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Quarter 2 - Module 1: Explore Significant Information: English
Quarter 2 - Module 1: Explore Significant Information: English
Quarter 2 - Module 1: Explore Significant Information: English
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.
English
Quarter 2 – Module 1:
Explore Significant
Information
Introductory Message
For the facilitator:
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:
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:
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.
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.
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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.
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.
After going through this module, you are expected to develop the Most Essential
Learning Competency (MELC) which is to:
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What I Know
Read each sentence and circle the letter of the correct answer
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
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
What’s In
Can you name each picture? Write your answer on the blank.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
3
Notes to the Teacher
What’s New
If you are one of his/her learners, do you know what books or references to
look in the library? Why?
What is It
4
2. Almanac – provides an annual publication containing general information
about government, industry, politics, commerce, world events
and sports.
What’s More
5
What I Can Do
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.
___________4. You want to learn about the traditions observed by the people
in Benguet.
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Additional Activities
The following are relevant information where you can gather on different
sources. Write them in their respective columns.
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Lesson
Determining the Tone, Mood
2 and Purpose of the Author
What’s In
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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
“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:
___________________________________________________________________________
2. What kind of an animal did the lion catch?
___________________________________________________________________________
___________________________________________________________________________
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?
___________________________________________________________________________
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:
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Mood Words
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
Examples:
Purposes Resources
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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.
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What I Have Learned
Tone and Mood are important in helping the reader determines the author’s
purpose and the overall main idea of the story.
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)
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)
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)
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)
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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
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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 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”.
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
What’s In
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? - _____________________
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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
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.
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.
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.
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
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.
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
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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. ______________________________________________
CAUSE EFFECTS
Stormy Day
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4. Comparison and Contrast:
Contrast Contrast
Compare
Problem Solution
COVID-19
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Assessment
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Additional Activities
Read the paragraph. Then, look for the informational text structures found
in it. Write your answer inside the box.
Many people suffer from illnesses and exercise is one of the best things to
do to avoid them.
1. Description:
2. Sequence:
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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
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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
LR Portal
www.Google.com
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