6

English
Quarter 3 - Module 4
Distinguishing Text Types
According to Purpose and
Language Features

Department of Education ● Republic of the Philippines

i
English - Grade 6
Alternative Delivery Mode
Quarter 3 - Module 4: Distinguishing Text Types According to
Purpose and Language Features
First Edition, 2020

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Published by the Department of Education – Division of Lanaodel Norte
Schools Division Superintendent: Edilberto L. Oplenaria, CESO V
Development Team of the Module
Writer/s: Isnaira Disamburon, Rocel Parcutilo and Jeanette Superales
Illustrator and Layout Artist: Rhenanttee A. Daison and Wondrine Patigayon
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Chairperson: Edilberto L. Oplenaria, CESO V
Schools Division Superintendent

Co-Chairperson: Rosemarie T. Macesar,Ph.D

Assistant Schools Division Superintendent

Members Maria Eva Sayre-Edon, Ph.D., CID Chief

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E-mail Address: [email protected]

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 6
English
Quarter 3 - Module 4
Distinguishing Text Types
According to Purpose and
Language Features

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education
[email protected].
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

iii
 TABLE OF CONTENTS
Page

COVER PAGE i
COPYRIGHT PAGE ii
TITLE PAGE iii
TABLE OF CONTENTS iv
OVERVIEW v
GENERAL INSTRUCTIONS vi

Lesson 7 – Distinguishing Text Types According to Purpose and 1

Language Features (Enumeration)

What I Need to Know 1

What I Know 1
What’s In 3
What’s New 3
What is It 5
What’s More 7
What I have Learned 8
What I Can do 9
Notes to the Teacher 9
Assessment 10
Additional Activities 11
Answer Key 12
References 13

Lesson 8 – Distinguishing Text Types According to Purpose and 14

Language Features (Time-Order)
What I Need to Know 14
What I Know 14
What’s In 15
What’s New 16
What is It 17
What’s More 18
What I have Learned 20
What I Can do 20
Assessment 21
Additional Activities 23
Answer Key 24
References 25

Lesson 9 – Distinguishing Text Types According to Purpose and 26

Language Features (Comparison and Contrast)

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What I Need to Know 26
What I Know 26
What’s In 29
What’s New 29
What is It 30
What’s More 31
What I have Learned 32
What I Can do 32
Assessment 33
Additional Activities 33
Answer Key 34
References 35

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 MODULE 4

Distinguishing Text Types According to

Purpose and Language Features

OVERVIEW

Welcome to this module! As a grade six learner, you must be very eager to start
with the learning activities prepared for you. The activities in the module have been
designed to provide you with rich and stimulating learning experience that will help
you communicate better in English and enhance your understanding to different
stories. But before you do, try to familiarize yourself with the different parts of this
module. It is important that you should know and follow what each part covers so
that you can achieve the learning objectives for each part.
The different parts of the module are presented with headings and icons.
Familiarize yourself with these headings and icons so you would know what to do in
each part.

This module has two (3) lessons:

 Lesson 7: Distinguishing Text-Type According to Purpose and
Language Features (Enumeration) EN6RC-IIIa-3.2.8

 Lesson 8: Distinguishing Text-Type According to Purpose and

Language Features (Time-Order) EN6RC-IIIb-3.2.9

 Lesson 9: Distinguishing Text-Type According to Purpose and

Language Features (Comparison and Contrast) EN6RC-IIIc-3.2.7

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

1. Distinguish text-type according to purpose and language features enumeration
(EN6RC-IIIa-3.2.8);

2. enumerate texts-type according to its purpose and language;

vi
3. appreciate and value the uses of text-type according to its purpose and language in
everyday living;
4. distinguish text-types according to purpose and language features: Time-order
(sequence, recounts, processes) EN6RC-IIIb-3.2.9;
5. read grade level text with accuracy, appropriate rate, and proper expression;
6. show tactfulness when communicating with others and openness to criticism;

7. distinguish text types according to purpose and language features;

8. use graphic organizers to compare; and

9. analyze and evaluate information by presenting a coherent, comprehensive write-up

on a given issue or concern (EN10LC–IIId – 3.18).

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 Lesson
Distinguishing Text-Type
7 According to Purpose and
Language Features
(Enumeration)

Hello learners! Do you like to learn something innovative? Well, that’s brilliant! Are you
a fan of reading stories? Very good! Reading without a purpose is just like walking without
direction. Same goes also to reading, we will embark to unleash another journey of
distinguishing text type according to purpose and language features. Now come on, have fun
and enjoy!

What I Need to Know

After completing this module, you are expected to:

1. distinguish text-type according to purpose and language features enumeration

(EN6RC-IIIa-3.2.8);
2. enumerate texts-type according to its purpose and language; and
3. appreciate and value the uses of text-type according to its purpose and
language in everyday living by presenting a coherent, comprehensive write-up on
a given issue or concern (EN10LC–IIId – 3.18).

What I Know

Directions. Read the following test items below. Choose the best answer from the given
choices.

1.Which of the following best describes the word “text type”?

A. A type of figure of speech which expresses an information
B. A form of writing, using different forms and standards of composition
C. A type of texts that depends on their purpose, structure, and language features
D. None of the Above

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2.What is enumeration?
A. Listing names according to numbers.
B. To name things one after another in a list.
C. A rhetorical device used for listing details step by step.
D. All of the above.

3.What is the meaning of the “purpose of a text”?

A. an argument
B. a set of facts
C. the writer’s reason for writing
D. A narrative technique that involves sensory details.

4.What is the purpose of this text?

8:30 am– Go to the gym
9:00 am– Fill up the registration
A. to instruct
B. to inform
C. to describe
D. to entertain

5. A persuasive text tries to?

A. gives facts
B. gives instructions
C. describes something
D. encourages to do something

6.What is the purpose of this text?

He was still on the run. Paul put up his hood and stayed in the shadows. He didn’t
want to be spotted.

A. to direct
B. to inform
C. to instruct
D. to describe

7. If you are writing a persuasive speech or article, what two (2) things should you
include?
A. lies and schemes
B. pictures and books
C. facts and evidence
D. repetition and structure

8. Which of the following is NOT a purpose of text?

A. to divert
B. to instruct
C. to persuade
D. None of the above.

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 9. You are reading a text that’s attempting to convince you that chocolate cake is the
best dessert. What is the purpose of the text?
A. to inform
B. to explain
C. to describe
D. to persuade

10. What is an informational text?

A. A text that is true.
B. A text that describes.
C. A text that is made up of information.
D. All of the above.

What’s In

Directions. Recall the definition of a DICTIONARY. In your activity notebook, fill in the blank
with the correct answer.

1. A dictionary is a book that contains meaning of the _________.

2. You can find in the dictionary the ___________ and its __________.

What’s New

Today, you are going to read a story about a Fox. In the Philippines, we call this,
Alamid. Have you seen a fox? What comes in your mind when you hear the word fox?

Before you start reading the story, I want to you to enumerate the qualities of a fox in
this figure. Write your answers in your activity notebook.

3
Directions: Read the story below, then answer the questions that follow.

The Fox in the Well

A fox once fell into the well.

He tried to jump out but each time
he did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw the fox.
“Hello,” he called. “What are you
doing down there?” “Drinking some
water of course!” replied the fox.
“Is it good?” asked the goat.
Good? It is the best water I ever
tasted in my whole life,” answered the fox, drinking a gulp of water. Without a
second thought, the goat jumped in.
After drinking some water, he looked about for a way to get out of the well.
“How do we get out of here? “he asked the fox. “I know what we can do,” said the
fox. Looking at the goat from the corner of his eye. “Stand on your hind legs.
Plant your fore legs firmly against the side of the well. I’ll climb on your
back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you
get out too.”
“That’s a good idea!” said the goat happily as he did what the fox told him
to do.
The fox climbed on the goat’s back and horns. Then he jumped out of the
well and started on his way.
“Hey!” shouted the goat. “Help me out of here. You promised to help me.”
“Your silly goat,” said the fox. You should have thought of that before you jumped
in. Next time, look before you leap.”

Did you like reading the story?

Comprehension Check. After reading the story, read the questions carefully and answer
each question to the best of your ability.

1. Where did the story happen?

A. in the farm B. in the village
C. in the well D. in the river
2. Who fell into the well?
A. the cat B. the fox
B. the fox D. the goat
3. Who jumped into the well?
A. the goat B. the fox
C. the horse D. the dog
4. Why do think the goat believed the fox?
A. because he likes to swim B. because he wanted to help him.

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 B. because he is thirsty D. because he thought he was honest

5. How did the fox get out of the well?

A. by a rope B. by wishing upon the well
C. by a stair D. by tricking the goat to help him

6. Why did the goat decided to jump into the well?

A. because he likes to swim B. because he is thirsty
C. because he wanted to help him D. because he like to drink the water also

7. If you were the goat, will you do the same? Why?

A. No, because I don’t care. B. No, because I don’t want to be trick.
C. Yes, because I love to help. D. Yes, because I like to drink the water.

8. If you were the fox, will you do the same?

A. Yes, because it is the only way B. No, because I will just ask for help
C. Yes, because I don’t like the goat D. Yes, because I want to get out of the well

9. What is the moral lesson of the story?

A. Always trust people no matter what.
B. There are people who always want to trick and be dishonest.
C. There are people who will redeem himself/herself in any possible way even at the
expense of other people.
D. All of the above.

10.What do you think is the purpose of the author in writing the story?
A. to inform B. to entertain.
C. to describe D. to persuade

What Is It

What have you realized after knowing what the fox did to the goat? Going back to
your description to the qualities of a fox, do you have the same description of the fox in the
story? Is it the fox that we all know?
By reading the text, it is important to distinguish the text type and purpose of the
author in writing the story. Texts are written for a variety of purposes, using different forms
and standards of composition. These forms of writing are known as text types.
A writer may choose from a variety of purposes which usually fall into three main
categories:
1. To entertain
 These are texts created to entertain, and are often imaginative
works like novels, stories, or poem.

2. To inform

5
  These texts provide facts about some topic that the writer
believe is important and necessary for the reader to
understand.

Writer who wants to inform may also be writing to instruct, explain, or describe.
When writers instruct their readers, they offer a series of steps to accomplish a
specific task. When you read a recipe or an instruction manual, the writer instructs you to do
a task.
When writers explain, they tell their readers how something works. Writers with the
purpose to explain write science articles and discoveries.
When writers describe, they provide sensory details that allow their readers to form a
mental picture of some person, place, or an object.
3. To persuade
 These types of text are persuasion and encouragement for the
readers, the writer wants to influence or persuade the reader
to do or think of something.

To determine the purpose of a text, think what the writer is trying to do.
What is the aim of the text and how do writers influence the readers by their piece of
work?

What lessons do their stories are trying to convey?

Examine the table carefully and familiarize the examples of common purposes of texts.

Enumeration is a rhetorical device used for listing details, or a process of

mentioning words or phrases step by step. In fact, it is a type of amplification or

6
division in which a subject is further distributed into components or parts. Writers use
enumeration to elucidate a topic, to make it understandable for the readers. It also
helps avoid ambiguity in the minds of the readers.
By using enumeration, writers lay emphasis on certain ideas to elaborate
them further. In fact, enumeration easily creates an impression on the minds of the
readers. The details and listing make it easy for them to convey the real message
they want to impart. However, if there is no use of enumeration in a text, it might
become difficult for the reader to get the true meanings of ideas.

What’s More

Activity 1

Directions. Read the following situations, then distinguish the type of text according to its
purpose whether to inform, persuade or entertain. Write your answers in your
activity notebook.

1. If you have happened to receive damaged item, please email us at

[email protected] and explain your problem. We will respond within
twenty-four (24) hours.

2. The Frog went out for she hated himself for being useless. He couldn’t croak and
jump. After he fell into a deep well and was about to face his death, he was able to bring
his best and did even better. He is certain that no one could help him except his own
self.

3. The Free Bird cried, “My Darling sing the song of the woodlands.” The caged bird
said, “Sit by my side; I’ll teach you the speech of the learned.”

4. Rosie had the best time making her valentine cards for her classmates. She used red
and white paper, heart stickers, markers, and anything else she could find. It was great.
Her friends are planning a valentine party on February 14th at school. The one she
made for her best friend is funny. Funny valentines are nice to get.

5. We supply the best brands at the lowest prices! We have received 99.9% positive
feedback from our customers. Next day delivery offered on all items.

6. For a limited period we are offering the maxi-pixel 5679XC camera at a special low
price of just P13,499 only. An amazing 32 million pixels means you get a superior image
quality and don’t lose a single detail.

7. Take one tablet three times a day.

8. The monkey who was so wise ate all the bananas and went down without noticing the
thorns planted by his friend turtle. His selfishness ruined him.

9. Order now and get your food with discount tomorrow.

7
 10. The Underground Railroad was a secret organization which helped slaves escape to
freedom. Many slaves were able to escape because of the conductors and station
masters. The northern states were free states and slaves were free once they arrived in
the north. Secret codes and signals were used to identify the conductors and station
masters.

Activity 2
Directions. On your activity notebook, enumerate your favorite events that happen in the
story “Fox in a Well”.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________________

What I Have Learned

Directions. Fill in the blank with the correct answer. This will help you review the concepts
from this lesson.
1. ______ is a form of writing using different forms and standards of composition.
2. The _______________ of a text is simply the writer reason for writing.
3. There are three main categories of variety of purpose of text-type: to___________,
to___________, and to_________________.
4. ______________________ is a rhetorical device used for listing details, or a process
of mentioning words or phrases step by step.

What I Can Do

Directions. In your activity notebook, provide details on the following scenarios. Then,
distinguish the type of text according to purpose whether to inform, to persuade,
or to entertain.

1. Enumerate the things to do on how to fry an egg.





2.Enumerate the ways on how you convince your mom to play outside.

8
 



3. Enumerate the things happened in the story “The Fox in a well”.





Notes to the Teacher

 The teacher can also include the two main text types, factual and literary.
Within these are many more narrowly defined texts types.

Assessment

Directions: Read each selection details and distinguish the type of text according to its
purpose whether to inform, to persuade or to entertain. Write your answer in
your activity notebook.

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 We supply the best brands at the lowest prices!
 We have received 99.9% positive feedback from our customers.
 Next day delivery offered on all items.
 Come and check it out on your own.
2.Incorrect Goods
 If you have damaged item.
 Email us at [email protected] and explain your problem
 We will respond within twenty-four hours.
 You can visit our shop now for more clarifications.
3. The Frog
 The Frog went out for he hated himself for being useless.
 He couldn’t croak and jump.
 After he fell into a deep well and was about to face his death, he was able
to bring his best and did even better.
 He is certain that no one could help him except himself.
4. Dosage of Amoxicillin
 Take amoxicillin every 12 hours (twice a day) or every 8 hours (three times
a day) with or without food.
 Amoxicillin should be taken at the same time every day.

9
  Take the medicine exactly as directed.
 Do not take more or less of it or take it more often than prescribed by your
doctor.
5. Rosie in Valentines
 Rosie had the best time making her valentine cards for her classmates.
 She used red and white paper, heart stickers, markers, and anything else
she could find.
 Her friends are planning a valentine party on February 14th at school.
 The one she made for her best friend was funny.
6. Pixel Camera
 For a limited period, we are offering the maxi-pixel camera.
 A special low price of just P13,499 only.
 An amazing 32 million pixels with other special effects.
 Grab now and you can get a superior image quality and an endless quality
to capture everything.
7. Game Preparation
 8:00 – Go to the gym
 8:30 – Fill-up the registration form
 8:45 - Go to your assigned area
 9:00 – Prepare all the equipment for the game
8. Michelangelo
 Michelangelo Buonarroto was a painter and sculptor.
 He lived in Italy at the time of Renaissance.
 Michelangelo was famous for the colorful statues.
 He spent many years painting pictures in Vatican City.
9. Young Man
 One day a young man went to the woods.
 He was so happy, but after strolling, there he saw a big bear.
 He ran until a big bear was in front of him.
 Suddenly he wakes up from the voice of her mother, thankfully it was just a
dream.
10. Camiguin Island
 The best place to go is Camiguin Island.
 It has a lot of waterfalls and other beautiful sceneries.
 You can also visit some of the great beaches around.
 It will be a journey that you will never forget.

Additional Activities

Directions. Recall an experience in your life when you did something wrong. In your activity
notebook, write a short paragraph enumerating the possible consequences in
making wrong doing.

10
 Lesson Distinguishing Text Type
8 According to Purpose and
Language Features
(Time Order)
In this lesson, you will learn about distinguishing text types according to purpose and
language features of a story or article being read and study. As you go over, you will learn
more about the sequence, recounts and processes used by the author in the presentation
of his written works.

What I Need to Know

After going through this module, you will be able to:

1. distinguish text-types according to purpose and language features: Time-order
(sequence, recounts, processes) EN6RC-IIIb-3.2.9;

2. read grade level text with accuracy, appropriate rate, and proper expression; and

3. show tactfulness by presenting a coherent, comprehensive write-up on a given issue

or concern (EN10LC–IIId – 3.18).

What I Know
Directions. Read and analyze each statement carefully. Write the letter of your answers in
your notebook.
1. It is a way of classifying and defining different types of language interaction, both spoken
and written.
A. text mate B. text-type C. text message D. text box
2. It is a succession of related shots or scenes developing a single subject or phrase of a
story.
A. sequence B. text type C. explanation D. report
3. It tells us how to do something. Its purpose is to provide instructions for making
something, doing something or getting somewhere.
A. processes B. sequence C. response D. arguments
4. It is a sequence of events that retells its order as they occurred in the story.

11
 A. recounts B. repetition C. description D. announcement

Directions. Read the story then write letters A to E on the blank to show order of events.

In the morning of our class field trip, I climbed into the seat beside my friend. The bus
pulled out from the parking lot after Mrs. Reyes made a head count. While the bus travelled
down the road, we were talking and shouting.
All at once the bus driver pulled over to the shoulder of the road. At first, we thought
the bus driver wasn’t happy with the noise. Then, we found out we had engine trouble.

_____5. The students talked and shouted.

_____6. Mrs. Reyes made sure everyone was present.
_____7. The bus broke down.
_____8. The children got on the bus.
_____9. The bus left the school.
10. How should events in the story be arranged?
A. It should be arranged according to the number of paragraphs.
B. It should be arranged according to how the author presented the plot.
C. It should be arranged as to time order, in a way of sequencing them.
D. It should be arranged based on how the character portray their role.

What’s In

Directions. Recall your previous lesson and answer the following in your notebook.
1. ___________ is a rhetorical device used for listing details or a process of mentioning
words or process step by step.
2. Before the onset of COVID 19 pandemic, enumerate the things you do before going
to school:
A._____________________________________________________________

B._____________________________________________________________

C._____________________________________________________________

D._____________________________________________________________

E._____________________________________________________________

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 What’s New

Carefully read the story.

Things Are Not Always What They Seem
Two angels set forth on earth for a special
mission. As they were in human form, they have
grown tired and hungry. They decided to spend the
night at the first house they saw.
The older angel knocked at the wooden gate,
but there was no response. He tried knocking for the
second time, but there was no luck. He was about to
give up knocking when he chanced upon the face of
the younger angel, who was wearing the pitiful tired
and hungry face. His heart melted at such sight so
with last straw of hope, he knocked again with all his
might, and a stern-looking master appeared before
the two of them.
“What do you want?” asked the master, his
voice gruff and crusty, and his stance revealed authority.
“We have been travelling all day and we need a place to stay tonight”, the older angel
began. “Perhaps you could allow us to stay, just for a night?” he added.
“My place is neither an inn nor charity. I don’t have time to paupers like you! Stay
away from my place, and don’t you dare touch my gate again!” the master grumbled.
As the master was about to close the gate, the younger angel collapsed, which
caught the attention of the few passers-by. They started whispering to each other, which
annoyed the already crossed master
“Alright, alright!” the master said. “Get that clumsy fellow in! You two stay at that
barn over there. And make sure to leave my place before the sun breaks tomorrow!” He
slammed the gate shut, and walked toward his house, still muttering words the older angel
could no longer make out.
The younger angel had been conscious, and leaning on the older angel’s shoulder,
they made their way to the barn. The smell of steaming soup, and baking bread coming
from the master’s house made both even hungrier, yet they continued walking. They found
themselves a warm corner, prayed and rested.
In the morning, as they were about to leave, the older angel saw a hole in the
master’s barn. He found a nice piece of wood and fixed it.
“His way of giving thanks, perhaps,” the younger angel thought.
The two left the master’s place and continued their journey. And the night came once
again. They were already approaching a small farm where a small house was standing. Its
door opened with their first knock. An old couple lived there. They were both warm and
cheerful. They do not have much food, yet they managed to feed the angels. The old man

13
even milked their cow so they could drink. The four sat on the table, talking, sharing stories,
and laughing at their own silly jokes. When it was already time to sleep, the couple insisted
that the angels use their bed.
“we always have this bed for us. Use this tonight. Your travel must have already
given you a hard time,” the old woman said.
And all slept. The angels comfortable on the bed; the couple at ease on the floor.
The younger angel was awakened by the old woman’s loud weeping. The couple’s
only cow was dead. The cow whose milk they have drunk last night. It was such a lonely
sight. Much to the angels’ desire to stay and console the couple, they just couldn’t. They
need to continue with their journey.
While walking, the younger angel blurted out. “Don’t you think you are being unfair?”
“Why?” asked the older angel!
“We were not treated well by the master, yet you fixed the hole in his barn. He has all
his workers to do the work for him. The couple had been very nice to us, yet you allowed the
death of their cow. That’s the only thing they have,” the younger started this with such
disappointment.
The older angel smiled. “You know, things are not always what they seem”.
“And what does that supposed to mean?” the younger angel snapped.
“When we were at the barn, I discovered a hole that leads to a mine of gold. So, I
covered it to hide it from the master. Last night, when you were asleep, Death came. He
was there to get the old man, so I gave the cow instead. Things are not always what they
seem,” the older angel explained.
Enlightened, the younger angel quickened his steps. The older angel followed. And
both continued their journey.
Comprehension Check

1. What was the story mainly about?

2. In what ways are the two angels similar? Different?

3. Describe how it is difficult to travel on foot. What things could you suggest to angels
so that they don’t get too weary and tired they are on travel?

4. What made the master change his decision? Are you in a way similar to him when
people start to talk about you? Why or why not?

5. Describe the old couple. Do they remind you of anyone you know? Who are they?
How are they similar?

6. What could be the special mission of the angels here on earth.

14
 What Is It

What is a text type?

The term ‘text type’ is a way of classifying different types of language interaction,
both spoken and written. It refers to the purpose of a text and the way it is written. Below are
some of the examples of text type:

Sequence- a succession of related shots or scenes developing a single subject or

phase of a story.

Recount- it tells us what happened. It is a sequence of events that retell the events
in the order they occurred.

Processes- it tells us how to do something. Its purpose is to provide instructions for

making something, doing something, or getting somewhere.

What’s More

Time Order
Part of the selection’s purpose and language feature is time order.
Directions: Label the pictures 1-5 according to its occurrence in the story.

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Sequencing of Events
Directions. Read the fable carefully and arrange the events in the story.
The Crow and the Fox
A hungry crow stole a piece of cheese and flew with it to the branch of a tree. Just as
she was about to take the first bite, a sly fox spied her and called from below.

“Good day, Mistress Crow, how well you are looking! How glossy are your feathers!
How shining are your eyes! I am certain that your voice is lovely, too. Oh, if I could hear but
one song from you, I will surely greet as the Queen of the Birds.”

The crow was very vain, believed every word spoken by the Fox.

The fluttering wings, she lifted her head and opened her mouth to caw. With that, the
cheese dropped to the ground and was immediately snapped up the by Fox.

As he walked away, the Fox called back to the Crow. “In exchanged for the delicious
cheese, I will give you a bit of advice,” Remember not to trust those who praise you falsely.

Sequence the events in the story by numbering it 1 to 5.

__ _The cheese drops on the ground.

____The fox tells the crow how beautiful she is and how lovely she sings.
____The crow opens her mouth to caw.
____The crow flies to a tree with a stolen cheese.
____The fox runs off with the cheese.

What I Have Learned

How should events in the story be arranged?

Events in the story must be arranged as to time order, in a way of sequencing them.
How do events be arranged as to time order?
They should be arranged chronologically as they happened in the story.

16
Directions. Read the selection about Alligator Lizard. Copy in your notebook the given
events below and sequence them by writing numbers 1-7 on the blank to show
chronological order.

When an alligator lizard attacked by an enemy, it drops its tail. The tail has a part
where the bone breaks off easily. The break bones close quickly to stop lizard from bleeding.
The tails keep wriggling after it leaves the lizard’s body. The attacker thinks it’s still
part of the lizard and pounces on it. This gives the lizard time to get away. In time the lizard
grows a new tail.

____ The tail keeps wriggling after it leaves the lizard body.
____The lizard drops its tail.
____The lizard gets away.
____An enemy attack a lizard.
____The enemy pounces on the tail.
____The tail breaks off and the break closes to prevent bleeding.
____In time, the lizard gets a new tail.

What I Can Do

Today’s digital world paved the way for fast browsing of information. With just a click
or a swipe, one could get the desired information. This includes finding the meaning of
unfamiliar words. Dictionary or thesaurus apps are now downloadable among tablets,
mobile phones, and other gadgets. In your quickest possible time, you could get the
information about a word that you desire, including the audio of its pronunciation.

Directions. Use your gadgets or dictionaries to give the meaning of the underlined
word in each sentence. Write the letter of you answer in your notebook.

1. Roberto always shows compassion for animals. He treats them with kindness and
takes good care of them.
A. Uncaring B. Sympathy and desire to help
C. mean and harmful D. Destructive

2. The young bear found himself in a predicament. After climbing the tree, he
discovered that he did not know how to get down.
A. Troubling situation B. Pleasant situation
C. Normal situation D. Unique situation

3. Katrina will make her debut as a violinist. This will be her first time to appear in public
as a violinist!
A. First public appearance B. Second public appearance

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 C. Last public appearance D. First private appearance

4. Anita activated the antigravity device. However, when she pushed the button, she
suddenly began floating up toward the ceiling.
A. Pulled out B. Turned off
C. Turned on D. disconnected

5. The governor’s re-election brought elation to his supporters, but it brought sadness to
his opponent.
A. Victory B. Regret C. Sorrow D. Support

Assessment

Directions. Read the selection then answer the given activities that follow. Write your
answers
in your notebook.

How Popsicles Came About

One winter night in 1905, eleven- year old Frank Epperson from San Francisco,
made a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back
porch all night long.
The weather got very cold. Frank’s drink turned to ice and the stick would not move.
In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!
Frank called this icy pop “Epperson Icicle”. Soon, he changed it to “Ep-sicle”. The
next summer, he made these pops at home and sold the pops to his neighbors at five cents
each.
In 1923, Frank turned 29 and started a business of making and selling ice “pop’s
sicle” and later changed to “Popsicle” by popsicles. There are now 30 kinds and orange is
the best seller.
Comprehension Check
A.1. What happened one winter night in 1905?
A. Frank started a business.
B. Frank mixed a drink, left it at the back porch all night long.
C. Frank sold the drink to his neighbors.
D. Frank’s fruit drink turned into ice.

How did the ice pop get its name? Number each name in 1,2,3 and 4 in each box.
2. Pop’s sicle
3. Popsicle
4. Epperson sicle
5. Ep-sicle
6. Which of the events belong to the third box? Select from the choices given below

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 1st 2nd 3rd 4th
A. The ice pops were sold to the neighbors for 5 cents each.
B. Frank’s ice pops became known as popsicle in 1923.
C. At age 29, Frank was assisted by his children in his business.
D. Frank made seven kinds of popsicles.

B.Read the following sample recount, then answer the questions that follow.

A Trip to the National Zoo and Aquarium

Yesterday, my family and I went to the National Zoo and Aquarium to visit the new
Snow Cubs and the other animals.

After we entered the zoo, we went straight to the enclosure for the snow Cubs. My
brother and I were so excited to see them.

At lunchtime, Dad decided to cook a “barbeque”. He cooked sausage so we could

have sausage sandwiches. Mum forgot the tomato sauce, so we had to eat them plain.

In the afternoon, we visited the aquarium. My brother was excited to see the sharks
and the tropical fishes. At the end of the day when we left, we plan to visit a mall and get ice
cream, but we were too tired, so we drove straight home

7. What did the family do one day? ________________________________________

8. After the family entered the zoo, where did they go next? ______________________

9. Who cooked the barbeque and sausage? __________________________________

10. Why did the family decided to go home straight instead of going somewhere?

__________________________________________________________________

Additional Activities

Directions. Search a short story and make a summary of its events in chronological order.

__________________Title________________________
1st event

2nd event

3rd event

4th event

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 5th event

(Note: You can continue writing events based from the story you read.)

Lesson Distinguishing Text-Type

9 According to Purpose and
Language Features
(Compare and Contrast)
The purpose of this lesson is to develop your writing skill through distinguishing the type
of text according to purpose and language features specifically using comparison and
contrast. The ability to compare and contrast things and information has its uses far beyond
the classroom. Academically, this lesson will guide you to read and think critically as you
distinguish text features by pointing its similarities and differences. Several exercises are
well-prepared for you to enhance your knowledge on comparing and contrasting.

What I Need to Know

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

1. Distinguish text types according to purpose and language features
- Comparison and Contrast (EN6RC-IIIc-3.2.7);
2. use graphic organizers to compare and contrast; and
3. analyze and evaluate information by presenting a coherent, comprehensive write-up
on a given issue or concern (EN10LC–IIId – 3.18).

What I Know

Directions. Read each succeeding paragraph and answer the questions that follow.
Write the letter of the correct answer in your notebook.

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 Poison Ivy and Poison Oak

Poison ivy and poison oak are woody plants that grow in almost any habitat and are
very similar in appearance. Both poison oak and poison ivy have berrylike fruit and brown
stems. But poison ivy acts more like vine than a bush and can grow high in trees. The fruit of
the poison ivy is gray and smooth. On the other hand, poison oak acts more like a bush than
a vine. The fruit of poison oak is hairy instead of smooth.

1. How are poison ivy and poison oak similar?

A. both are vines. B. both has hairy fruit.
C. both looks exactly alike. D. both has berrylike fruit.

2. How are poison ivy and poison oak different?

A. Poison ivy is a woody plant, but a poison oak is not.
B. Poison ivy has smooth fruit; poison oak has hairy tail.
C. Poison oak can live in almost any habitat, poison ivy cannot.
D. Poison oak has brown stem and poison oak has a green stem.

Reptiles and Amphibians

Reptiles have scales and their toes have claws; amphibians have moist skin and their
toes do not have claws. Both reptiles and amphibians lay eggs. However, reptile eggs have
a thick hard shell and are laid on the land, but amphibian eggs have no shell and are laid in
water. Young reptiles are miniature replicas of their parents and are born with lungs, but
young amphibians start out with gills. Once amphibians have matured to adults, they have
lungs.
3. When comparing reptiles and amphibians:
A. Reptiles and amphibians both have lungs as adults.
B. Reptiles and amphibians both have toes on their claws.
C. Reptiles and amphibians have gills when babies.
D. Reptiles and amphibians have scales.

4. When contrasting reptiles and amphibians,

A. Reptiles and amphibians lay eggs.
B. Reptiles and amphibians are ectotherms.
C. Reptiles do not have claws, but amphibians do.
D. Reptiles lay eggs with a shell and amphibians lay eggs without a shell.

Consider paragraph A and B.

A. The Fox and the Grapes
A fox one day spied a beautiful bunch of ripe grapes hanging from a vine trained
along the branches of a tree. The grapes seemed ready to burst with juice, and the Fox’s
mouth watered as he gazed longingly at them. The bunch hung from a high branch, and the
Fox had to jump for it. The first time he jumped he missed it by a long way. So, he walked off
a short distance and took a running leap at it, only to fall short once more. Again, and again
he tried, but in vain. Now he sat down and looked at the grapes in disgust. “What a fool I
am,” he said. “Here I am wearing myself out to get a bunch of sour grapes that are not worth
gaping for.” And off he walked very, very scornfully. There are many who pretend to despise
and belittle that which is beyond their reach.

B. The Goose and the Golden Egg

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 There was once a Countryman who possessed the most wonderful Goose you can
imagine, for every day when he visited the nest, the Goose had laid a beautiful, glittering,
golden egg. The countryman took the eggs to market and soon began to get rich. But it was
not long before he grew impatient with the Goose because she gave him only a single
golden egg a day. He was not getting rich enough. The one day, after he had finished
counting his money, the idea came him that he could get all the golden eggs at once by
killing the Goose and cutting it open. But when the deed was done, not a single golden egg
did he find, and his precious Goose was dead. Those who have plenty want more and so
lose all they have.

5. Which statement best expresses the difference between the Fox and the
Countryman?
A. The fox is happy, but the Countryman is sad.
B. The fox is bitter, but the Countryman is greedy.
C. The fox is angry that he can’t reach the grapes, but the Countryman is
angry that his goose doesn’t lay real eggs.
D. The fox is hungry, but the Countryman has already eaten.

6. Which statement is NOT true about the different problems the characters face in
both fables?
A. The fox works alone to solve his problem, but the Countryman works
with his goose to be happy.
B. The fox wants what he cannot reach, but the countryman already has
something good.
C. The fox works to try to reach the grapes, but the Countryman just
becomes wealthy from the goose.
D. The fox never gets what he wants, but the Countryman destroys what
he already has.

7. Which of the following comparisons is NOT true?

A. both fables contain a moral or lesson to learn.
B. both fables talk about greed.
C. both fables have animal characters.
D. both fables use language that appeals to the senses.

8. Which of the following is a comparison of the two fables?

A. The Fox and the Grapes” most likely takes place in a vineyard, while
the “Goose and the Golden Egg” most likely takes place in the country.
B. The attitude and the Fox and Countryman are both important to the
resolution of both fables.
C. The expression “sour grapes” most likely came from both of these
fables.
D. None of the above.
9. In the Venn diagram shown, the rectangle is used to represent _________
Philippine Dialect Preference
Tagalog Bisaya

15 18
22
22
 A. data that is common to more than one group.
B. one group of data
C. none of the above
D. all of the above

10. Shiela surveyed the students in her biology class to find out what types of movies
they prefer, action/adventure or comedy. The results are shown in the Venn
diagram. How many students are represented in the Venn diagram?

Movie Preference
Action/Adventure Comedy

18 15
11

Neither 3
A. 18 B. 11 C. 15 D. 32

What’s In

Directions. Arrange the events in order as they happened in the story. Write numbers
1-5 in your notebook.
_______________ They entered in a narrow gate.
_______________ Wella and Bernie helped save the young girl’s kitten.
_______________ Ben felt very proud with what his two pets do.
_______________ One afternoon, Ben, Wella and Bernie went for a walk to the park.
_______________ The kitten of the young girl went into a tiny opening under large
boulder.

What’s New

23
Have you wondered what you and your friends have in common? How about the things you
differ from them?
In this lesson, you are to determine the purpose as well as the structure of
comparison/contrast in writing. It is important to distinguish the type of text or paragraph so
that readers can tell its purpose and appreciate the importance of the different types of texts
according to purpose.

Directions. Think of a friend and clearly identify your similarities and differences in the
given aspects below.
ASPECTS ME MY FRIEND
Name: Name:
Physical Example: short hair Short hair
1. 1.
2. 2.
Hobbies 1. 1.
2. 2.
Ambition 1. 1.
2. 2.
Dress 1. 1.
2. 2.
Food 1. 1.
2. 2.
Study Habits 1. 1.
2. 2.
Behavior 1. 1.
2. 2.

Questions:
1. In what aspect/s are you in common? In what aspect/s are you different?
Summarize your answer in the Venn Diagram below.

Differences Similarities Differences

Me My Friend
Both

24
 What Is It

Comparison and Contrast

Comparison shows the similarities and contrast tells differences among
subjects like people, objects, places, animals, situations, or ideas. A compare-and-contrast
text or paragraph analyzes two subjects by comparing them, contrasting them, or both. This
meaningful way of connecting the two subject is the key to a good text. The purpose of
comparison or contrast is not to tell the recognizable characteristics but rather to clearly
explain the distinct differences or unexpected similarities. Remember, the point of comparing
and contrasting is to provide useful knowledge to the reader. 
Compare-and-contrast type of text analyzes the relationship between two
subjects, and it is very helpful to have some clue words that will signal the reader to such
analysis.
Study the Clue Words below and how they are used in sentences.
Comparison Example
is similar to Playing basketball is similar to playing soccer.
Both Both Basketball and Soccer are played with a ball.
Also Basketball also is a form of exercise such as running.
Too Soccer is form of exercise such as running, too.
Like Like Basketball, Soccer is played two halves in a quarter.

Contrast Example
on the other hand On the other hand, basketball player uses his hands.
however However, a soccer player uses his feet.
Soccer is played outside on a large field, but Basketball can be
but
played indoor on a court made of wood or cement.
in contrast to In contrast to Basketball, Soccer has a cold winter.
differs from Basketball differs from Soccer in the number of players.
while While Basketball has 5 players, Soccer has 11.
unlike Unlike Soccer, Basketball is a more popular sport.

What’s More

Directions. Read the blog written by Maribeth Q. Galindo about the two noble heroes of our
country. Then, make a Venn Diagram of how they are compared and contrasted.

25
 Rizal vs. Bonifacio, is it Fair to Compare?

The name Jose Rizal and Andres Bonifacio are some of the well-known personalities
that have been mentioned in the annals of Philippine history. The exemplary deeds that they
had done for our country; to achieve freedom from the hands of the Spanish colonizers is
worth to be remembered specially by the present generation. Indeed, their heroism is well
done. But, the comparison of these two personalities have made endless debate of who
should be our national hero is much discussed in the environment of academe.
Moreover, to give you a little background, Jose Rizal was a son of an educated
parents and belong to a wealthy family. All siblings of Rizal’s family had gone to school. Jose
studied in Ateneo and University of Santo Tomas and had gone to Europe for further studies.
He finished medical course specializes in Ophthalmology and made known for his talents in
writing, painting, sculpturing, fencing and others. He fought the Spanish tyranny through a
propaganda battles by means of using his pen in critiquing and exposing the defects of
Spanish governance. He died in front of the Spanish and Filipino crowds by a firing squad on
December 30, 1896 due to a false accusation of instigating Philippine revolution. Thus, his
charisma for the elite and intellectuals are proven strong.
On the other hand, Andres Bonifacio was a son of a farmer and belongs to a poor
family. All siblings of Bonifacio’s family had not even finished high school due to economic
instability. Andres at early age had to work hard and carries big responsibilities for him to
help his family. Andres represents the grassroots of society that were/are usually exploited,
abused, maltreated, and marginalized one. He proved to be a good organizer when he
established a revolutionary movement called “Katipunan” in 1892. He fought the Spanish
tyranny by using bolos and guns, thus, encouraging bloody revolution.
Now, would it be fair for these two personalities that are extremely opposite to be
compared? Where is fairness if an educated man who attained the higher degree of
education being compared to a man who didn’t even finished high school and vice versa.
Come to think of it…… But one thing I am sure of, that these two personalities have in
common, they are both brave and great heroes of their time. They both wanted freedom for
the Filipinos that long been controlled by the Spaniards. So, do not compare and stop using
each other’s weaknesses and flaws to put down one another. If Rizal and Bonifacio would
still be alive they don’t want to be compared. Who wants to be compared anyway?
https://societyworld.wordpress.com/

What I Have Learned

Directions. To better understand the concept, answer the questions in your own words.

26
 1. What is the importance of comparing and contrasting two subjects or
ideas?
2. What graphic organizer is used in Comparison and Contrast?
3. Can you enumerate three signal words in stating similarities and another
three in stating differences? What are these?

What I Can Do

Directions. Compare and contrast your life experiences before the COVID-19 pandemic
and your present situation in this new normal. Write a short essay on this
topic.

Assessment

Directions. Analyze the following sentences below. Identify the clue words used in each
sentence and tell whether if it compares or contrasts. Write your answers on
your notebook.

1. Hannah wore a red dress, but June wore a blue one.

2. Both the book and the movie open with the same scene.
3. Ian likes spinach, whereas Emily can’t stand it.
4. I brought a cake. Joe, on the other hand, brought pie.
5. Both Frank and Paul are in my Spanish class.
6. I wanted a snack, However, I didn’t have one, since it was so close to dinner.
7. Tim has a lot of opinions; Blake, on the contrary, never tells me what he thinks.
8. Unlike my sister, I am a very friendly person.
9. We experience the same hardships, too.
10. Similarly, my goal in life is to finish a bachelor’s degree.

Additional Activities

27
Directions. Read the story, “THE FISHERMAN’S DAUGHTER” which you can read at
https://www.goodreads.com/en/book/show/37755358-the-fisherman-s-daughter
and choose one of the graphic organizers and distinguish the comparison and
contrast of the story.

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