7 English

Quarter 3
Expository Text, News and
Press Releases, Features

Evaluating
Informational Text in a
Range of Media

GRADE 7 ENGLISH COURSE BOOK

Quarter: 3
School Year: 2024–2025
Prepared by: Bagongon, Corazon H.
Cabaluna, Sunshine Pearl
Dutosme, Dan Emelie
Wansagan, Mel Rose
School: Valencia Colleges (Buk.) Incorporated

Table of Contents
Course Overview
This Grade 7 English course helps students understand and
use informational and journalistic writing. Students learn to
recognize different ways information is organized (like steps
in a process, comparisons, causes and effects, and problems
and solutions), write news articles, press releases, and
feature articles, and understand how media uses persuasion
and visuals (like charts and graphs) to communicate
effectively. The course uses various activities like reading,
writing, group work, and presentations, and students are
assessed through quizzes, assignments, and a final project.

General Objectives:
At the end of the quarter, students will be able to:
a. understand and explain different types of informational and
journalistic texts like expository texts, news articles, press
releases, and feature stories by learning their parts, how they
are organized, and why they are written;

b. show interest and appreciation for reading and writing

informational texts by joining group discussions, thinking
about the effects of ads and stereotypes, and respecting other
people’s ideas and writing styles; and

c. write different types of texts (like paragraphs, news articles,

and features) and create visuals (like charts or graphic
organizers) to show what they have learned and share their
ideas clearly.
Unit Title: Expository Text, News and Press Releases, Features
Weeks covered: 1 week
Learning Competency: Examine text structures for clarity of
meaning and purpose (expository text: sequence/process,
comparison-contrast, cause and effect, problem and solution).

Lesson 1- Non-Journalistic Texts: Expository Texts

Lesson Objectives:
 identify and explain the different types of expository text
structures: sequence/process, comparison-contrast, cause
and effect, and problem-solution.
 appreciate how clear organization helps readers and
writers communicate more effectively.
 write a simple, well-organized paragraph using one of the
text structures discussed.
Materials Needed: manila paper, markers, laptop, projector,
handouts with various text examples.

Lesson Proper:
Introduction/Motivation (5 minutes)
There will be 2 groups for this activity.
Each group will arrange the sentences in the correct order.
The first group to complete the task correctly will win a special
prize, so work quickly, clearly, and as a team!

Discussion/Guided Practice
Gallery Walk: “Walk the Structure Talk” (20 minutes)
Setup:
1. There are 4 different short texts, each clearly showing one
structure:
- Compare-Contrast
- Cause and Effect
- Sequence/Process
- Problem-Solution

2. The class will be divided into 4 groups. Each group is assigned

one text structure and is given:
- Their sample text
- A Manila paper
- Markers
- Masking tape

Instructions:
Step 1 – Analyze and Prepare (5 minutes):
Each group:
Reads their assigned text
Identifies the structure and supporting clue words
Summarizes the content in their own words
Creates a poster that includes:
- Structure name
- Definition
- Clue words
- Example (summarized or visualized)
Step 2 – Gallery Walk (7 mins):
Groups go around the room (1 minute per poster) to read and take
notes on the other groups' work using a worksheet.

Step 3 – Group Sharing and Presentation (8 minutes)

- After the gallery walk, each group will choose one structure (not
your own) that you have learned from another group’s poster.
- You will then present what you have understood about that
structure:
 The definition of the structure
 The clue words noticed
 A summary or insight from the example on the poster.

Expository Texts:
Activity/Group Work
In the same group, write a simple and well-organized paragraph
using the assigned text structure (Compare-Contrast, Cause and
Effect, Sequence/Process, or Problem-Solution). Make sure your
paragraph clearly shows the structure through clue words and
logical flow.

Paragraph Writing Rubric

Criteria 4- 3 - Good 2 - Fair 1 - Poor
Excellent
Structure Correct and Mostly clear, Attempted Not used or
clear use of minor but unclear wrong
structure confusion structure
 Clue Words Clear and Some clue Few or None or
appropriate words used unclear clue incorrect clue
clue words words words
Organizatio Well- Mostly Somewhat Hard to
n organized organized disorganized follow
and easy to
follow
Content Clear, Mostly clear Some Unclear or
logical, and and relevant unclear or unrelated
relevant off-topic ideas
ideas ideas
Group All Most Uneven Minimal
Work contributed participated contribution collaboration
equally

Quiz
Part I – Multiple Choice (1 point each). Choose the letter of the
correct answer.
1. Which of the following clue words signal a **sequence/process**
structure?
A. because, since
B. first, next, finally
C. but, however
D. problem, solution

2. A text that explains the similarities and differences between two

things uses which structure?
A. Cause and Effect
B. Sequence/Process
C. Comparison-Contrast
D. Problem-Solution
3. “Due to heavy rainfall, several roads were flooded.” This sentence
shows which text structure?
A. Comparison-Contrast
B. Problem-Solution
C. Sequence/Process
D. Cause and Effect
4. Which of the following best defines **Problem-Solution**
structure?
A. Explains reasons why something happened
B. Compares two or more things
C. Lists steps in order
D. Identifies an issue and proposes a fix

5. What structure is used in this sentence?

“While cats are independent and low-maintenance, dogs are loyal
and need attention.”
A. Problem-Solution
B. Cause and Effect
C. Comparison-Contrast
D. Sequence/Process

Reflection/Exit ticket
Title: Reflecting on Text Structures
1. Think about today’s lesson.
We explored four types of expository text structures:
 Sequence/Process
 Comparison-Contrast
 Cause and Effect
 Problem-Solution
2. Choose one text structure that you found the easiest to
understand or the most interesting to learn about.
3. Answer this reflection question in 4–5 sentences in a ¼ sheet of
paper.
Which text structure did you find easiest or most interesting to
learn, and how do you think it can help you understand or write
better texts?
4. In your answer, try to:
 Name the structure you chose
 Explain why you found it easy or interesting
  Describe how it helps you as a reader or a writer
5. Write in complete sentences. Be honest and thoughtful. There are
no wrong answers.
Examples:
1. One thing I learned today is………….
2. One area where I still need more practice is…….

Lesson 2 – Journalistic Text (News and Press Releases, Features)

Lesson Objectives:
 identify the structure and purpose of each text type;
 show curiosity and interest in different journalistic styles; and
 write a short journalistic piece based on a real-life school
scenario.

Materials Needed: manila paper, markers, laptop, projector,

handouts with various text examples.

Lesson Proper:
Introduction/Motivation (5 minutes)
Picture This!
1. Look at the mysterious or interesting picture.
 Look closely. What do you see? Think about the people, setting,
mood, and action in the image.
2. Think Like a Journalist.
- Imagine you’re a reporter assigned to write a story about this
picture.
- What kind of story would you write? Would it be:
 A breaking news story?
 A feature article about a person, place, or event?
 A detailed investigation of something hidden in the photo?

3. Make a Guess.
 Write down or say your idea: What kind of article could be
written about this image?
  Include a possible headline and a short sentence about what
the article would focus on.
4. Share and Discuss.
 Share your guesses with the class.
 Listen to others and notice how the same image can lead to
different kinds of stories.
Lesson Proper
Discussion/Guided Practice
Brief Explanation with Visuals
Text Type Purpose Key Features
News Inform objectively and 5Ws and 1H, headline, lead,
quickly inverted pyramid

Press Announce something Formal tone, organization info,

Release from a group quote

Feature Entertain or inform in Human interest, storytelling,

Article depth creative lead

Guided Practice / Discussion (5 minutes)

Journalist Hat Circle
How it works:
1. Pass around a “journalist’s hat” (real)
2. Whoever wears it must read a sentence aloud from a sample
and say which journalistic type it belongs to and why. (short
excerpts (3–5 sentences) of a news article, press release, and
feature.)
3. Peers agree/disagree with reasons.

Activity/Group Work
Breaking Newsroom
You’ll now become junior journalists! The class will be divided
into 3 groups. Each group will receive a unique school-related
scenario, but you will write about it using a different journalistic
text type.

Here’s what each group will do:

🟦 Group 1 – News Writers:
1. Your task is to write a news story based on your given
scenario.
2. Use the 5Ws and 1H: Who, What, When, Where, Why, and
How.
3. Your goal is to report facts clearly and objectively — no
opinions or flowery words.
4. Start with a strong lead that summarizes the most
important information.

🟨 Group 2 – Press Release Team:

1. You will write a press release as if you are part of the
school administration or event organizer.
2. Announce the event in a formal, informative tone.
3. Include a headline, the event details, a short background,
and a quote from an organizer or principal.
4. Pretend this will be sent to the media to promote the
school.

🟩 Group 3 – Feature Writers:

1. You will write a feature article based on the same event,
but with a storytelling angle.
2. Think: How can you make the reader feel interested or
inspired?
3. Start with a creative lead (you may begin with a short
scene, dialogue, or description).
4. Include interesting details, quotes, and emotions — your
goal is to entertain or move your reader.

📝 Materials & Time:

1. You will have 15 minutes to write your article using the
template or chart paper I’ll give you.
2. Assign one writer, one timekeeper, one presenter, and one
idea-checker in your group.
3. Work together — everyone should contribute ideas.

✅ After Writing:
1. Each group will present their work briefly.
 2. The class will guess what type of journalistic text it is —
news, press release, or feature.
3. I’ll give feedback after each one.
🌟 Tips:
 Be creative, clear, and stay true to your assigned format.
 If you finish early, polish your grammar and presentation.
 Ready? Journalists, grab your pens — and start writing!

📋 Breaking Newsroom Rubric (20 points total)

Criteria 5 – Excellent 4 – Good 3 or Below –
Needs
Improvement
Content Follows format Mostly Incorrect format
& Format fully; follows or many missing
complete and format; 1–2 parts
clear parts
missing
Purpose Clear goal; Mostly clear; Confusing
& correct and some info purpose; many
Accuracy relevant info unclear or errors
off-topic
Creativit Very engaging Somewhat Dull or lacks
y& and creative engaging; effort
Interest needs more
style
Teamwor All Most helped; Few
k contributed; minor role participated;
roles followed issues weak teamwork

Assessment:
📝 Quiz: Identify the Type of Journalistic Text
Directions: Read each sentence or headline below. Decide what
type of journalistic text it is: News, Press Release, or Feature
Article. Write your answer on the space before each number. (2
points each)
________1. "A fire broke out in Room 204 at 9:00 AM. No one was
hurt, and firefighters arrived quickly."
________2. "The Science Fair will be held on March 12. According
to the principal, the event aims to boost creativity."
________3. "Liza woke up nervous. It was her first time joining the
Math Quiz Bee — but she was ready."
 ________4. "Grade 10 students win regional robotics contest; will
represent the school in nationals."
________5. "The school proudly announces the launch of its first
eco-club. This effort is part of the school’s green program."
________6. "Mr. Reyes, the janitor known for his friendly smile, has
worked at the school for 20 years. Here’s his inspiring story."
________7. "Basketball Finals: Eagles beat Tigers, 68-62, in
thrilling game last Friday night."
________8. "Sunshine High School invites all alumni to the Grand
Reunion on October 20, 2025."
________9. "Despite losing her voice a day before the contest,
Maria still sang and won the competition."
________10. "Teachers to attend professional training on digital
learning tools this Friday, says school memo."

Reflection/Exit ticket
🟨 Sticky Note Scoop! 📝
Pretend you're a reporter writing a mini headline about your
learning today!
🎯 Your Task: On your sticky note, complete these fun prompts:
🗞️“Hot off the press! Today I learned that…
🎉 “The part that made me say ‘Wow, that’s cool!’ was…
🗣️When you're done, stick it on the “Reflection Wall” or raise your
hand to share your scoop with the class!
💥 Exit: Once you've shared or stuck your sticky note, you’re all set
to exit the class! Grab your things, and you're free to go!

Learning Competency: Analyze propaganda techniques used in

informational texts for political correctness.

Lesson 3: Testimonials vs. Plain Facts

Lesson Objectives:
 tell the difference between testimonial and plain fact by
looking at examples from ads or written texts.
  understand why it’s important to know if something is just
someone’s opinion or a real fact, especially when watching or
reading ads.
 work in groups to create and present two short ads—one using
a testimonial and one using plain facts—to show what they’ve
learned.

Materials Needed: manila paper, markers, laptop, projector,

handouts with various text examples.

Introduction/Motivation (5 minutes)
Show a short video clip using a celebrity testimonial, then a factual
news statement.
Questions
 Who is the source?
 Is it based on opinion or evidence?
 How does it influence the audience?

Lesson Proper (15 minutes)

Discussion / Guided Practice (10 minutes):
Two Types:
Testimonial: A famous or respected person endorses an idea or
product (not always based on facts).
Plain Facts: Verified, objective statements supported by evidence.

Testimonials Plain Facts

 Based on opinions Similarities  Based on objective,

or verifiable information
 personal Objective and  Supported by evidence,
evidence- statistics, or research
experiences
based  Aims to inform rather
 Often feature
than persuade
celebrities, Found in
 Not influenced by
 experts, or ordinary reports,
personal opinion
 people textbooks,
 Used in news reports,
 Meant to persuade and studies
textbooks, and research
or papers
influence
Activity: Ad Agent Showdown
1. Form 5 groups
2. your group will have a Product Card (energy drink).
3. As a team of advertising agents, your task is to create two short
ads for your product:
 One Testimonial Ad – This should include a personal opinion or
an endorsement from a celebrity, expert, or user.
Example: “A famous athlete says this bag helped them win!
 One Plain Fact Ad – This should state a verifiable fact or
description about the product.
Example: “This bag weighs only 300 grams and is waterproof.
 When your group is ready, present both ads in front of the
class.
One person will read the testimonial, another will read the
plain fact.

✅ Rubric: Ad Agent Showdown

Criteria Excellent (5 pts) Good (3–4 pts) Needs Work
(1–2 pts)
Ad Content Both ads clearly match Ads are mostly Ads are unclear
the type correct with or incorrect
(fact/testimonial) small mistakes types
Creativity Ads are original, fun, Ads are Ads lack
and engaging somewhat creativity or
creative are copied
Clarity and Ads are spoken clearly Some parts are Hard to hear or
Delivery and confidently clear, some understand
mumbled
Teamwork Everyone in the group Most members Only 1 or 2
joins in participate members
present
 Effort Group shows great Some effort Little effort or
effort and preparation shown rushed work

Assessment
✅Circle the Type:
T = Testimonial
F = Plain Fact
📝 Then answer: Why do you think it is a testimonial or a fact?
1. 🗣 “I always use this cough syrup—just like Vice Ganda—it works
every time!”
⃝T ⃝F
💬 Why? _________________________________________________

2. 🗣 “Manila is the capital city of the Philippines.”

⃝T ⃝F
💬 Why? _________________________________________________
3. 🗣 “According to Coach Chot Reyes, drinking this sports drink helps
players stay sharp.”
⃝T ⃝F
💬 Why? _________________________________________________

4. 🗣 “Rizal Park in Manila spans 58 hectares and is a national

historical site.”
⃝T ⃝F
💬 Why? _________________________________________________

5. 🗣 “Kathryn Bernardo says this skincare product made her face

smoother and glowing.”
⃝T ⃝F
 💬 Why? __________________________________________________

Reflection / Exit Ticket:

Media Detective
Instructions:
As a quick exit ticket, write in a ¼ sheet of paper your reflection.
Find one ad you’ve seen recently (it could be on TV, the internet, or
even a billboard). Describe whether it used a testimonial or a plain
fact, and explain why you think it was one or the other."

Lesson 4: Stereotyping vs. Fear Appeals

Lesson Objectives:
 analyze whether the messages are fair, effective, or harmful.
 show awareness of how stereotypes and fear appeals affect
people's feelings and beliefs.
 create and act out short role-play scenarios showing examples
of stereotyping or fear appeals.

Materials Needed: manila paper, markers, laptop, projector,

handouts with various text examples.

Introduction/Motivation
🔍 Activity: "Guess the Message Trick!"
"You're going to be Ad Detectives! Each group will get a card with a
short ad or message. Your job is to ask:
 What is this ad trying to make people believe or feel?
 How is it convincing the audience?
 Is it using fear or an unfair generalization to influence people?

📝 Ad Card Prompts (1 per group):

1. “People like you don’t belong in college. Choose a practical job.”
2. “If you don’t act now, your family might suffer later!”
3. “All gamers are lazy—this app helps you be productive!”
4. “Protect your future—before it’s too late.”
5. “Girls aren’t good at math. This app helps make it easier for
them.”

💬 After the Group Shares:

“What kind of trick is this message using to change someone’s
thoughts or feelings?”
Lesson Proper:
💡 Let’s Define the Techniques
🔸 Stereotyping
Stereotyping means showing an oversimplified and fixed idea about
a group of people.
Example: Saying "all boys love sports" or "girls are bad at math."
➡️This is unfair and often untrue.
🔸 Fear Appeal
Fear appeal is when a message tries to scare people to make them
act or believe something.
Example: "If you don’t lock your door, someone might break in."
➡️It uses fear to push action or belief.
📸 Quick Ad Samples (printed or projected examples):
- What is this ad trying to say or suggest?
- Who might feel affected, offended, or judged by this message?
- Do you think this message is fair or politically correct? Why or
why not?

📝 Let’s Compare – T-Chart Time!

Stereotyping Fear Appeal
Assumes all people in a group Tries to scare you to make you
are the same believe/do something
Based on gender, race, age, Based on danger, loss, illness,
jobs, etc. threats
Can hurt, insult, or mislead Can stress or pressure people
people
Activity/Group Work (5 minutes)
Short Scenarios
The class will be divided 4 groups with assigned scenario.
Create short scenarios where you role-play situations involving
advertising or everyday conversations that use stereotypes or fear
appeals. Act out the scene, then discuss how stereotypes or fear
appeals were used and their effectiveness (or lack thereof).
Examples:
A salesperson using a fear appeal to sell a security system.
Friends discussing a controversial advertisement that uses a
stereotype.
A job applicant facing a discriminatory interview question.
Debrief: After the role-playing, lead a class discussion about the
effectiveness of the different techniques, focusing on their ethical
implications.

Criteria Excellent (5 pts) Good (3–4 Needs Work

pts) (1–2 pts)
Message Clearly shows a Message is Unclear or
Clarity stereotype or fear mostly clear confusing
appeal message
Creativity Scenario is unique, Some Lacks creativity
engaging, and creativity or copied idea
original shown
Participation Everyone in the Most Only a few
group plays a role members join members
in speak/act
Discussion Gave clear thoughts Gave some Gave little or no
Insight on the effect and ideas but not explanation
fairness of the in depth
message
Effort Well-prepared and Some effort Little effort or
confident shown rushed
performance performance

Assessment
Read each statement carefully and choose the best answer.
1. Stereotyping is best defined as:
a) A fair and accurate description of a group of people.
b) An oversimplified and fixed idea about a group of
people.
c) A technique used to encourage positive behavior.
d) A type of persuasive advertising that focuses on logic.
2. Which of the following is an example of a stereotype?
a) "Regular exercise improves heart health."
b) "All teenagers are irresponsible."
c) "Smoking increases the risk of lung cancer."
d) "This new phone has the latest technology."
3. A fear appeal in advertising primarily aims to:
a) Make the audience feel good about themselves.
b) Scare the audience into taking action.
c) Provide factual information about a product.
d) Create a sense of community among viewers.
4. Which of these is an example of a fear appeal?
a) "Our toothpaste makes your teeth whiter."
b) "Don't get left behind—buy our new gadget!"
c) "This car is fuel-efficient and reliable."
d) "Our company supports local charities."
5. The statement "All doctors are wealthy" is an example of:
a) A fact.
b) A fear appeal.
c) A stereotype.
d) Logical reasoning.
6. An advertisement that uses a stereotype is often considered:
a) Ethical and persuasive.
b) Unfair and potentially harmful.
c) Informative and objective.
d) Based on sound scientific evidence.
7. Which of the following is a potential negative consequence of
using fear appeals in advertising?
a) Increased product sales.
b) Improved public health.
c) Increased anxiety and stress in the audience.
d) Greater consumer awareness.
8. Why are stereotypes often considered problematic?
a) They are always untrue.
b) They oversimplify complex groups of people.
c) They are never used in advertising.
d) They promote critical thinking.
9. A commercial showing a single mother struggling financially to
emphasize the importance of life insurance is using which
persuasive technique?
a) Stereotyping
 b) Logical reasoning
c) Fear appeal
d) Testimonial
10. The statement "If you don't buy this product, you'll
regret it!" is an example of:
a) A fact
b) A stereotype
c) A fear appeal
d) Logical reasoning

Reflection / Exit Ticket

The Power of Words" Word Cloud
Create a word cloud using words and phrases that describe your
feelings and thoughts about stereotypes and fear appeals after
today's lesson. Consider words like: manipulative, unfair,
persuasive, ethical, effective, concerning, powerful, etc. Then write
4 sentences explaining what your word cloud represents.

Learning Competency: Analyze how non-linear texts represent

and/or summarize the contents of informational text
Lesson 5: Analyzing Charts
Lesson Objectives:
 analyze a chart and identify patterns, trends, and correlations
within the data;
 value the importance of charts through analyzing and
summarizing the informational text.; and
 present findings and discuss any similarities or differences.
Materials Needed: manila paper, markers, laptop, projector,
handouts with various text examples.

Introduction/Motivation

Students' Progress

1.2

1.4

3.2 8.2

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

 Chart Title
6
5
4
3
2
1
0
Category 1 Category 2 Category 3 Category 4
Series 1 Series 2

What information can you gather from this visual representation?

Lesson Proper
Charts provide a visual representation of data making it easier to
understand and interpret. Charts help identify patterns, trends, and
correlations in data, which can be difficult to discern from raw
numbers.
Types of Charts:
Bar Charts: Used to compare categorical data

Filipino Chart Title

Science
Math
English
Pie charts:
0 1Used to 2 display3 proportional
4 5 data or
6 how different
3rd quarter 2nd quarter 1st quarter
categories contribute to a whole.

Line Charts: Used to show trends and patterns over time

Why Use Charts
Easy to understand: Charts make complex data easier to
understand by providing a visual representation.
Helps with Analysis: Charts helps us see patterns and trends
Good for Sharing: Charts make it easy to share information with
others.

Activity
 The class will be divided into 3 groups
 Each group will be given a chart and corresponding
informational text.
 Each group analyzes and summarizes the informational text.
 Present findings and discuss any similarities or differences.

Assessment
1. What is a main purpose of the chart?
a. To tell a story
b. To display complex data in a visual format
c. To compare different texts
2. Which type of chart is best for showing trends over time?
a. Bar chart
b. Line graph
c. Pie chart
d. None of the above
3. What can charts help us identify in data?
a. Only patterns
b. Only trends
c. Both patterns and trends
 d. Neither patterns nor trends
4. Which type of chart is used to compare categorical data?
a. Line graph
b. Pie chart
c. Bar chart
d. None of the above
5. Why are charts useful?
a. They make data harder to understand
b. They make data easier to understand
c. They are only used for decoration
d. They are not useful at all

Reflection/Exit ticket
Write your answer in a ¼ sheet of paper.
What kind of chart would be best to show data easier? Why?

Lesson 6: Graphical Organizers

Lesson Objectives:
 analyze how graphical organizers represent the main ideas
and details of informational texts.
 appreciate the value of using graphical organizers in making
complex information easier to understand.
 create a graphical organizer that summarizes a short
informational text.
Materials Needed: manila paper, markers, laptop, projector,
handouts with various text examples.

Introduction / Motivation (5 minutes)

A list of facts about climate

change:
Global temperatures are rising.

 Global temperatures are A list of facts about climate

rising. change:
Ice caps are melting.
Which one is easier to understand?
Why do you think visuals help us learn better?

Lesson Proper
Discussion / Guided Practice (10 minutes)
Exploring Graphical Organizers (Venn Diagrams)
1. The class will be divided into four groups of approximately
equal size
2. Each group will be assigned to different graphical organizers.
3. Explain the process step-by-step. Where it is used?
4. What are the benefits of using it? What are the limitations?
5. Within your group, discuss the assigned topic thoroughly.
Ensure everyone contributes their ideas and understanding.
Assign roles if necessary (e.g., note-taker, presenter,
timekeeper).
6. Prepare a concise and informative presentation summarizing
your group's discussion. Your presentation should include:
 A clear explanation of the assigned graphical organizers.
 Visual aids (drawings or examples of the assigned
organizers)
 Real-world examples demonstrating the application.
5. Class Presentation
 Venn diagram – comparing and contrasting
 Flowchart – sequence or process
 Cause-and-effect chart – relationships and outcomes
 Show a short sample text and walk through converting it
into a flowchart together as a class.

Activity / Group Work (10 minutes)

Graphic It Up!
 The class will divided into groups of 4.
 Each group have an assigned informational paragraph
(about healthy habits, environmental issues, and famous
inventions).
 Each group will choose the appropriate graphical organizer
and summarize the text visually.
 Each group will decorate organizer to show creativity and
understanding.

Assessment (5 minutes)
Each group does a 1-minute gallery walk, presenting and explaining
how their organizer represents the main idea and supporting details
of the text.

Reflection / Exit Ticket (3 minutes)

Each student answers on a sticky note:
 One thing I learned today about graphical organizers is…
 Post it on the "Graph-Wall of Learning."

Wrap Up
Summary of Key Concepts:
1. Informational Texts:
 Designed to inform or explain.
  Found in both non-journalistic and journalistic forms.
2. Text Structures:
 Expository Text Structures:
o Sequence/Process – steps in a process or chronological
order.
o Comparison-Contrast – similarities and differences.
o Cause and Effect – reasons and results.
o Problem and Solution – issues and proposed fixes.
 Journalistic Texts:
o News and Press Releases – factual, timely, objective.
o Features – human-interest stories; descriptive and
engaging.
3. Linguistic Features:
 Use of precise vocabulary, transition words, and formal tone
to improve clarity and organization.
4. Propaganda Techniques:
 Testimonials – endorsements by celebrities or known figures.
 Plain Folks – appeal to the average person.
 Stereotyping – oversimplified views of a group.
 Fear Appeals – threats or warnings to influence behavior.
5. Non-linear Texts:
 Present information visually: charts, diagrams, and graphic
organizers that help summarize or clarify complex
information.

Enrichment Activities / Remedial Exercises:

Enrichment:
1. Text Detective Challenge
o Students analyze a feature article, identify its structure
and linguistic features, and present their findings using
a graphic organizer.
2. Propaganda Showdown
o Create a slideshow or role-play showing pairs of
propaganda techniques and explain their real-world use
(e.g., in ads or speeches).
3. Infographic Design
o Transform an expository article into a non-linear format
(e.g., a flowchart or mind map).
Remedial:
1. Match It Up!
o Match text structure types with their definitions and
examples.
2. Spot the Structure
o Given short paragraphs, students identify the structure
used (sequence, cause-effect, etc.).
3. Propaganda Pairing
 o Simple activity where students match propaganda
technique names to pictures or real-life ad examples.

Summative Assessment:
Part A – Written Exam (30 points):
1. Identify the structure of five given short texts. (5 pts)
2. Differentiate news, press releases, and feature articles. (5 pts)
3. Match linguistic features to their function in sample
sentences. (5 pts)
4. Analyze two short texts and label the propaganda techniques
used. (5 pts)
5. Interpret information presented in a chart or infographic. (5
pts)
6. Write a short paragraph using one text structure (e.g., cause
and effect). (5 pts)
Part B – Performance Task (20 points):
Create a mini-feature article or press release on a relevant school
issue.
 Must include clear structure, proper linguistic features, and a
visual component (chart or infographic).
 Rubric:
 Content (8)
 Organization (4)
 Linguistic Features (4)
 Visual Aid (4)

Glossary of Terms
Expository Text - A type of writing that explains, informs, or
describes a topic. This course focuses on four main structures:
sequence/process, comparison-contrast, cause and effect, and
problem-solution.
Sequence/Process - A text structure that presents information in a
chronological order or steps in a process. Clue words include: first,
next, then, finally, after, before.
Comparison-Contrast - A text structure that shows similarities and
differences between two or more things. Clue words include:
similarly, unlike, however, on the other hand, in contrast, also.
Cause and Effect - A text structure that explains the reasons
(causes) for something and the results (effects). Clue words include:
*because, since, therefore, as a result, consequently.
Problem-Solution - A text structure that identifies a problem and
proposes a solution. Clue words include: problem, solution, issue,
answer, challenge, resolve.
Journalistic Text - Writing that reports news or information in a
factual and objective manner. This course covers news articles,
press releases, and feature articles.
News Article - A factual report on a current event, typically
following the inverted pyramid structure (most important
information first). Uses the 5Ws and 1H (Who, What, When, Where,
Why, How).
Press Release - A formal announcement issued to the media, often
used to promote an event or organization.
Feature Article - A longer, more in-depth journalistic piece that often
focuses on a specific person, place, event, or issue. Emphasizes
storytelling and human interest.
Testimonial - A statement endorsing a product, service, or idea,
often from a celebrity or expert. Not always based on facts.
Plain Fact - A verifiable, objective statement supported by
evidence.
Stereotyping - An oversimplified and fixed idea about a group of
people. Often unfair and untrue.
Fear Appeal - A persuasive technique that uses fear to motivate
action or belief.
Graphical Organizer - A visual tool used to represent information,
such as charts, diagrams, flowcharts, mind maps, and Venn
diagrams. Helps to summarize and understand complex
information.

References
Houghton Mifflin Harcourt. (n.d.). *Into Literature*.
[https://www.hmhco.com/programs/into-literature](https://www.hmh
co.com/programs/into-literature)

Center for Media Literacy. (n.d.). *Media literacy: A definition and

more*. [https://www.medialit.org](https://www.medialit.org)

Common Sense Media. (n.d.). *News & media literacy*.

[https://www.commonsense.org/education/digital-citizenship/topic/n
ews-media-literacy](https://www.commonsense.org/education/
digital-citizenship/topic/news-media-literacy)

Hobbs, R. (2011). The state of media literacy: A response to Potter.

*Journal of Broadcasting & Electronic Media, 55*(3), 419–430.
[https://doi.org/10.1080/08838151.2011.597594](https://doi.org/10.
1080/08838151.2011.597594)

The Associated Press. (2022). *The Associated Press stylebook 2022

and briefing on media law*. [https://www.apstylebook.com]
(https://www.apstylebook.com)