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English 6
Quarter 2 – Module 1:
Identify the Purpose, Key Structural and Language Features
of Various Types of Informational/Factual Texts
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 1: Identify the Purpose, Key Structural and Language Features of
Various Types of Informational/Factual Texts
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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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, SDO Nueva Ecija

Schools Division Superintendent: Jessie D. Ferrer, CESO V
Assistant Schools Division Superintendents: Mina Gracia L. Acosta, PhD, CESO VI
Ronilo E. Hilario

Development Team of the Module

Writer: Iris May C. Honrado
Editors: Mary Jane Bondoc,
Noemi C. Sagcal, PhD
Reviewers: Maricel Q. Ramos
Arnold M. Galvez, PhD
Layout Evaluator: Cherry Lou O. Calison
Cover Designer: Mark G. Asuncion
Management Team: Jayne M. Garcia, EdD
Ma. Checilia S. Bagsic, PhD
Beverly T. Mangulabnan, PhD
Eleanor A. Manibog, PhD

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Office Address : Brgy. Rizal, Santa Rosa, Nueva Ecija, 3101

Telefax : (044) 940-3121
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 What I Need to Know

This module encourages you to identify the purpose, key structural and
language features of various types of informational/factual texts. Various activities
are provided for you to meet the target skills.

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

1. Distinguish various types of informational/factual texts (EN6LC-IIa-3.2)
2. Respond appropriately to the messages of different authentic texts (EN6RC-
IIa-5.5)

What I Know

Identify which type of informational text is being described. Write only the
letter of the correct answers on a separate sheet of paper.

A. compare and contrast

B. sequence/time
C. description
D. cause and effect
E. problem and solution

____________1. The main idea’s supporting details are written in a specific order.
____________2. The text states a problem and then suggests one or more
solutions.
____________3. Two or more things are described. Their similarities and differences
are discussed.
____________4. Frequently in textbook reading an entire paragraph is devoted to
defining a complex term or idea.
____________5. Shows a relationship between the cause of something and the effect
that follows as a result.

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 Lesson Identify the Purpose, Key Structural
and Language Features of Various
1 Types of Informational/Factual Texts
Reading an informational or factual text will help you in developing
comprehension skills, widening your vocabulary, developing your critical content
knowledge, and applying skills to actual situations in life.

What’s In

Is it Real or Make-Believe? Write REAL if the sentence happens in real life and
MAKE BELIEVE if not. Write your answers on a separate sheet of paper.

____________1. Her bags are expensive. They are worth thousands.

____________2. When the car got tired, it stopped and took a rest.
____________3. The typhoon was so strong that it destroyed the whole village.
____________4. Washing hands often will help one lower the risk of acquiring a
disease.
____________5. The moon shall swallow the sun and there will be total darkness.

What’s New

Read and analyze the sentences given. Group the sentences in their proper
column. Write your answers on a separate sheet of paper.

__________1. Physical distancing helps limit the spread of COVID 19.

__________2. Astronauts’ food does not contain water or anything to spoil it.
__________3. Rapunzel has a hair as tall as the castle where she lives.
__________4. Philippines is in the ring of fire along with other countries.
__________5. Those infected with the virus became zombies and ate other alive
human beings.

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 FACT FICTION

Processing Questions:

1. Which sentences did you group as FACT?

2. Which sentences were under the column of FICTION?
3. What made you decide to group the sentences the way you grouped them?

What is It

Informational text is a subset of a larger category of nonfiction (Duke &

Bennett-Armistead, 2003) Its primary purpose is to inform the readers and to express
information about arts, sciences, and social studies. Informational texts ranges from
newspapers, magazines, digital information to nonfiction textbooks and other
reference materials.
For you to easily understand informational texts, you must understand its
purpose. Here are the different informational text types and their purposes

Activity 1

The main idea’s supporting details are written in a specific order. Changing
the order would change the meaning. The signal words used in this type of
informational text are, first, second, third, now, before, after. next, finally, following,
while, last, during, not long, when…
Example: How to Make Cookies. First, get your materials. Then, make your
dough. Lastly, cook your dough at 400 degrees for 10 minutes.
Here are sample graphic organizers you can use to show sequence in an
informational text.

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Activity 2

The text states a problem and then suggests one or more solutions. The signal
words used are, a problem is, a solution is, the problem is solved by, a potential
alternative is, solution, issue, a possible answer, therefore, conclusion…
Example: thousands of people die each year in car accidents involving drugs
or alcohol. Lives could be saved if our town adopts a free public taxi service. By
providing such a service, we could prevent intoxicated drivers from endangering
themselves or others.
Here are sample graphic organizers you can use to show problem and possible
solutions in an informational text.

SOLUTION SOLUTION SOLUTION

PROBLEM

SOLUTION SOLUTION SOLUTION

Activity 3

Two or more things are described. Their similarities and differences are
discussed. The signal words used in this type of informational text are different from,
same as, alike, like, similar to, unlike, but, as well as, yet, either…or, not only…but
also, compared to, in contrast, while, resembles, although, unless, similarly, however…
Here are sample graphic organizers you can use to show comparison and
contrast in an informational text

Similarities Differences

Venn Diagram
T- Chart
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Activity 4

Frequently in textbook reading an entire paragraph is devoted to defining a

complex term or idea. The concept is initially defined and then further expanded with
examples and restatements. Signal words used are for example, involves, can be
defined, an example, for instance, in fact, also, is called, refers to…
Example: Coronavirus disease (COVID-19) is an infectious disease caused by
a newly discovered coronavirus. Most people infected with the COVID-19 virus will
experience mild to moderate respiratory illness and recover without requiring special
treatment. Older people, and those with underlying medical problems like
cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more
likely to develop serious illness. (Source: World Health Organization,
https://www.who.int/health-topics/coronavirus)
Here is a sample graphic organizer you can use to show description or
definition in an informational text.

Activity 5

Shows a relationship between the cause of something and the effect that
follows as a result. Signal words in a cause and effect informational texts are as
follows; so that, because of, thus, unless, therefore, since, in order to, as a result of,
this led to, then, reasons for, if…then, consequently, an explanation for, this reason,
nevertheless, accordingly…
Example: The dodo bird used to roam in large flocks across
America. Interestingly, the dodo wasn’t startled by gun shot. Because of this,
frontiersmen would kill entire flocks in one sitting. Unable to sustain these attacks,
the dodo was hunted to extinction.
Here is a sample graphic organizer you can use to show cause and effect in
an informational text

CAUSE # 1
EFFECT
#1
CAUSE CAUSE # 2 EFFECT
EFFECT
#2
EFFECT CAUSE # 3
#3

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 What’s More

Identify the type of informational text in each number. Write the type on the
first line. On the second line write the signal words. Write your answers on a separate
sheet of paper.

1. Polar bears are excellent hunters who eat lots of seals. First, they use their
sense of smell to find seals. Seals hunt underwater but must surface to breathe.
Then polar bears wait for the seal to surface for air. They may wait for hours for this.
Polar bears are very patient hunters. Then, when the seal comes up for air, the polar
bear grabs it.

TYPE OF INFORMATIONAL TEXT: _____________________________________________

SIGNAL WORD/S USED: ___________________________________________________
2. Some flamingos are pink but not all flamingos are pink. The pink color
comes from their diet. As a result of eating lots of shrimp, flamingos turned pink.
Consequently, flamingos that eat lots of algae will be pale or white.

TYPE OF INFORMATIONAL TEXT: _____________________________________________

SIGNAL WORD/S USED: ___________________________________________________
3. Was T-Rex a scavenger or predator? A predator will hunt living animals
while a scavenger will look for other sources of food. Predators have eyes on the front
of their heads unlike scavengers' eyes which tend to be more to the side. T-Rex
probably did both.

TYPE OF INFORMATIONAL TEXT: _____________________________________________

SIGNAL WORD/S USED: ___________________________________________________
4. Having a cold is no fun. One problem about coughing is it makes falling
asleep hard for you. A sore throat is painful. One solution would be to try some tea
with honey in it. The honey will soothe your throat. There may be no cure for the
common cold, but you can treat the symptoms though.

TYPE OF INFORMATIONAL TEXT: _____________________________________________

SIGNAL WORD/S USED: ___________________________________________________
5. The Taj Mahal is quite a building. It has four towers on its outside. These
are called minarets. The Taj itself rests on a large platform. In fact, the platform is a
186-foot square. On top of the platform rests the building and inner dome. It is quite
a sight!

TYPE OF INFORMATIONAL TEXT: _____________________________________________

SIGNAL WORD/S USED: ___________________________________________________

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 What I Have Learned

Complete the table by supplying the missing details about types of

informational texts. Write your answers on a separate sheet of paper.

TYPE OF DEFINITION SIGNAL WORDS GRAPHIC

INFORMATIONAL (Give at least 3 ORGANIZER
TEXT examples)
1. Cause and Effect so that, because,
unless
2. Frequently in textbook
reading an entire paragraph
is devoted to defining a
complex term or idea

3. Problem & Solution The text states a problem

and then suggests one or
more solutions.
4. While, unlike,
compared to

5. Sequence/Time

What I Can Do

Read the passages and on a sheet of paper, put the information from each
passage into an appropriate graphic organizer. The following graphic organizers
are examples. Feel free to make changes if necessary. Each is used at least once.
Write your answers on a separate sheet of paper.

Sequence Cause and Effect Compare and Contrast

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1. Vicious Predators
The Cretaceous Period was filled with dangerous predators, but two of the
most feared hunters were the tyrannosaurs rex and the velociraptor. The
tyrannosaurs rex was one of the largest carnivores to ever walk the Earth. He was
20 feet tall and weighed seven tons. His jaws could crush down with 3,000 lbs. of
force, enough to smash the bones of his prey. The velociraptor was very small
compared to rex. Raptors only stood three feet tall and were seven feet long, weighing
merely 35 pounds. But the velociraptor was fast. Scientists think that raptors could
run 24 miles per hour and turn on a dime. Both dinosaurs used their jaws to kill
prey, but the raptor had a secret weapon: a retractable toe claw that he pulled out
like a knife to slash at his prey. Both dinosaurs had eyes on the front of their heads,
which helped them track prey. If these two dinosaurs had fought, it would be difficult
to say which would win; however, since raptors died over ten million years before the
first tyrannosaurs was born, scientists don’t believe such a fight ever occurred.

2. Creating a Dinosaur Sculpture

Materials: pipe cleaners, clay, non-toxic paint
Wouldn’t you like a scary dinosaur model on your desk to protect your pencils and
textbooks? You can easily make one by following these simple directions. First, bend
your pipe cleaner to make the frame of your dinosaur. I suggest you create a
tyrannosaurus frame by using one long pipe cleaner as his neck, spine, and tail, and
then bend another into a u-shape to make his feet. Wrap the feet around the spine
piece. Next, roll out clay to wrap around the pipe cleaners. Let the clay dry overnight.
The next day you may want to paint your dinosaur using non-toxic paint. His eyes
should be white, but feel free to color your dinosaur as you wish. Nobody really
knows how dinosaurs were colored, so don’t let anyone tell you that your dinosaur
can’t be pink. Lastly, put him on your desk and watch as he or she scares away
bullies and pencil thieves.

3. What Happened to the Dinosaurs?

There are many theories about why the dinosaurs vanished from the planet.
One theory that many people believe is that a gigantic meteorite smashed into the
Earth. Scientists believe that the meteorite was very big and that the impact may
have produced a large dust cloud that covered the Earth for many years. The dust
cloud may have caused plants to not receive sunlight and the large plant eaters, or
herbivores, may have died off, followed by the large meat eaters, or carnivores. This
theory may or may not be true, but it is one explanation as to why these giant reptiles
no longer inhabit the Earth.

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 Assessment

Read the passages. Identify the type of informational text used in each
number. Write only the letter of the correct answer. Choose your answer inside the
box. Write your answers on a separate sheet of paper.

a. cause and effect

b. sequence/time

c. compare and contrast

d. description
e. problem and solution

_________1. Not all bugs slither and crawl. A bug can also be an error in a computer
program. When a computer tries to read a program with a bug in it, the bug will
affect the computer in one of two ways: the computer may process the error and
continue running the program. In this case the bug only has a small effect on the
computer; however, if the computer cannot process the error, then the bug will cause
the computer to freeze and crash. This will require the user to restart the program
or the computer. Bugs are pesky to computer programmers and users.

_________2. Computers are very complex machines, but everything that they do can
be put into two basic categories: inputting and outputting. Inputting is when the
computer accepts information entered by the user. Outputting is when the computer
returns information to the user. When you press a key on your keyboard, you input
information. When the letter that you pressed appears on your monitor, your
computer is outputting. Both inputting and outputting require the computer to
process information, but input is controlled by the user and output is controlled by
the computer. Without inputting and outputting, there would be no computing.

__________3. Have you ever received an email from a strange address with nothing
but a mysterious link in the body? Don’t click that link! It may be a drive-by download
attack, a common way of infecting computers. These attacks may start as link in an
email or Facebook inbox. If you click the link, your computer browser will connect to
a website created to attack computers. Once you have connected with the attack site,
it will begin scanning your computer for weaknesses. If it finds a weakness, your
computer will begin downloading a harmful file. You will not know that you are
downloading this file. It will happen without your knowledge or permission. After the
download is complete, the file will run and the attacker will have control of your
computer. As you continue browsing the internet, you may not even realize that you

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have been victimized. The drive-by download attack is one of the most common
threats to computer users today.

__________4. Computer viruses are scary. If an attacker gets control of your

computer, they can snoop through your files, steal your sensitive information, and
even use your computer’s webcam and microphone to spy on you. But just because
there are scary things on the Internet, doesn’t mean that we should stay off of the
Internet. Instead, practice safe habits such as installing virus protection. Virus
protection will not protect you against all attacks, but it may stop the most common
ones. It also helps to keep your software up to date. Software updates close security
holes. By installing updates from software providers, you will have a stronger system.
Perhaps the most important thing that you can do is to be smart about how you
browse. Don’t click on suspicious links and don’t open attached files unless you are
expecting them. The Internet can be a dangerous place, but you’ll be safer if you take
a few precautions. Happy browsing!

__________5. Viruses can mess up computers and make them run slowly. If you’ve
ever gotten a virus on your computer, you may have wondered why someone would
go through all of that trouble just to ruin your computer. There are two reasons why
people spread viruses: money and power. If someone infects your computer with a
virus, they can make money by stealing your sensitive information and selling it to
identity thieves. Or, they can gain power by using your computer to attack other
computers and websites to take them offline. Your computer makes an attractive
target to cybercriminals because they can use it to gain money and power.

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 Additional Activities

Read the passages. Identify the text structure. Write information from the
passage into the appropriate graphic organizer. Write your answers on a separate
sheet of paper.

Which passage is compare and contrast? Which passage is sequence?

Put information from the passage onto the
graphic organizer.
Passage Name: ________________________
What is being compared & contrasted?
Put information from the passage onto
the graphic organizer.
Passage Name: ________________________

4.

Ways Similar Ways Different 3.

1.
1.
2.

2.
2. 1.

Which passage is cause and effect? Which passage is problem and solution?
Put information from the passage onto the Put information from the passage onto
graphic organizer. the graphic organizer.

Passage Name: ________________________ Passage Name: ________________________

Cause
Effect Solution
#1 Problem

Cause Solution
#2

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Passage #1 – Chemical and Physical Changes

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

Passage #2 – The Best PB & J Ever

When I got home from school after a long boring day, I took out the peanut
butter, jelly, and bread. After taking the lid off the jars, I spread the peanut butter
on one side of the bread and the jelly on the other, and then I put the two pieces of
bread together. After that, I enjoyed it while watching “Cops” on the TV. I swear, it
was the best peanut butter and jelly sandwich I have ever eaten.

Passage #3 – Save the Tigers

Dr. Miller doesn’t want the tigers to vanish. These majestic beasts are
disappearing at an alarming rate. Dr. Miller thinks that we should write to our
congress people. If we let them know that we demand the preservation of this
species, maybe we can make a difference. Dr. Miller also thinks that we should
donate to Save the Tigers. Our donations will help support and empower those who
are fighting the hardest to preserve the tigers. We owe it to our grandchildren to do
something.

Passage #4 – The Great Recession

Many people are confused about why our economy went to shambles in 2008.
The crisis was the result of a combination of many complex factors. First, easy credit
conditions allowed people who were high-risk or unworthy of credit to borrow, and
even people who had no income were eligible for large loans. Second, banks would
bundle these toxic loans and sell them as packages on the financial market. Third,
large insurance firms backed these packages, misrepresenting these high-risk loans
as safe investments. Fourth, because of the ease of acquiring credit and the rapid
growth in the housing market, people were buying two or three houses, intending to
sell them for more than they paid. All these factors created bubbles of speculation.
These bubbles burst, sending the whole market into a downward spiral, causing
employers to lose capital and lay off employees. Consumer spending then
plummeted and most businesses suffered. The economy is like a big boat, and once
it gets moving quickly in the wrong direction, it’s hard to turn it around.

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Assessment What’s In What I Know
1. cause and effect 1. REAL 1. B
2. compare and 2. MAKE BELIEVE 2. E
contrast 3. REAL 3. A
3. sequence 4. REAL 4. C
4. problem and 5. MAKE BELIEVE 5. D
solution 6. REAL
5. description 7. MAKE BELIEVE
8. MAKE BELIEVE
9. REAL
10. MAKE BELIEVE
Answer Key
References
A. Book

Galapon, Agnes P. and Relente, Carmelita A. Joy in Learning English 6. Quezon

City, Philippines: Vibal Group, Inc., 2016.

B. Electronic Sources

LRMDS. “Distinguishing Text Types.” Published February 11, 2019.

https://lrmds.deped.gov.ph/detail/15431

Reading Worksheets. “Text Structure.” https://www.ereadingworksheets.com/text-

structure.

Worksheet Land. https://worksheetland.com

World Health Organization. https://www.who.int/health-topics/coronavirus

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