory slips can begin
as early as your 30s and become all too apparent in your 40s, explains
Michael F. Roizen, M.D., dean of the College of Medicine at the State
University of New York (SUNY) Upstate Medical University in Syracuse, and
author of Real Age.

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

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

1. Stretch your mind. 3. Try something brand-new.

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

Reference: (Successful Aging & Your Brain- The DANA Foundation)

17
Reading exercise 4: ____________________________________________

Like fellow Philippine revolutionaries Jose Rizal and Andres

Bonifacio, lawyer Apolinario Mabini, the first prime minister of the
Philippines, did not live to see his 40th birthday but became known as
the brains and conscience of the revolution that would permanently
alter the Philippine’s government.

During his short life, Mabini suffered from paraplegia – paralysis

of the legs – but had a powerful intellect and was known for his political
savvy and eloquence.

Before his untimely death in 1903, Mabini’s revolution and

thoughts on the government shaped the Philippine’s fight for
independence over the next century.
Reference: Accessed June 17, 2017. https://www.thoughtco.com/apolinario-
mabini-195645

Activity 4. Takeaways and Insights

In your own words, share your insights gained about the four types of
Informational/factual text.

Argument Procedural
Expository Literary
or Texts Texts
Nonfiction
Persuasion
Texts

18
 What I Have Learned

Task 1- FILL IN THE BLANKS: Supply the missing word/s relevant to

informational/factual text.

1. ___________________ defines as text with expressing information about the

arts, sciences, or social studies.
2. ___________________ provides intent of influencing the beliefs or actions of
the target audience.
3. ___________________includes shorter texts, such as “personal essays,
speeches, opinion pieces, essays about art or literature, biographies.
4. ___________________utilizes various text structures, such as description,
cause and effect, comparison and contrast, problem and solution, question
and answer, and temporal sequence.
5. ___________________ provides step-by-step guidelines that describe how to
complete a task.

What I Can Do

Well, all the knowledge you have learned become valuable when you apply them
in your daily real-life situation.

Task 1 – Personal response!!

Complete the following table with information related to the purpose of various
types of informational/factual text.

Example:
Text Purpose for Reading It
Newspaper To keep up on local and world news

Your Turn:
Text Purpose for Reading It

19
Speeches
Magazine

Recipe book

Short story

Novel

News article

Task 2 - Cut and Paste

Cut out a sample of short selection (from old newspapers or magazines)

for each type of informational/factual text. Paste them in your notebook.

Lots of ideas you gained today. So, prepare yourself for a short

Literary Nonfiction text Procedural text

20
 Expository text Argument/Persuasion Text

Assessment

Answer each item on a piece of paper. Distinguish the types of

Informational/factual text.

A. True or false: Write TRUE if the statement is correct and FALSE

if the statement is incorrect.

1. Younger pupils need to expand their repertoire and build literacy skills with
informational/factual text.

2. Informational/factual text defines as text with the primary purpose of

expressing information about the arts, sciences, or social studies.

3. Literary Nonfiction provides step-by-step guidelines that describe how to

complete a task.

4. Argument/persuasion text provides intent of influencing the beliefs or actions

of the target audience.

5. Expository text utilizes various text structures, such as description, cause

and effect, comparison and contrast, problem and solution, question and
answer, and temporal sequence.

21
6. Procedural text includes shorter texts, such as “personal essays, speeches,
opinion pieces, and essays about art or literature, biographies.

7. ABS-CBN presents an argument for why Congress should approve its

franchise, laying out reasons and evidence to support such a move is an
example of Literary nonfiction.

8. Giving directions, instructions, recipes, rules for games, manuals, and

agendas are examples of Procedural text.

9. Some examples of expository text are news articles, informational books,

instruction manuals, or textbooks.

10. Personal journal, diaries, memoirs, letters, and essays are some examples of
literary nonfiction.

C. Essay: In a minimum of 2 sentences and a maximum of 5

sentences. What do you think about the purpose of the text?

22
 Teenagers are forever being told that they need a good education so that
they can have the career they want, but many do not listen. However, it is
important to remember that your schooling, no matter how long it may
feel, lasts for just a few short years compared to the rest of your life
ahead of you. Therefore, it is better to sacrifice a little bit of fun now so
that you can find happiness in later life, as you will be happier if you can
do a job that you enjoy and afford to do the things you want.

(Good school essay - Bluefield Sanitary Board)

23
 Additional Activities

Wow! You’ve reached the finish line of today’s activities. Hope you have fun
performing the reading exercises. But before leaving this lesson, let’s have more
activities that will help you enrich your mind and understanding. You can ask
for a help from your parents or guardians in this home activity. Read the
directions carefully. Do this on your notebook.

A. DIRECTION: MIX & MATCH: Match the following

types of informational text to its description. Write the letter
of the correct answer on the blank before each number.
____1. Argument/Persuasion text

____2. Expository text

____3. Literary Nonfiction

____4. Procedural text

A. utilizes question and answer, problems and solutions

B. provides step-by-step guidelines that describe how to complete a task

C. includes, biographies, memoirs, journalism, and historical, scientific,

technical, or economic accounts

D. includes claims, evidence, and warrants to explain how the evidence is

linked to the claims.

24
B. DIRECTION: Complete the semantic web below with a word or group of words
relevant to informational/factual text.

PURPOSE

1. Convey
1. Diary Information
2. 2.
3. 3.

INFORMATION
LITERARY ARGUMENT/
AL / FACTUAL
NONFICTION PERSUASION
TEXT

1. Grade 6
pupils
should have
a cellphone
2.
3.

PROCEDURAL EXPOSITORY

1. Step-by-step 1. Cause and

2. Effect
3. 2.
3.

25
 26
Additional Activities:
A.
1. D
2. A
3. C
4. B
B.
ANSWER MAY VARY
Assessment: What I have learned:
1. TRUE What I Can Do: 1. Informational text
2. TRUE
3. FALSE 2. Argument/Persuasion
4. TRUE 3. Literary Nonfiction
ANSWERS MAY
5. TRUE
VARY
6. FALSE 4. Expository
7. FLASE
8. TRUE 5. Procedural
9. TRUE
10. TRUE
What’s more: What I Know:
Activity 1: Answers may vary 1. C
Activity 2: What is it? :
1. Procedural
2. D
Task 1 – 1. B 2.D
2. argument 3. C 4. B 5-6. A/D 3. B
3. expository 7-8. C/D 4. A
4. literary Task 2 – 1. D 2. D 5. A
5. Informational/factual text 3. B 4. D 5. D 6. 6. A
Activity 3: C 7. D 8. A 9. B
1. Expository 10. C
7. A
2. Procedural Task 3 – ANSWER 8. A
3. Argument MAY VARY 9. D
4. Literary 10.B
Answer Key
References

"Informational texts." Accessed June 17, 2017.

https://www.booklistonline.com/Classroom-Connections-
Informational-Texts-and-the-Common-Core/pid=5641482.

"Sun dial." Accessed June 17, 2017. http://www.crazycrow.com/site/sundial-

compass/. "Jose rizal." Accessed June 17, 2017.
https://hubpages.com/education/jose-rizal. "Ultraviolet rays and
Radiation." Accessed August 24, 2017.
http://www.encyclopedia.com/science-
andtechnology/physics/physics/ultraviolet-radiation. "Argumentative
Essay: The Benefits of Going to School." Accessed August 24, 2017.
https://www.scholaradvisor.com/essay-examples/benefits-of-going-to-
school/.

Anderson, E., & Guthrie, J. T. (1999, April). Motivating children to gain conceptual
knowledge from text: The combination of science observation and
interesting texts. Paper presented at the annual meeting of the American
Educational Research Association, Montreal, Canada.

Nell K. Duke, (March 2004) The Case for Informational Text

27
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]