Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Tanay II – B
LAIBAN ELEMENTARY SCHOOL
OBJECTIVES:
• Summarize information from various text types.
• Identify verbal and non-verbal cues in TV broadcast.
• Enumerate the parts of short research projects.
• Make connections between information read in personal experiences.
 This lesson and activities helps the learners to summarize
information from various text types.

Types of Informational Text Structures

by Derek Spencer
The vast majority of texts are written for one or more of these three purposes:
• To make an argument
• To inform
• To tell a story
To achieve these purposes, authors use one or more of the following 5 text structures:
Description
Sequence/Instruction/Process
Cause/Effect
Compare/Contrast
Problem/Solution
Students must be able to unpack these 5 text structures and study their
components in order to fully understand and analyze informational texts, whether they're
reading textbooks, news articles, or works of literary nonfiction.
1. Description
This is pretty straightforward. Texts that use this structure simply describe
something. With few exceptions, these texts also present plenty of details about what
they're describing.
A text using this structure might also:
• Tell you why something is being described
• Tell you why the described topic is important
• Provide examples of the described topic(s)
• Descriptive texts are everywhere—in novels, works of literary nonfiction, news
articles, science textbooks—which makes sense because the entire point of
description is to present information.

2. Sequence/Instruction/Process
• This text structure covers a few purposes:
• Sequential instructions (Step 1, Step 2, Step 3; do this, then do that, and finally do
this)
• Chronological events (This happened, then this happened, then this happened,
etc.)
• Arguments that use evidence to support a claim (presenting evidence from least
to most convincing)
 Here is a non-exhaustive list of words and phrases that indicate a text follows the
sequence/instruction/process text structure:
after before during earlier

eventually finally first from

how to in order last meanwhile

next now until while

3. Cause/Effect
Cause/Effect text structures explain, well, causes and effects. Sounds pretty
simple! But works that use this structure can become complex when an effect has
multiple causes (or vice versa).
• Students will encounter complex examples of cause-effect when they read
historical texts. Many events in history had more than one cause, all related in
ways that can be difficult to unpack.
Here is a non-exhaustive list of words and phrases that indicate a text follows the
cause/effect text structure:
because cause led to reason

accordingly effect result consequence

4. Compare/Contrast
This text structure involves a comparison involving multiple things, revealing how they
are similar and how they are different.
Here is a non-exhaustive list of words and phrases that indicate a text follows the
compare/contrast text structure:
alike also both comparable

in
even just as similar
common

although but despite difference

however instead otherwise unlike

5. Problem/Solution
This text structure involves two parts:
• The author identifies a problem
• The author details a solution to this problem
ACTIVITY 1
Directions: Summarize the following text by underlining key words and
phrases.

ROCKS OF THE EARTH

The oldest things on the planet are rocks. They cover the whole earth and are found in cities, in
the oceans and lakes, and under the soil.

Most of the earth’s crust, which is the surface of the earth is composed of igneous rocks. Igneous
rock is made from the melted rocks called magma which is found inside the earth. When magma pushes
through cracks in the crust it is referred to as lava. This lava cools and hardens and becomes igneous
rock. Example of igneous rocks are granite and obsidian.

Another type of rock is called sedimentary. Sedimentary rock is composed of layers of sand,
mud and pebbles. These layers of sediment evolved over many years at bottoms of lakes and seas,
then pressed together. Over time, the layers hardened and became stone. Examples of sedimentary
rocks are limestone, made of shells, sandstones, where small grains of sand are visible.

A third type of rock is metamorphic rock. Metamorphic rocks began their lives as other rocks.
Then, over years and years, being buried deep in the ground, time, heat, and pressure changed them
into metamorphic rocks. Example of metamorphic rocks are marble and quartzite.

Rocks live forever. They are the oldest objects on the planet, and forever change to become
new rocks over time.

Summarized Text

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ACTIVITY 2
Directions: Perform this activity either independently or with your
parents. When performing the exercises independently, be sure to
cover the passage after you first read it.

Passage:

Money is defined as anything that is accepted in exchange for goods and services.
In an ancient times, there were many different forms of money. Small shells and huge
stones with holes were once used as money. The nost common way of paying for
something used to be by trading one item for another. Gifting was also very popular.
Other forms of money, such as cattle, were sometimes used as an exchange for taking
a woman as a bride. Coins were finally developed about 2,500 years ago. Coins and
bills , issued by governments, are now used to purchase items.

Written Summary

____________________________________________________________
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 This lesson and activities helps the learners to identify the verbal
and non-verbal cues in TV Broadcast.

NON-VERBAL COMMUNICATION
Nonverbal communication is the transmission of messages or signals through a nonverbal
platform such as eye contact, facial expressions, gestures, posture, and the distance between two
individuals.
VERBAL COMMUNICATION
Verbal communication is the use of sounds and words to express yourself, especially in
contrast to using gestures or mannerisms (non-verbal communication).

Examples of Verbal Cues Examples of Non-Verbal Cues

▪ proxemics (distance), ▪ speaking
▪ kinesics (body language), ▪ writing
▪ haptics (touches), ▪ detonation (dictionary meaning) or
▪ appearance connotation (feelings associated with
▪ eye contact, etc. meaning of words)
▪ tone and volume
ACTIVITY 3
Directions: Identify the non-verbal cues from the box using the pictures
below.
ACTIVITY 4
Directions: Identify the following if it is verbal or non-verbal cues. Write
V if it is Verbal and NV if Non-verbal.

__________________1. Rubbing the eye.

__________________2. Saying “Good Morning”
__________________3. Rubbing hands
__________________4. Greeting the audience watching.
__________________5. Brisk, erect walk
6. __________ 7. ___________

8. ___________ 9. ___________

10. ___________________
 This lesson and activities helps the learners to enumerate the
outline of a short research project.

A research project is a scientific endeavor to answer a research question. ... Depending on

your area of research interest or your research topic, you may be able to identify a mentor on your
own, or if needed, you will be assigned one.
Step-by-Step Research Reports for Young Writers
Step 1: Choose a High-Interest Topic and Build Background. ...
Step 2: Model Note-Taking Strategies. ...
Step 3: Students Choose the Topic They Want to Research. ...
Step 4: Make it a Team Effort. ...
Step 5: Gather Resources and Take Notes. ...
Step 6: Write and Revise the Report. ...
Step 7: Publish!

RESEARCH OUTLINE PROJECT EXAMPLES:

ACTIVITY 5
Directions: Put a (√) check if the following is an outline in making a
biography research project and (X) cross if not.

_______1. Person’s Name

_______2. Food
_______3. Culture and People
_______4. Picture of a person
_______5. Where and when born

Directions: Enumerate the parts of the short research project by listing

down the outline of the given research. Write your answer in the box.

ANIMAL RESEARCH PROJECT COUNTRY RESEARCH PROJECT

 This lesson and activities helps the learners to make
connections between information read in personal
experiences.

MAKING CONNECTIONS
When we talk about making connections, we usually think about three types.
• Text to self
• Text to text
• Text to world

Today we’ll talk about the simplest and most natural one to teach: text to self.
Why is it important to make connections?
When children make connections between a book and their own lives, they feel empathy for the
characters and become invested in the story. They have an easier time remembering the story when
they feel a personal connection.
Later, learners begin to make connections between books they’ve read. Eventually they’ll be making
connections to the world. This opens the door to some big concepts and understandings.
THREE TYPES
Text-to-Self: A connection between the text and something in your own life experience

• What does this story remind you of?

• Can you relate to the characters in the story?
• Does anything in this story remind you of anything in your own life?

Text-to-Text: A connection between the text and another story or text that you have read previously.

• What does this remind you of in another book you have read?
• How is this text similar to other things you have read?
• How is this text different from other things you have read?

Text-to-World: A connection between the text and something that is occurring or has occurred in the
world.

• What does this remind you of in the real world?

• How are the events in this story similar to things that happen in the real world?
• How are events in this story different from things that happen in the real world?
ACTIVITY 6
Directions: Read the Following paragraphs and answer the questions that
follow.

Ann at the Science Fair

Ann has participated in the Science Fair every year for the past two years and she STILL hasn’t won
1st place. Her first project was: “How Does Taste Perception Vary?” and she didn’t even qualify for
the top three. For her second project, she created a model of how to separate salt from water and she
got 3rd place. She tried to be excited, but she really wanted 1st place. Her third Science Fair entry
has just been judged and she is waiting to find out if she won 1st place. She feels like she will at least
get 2nd place. Ann spent the most time researching and creating an experiment to determine whether
or not soaps and hand sanitizers prevent the growth of mold. She is trying to not be disappointed if
she doesn’t win 1st place this year and her heart is beating really fast! As the judges begin to place
ribbons on the projects, she sees one judge pull out a big blue 1st Place ribbon and tape it to her
poster! She won 1st Place! Now Ann knows how hard she will have to work to get first place next
year!

1. What is something that happened in this story that maybe happened to you in your life?

2. What is something that happened in story that is like that happens in real life in the world?
 Paul vs Morgan in a game of Mario Cart
Paul has been playing Mario Cart after school every day for the past month. He is determined to beat
Morgan. Morgan wins every time they play together and it’s not fair! He tries his best and it’s almost
like Morgan doesn’t even care. It’s also not fair because she hasn’t been playing the game as long
has he has. And he was the one that showed her how to play in the first place! Morgan is coming over
this Saturday to play and he is sure he will win this time! He has been practicing and working hard to
find different strategies to win and he knows all of the controller buttons to press to make his car go
faster. Just thinking about it, his heart beats faster and his hands get sweaty. He needs to make sure
that doesn’t happen on Saturday, otherwise his controller may slip right out of his hands! That would
be terrible!

What is something that happened in this story that maybe happened to you in your
life?
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________

What is something that happened in story that is like something that happens in real
life or in the world?
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________

What are some ways these stories are similar?

________________________________________________________________________________
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OBJECTIVES:
• Reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius
and Fahrenheit.
• Estimates the temperature
• Organizes data in tabular form and presents them in a line graph.
• Interprets data presented in different kinds of line graphs (single to double line graph).
 o This lesson and activities helps the learners to reads and
measures temperature using thermometer (alcohol and/or
digital) in degree Celsius and Fahrenheit.
o Estimates the temperature.

• .

A thermometer is a device that measures temperature or a temperature gradient. A thermometer

has two important elements: (1) a temperature sensor (e.g. the bulb of a mercury-in-glass
thermometer or the pyrometric sensor in an infrared thermometer) in which some change occurs with
a change in temperature; and (2) some means of converting this change into a numerical value (e.g.
the visible scale that is marked on a mercury-in-glass thermometer or the digital readout on an infrared
model). Thermometers are widely used in technology and industry to monitor processes,
in meteorology, in medicine, and in scientific research.
ACTIVITY 1
Directions: Identify the temperature by reading it with your parents and identify
its measurement using the pictures.
ACTIVITY 2
Directions: Identify the body temperature of your family at home by measuring
it using thermometer(alcohol/digital). Put a pictures in the box.

MY FAMILY BODY TEMPERATURE

Father: __________ Mother: _________

My temperature: _________

Brothers: Sisters:
_____________________ _________________________
_____________________ _________________________
_____________________ _________________________
_____________________ ________________________
ACTIVITY 3
Directions: Estimates the temperature in the following questions below.

1. The temperature of a typical summer day is __________.

a. 30°C b. 5°C c. 30°F

2. The temperature of a snowy day should be below ___________.

a. 32°C b. 0°F c. 32°F

3. The water in a hot bubble bath be around ____________.

a. 100°C b. 98°F c. 40°F

4. The soup served in a restaurant should be around ________________.

a. 10°C b. 100°F c. 50°F

5. The temperature of boiling water is a. 212°F b. 212°C c. 100°F 6. If your body temperature is at
_____, you are having a fever.
a. 10°C b. 23°C c. 103°F

6. If your body temperature is at _____, you are having a fever.

a. 10°C b. 23°C c. 103°F

7. The water turns to ice when the temperature is lower than ___________
a. -10°C b. 0°C c. 32°F

8. On a nice fall day the temperature is around ___________

a. 15°F b. 15°C c. 20°F
 • This lesson and activities helps the learners to organize data in
tabular form and presents them in a line graph.
• Interprets data presented in different kinds of line graphs (single to
double line graph).
o .

• .
What is a Line Graph?
A line graph, also known as a line chart, is a type of chart used to visualize the value of something over
time. For example, a finance department may plot the change in the amount of cash the company has on hand
over time.
The line graph consists of a horizontal x-axis and a vertical y-axis. Most line graphs only deal with
positive number values, so these axes typically intersect near the bottom of the y-axis and the left end of the x-
axis. The point at which the axes intersect is always (0, 0). Each axis is labeled with a data type. For example,
the x-axis could be days, weeks, quarters, or years, while the y-axis shows revenue in dollars.
Data points are plotted and connected by a line in a "dot-to-dot" fashion.
The x-axis is also called the independent axis because its values do not depend on anything. For example,
time is always placed on the x-axis since it continues to move forward regardless of anything else. The y-axis
is also called the dependent axis because its values depend on those of the x-axis: at this time, the company
had this much money. The result is that the line of the graph always progresses in a horizontal fashion and
each x value only has one y value (the company cannot have two amounts of money at the same time).
More than one line may be plotted in the same axis as a form of comparison. For example, you could create a
line graph comparing the amount of money held by each branch office with a separate line for each office. In
this case each line would have a different color, identified in a legend.
The line graph is a powerful visual tool for marketing, finance, and other areas. It is also useful in laboratory
research, weather monitoring, or any other function involving a correlation between two numerical values. If
two or more lines are on the chart, it can be used as a comparison between them.
ACTIVITY 4
Directions: Organized the data given and presents them in a line
graph.

Jack timed his bus rides to and from school. On Monday, it took 7 minutes to get to
school and 9 minutes to get home. On Tuesday, it took 5 minutes and 9 minutes,
respectively, and on Wednesday, it took 8 minutes and 7 minutes.
DAY To School To Home

LINE GRAPH
ACTIVITY 5
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