Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

English 6
Quarter 2 –Module 1, Lesson 3:
Common Informational Text
Structures:
Sequencing, Comparison and
Contrast, Description

Prepared by:

JANE BLANCAFLOR
English- Grade 6
Share-A-Resource-Program
Quarter 2 – Module 1, Lesson 3: Common Informational Text Structures
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jane Blancaflor

Editors: Crispina Calumpit, Carlota Acacio
Reviewers: Ritchelle B. Dejolde, Myprimadona Ganotisi
Management Team: Joann A. Corpuz
Joye D. Madalip
Jenetrix T. Tumaneng
Ritchelle B. Dejolde
Epifanio G. Rico Jr.

Division Design & Layout Artist: Jannibal A. Lojero

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: [email protected]
 6

English
Quarter 2 –Module 1, Lesson 3:
Common Informational Text
Structures:
Sequencing, Comparison and
Contrast, Description
 Introductory Message
This Contextualized Learning Module (CLM) is prepared so that you, our
dear learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you to
understand each lesson with ease.
This CLM is composed of different parts. Each part shall guide you step-
by-step as you discover and understand the lesson prepared for you.
Pre-test is provided to measure your prior knowledge on the lesson. This
will show you if you need to proceed in completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of this module, you need to answer the post-test to self-check
your learning. Answer keys are provided for all activities and tests. We trust that
you will be honest in using them.
In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how they
can best help you in your home-based learning.
Please use this module with care. Do not put unnecessary marks on any
part of this CLM. Use a separate sheet of paper in answering the exercises and
tests. Likewise, read the instructions carefully before performing each task.
If you have any question in using this CLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

ii
 What I Need to Know

This module was designed and written to help the learners understand that
reading a wide range of texts provides pleasure and avenue for self-expression and
personal development in English. Thus, visual media helps readers clarify and
comprehend information because they are able to develop their own perception of
the content.

The scope of this module offers engaging activities and evaluates effectively the
message constructed or conveyed in various viewing texts and visual media.

The module is divided into three lessons, namely:

• Lesson 1 – Sequencing
• Lesson 2 –Comparison and Contrast
• Lesson 3 - Description

In these assessments, you will be quizzed on thought processes related to

understanding visual media and further practice the skills on information recall,
knowledge application and interpreting information.

After going through this module, you are expected to develop the most essential
learning competency which is to:
1. Identify the purpose, key structural and language features of various types

of informational/factual text

1
 What I Know

A. Read the selection carefully and answer the questions that follow.
Mother heard the loud barking of their dog, Jingo. She rushed outside and
saw Jingo running back and forth around the chicken coop. Suddenly, Jingo
rushed toward the coop and pounced on something on the ground. The chicken
were restless and noisy. Jingo was growling at something. Then everything became
quiet. Jingo slowly appeared from behind the chicken coop with a big snake
dangling from its mouth.
1. Which of the events happened first?
a. Jingo ran back and forth around the chicken coop.
b. Mother heard Jingo barking loudly.
c. Mother rushed outside and saw Jingo running.
d. Jingo rushed towards the coop.

2. Which of the events happened last?

a. Jingo killed the snake.
b. The chicken were restless and noisy.
c. Everything became quiet.
d. Dangling from the dog’s mouth is a big snake.

3. Which event happened before the snake was killed?

a. Jingo growled at something.
b. Jingo appeared from behind the chicken coop.
c. Jingo ran back and forth.
d. Jingo barked loudly.

B. Arrange the sentences in order to create a short story.

1. Dangling from the dog’s mouth is a big snake

2. The chicken were restless.
3. Mother heard Jingo barking loudly.
4. Everything became quiet.
5. Jingo was growling at something

2
 Lesson
Sequencing of Ideas
1

What’s In

Directions: Arrange the events in order by numbering the pictures from 1 to 6.

3
 What’s New

Directions: Study the pictures then use the word signals that explain the steps
one must follow in preparing a sandwich.

4
 What It Is

Sequencing refers to the identification of the components of a story — the

beginning, middle, and end — and also to the ability to retell
the events within a given text in the order in which they occurred. The
ability to sequence events in a text is a key comprehension strategy,
especially for narrative texts.

How to make a cup of tea

First, we boil some water.

Next, serve the water in a cup.

Then, put the teabag in the water.

After, add some sugar and milk.

Finally, add a biscuit and enjoy it.

5
 What’s More

Directions: Read and understand the story well, then follow what the
instruction below tells you what to do.

A Day at the Park

I love going to the park with my friends. We always play on the swings
when we get there. Also, my friends and I climb on the ropes. We get excited when
the ice cream man comes. We had to wait in line to get some. After we finish our
ice cream, we usually play tag. I love to run around and catch my friends. They
run very fast! Another game we play is Hide and Seek. After I count one to ten, I
have to find all my friends. I look for my friends under the slide and behind the
benches. It is easy to find them all. After the game, our moms tell us it is time to
go home. It has been a busy day for all of us!

Put the sentences in order from 1-6 according to the paragraph.

We play tag.

I look for my friends under the slides.

My friends and I play on the swings.

The ice cream man comes.

It’s time to go home.

I climbed on the rope.

6
 What I Have Learned

Time Sequencers
First

Sequencers are words that

organize your writing and
speaking, words like first, next,
Next then, after that, and finally. We
often use sequencers in
English when we give
instructions, describe a
process or tell stories.
Then

After
that
Finally

Example:

First, you should set a goal to learn English. Next, make your to-do list for
the next day. Then work hard on it. Finally, the hard work pays off.

7
 What I Can Do

Directions: Use connectors to show the sequence of the events in the story.

Kate’s Breakfast

It was very early in the morning.

Kate woke up with a hungry stomach.
__________, she got dressed.
__________, she went to the kitchen.
__________, she prepared a small pan and made bacon and eggs.
__________, the bacon was very crunchy and very tasty.
__________, Kate put a few cookies on a plate and ate
them with a cup of milk.

Silkworms

___________, Silkworms eat day and night

___________, soon they stop eating and go to sleep
___________, in time they become beautiful moths
___________, they fly away and lay many eggs
___________, then the eggs become worms again

Directions: Arrange the jumbled sentences in the correct order by numbering from
1-5.

A. ____ Finally, you transplant the rice seedlings from the seedbed.
____ First you plow the field to loosen the soil.
____ There are several steps in planting rice.
____ Then, you apply fertilizer.
____ Next, you harrow the soil to remove the seeds and make the soil
fine.

B. ____ Third, she gets them when they get airsick.

____ A stewardess does many things in the in the airplane to help the
passengers
____ Next, she finds out the needs of the passengers.
____ First, she tries to make the passengers to fasten their seatbelts
when the airplane is about to take off.
8
 ____ Lastly, she tries to make the passengers to feel at ease during
the trip with her friendliness and charm

Assessment

A. Directions: Copy the story. Underline the sequencer in the paragraph

Saturday was a great day! First, I met my friends at the sports center.
Then, we had lunch at Mang Ineng’s. Next, we went to a museum and saw
amazing dinosaurs. Finally, we went to a fantastic science fiction film.

B. Directions: Complete the blog entry with sequence connectors

GINA”S BLOG

Yesterday, it was my birthday and it didn’t start well. 1_________,I

went to the park to meet my friends but they weren’t there. I decided to
look for them. 2_______, I went to the shopping center opposite the park
but they weren’t there. 3 ________, I look for them at the library but they
weren’t there. 4____________, I tried the sports center and the restaurant
near the park, but my friends weren’t there. 5___________, I went home and
my friends were there with a birthday cake, ice cream, music and games. I
was a surprise party for me. In the end, I had a great birthday.

9
 Additional Activity

Directions: Put the pictures below in order starting with the event that happened
first. Make a story by using the sequencers that you have learned.

10
 Answer Key

What I Know
A.1.b 2. C
3. A
B 3, 2, 5, 1, 4

What’s In

What’s more

We play tag. 3

I look for my friends under the slide. 4

My friends and I play on the swings. 1

The ice cream man comes. 6
It’s time to go home 5
I climb on the rope 2

11
What I Can Do

Kate’s Breakfast

It was very early in the morning.

Kate woke up with a hungry stomach.
First, she got dressed.
Then, she went to the kitchen
Next, She prepared a small pan and made bacon and eggs.
The bacon was very crunchy and very tasty.
Finally, Kate put a few cookies on a plate and ate them with
a cup of milk It was very early in the morning.

Silkworms

First, Silkworms eat day and night. Then, they stop eating
and go to sleep. Next, they become beautiful moths. After that,
they fly away and lay many eggs. Finally the eggs become
worms again.

Assessment
Saturday was a great day! First, I met my friends at the sports center. Then,
we had lunch at Mang Ineng’s. Next, we went to a museum and saw amazing
dinosaurs. Finally, we went to a fantastic science fiction film.

GINA’S BLOG
1. First, I went to the park.
2. Then, I went to the shopping center.
3. Next, I for them at the library.
4. After that, I tried the sports center.
5. Finally, I went home.

Additional Activity
1. Firstly, Gino woke up early and fixed his bed.
2. Then, he ate his breakfast and went to take a bath.
3. Next, he rode on the school bus in going to school.
4. Then, He attended his classes earnestly.
5. After that, he went home and rode on the school bus again.
6. Finally, before going to, He studied his lessons.

12
References:
https://www.google.com/search?q=sequencing+events&sxsrf=ALeKk00oqByN
37w8BdE2AT0xEDwfoluCw:1604371631269&tbm=isch&source=iu&ict
x=1&fir=i7OfWfRJtv5XXM%252CDyuuAAZz435FJM%252C_&vet=1&us
g=AI4_-kQJnDzWEr_DfNMB7m7JgZgv_4v-aw&sa=X&ved=2

https://www.google.com/search?q=sequence+connectors+exercises&tbm=isc
h&ved=2ahUKEwi1i5DWtOXsAhUDdJQKHWwuDBIQ2-
cCegQIABAA&oq=sequence+connectors+exercises&gs_lcp=CgNpbWcQA
zICCAAyAggAMgIIADoECAAQQzoGCAAQBRAeOgYIABAIEB5Qr6dGWM
S_

https://www.google.com/search?q=sequence+connectors+exercises&tbm=isc
h&ved=2ahUKEwi1i5DWtOXsAhUDdJQKHWwuDBIQ2-
cCegQIABAA&oq=sequence+connectors+exercises&gs_lcp=CgNpbWcQA
zICCAAyAggAMgIIADoECAAQQzoGCAAQBRAeOgYIABAIEB5Qr6dGWM
S

https://www.google.com/search?q=sequence+connectors+exercises&tbm=isc
h&ved=2ahUKEwi1i5DWtOXsAhUDdJQKHWwuDBIQ2-
cCegQIABAA&oq=sequence+connectors+exercises&gs_lcp=CgNpbWcQA
zICCAAyAggAMgIIADoECAAQQzoGCAAQBRAeOgYIABAIEB5Qr6dGWM
S

For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address : Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax : (077) 771-0960
Telephone No. : (077) 770-5963, (077) 600-2605
E-mail Address : [email protected]
Feedback link: : https://bit.ly/sdoin-clm-feedbacksystem

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

13 * [email protected]
Email Address: [email protected]