Distinguish various types of informational/factual text

Infer meaning of borrowed words and content specific terms

using -context clues -affixes and roots -other strategies (Health)
Observe politeness at all times
 Let’s Learn This

In the previous week, you learned about

various types of informational text.
Today, you will learn more about types of
informational text and how to distinguish
one from the other.
 Let’s Learn This

Task 1. For Your Information (FYI)

Listen to your teacher as he/she reads the text below. Be ready to
answer questions about the text

Eating Healthy
Ethan loved eating chicken nuggets, pizza, fries, and burgers. To drink, he
always liked milk shakes, cola, or sugary drinks. The sweeter it was, the more
he liked it.
“You can’t keep eating this stuff!” Ethan’s mom complained.
“Why? It tastes so good.”
His mother frowned and crossed her arms. “You eat too much sugar.”
“Yum! Sugar.” Ethan smiled happily.
“Look at what you’re eating for breakfast.”
Ethan looked at the food in front of him. It looked good to him.
“I’m having juice, super rainbow sugar sprinkle krispies, and a
donut.” He smiled and took a bite of his glazed, jelly-filled donut.
He chewed and then stopped when his teeth began to ache.
“Ethan, you’re going to have to go to the dentist if you’re getting
cavities.”
“No, I’m not!” Ethan denied it. He took another bite to prove he was
fine. His teeth really ached, though.
“See?” His mother sighed.
“Why do all the delicious things have to be bad for me? I can’t eat
broccoli forever. I’m not a rabbit.”
“I know, but you don’t get all the vitamins and minerals
you need from the stuff you like to eat. All that food is
sugar and fat. You need good food for healthy teeth, eyes,
and even your brain!” His mother explained. “If you can’t
start making healthy choices more often, I won’t buy any
junk food or sweets to keep in the house for snacks.”
“That’s not fair!” Ethan whined.
Whining didn’t work with mother. It made her more
serious. “Snacks are supposed to be occasional treats,
not your regular meals. I should have bought more
healthy breakfast foods for you. Tomorrow you will have eggs, toast
without jam, bacon, some fresh fruit, and a glass of milk.”
“That doesn’t sound too bad.”
“I’m not going to put all these sweets in your lunch anymore, either.
You will get yogurt, raisins, or fresh fruit for your dessert in your lunch,
okay?”
Ethan didn’t want to agree, but his mom’s suggestion wasn’t really that
bad. Maybe his teeth wouldn’t hurt so much anymore, either. He really
didn’t like trips to the dentist.
Use the information in the story to answer the following
questions.
1. What kind of food does Ethan like to eat?
A. Healthy food B. Only meat C. Sweet food D. Organic food
2. Why do Ethan’s teeth hurt?
A. He’s getting cavities. B. He’s chewing too much.
C. He just went to the dentist. D. None of the above
3. Which is a NOT a reason why Ethan’s mom wants him to eat
healthy?
A. Healthy foods have vitamins. B. Healthy foods won’t hurt his
teeth.
C. Healthy foods help his body. D. Healthy foods taste bad.
4. Why does Ethan think he won’t mind breakfast tomorrow?
A. He gets to eat the same sweet stuff still.
B. He gets to go to a restaurant for breakfast.
C. He gets to eat ice cream for breakfast.
D. The food he gets to eat tomorrow sounds delicious.
5. What is another benefit for Ethan of eating healthy?
A. He won’t have to see the dentist so often.
B. He will get fat.
C. He will not like the food.
D. He will be sad, because he can’t eat delicious food.
Answer Key Task 1. For Your Information
(FYI)
1. C
2. A
3. D
4. D
5. A
 “Let’s Try This

Task 2. Look for that Clue

Remember that the five types of context clues are (1)definition
(synonym/restatement), (2)contrast, (3)examples, (4)general
sense of the sentence, and (5)clue from another sentence. For
each sentence below, use the context to help you determine the
meaning of the italicized word.
1. Because there was so little precipitation this year, the crops
dried up and died.
A) fertilizer
B) planting
C) rain
 “Let’s Try This

Task 2. Look for that Clue

2. Although I was unable to understand all of the details of the
presentation, I did get the gist of it.
A) humor
B) main point
C) notes
3. At a special ceremony, the police chief gave the officer a
commendation for bravery.
A) an award for an outstanding achievement
B) an object designed to bring good luck
C) a lecture
 “Let’s Try This

Task 2. Look for that Clue

4. One brother is an erudite professor; the other brother, however,
has never shown any interest in books or learning.
A) old; elderly
B) well-educated; well-read
C) snobbish; stuck up
5. Night is the time when many animals forage, or search, for
food.
A) come out at night
B) sleep
C) search for food
 “Let’s Try This

6. The waiter was so brusque that we left only a small tip. He was
impolite and impatient, and seemed annoyed whenever we asked for
something.
A) acting or speaking in a rude, abrupt manner
B) frightening looking
C) knowledgeable and skilled
7. The store specializes in cutlery, such as forks and knives, that
has unique designs.
A) spices and seasonings
B) plates, bowls, and cups
C) silverware; eating utensils
 “Let’s Try This

8. My sister loathes broccoli, but she loves spinach.

A) dislikes intensely
B) eats eagerly C) prepares and cooks
9. Psychologists have conducted research on altruism, which
can be defined as "putting the needs and welfare of others above
one's own needs and well-being."
A) psychologists who conduct research
B) research conducted by psychologists
C) putting the needs and welfare of others above one's own
needs and well- being
 “Let’s Try This

Answer key Task 2. Look for that Clue

1. C) rain
2. B) main point
3. A) an award for an outstanding achievement
4. B) well-educated; well-read
5. C) search for food
6..A) acting or speaking in a rude, abrupt manner
7. C) silverware; eating utensils
8. A) dislikes intensely
9. C) putting the needs and welfare of others above one's own
needs and well-being
 “Let’s Study This

You listened to an informational text. Informational 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.
There are specifically four types of informational text: literary
nonfiction, expository, argument or persuasion, and
procedural.
 “Let’s Study This

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.
 “Let’s Study This

Narrative informational text typically communicates accurate

information and has a well-defined beginning, middle, and
end. Informational poetry weaves facts into poems.
Finally, informational alphabet and counting books allow
authors to use a creative format to share factual information,
as in Alan Schroeder’s Ben Franklin: His Wit and Wisdom from
A–Z. Schroeder includes details of Franklin’s life and his sayings in
a clever, almanac style.
 “Let’s Study This

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 utilize various text structures, such as
description, cause and effect, comparison and contrast, problem
and solution, question and answer, and temporal sequence.
 “Let’s Study This

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.
Can you distinguish the types of informational text?
Task 3. Talking About This
With your group mates, read and talk about the
informational text you listened to. Fill in the table below with
your responses.

Title Type of Informational Text

Answer Key Task 3. Talking About
This

Title Type of Informational Text

Eating Healthy Literary Non-fiction

Task 4. I Heard Them Right!
Group yourselves into four. Your teacher will assign
informational text to your group. With your groupmates,
read the text in front of the class. As you read, ask the other
groups to listen and tell them to identify what type of
informational text you are reading. Let them write their
answer on a “show me board.”

Remind learners to observe politeness at all

times
Group 1
Dr Jose Protacio Rizal was born in the town of Calamba, Laguna on 19th
June 1861. The second son and the seventh among the eleven children of
Francisco Mercado and Teodora Alonso.
With his mother as his first teacher, he began his early education at home
and continued in Binan, Laguna. He entered a Jesuit-run Ateneo Municipal
de Manila in 1872 and obtained a bachelor's degree with highest honors in
1876. He studied medicine at the University of Santo Tomas but had to
stop because he felt that the Filipino students were being discriminated by
their Dominican tutors. He went to Madrid at Universidad Central de
Madrid and in 1885 at the age of 24, he finished his course in Philosophy
and Letters with a grade of “Excellent.”
 Group 2
A sundial compass is a combination of these two instruments, consisting of a
portable sundial which is attached over a compass via a hinge. There are some
adjustable legs that need to be used to level the instrument if not on level
ground. The gnome is hinged and needs to be put in the up position where it
locks into place. There should be what looks like a protractor that is to the right
of the gnome that is on a hinge, and this needs to be flipped up as well. The
protractor is used to set the sundial to the correct latitude angle, while the
compass is used to find true north based on the area’s magnetic north
declination.
Once your sundial compass has been leveled, set to the correct latitude, and to
true north, a shadow will be cast onto the sundial’s face by the gnome. For use
in the southern hemisphere, the same procedure is followed with the exception
that true South must be found instead of true North.
 Group 3

Just like visible light, infrared light, and radio waves,

ultraviolet light is electromagnetic radiation. On the spectrum,
ultraviolet light lies between violet light and x rays, with
wavelengths ranging from four to 400 nanometers. Although
it is undetectable to the naked eye, anyone who has been
exposed to too much sunlight has probably noted the effects
of ultraviolet light, for it is this radiation that causes tanning,
sunburn, and can lead to skin cancer.
 Group 4

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.
Answer Key Task 4. I Heard Them Right!
Group 1- literary nonfiction
Group 2 -procedural text
Group 3- expository text
Group 4- argument/persuasion text
Ask: How can you apply your
knowledge in various informational
texts in real life?
How about your knowledge in
borrowed words?
Ask: What are the various types of
informational text?
Task 5. Mix and Match
Match the following types of informational text to its decsription. Write
the letter of the correct answer on the blank before each number.
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.
____1. Argument text
____2. Literary Nonfiction
____3. Procedural text
____4. Expository text
Task 5. Mix and Match
1. D
2. C
3. B
4. A
Task 6. Cut it Out
Cut a short selection from old
newspapers or magazines. Paste it
in your notebook then, write what
type of informational text it is.
Answer Key
Task 6. Cut it Out
Answers may vary.
Employ an appropriate style of speaking, adjusting
language, gestures, rate, and volume according to
audience and purpose
Read grade level text with accuracy, appropriate
rate, and proper expression
Show openness to criticism
Ask: What are the different types of
informational texts?
 Try to guess what the following gestures imply.

Talk about the following body

language.
Can you determine what each
gesture mean?
Today, we will learn
appropriate style of speaking,
adjusting language, gestures,
See the activity sheet day 2 for a clearer rate, and volume according to
picture audience and to purpose
 “Let’s Study This

Verbal communication refers to the vocal

performance of a speaker--its rate, volume, pitch,
and pauses. These aspects of vocalization are
critical to effectively conveying ideas (after all, if
your audience has trouble understanding what
words are coming out of your mouth, then they
will be unable to understand your message.)
 “Let’s Study This

Rate refers to the speed at which a person speaks.

Follow these suggestions to adjust your rate of
speech to your best advantage:
1. Choose a rate appropriate for the ideas being
expressed and for a speech setting. For example, it
makes sense for a sportscaster announcing a
basketball game to speak faster than a sportscaster at
a golf match.
 “Let’s Study This

2. Vary your rate of speech to express different

thoughts and feelings. You may want to speak slowly
to emphasize an important point or to communicate a
serious or somber mood. A faster pace is appropriate
when you are telling your audience something it
already knows (many speeches include background
information that sets the scene) or to express surprise,
happiness, or fear. Use pauses to change the pace and
add verbal variety.
 “Let’s Study This

3. Use a tape recorder to monitor your rate of speech

while you read aloud a magazine article. Pay special
attention to grouping words into phrases and to
slowing down and speeding up at appropriate points.
Play back your speech, then adjust your phrasing for a
more effective delivery.
 “Let’s Study This

Volume refers to the loudness or softness of the speaker's

voice.
1. Know what volume your voice should be in your
classroom. If you speak too softly, your speech serves little
purpose. At the same time, don't mistake shouting for
speaking loudly.
2. Vary the volume to get attention. Whether to choose to
speak louder or more quietly, you draw attention to your
speech through contrast. For example, you can speak softly
when you narrate a sad story. In this case, a quieter approach
is usually a more effective attention-grabber.
 “Let’s Study This

Pitch means the highness or lowness of the speaker's voice.

Changes in the pitch are known as inflections.
1. When you speak in a monotone, you tell your listeners you
have nothing to emphasize. When you vary the pitch of your
voice, you let them know that what you are saying is
important.
2. As with volume, vary pitch to achieve the best effect. For
example, you can speak in a low tone when you quote
someone. The change in pitch suggests that you are citing
evidence rather than expressing your own view.
 “Let’s Study This

Pauses add color, expression, and feeling to a speech.

They should be used deliberately to achieve a desired
effect. Here are a few suggestions:
1. Pause for moment when you introduce a new idea or term
to give your listeners time to absorb what you are saying.
 “Let’s Study This

3. Try not to take vocalized pauses such as "ah," "er," and

"umm." A vocalized pause is usually ineffective (even
distracting and annoying). For example, President John F.
Kennedy's famous line, "Ask not what your country can do
for you; ask what you can do for you country," was effective
not only because of its language but also because it was
delivered with a pause dividing the two thoughts. I think that
you will agree that "Ask not ah what your er country can do
ah for you; ask what you umm can do er for your uh country"
just don't have the same impact as the unadorned original
statement.
 “Let’s Study This

4. Extend your pauses to two or three seconds when

displaying a visual aid. This tactic enables your
audience to read the information on the visual aid
without missing your next thought. It is important to
pause after the display, not before it.
Task 1. Guess it!
Choose the correct meaning of the following gestures
then write your answer on the blanks provided.
shock proud worried hungry delighted
Task 1. Guess it!
Choose the correct meaning of the following gestures
then write your answer on the blanks provided.
shock proud worried hungry delighted
Task 2. Speak Up!
Choose your partner. Read the following lines with proper rate,
volume, and pitch.
1. I’m afraid you can’t make it.
2. Yes, I got this at last!
3. Oh common, you’re pulling my leg.
4. Please, help us.
5. Look, it will fall.
6. You are my best friend and you know that.
7. Check this out. This is the latest model of smart phone.
8. Mom, look what Alvin did! Use the Rubrics in Actitvity Sheet
9. Hurry up. We’ll be late. Task 2-5.
10. I am so proud to be your son, Dad. Rubrics for gesture, rate, volume
and pitch.
Task 3. We Say You Say!
With your group mates, recite the poem “Trees” by
Joyce Kilmer. Use appropriate style of speaking,
gestures, rate, and volume.
Trees
by Joyce Kilmer
I think that I shall never see
A poem as lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
 A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
Ask: Why should we use appropriate
speaking style, rate, volume, and pitch in
reading and speaking?
How can you apply this in daily life?
Ask: Why should we use appropriate
speaking style, rate, volume, and pitch in
reading and speaking?
How can you apply this in daily life?
Task 4. Choose and Act!
Choose a line to recite. Be sure to employ correct
rate, volume, and gestures.
Task 4. Choose and Act!
Choose a line to recite. Be sure to employ correct rate, volume, and
gestures. Captain! My Captain!
by Walt Whitman
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack,
the prize we sought is won,
The port is near, the bells I hear,
the people all exulting,
While follow eyes the steady keel,
the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
 O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle
trills,
For you bouquets and ribbon’d wreaths—for you the
shores a-crowding,
For you they call, the swaying mass, their eager faces
turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
 My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and
done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Task 5. The Duos!
Choose your partner. Memorize a stanza from “The
Old Woman Who Swallowed the Fly”. Present it in
front. Be sure to use proper expression.
There Was an Old Woman
There was an old woman who swallowed a fly, I
don't know why she swallowed a fly, Perhaps she'll
die.
There was an old woman who swallowed a spider,
That wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a bird,
How absurd! to swallow a bird, She swallowed the
bird to catch the spider, That wriggled and jiggled
and tickled inside her, She swallowed the spider to
catch the fly, I don't know why she swallowed the fly,
Perhaps she'll die.
There was an old woman who swallowed a cat,
Imagine that! to swallow a cat, She swallowed the cat
to catch the bird, She swallowed the bird to catch the
spider, That wriggled and jiggled and tickled inside
her, She swallowed the spider to catch the fly, I don't
know why she swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a dog,
What a hog! to swallow a dog, She swallowed the dog
to catch the cat, She swallowed the cat to catch the
bird, She swallowed the bird to catch the spider, That
wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a goat, Just
opened her throat! to swallow a goat, She swallowed
the goat to catch the dog, She swallowed the dog to
catch the cat, She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider, That
wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a cow, I don't
know how she swallowed a cow! She swallowed the cow to
catch the goat, She swallowed the goat to catch the dog, She
swallowed the dog to catch the cat, She swallowed the cat to
catch the bird, She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know why she
swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a horse, She's
dead—of course!
We have all heard at least one person in our lives whose
voice is so beautiful that we enjoy listening to him/her
speak, regardless of what he/she is actually saying. While
developing perfect vocal intonation and diction can be a
lifelong task, a beautiful sounding voice can be obtained in a
relatively short amount of time. All you need is a little
guidance and some dedicated practice.
To answer Activity 2-5 Use the
Rubrics go to Activity Sheet
day 3
 Thank You
and God Bless
Us All
Juliet S.
Refuerzo