Eng4 Q2 W5 PPT 1

ENGLISH 4 D
A
Comprehending Informational
Y
Texts
(Enumerative-Descriptive) 1
QUARTER 2 WEEK 5
Activate
Write L in the space provided if the given
reading material is a literary text and I if it is
an informational text type.
1. 2. 3.
Aims
Read.
Aims
Read.
Aims
Read.
Aims
Read.
Aims
In conclusion, the grouper fish, crab, squid, tiger
prawn, and other marine creatures live in
different ocean habitats where they get rest,
nourishment, and shelter. In order to care for
these marine creatures, we need to protect the
ocean and the wonderful habitats where they
live.
Aims
Answers to the following questions.
1. What is the text all about?
2. What do you think is the purpose of the writer
for writing the text?
3. What do you think is the message of the text?
4. What type of text do you think it is? Why do
you say so
Aims
Literary, or fiction, books are stories that are made
up by an author. Informational, or nonfiction, books
give facts.
Literary (Fiction) Text: A story about people,

animals, or events that is made up by an author.
Informational (Nonfiction) Text: A book that gives

information or facts about real people, things, or
events.
Activity 1
Based on the readings you have about Exploring
Your Favorite Seafoods and Where They Live, do
the following.
Comprehension:
Topic, Main Idea, and Writer’s Purpose (Group
Work) Answer each question below.
1. What is the text about? The text is about
____________________
2. What is the message or main idea of the text?
I think the message of the text is
____________________ purpose?
Activity 1
3. What do you think is the writer’s purpose?
I think that the writer wrote this text

to________________________
4. What type of text is the given example? Why

do you so? I think the text is an example of a/an
__________________________.
I say so because ______________.
Activity 2
Complete the table below by writing down the
information asked.
Activity 2
Complete the table below by writing down the
information asked.
Activity 3
Fill out the fishbone diagram below with the
characteristics of the marine habitats described
in the text that you read.
Abstraction
Differentiate literary from informational text.
Assessment
Color the marine creature in the box if you think
that the infographic poster uses the given text
type.
Assessment
Color the marine creature in the box if you think
that the infographic poster uses the given text
type.
ENGLISH 4 D
A
Y
Texts
QUARTER 2 WEEK 5
Activate
Search for and underline the following words found
in the reading passage, “Your Favorite Seafood and
Their Habitats.”
Activate
Activate
Aims
Watch and learn.
https://www.youtube.com/watch?
v=dY_huU4w_UY
Aims
Study
Context clues are hidden in the surrounding
text. The new word will be situated in a
particular context, and you can often use that
to deduce its meaning. The clues will hint at
the meaning, and you can usually figure out
what the word represents.
Aims
Sometimes you can guess the meaning of
new words or phrases based on the words
around it (the context).
Follow these steps to help you guess the
meaning of an unknown word:
Identify the part of speech.
Aims
Look at the words and sentences around the
unknown word. Try and find its synonym or
antonym in the text.
Look at information given later in the
sentence to give you a clue.
Look to see if there is a smaller, more
common word in the unknown word.
Try a synonym in the sentence. Does it make
sense?
Activity 1
Listen and answer the following.
Activity 1
Select which context clues give a hint to the
meaning of each of these words. 1. cycle
A. can’t see it
B. on the earth
C. series of events goes round and round
2. vapor
A. through this cycle
B. a gas
C. liquid water
Activity 1
3. evaporate
A. heat is added to water
B. heat is taken away
C. turning from liquid into gas
4. condense
A. turning from gas into liquid
B. it freezes
C. turning from liquid to solid
Activity 1
5. particle
A. tiny
B. create
C. Becomes
6. precipitation
A. particles of water
B. rain or snow
C. absorbed in the ground
Activity 1
7. What context clue gives you a hint
to the meaning of the word
“constantly”?
Activity 2
Listen and answer the questions below.
Activity 2
Select which context clues give a hint to the
meaning of each of these words.
1. cycle
A. one of the stages
B. series of events
C. thousands of years
2. magma
A. produces enough heat
B. melted rock
C. top crust of the earth
Activity 2
3. igneous rock
A. magma cools into solid rock
B. this kind of rock
C. the earth’s crust
4. weathering
A. this kind of rock
B. over time
C. breaks down into smaller and smaller
pieces
Activity 2
5. sediment
A. process
B. soil
C. water and wind
6. erosion
A. transportation of the soil
B. sediment is pressed down
C. more sediment on top
Activity 2
7. What context clue gives you a hint to the
meaning of the term “sedimentary rock”?
Abstraction
How to infer meaning of words from context
clues?
Abstraction
Fill out the cluster board below with details from the
infographic. Write down the causes of marine pollution next
to the numbers and the explanation and examples on the
lines provided.
ENGLISH 4 D
A
Texts Y
QUARTER 2 WEEK 3
Activate
Draw a line between each marine creature, its
name, and its habitat. Share your answer with your
seatmate.
Activate
Aims
Watch and learn.
https://www.youtube.com/watch?
v=soQs4k5_vQQ
Aims
Study
Inference is just a big word that means a
conclusion or judgement. If you infer that
something has happened, you do not see,
hear, feel, smell, or taste the actual event.
Aims
In drawing conclusions (making inferences),
you are really getting at the ultimate
meaning of things – what is important, why
it is important, how one event influences
another, how one happening leads to
another.
Activity 1
The following statements are possible
conclusions or inferences that we can make
based on the information given in the text.
Draw a if the statement can be inferred or
concluded from the text and a , if it cannot
be concluded from the text.
Activity 1
Activity 2
Listen to the story. Then, answer the
questions below.
Activity 2
1. Why did the animals bring their problems
to the Lion?
A. The animals knew the Lion was powerful.
B. The animals knew the Lion was fair.
C. The animals feared that the Lion would
punish them.
Activity 2
2. Why did the Lion write a Royal Order?
A. The Lion wanted the best for each and
every animal.
B. The Lion was tired of the animals bringing
their problems to him.
C. The Lion wanted to be King of the field
and forest.
Activity 2
3. Why did the Lion call all the creatures
together to hear the Royal Order?
A. The Lion wanted to show off his power.
B. The Lion wanted to punish the strongest
of the creatures.
C. The Lion wanted every creature to hear
the new rules.
Activity 2
4. What was the purpose of the Lion’s Royal
Order?
A. Natural enemies would live together in
peace.
B. Natural enemies would live in different
places of the forest.
C. Natural enemies would have to settle
their own differences.
Activity 2
Think about what makes the most sense, to draw a
conclusion:
5. This is probably because:

A. The Rabbit was afraid that the Lion was trying to
trick all the creatures.
B. The Rabbit did not think the Lion’s new rules would
work.
C. The Rabbit did not want to be friends with the Dog.
Activity 2
6. Draw another conclusion: What lesson is
this story meant to teach?
Abstraction
Writing down 1-2 conclusions that you have
drawn based on information you have read
about the causes of marine pollution. Based
on what I have read and understood from
the poster, I therefore conclude
that____________________.
Assessment
What inferences and conclusions can you draw from
the infographic poster? Put a
before the statement if it is an inference or
conclusion that you can make from the poster and a
if it is not.
Abstraction
Writing down 1-2 conclusions that you have
drawn based on information you have read
about the causes of marine pollution. Based
on what I have read and understood from
the poster, I therefore conclude
that____________________.
ENGLISH 4 D
Comprehending Informational A
Texts Y
QUARTER 2 WEEK 5
Activate
Read and make a summary about it. Take
not of the main ideas below.
Activate
Comets in our solar system orbit the sun.
Comets are made of frozen gasses and bits
of rock and dust.
When comets are visible from earth, the
appear to be motionless.
The most famous comet is Halley’s Comet.
Aims
Watch and learn.
https://www.youtube.com/watch?v=2bElqOH6Ct8
Aims
Study
Why outline?
Helps you visualize ideas
Helps you organize your ideas before writing
How to Make an Outline

I. Main Idea
A. Supporting Idea
1. Detail or Example
B. Supporting Idea
II. Main Idea
Aims
Summarizing is shortening a text or story with its
elements and intact. When you summarize, you
gather only the important details of the text.
Other details which are less important, those that
may not affect the meaning or message of the
text when removed, may not be included.
Aims
Here are tips to summarize a story.
1. Read the story. It will easy to summarize a
story when reading it.
2. Find the main characters.
3. Find the main idea.
4. Find the important events in the story.
Activity 1
Complete the outline below by filling in the
blanks with details and ideas from the list in
the box.
Activity 1
Activity 1
Activity 2
Complete the given summary paragraph below
by filling in the blanks with the appropriate list
sentence or phrase from the box.
Activity 2
Abstraction
Reflect on the things they learned and on the
learning process. Do it in your journal.
Assessment
Draw a in the box before the sentence that best
summarizes the Causes of Marine Pollution,
presented in the infographic poster.

Eng4 Q2 W5 PPT 1

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ENGLISH 4 D

Literary (Fiction) Text: A story about people,

Informational (Nonfiction) Text: A book that gives

I think that the writer wrote this text

4. What type of text is the given example? Why

5. This is probably because:

How to Make an Outline

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