6

English
Quarter 2 – Module 1.3
Language Features of Informal /
Factual Text
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 1.3: Language Features of Informal / Factual Text
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

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Telefax: (047) 237-2102
E-mail Address: [email protected]
 6

English
Quarter 2 – Module 1.3

Language Features of Informal /

Factual Text
Introductory Message
For the facilitator:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Language Features of Informational/Factual Text 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.

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For the learner:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Language Features of Informational/Factual Text!

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 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.

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 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.

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 is designed and written to give help in identifying the language
features of informational/factual text.

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

1. to identify the language features of factual/informational text(EN6-III-a-3.2)

2. to use the language features of factual/informational text
3. to determine the specific language feature used in factual/informational text

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 What I Know

A. Read the questions below and shade the correct box of the answer.
1. What is informational text?

It intends to entertain readers.

It is a kind of fiction.

It is written to inform a reader about a specific topic.

2. What is true about language features?

It literally means analyzing language.

It is a point of view

It is a propaganda

3. Which is an example of language feature?

fantasy

figures of speech

propaganda

4. “Which is not a language feature?”

points of view

punctuation

vocabulary

5. Which is the language feature of a report?

first person

general nouns

past tense

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B. Match letter A to letter B. Write the letter of the correct answer on the blank
before each number.

A B

________ 6. Glossary a. This feature explains what the

illustration/ photograph is

_______ 7. Caption b. Type of text structure that

describes an issue and least one
way to solve it

_______ 8. Table of contents c. A list of chapters in a book and the

page number where each chapter
starts

_______ 9. Bold words d. This text feature gives the

definitions of important words

_______ 10. Problem and solution e. This informs the reader of

important words/vocabulary found
within the paragraph

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 Lesson
Language Feature of
1 Informational/Factual Text

What’s In

Hey kid, what have you learned in your past grade level about examples of
Factual Texts? Is it like what the graphic organizer shows?

Problem and Cause and Effect

Solution

KEY
STRUCTURES

Compare and Description Chronological

Contrast Order

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 Let us try fishing! Connect a line from the fishing pole to the fish with the
example of informational text written in its body.

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 Notes to the Teacher
This module prepares the learners to present a coherent,
comprehensive report on differing viewpoints on an issue.

What’s New

Informational text is nonfiction writing intended to inform about a social

topic. It is a kind of text that gives data, definitions, descriptions, or details about a
fact. It has two main types: scientific and journalistic.

Factual text gives useful information about a particular topic which focuses
on facts. Examples are news reports, recipes, interviews, records, FAQS
(Frequently-Asked-Questions) and instructions.

Language feature literary means analyzing language. It helps to understand

what the writer is saying. Language techniques are usually used to convey the
message. Language features or techniques are considered literary devices.

Let us play “Fact or Bluff”. Have one member of the family read the given
item, while you answer “fact” if a literary device is mentioned or “bluff” if not.

1. Simile

2. Metaphor

3. Monologue

4. Irony

5. Imagery

6. Hyperbole

7. Joke

8. Quote

9. Alliteration

10. anecdote

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Answer the following question below.

1. What is the poem all about?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Is there a difference in the way of living before and now? How?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How would you describe the new normal way of living?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Is it easy to live in a new normal? Why? Why not?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Do you think it is right for some people to rant in the government? Why? Why
not?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Does the government effort to fight the COVID-19 enough? How did you say so?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. Do you agree with the decision of the DepEd to continue schooling amidst the
threat of COVID-19?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 What is It

Language features of informative/factual text are formal and factual in

nature. It should be easy to understand and based on truths.

Study the table below about the Language Features of Informative text.

Informative/Factual Text

Language Feature Explanation

1. use of catchy word in the headline The purpose is to grab the attention of
the reader.

2. words that answer the 5W’s The orientation sentence must answer
(Informative sentences) who, what, where, when, and why
questions since it is factual in nature.

3. written in 1st person/3rd person Use first person when the topic is
personal and third when pertaining to
something.

4. written in present/past tense Since something that is happening or

has already happened is being reported.

5. formal tone Since the purpose is to inform and to

sound like an expert on the topic.
Emotional expressions are discouraged.

6. use of subject-specific, technical To give knowledge of a particular

vocabulary procedure which may provide clues to
specific concept/s being discussed

7. use of time connectives To make the statements clear and

coherent

8. use of comparative language To explain a certain point

9. use phrases showing cause-effect To show relationships

10. use adjectives and adverbs To enhance description

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11. use rhetorical questions To engage reader’s interest

12. gives specific examples To further explain specific topic

13. use bullet point summary For the easy and short review of facts

14. use of short and clear words For simplicity and easy understanding
of the topic

What’s More

Guided Activity 1

Suppose you are one of the performers in the English Month Celebration.
You are tasked to recite the poem “Chameleon” by Eve Merriam.

Chameleon
by: Eve Merriam

A chameleon when he’s feeling blue,

Can alter his glum point of view.

By changing his hue

To a color that’s new,

I’d like to do that, wouldn’t you?

Now, verbally answer the questions below.

1. Which of the 5W’s does “when he’s feeling blue answer?

2. What point of view is used in the first line?

3. What technical term for color is used?
4. Which line is a first - person point of view?
5. Which line uses rhetorical question?

Great job!

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Guided Activity 2

Read the paragraph about “Earth”. Then, check all the language features
used in the checklist.

Earth is the third planet from the sun and where we live. Earth is unique
from other planets as it hosts living creatures and has water. The Earth completes
one spin in 24 hours also known as one day. It takes 365 days to complete the
rotation around the sun, 70% of the Earth is covered in oceans, but is still
considered a terrestrial planet due to rocky surface. The earth has one moon.
(www.allkidsnetwork.com)

Language Feature (Put check here) Language Feature (Put check here)

Use of words that Use of rhetorical

answer 5w’s questions

Use of 1st Gives specific

person/3rd person examples
point of view

Use of present Use of connectives

tense/past tense

Use of formal tone Use comparative

language

Use of adjectives Use short and

clear words

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Independent Activity 1

Shade the write column to identify the specific text for the language feature
given.
Language Feature (A) (B) (C)

1. Use of catchy 101 Fun Ways to Fun Ways to Ways to Spend

word in the Spend Spend Quarantine Quarantine Days!
headline Quarantine Days! Days!

2. Use of words A pregnant A pregnant woman Last night, a

that answer woman was walking at pregnant woman
5w’s robbed yesterday. Bonifacio Avenue walking at
was robbed last Bonifacio avenue
night. was robbed by 3
armed men.

3. use of past A knife was used The knife is for the A knife is being
tense against the man. man. used against the
man.

4. Use of first I was walking at You are walking at They are walking at
person point of the seaside when the seaside when the seaside when
view my friends came. my friends came. my friends came.

5. Use of The generator is The generator is The generator is

adjectives used to convert used to convert used to convert
mechanical mechanical energy.
energy into energy.
electrical energy.

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Independent Activity 2

Read the poem “Helping Grandma”. List all the language features used.

Helping Grandma
(Cindy Breedlove)

In the garden, on my knees,

grateful for the cooling breeze
I am weeding Grandma’s peas.
And I don’t even like them.

Sister weeds her corn with ease.

She won’t help, ignores my pleas,
leaves me here alone with peas.
And I don’t even like them.

Mom says that it’s good for me

to be helping family,
so I weed peas eternally.
And I don’t even like them.

(www.nowaterriver.com)

List the language features below.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 What I Have Learned

Let us see what have you learned….Try answering these questions verbally
on your own? Have someone in the family to listen to you so you can start building
your own fans club!

o What are informational/factual texts?

o What are the types of informational text?

o Can you give examples of informational or factual texts?

o What is a language feature?

o What are the language features of factual/informational texts?

Very nice kiddo! Who is the newest member of your fans club?

__________________________________________________________________________________

Now let us move to the next activity. Are you ready to test yourself?

What I Can Do

Below is an example of procedural informational text but it is too simple. It

should be detailed enough for someone to successfully achieve the goal. Use
language features in rewriting the procedural text.

How to Plant A Seed

Equipment:
a seed, a pot, soil, a spade, a watering can, water
Method:
1. Put a seed in the pot of soil.
2. Water it.
3. Leave it to grow.
(www.teachstarter.com)

You did a nice try kiddo!

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 Assessment

A. Read the statements below and determine the language feature used in each
number. Shade the correct box.

1. a dog treat.

point of view

present tense

specific vocabulary

2. Place it somewhere else.

point of view

present tense

specific vocabulary

3. Gently massage the shampoo all over your dog.

adverb

point of view

specific vocabulary

4. Dry your dog.

adverb

use of short and clear words

use of 5w’s

5. Sometimes, the sound of thunderstorms can last for several seconds.

adverbs

use of short and clear words

use of connectives

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B. Write the language features of the written/underlined examples.

6. moreover, especially, similarly ______________________

7. Some people prefer organic foods. ______________________

8. Practice social distancing! ______________________

9. The oil spill caused deaths to sea creatures. ______________________

10. The vent starts at 3:00 p.m. Please be on time! ______________________

Additional Activities

A. Underline the language features used in the passage

Tornadoes
A tornado is a storm that
can damage buildings and
land. Winds can reach up to
300 miles per hour.
Tornadoes form from huge
rain storms with thunder
and lightning or
thunderstorms. Cool dry air
from the north and warm,
moist air from the south
meet. This causes
thunderstorm which can
become extreme. When the
gasps in the air are not
stable, the winds can get
stronger and create tornado.

(www.education.com)

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B. Write the language features of the written examples.

1. crashed ____________________________

2. I did it! ____________________________

3. golden daffodils ____________________________

4. revise ____________________________

5. Do you think that is the right thing to do? ____________________________

6. on, over, beneath, against, during ____________________________

7. The sun shines at 6:30 a.m. tomorrow. ____________________________

8. Wear the mask, colored side out! ____________________________

9. Tiny droplets of water evaporate. ____________________________

10. Eventually, rain falls on the earth. ____________________________

C. Together with some friends or members of the family, can you create a
paragraph about the pandemic Covid -19 using the language features of
factual texts?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 17
Assessment:
Additional Activities
1. specific
Tornadoes vocabulary
2. present tense
3. adverb
use of descriptive words or 4. use of short and What I Can Do
adjectives clear words
use of cause and effect 5. use of Answer may vary
relationship connectives
degrees of comparison 6. use of
use of technical terms connectives
7. use of technical
use of simple words
terms
8. use of catchy
words
What’s More
Independent Activity 2 What’s More
What’s More What’s More
Helping Grandma
Guided Activity 2
Cooling breeze - use of Independent Guided Activity 1
adjective Activity 1 All boxes have
And I don’t even like check except boxes 1. when
them – use of of: 2. third person
connectives
With ease – use of -use of rhetorical 3. hue
questions
technical term
4. 5th line
And I don’t even like -gives specific
them – first person examples 5. 5th line
point of view
- use of comparative
grammar
language
What’s New What’s In
1. fact / cause-effect
What I Know:
2. fact / comparison-
contrast 1. It is written to
3. bluff inform a reader
What Is It / descriptive text about a
4. fact
specific topic
Answers / problem-solution 2. It literally
5. fact
may vary means
essay
6. fact analyzing
magazine articles language
7. bluff 3. figures of
interviews speech
8. bluff 4. punctuation
speeches 5. past tense
9. fact
legal documents
10.bluff
Answer Key
References
Department of Education (DepEd). Joy in Learning English 6. Learner’s Material.
First Edition, 2013

Department of Education (DepEd). K to 12 Curriculum Guide: English, 2016

Eusebio, Maria Fe and Zotomayor, Perla A., Essential English 6, Rex Book Store:
Sampaloc, Manila, 2017

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]