5

English
Quarter 3 – Module 1:
Lesson 1: Distinguishing Text-
Types According to Purpose and
Features: Classification
English – Grade 5
Alternative Delivery Mode
Quarter 3 – Module 1: Lesson 1: Distinguish Text- Types According to Purpose and
Features: Classification
First Edition, 2020

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Published by the Tagbilaran City Division

Schools Division Superintendent: Joseph Irwin A. Lagura, PhD
Asst. Schools Division Superintendent: Marcelo K. Palispis

Development Team of the Module

Writers: Hidilesa L. Requillo
Editors: Annabel R. Lansang
Reviewers: Aimee T. Amistoso PhD
Illustrator: Name
Layout Artist: Name
Management Team: CID Chief: John Ariel A. Lagura PhD
Division EPS In Charge of LRMS: Neolita S. Sarabia EdD
Division ADM Coordinator:

Department of Education – Region VII- Tagbilaran City Division

Office Address: Rajah Sikatuna Avenue, Dampas, Tagbilaran City

Telefax: (038) 544- 2147, 427- 1702
E-mail Address: [email protected]
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English
Quarter 3 – Module 1:
Lesson 1: Distinguish Text- Types
According to Purpose and Features:
Classification
Introductory Message
For the facilitator:

Welcome to the English 5 Alternative Delivery Mode (ADM) Module 1, Lesson 1

on Distinguishing Text- types According to Purpose and Features: Classification.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that

will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the English 5 Alternative Delivery Mode (ADM) Module on Distinguishing

Text- types According to Purpose and Features: Classification. This module was
designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be

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enabled to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the English: Distinguishing Text- types According to Purpose and Features:
Classification. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module has in it one (1) lesson:

• Lesson 1 – English: Distinguishing Text- Types According to Purpose and

Features: Classification

After going through this module, you are expected to:

1. distinguish the different text- types according to purpose and features- to

classify. ENRC-IIc-3.2.1
2. identify information text- types.
3. read with automaticity grade level frequently occurring content area words.

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 What I Know

Directions: Classify the ideas or concepts found in the Word Bank. Write it
together to its proper label based on its characteristics.

Word Bank
All Souls’ Day Chinese inventive
Angelus Filipino Japanese
British hardworking kissing of hands
creative hospitable misa de gallo

Filipino Practices Character Traits

Nationality
1. __________ 1. __________
2. __________ 2. __________
1. _________
3. __________ 3. __________
2. _________
4. __________ 4. __________
3. _________
4. _________

Answer Key (Lesson 2)

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 What’s In

Directions: Complete the sentence by filling in a cause or an effect as

required. Box what is needed to complete each sentence: cause or effect. The
first item has already for you.

1. We need to take her to the hospital because the dog bit her.

cause / effect

2. Due to _______________________________, Cardo was late again in

school.

cause / effect

3. The police arrested him because____________________________________.

cause / effect

4. Since Emma bought all the candies in the store, Jenny______________.

cause / effect

5. ______________________________the restaurant closed down this month.

cause / effect

6. Due to ________________________________, the tickets were all sold out.

cause / effect

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 What’s New

Read the factual text:

Clouds are collections of millions of water droplets or ice crystals. They are
formed high above the Earth’s surface and sometimes at ground level. The three
main forms of clouds are cumulus, stratus and cirrus. Their shapes are clues to
predicting weather. Cumulus clouds are puffy with broad, flat bases. A few small
cumulus clouds signal fair weather. But tall, bulky cumulus clouds are called
cumulonimbus can produce thunderstorms. Stratus clouds are flat, sheet like
clouds. They normally mean warm or possibly wet weather. Cirrus clouds are wispy
clouds found at great heights. Full of ice crystals, these clouds often indicate stormy
weather. So the next time you leave the house, look up the sky, observe the clouds
and find out whether you will bring an umbrella or pack up a raincoat.

Comprehension Check
Answer the following questions below:
1. What is the text about?
__________________________________________________________________________________
__________________________________________________________________________________
2. How are the clouds formed?
__________________________________________________________________________________
__________________________________________________________________________________
3. What are the main three forms of clouds?
__________________________________________________________________________________
__________________________________________________________________________________
4. Describe the cirrus clouds.
__________________________________________________________________________________
__________________________________________________________________________________
5. How does the factual text help you in learning about clouds?
__________________________________________________________________________________
__________________________________________________________________________________

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 What is It

Let’s learn about the factual text you have read. Observe the first sentence in the
factual text.

Clouds are collections of millions of water droplets or ice crystals.

1. A factual text begins with a general classification or definition.

2. The facts are listed in sequence of related information about the topic.

Example:
The three main forms of clouds are cumulus, stratus and cirrus. Their shapes are
clues to predicting weather. Cumulus clouds are puffy with broad, flat bases. A few
small cumulus clouds signal fair weather. But tall, bulky cumulus clouds are
called cumulonimbus can produce thunderstorms. Stratus clouds are flat, sheet
like clouds. They normally mean warm or possibly wet weather. Cirrus clouds are
wispy clouds found at great heights.

3. It ends with a concluding comment.

concluding comment

So the next time you leave the house, look up the sky, observe the clouds and find
out whether you will bring an umbrella or pack up a raincoat.

Practice: Read these short texts. Find out which of these classifies or describes.
Write the answer on the blank.

_______________1. The amount of water on Earth remains constant. But it’s always
changing, from solid to liquid, from liquid to gas and back again. It moves in a
pattern called the water cycle. Heat from the sun causes the water in ocean, lakes
and rivers to evaporate into vapor. Further vapor is given off by the plants and
animals.

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________________2. Weather is the continuous changing conditions of air around us.
These changes can take many different forms, including wind, rain and snow. They
influence how people live every day. When it rains or snows, many persons are
often forced to stay indoors. Weather also affects one’s choice of clothes. One wears
light clothes when the weather is hot and thick, close- fitting clothes when it is
cold.

What’s More

A. Read each short text. Identify its purpose by writing on your paper to inform,
to instruct or to persuade.

___________ 1. Have you imagined living with trash? Trash may be dirty but we
can recycle it. Recycling saves resources and reduces the amount of garbage.

____________ 2. What is a storm surge? Storm surge is the abnormal upward push in
seawaterlevel during a typhoon measured as the highest of the water above the
abnormal expected astronomical tide. The highest surge tends to occur where the
strongest winds of the hurricane or storm are. That is why, people are highly alerted
or warned of such occurance. It can damage property and can claim people’s lives.

____________ 3. Chicken adobo is one of the favorite cuisene of Filipino. Here is the
procedure how to cook chicken adobo. In a bowl, marinate chicken in a mixture of
garlic, soy sause and vinegar. Set aside for 30 minutes. Heat oil in a pan and brown
the chicken. Add in smashed garlic and saute until slightly browned. Pour in water
and oyster sauce. Bring to a boil and cook until chicken is tender and cooked
through,season with salt and pepper then remove from heat. Serve the chicken
adobo.

_____________4. Water makes up 60% of the human body and is needed to help hold
a wholesome weight, flush pollutants from the body and bring physical fluids like
saliva. Water additionally contributes to regular bowel function, most advantageous
muscle performance and clear , youthful looking skin. However, failing to drink
enough water can cause dehydration and destructive symptoms, inclusive of fatigue,
headache, weakened immunity and dry skin.

_____________5. Here is the perfect time for cleaning your room. First, move all objects
that don’t have a right palce to the middle of the room. Get rid of at least 5 things
that you have not used in the ultimate year. Take out all the trash, and area all the
dirty dishes inside the kitchen sink. Now find a place for every things you had
positioned inside the center of the room. For any remaing gadgets, see if you can
squeeze them under your bed or stuff them into the closet. See, that was easy!

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 What I Have Learned

A factual text type that classifies, describes and gives true information
about people, animals, things or phenomena is called informational report.
It begins with a general classification or definition, then lists a sequence of
related information about the topic and ends with a concluding comment.

Directions: Read the text and answer the questions that follow:

Climate is the overall state of weather in a place over a long period

of time. Climate had changed over time in Earth’s history. Climate changed
may be due to changes in the amount of energy from the sun or the amount of
dust in the atmosphere.
In recent years, scientist had discovered that temperatures are
gradually rising around the world. This trend is known as global warming. It is
important to learn more about how climate changes because it affects the
environmental and way of life.

1. What is being defined or described in the text?

__________________________________________________________________________________
_________________________________________________________________________________

2. What related pieces of information about the topic are given? List down at least
three (3).
__________________________________________________________________________________
__________________________________________________________________________________

3. How was the text ended?

__________________________________________________________________________________
__________________________________________________________________________________

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 What I Can Do

Directions: Identify the following texts below. Write C if classifies and D if

describes.

______ 1. “The Ant and Grasshopper”

______ 2. “Regine Velasquez: Asia’s Songbird”

______ 3. “Two Were Left”

______ 4. “The Cat Family”

______ 5. “How to Make a Chiffon Cake”

Assessment

Directions: Read again the factual texts in “What’s New”. Classify the given ideas in
accordance with the appropriate description.

puffy with broad, flat bases signals fair weather full of ice crystals
flat, sheet like clouds found at great heights
wispy clouds can produce thunderstorms
mean warm or wet weather indicate stormy weather

Cumulus Clouds Stratus Clouds Cirrus Clouds

1. Puffy with broad, flat 1. 1.
bases
2. 2. 2.
3. 3.
4.

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 Additional Activities

Directions: Using the text inside the box, classify ideas based on their similarities
and differences. Write your answers in the Venn Diagram below.

Santol or Oranges

Santol and oranges are both fruits. They have similar shapes.
Santol have seeds as well as the oranges. They are not only sweet but also
nutritious. They are both growing from trees.
However, santol and oranges differ in their skin. Santol have thick,
bumpy and most often we eat their skin while oranges have thin and smooth
skin. They are also differ in color. Not only that, santol are meaty but oranges
are pulpy.

Similarities

Santol Oranges

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 10
What I Have
Janpanese 4.
Chinese 3. Learned
1. Climate
Filipino 2.
2. Climate is the overall
British 1.
Nationality state of weather in a
4. Inventive place over a long period
3. Hospitable D 5. of time. Climate had
2. Hardworking
C 4. changed over time in
1. Creative
C 3. Earth’s history.
D 2. Climate changed may
Filipino Traits C 1. be due to changes in
4. Misa de Gallo the amount of energy
from the sun or the
3. Kissing of Hands
Do
2. Angelus Can amount of dust in the
1. All Souls’ Day atmosphere.
3. It ends with concluding
What I
Filipino Practices
What I Know comment
What’s More
1. Persuade What Is It
2. Inform
1.Classifies
3. Instruct
2.Describes
4. Inform
5. Instruct
What’s In
What’s New
1.The dog bit her/ cause
1.Clouds
2.They are formed high above the 2. Waking up late / cause
Earth’s surface and sometimes at
ground level. 3. He stole the bag/ effect
3.cumulus, stratus and cirrus
4. Buys the chocolate instead/
4.Cirrus clouds are wispy clouds
effect
found at great heights. Full of ice
crystals, these clouds often 5. They did not pay the tax
indicate stormy weather.
that’s why/ cause
5.It helps me to understand about
clouds 6. Popularity of the band/
cause
Answer Key
 Assessment Additional Activities
Cumulus: puffy with broad, flat bases,
signal fair weather, can produce Santol: thick bumpy skin, brown color,
thunderstorms meaty

Stratus: flat, sheet-like clouds, mean

warm or wet weather Similarities: both fruits, same shape,
have seeds, sweet and nutritious, trees
Cirrus: wispy clouds, found at great
heights, full of ice crystals, indicate stormy
weather Oranges: thin and smooth skin, orange
color, pulpy

References

K – 12 Grade 5 - Curriculum Guide in English; LMs and TGs in English Grade Five
Most Essential Learning Competencies (MELC) Grade 5, pp.136
Milestone in Reading by Juanita B. Malijan, pp178
Joy in Learning English 5, pp. 112-113, 128- 134
http://pinterest.ph/pin/3813282
https://www.google.com/search?client=ms-android-sonymobile-
rev1&ei=Z7DZX5C0LMfR-
QaY1bPoCA&q=classifying%20ideas%20examples&oq=classifying%20ideas%
20&gs_lcp=ChNtb2JpbGUtZ3dzLXdpei1zZXJwEAEYBTIFCAAQyQMyAggAMg
IIADICCAAyAggAMgQIABBDMgIIADICCAA6BAgAEEdQqpkBWKqZAWCRzQN
oAHABeACAAeMLiAHjC5IBAzgtMZgBAKABAcgBCMABAQ&sclient=mobile-
gws-wiz-serp&fbclid=IwAR0v3UnFemG28AkY-
NIW6KbROUSxLxhRMOBNHuGmgkKGXigUOc9PrSk6RmU#imgrc=wlczfegq6
QrxCM

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 Note:

This material is locally developed by selected writers for educational purposes only. Although
the writer and the division office have made every effort to ensure that the information and
content in this module are accurate, the materials still subject for continuous quality assurance
for DepEd Learning Resources Standards compliance. The circulation of the learning material
shall be limited to public schools within the jurisdiction of the Division of Tagbilaran City.
Reproduction for commercial purposes is prohibited. Feedback, comments and suggestions
are welcome for the improvement of this learning material.

cid-irmds
nss-7.18.20

For inquiries or feedback, please write or call:

Department of Education – Tagbilaran City Division

Rajah Sikatuna Avenue, Dampas, Tagbilaran City, Bohol 6300

Telefax: (038) 427-1702

Email Address: [email protected]