Grade 6 English Lesson on Informational Texts, Statements, and Propaganda

GRADE 6 DAILY LESSON LOGS | ILAW Format
Name of Lesson
/ Pangalan ng Aralin
Informational Text, Types of Statements, and Propaganda Statements
Learning Area
/ Asignatura
ENGLISH 6
Term / Week Term 1 | Week 3
Grade Level and Section
/ Baitang/Pangkat
Grade 6
Teacher
/ Guro
DepEd Club Team - DepEdclub.com
No. of Sessions
/ Bilang ng Sesyon
Session 1 / Unang Sesyon Session 2 / Ikalawang Sesyon Session 3 / Ikatlong Sesyon Session 4 / Ikaapat na Sesyon
References
/ Mga Sanggunian
(books, websites, toolkits,
etc.)
SuperTeacherWorksheets. (n.d.). Super Teacher Worksheet.
DepEd TV Channel Media Bureau Online. (2021, February 21). Grade 6 English Informational & Factual Text Part 1 [Video]. YouTube.
Cambridge English Dictionary: Definitions & Meanings. (n.d.).
Teamturito. (2023, September 25). Informational Texts - Features, Types with Examples. US Learn.
Philippine Institute for Development Studies. (n.d.). “Too Ethnic”? Here’s Why Rice is Life for Filipinos.
Lucban San Isidro Pahiyas Festival. (n.d.).
Sinanggiyaw Festival - i Heart DUMANJUG. (n.d.).
Friermood, M. (2023, December 21). How to Use Facts in Opinion Writing & Persuasive Writing. The Thinker Builder.
Teves, G. B. (2023, November 4). Combating the rice crisis. INQUIRER.net.
National Nutrition Council. (n.d.). The Importance of Rice to Filipinos’ Lives.
Magallanes, J. A. (2020, January). Indigenous Practices and Beliefs of Rice Farmers in the Second District of Capiz, Philippines.
Incrementors. (n.d.). Types of Propaganda Used in Advertising.
______________________________________________________________________________
Prepared by DepEd Club Team | Official Website: DepEdClub.com
NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.

International Journal of Environmental and Rural Development. (2021). Effect of Farmers’ Attitude and Behavior on Farm Succession in
the Philippines.
Declaration of AI use
/ Deklarasyon sa Paggamit ng
AI
- Cite how AI was used in the
formulation of the lesson
plan.
See DO 3, 2026 Annex A.
(Example Only) AI was used for activity planning, research support, and reviewing the clarity, accuracy, and alignment of the lesson.
The teacher remains responsible for contextualizing, validating, and delivering the final lesson based on learners’ needs, language,
and classroom realities.
Intentions
/ Mga Layunin
By the end of Session 1,
learners will activate prior
knowledge about sources
of information, explain
what informational texts
are, and recognize that
reliable information must
be checked carefully
before being accepted or
shared.
By the end of Session 2, learners
will distinguish facts, opinions,
and fact-based statements of
opinion using examples about
rice, festivals, customs, and
current issues that are
meaningful to Filipino learners.
By the end of Session 3, learners
will identify selected
propaganda techniques used in
advertisements, particularly
name calling, glittering
generalities, and transfer, and
explain how these may
influence an audience.
By the end of Session 4, learners will
generalize the importance of
critical reading, responsible media
use, and prudent judgment when
reading informational texts,
evaluating statements, and
responding to advertisements.
Learning Competency and
Curriculum Standards
/ Kasanayang Pampagkatuto
- Write the competency/ies
from the curriculum that we
are targeting, and the
content or performance
standards applicable to the
sessions.
Content Standard: The learners demonstrate word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and
knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based on purpose, context, and
target audience.
Performance Standard: The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce
culture-based texts: narrative, expository, and persuasive texts appropriate for their purpose, context, Indigenous People and
regional celebrations, and target audience using simple, compound, and complex sentences, and age-appropriate and gender-
sensitive language.
Learning Competency: EN6LR-I-2 Comprehend informational texts.
Target Skills for the Week: Explain informational texts; identify types of statements such as facts, opinions, and fact-based statements
______________________________________________________________________________

of opinion; and determine propaganda techniques used to persuade an audience, specifically name calling, glittering generalities,
and transfer.
Related BOW Skills for Term 1, Week 3: Comprehending texts, identifying the main idea, summarizing information, and expressing
ideas appropriately for purpose, context, and target audience.
Integration: Make good judgment in the use of resources, particularly social media platforms. When gathering information, verify the
source. Prudence - Grade 6 GMRC & Values Education.
Learning Objectives
/ Mga Tiyak na Layunin
- Write the smaller knowledge,
skills, or tasks from the
competency that the
learners will work on and be
able to show by the end of
the sessions.
Explain informational texts
by identifying their
purpose, common
examples, and
characteristics such as
being factual or non-
fiction and providing
information about a topic.
Identify whether given
statements are facts,
opinions, or fact-based
statements of opinion and
justify the answer using
evidence, source reliability,
or the nature of the
statement.
Determine the propaganda
technique used in short
advertisements or
promotional statements by
recognizing name calling,
glittering generalities, and
transfer.
Summarize key learning about
informational text, statement
types, and propaganda;
demonstrate prudent judgment
by explaining how to verify
information and respond
critically to advertisements and
social media content.
Learner Context
/ Konteksto ng Mag-aaral
- Write your observations of
your learners, and how they
have been performing or
responding to learning
experiences recently. Include
strengths, interests, and
possible barriers to learning.
(Example Only) Many Grade 6 learners show interest when the lesson uses puzzles, advertisements, familiar products, social media
situations, festivals, and real-life examples. They are able to share opinions confidently, but some still need guidance in explaining
why a statement is a fact, opinion, or fact-based statement of opinion. Some learners may also believe information quickly when it
appears online or is presented attractively. To support them, the lesson will use visuals, guided questions, pair or group sharing,
sentence starters, clear examples, and opportunities to respond orally, in writing, or with peer assistance.
Learning Experience
/ Karanasan sa Pagkatuto
The learning experience is designed as a gradual movement from recalling familiar sources of information to understanding
informational texts, analyzing statements, evaluating persuasive advertisements, and reflecting on responsible judgment. Learners
will work with word searches, graphic organizers, matching tasks, statement analysis, small-group advertisement planning,
propaganda examples, self-check reflections, and formative checks. Each activity connects English reading skills with real-life media
literacy and prudence in using information from print, online, and social media sources.
______________________________________________________________________________

Pre-Lesson
/ Bago ang Aralin
- Describe how you will help
the learners get ready for
the lesson.
Short Review: Begin with a
word search puzzle
containing sources of
information such as
almanac, dictionary,
newspaper, encyclopedia,
atlas, manual, and
handbook. After learners
find the words, ask: What
do we get from these
sources? What other
sources give us
information? Accept
answers such as
television, radio, books,
websites, and online
platforms. Use the activity
to connect prior
knowledge to the idea
that information must
come from reliable
sources.
Recall the meaning of
informational text from the
previous session. Ask
learners to give examples of
sources that provide
information, then connect
these to statements they
read, hear, or see every day.
Briefly review the unlocked
words: statement, fact,
opinion, influence, and
propaganda. Use quick oral
questions to check whether
learners remember that a
statement may report a fact,
express an opinion, or try to
influence others.
Present a short familiar
situation: A family member
sells kakanin and wants
more people to buy it. Ask
learners what words,
images, or strategies they
might use to encourage
customers. Let groups give
quick ideas such as free
taste, catchy words,
symbols, discounts, or
persuasive descriptions. Use
their answers to activate
prior knowledge about
advertisements and connect
these to propaganda
techniques.
Revisit the main ideas through
quick prompts: What is an
informational text? What is a
fact? What is an opinion? What
makes a statement fact-based?
What is propaganda? Let
learners answer using thumbs-
up, oral response, or written
key words. Explain that the final
session will help them
summarize learning and reflect
on how to judge information
and advertisements
responsibly.
Flow
/ Daloy ng Aralin
- Describe the activities that
you can implement in 1 or
more sessions to meet the
learning objectives.
Apply the Learning Design
Principles by thinking about
how to:
Establishing Lesson Purpose:
Ask learners to choose
words associated with
“Informational Text” from
a graphic organizer that
includes written, opinion,
information, non-fiction,
watched, and topic. Guide
them to select written,
Explicitation: Show a picture
or idea of a statement shirt
with a rice-related
statement such as “Filipinos
cannot live without rice.”
Ask: What does the
statement tell us? Is it a fact
or opinion? Why? Allow
learners to justify their
Explicitation: Conduct a small-
group discussion using the
kakanin-selling scenario. Ask
each group to present ways
to encourage people to buy
the product. Process the
answers by explaining that
advertisements introduce
and promote products, but
Learners’ Takeaways: Post
reflection questions: How can
we be sure that the information
we get is true? Should we
always trust what is advertised?
Why or why not? Guide
learners to answer that readers
must check the source,
distinguish facts from opinions,
______________________________________________________________________________

- make the objectives clear for
the learners
- guide learners before letting
them try the task on their
own
- check the state of the
learners’ well-being,
understanding, and mastery
over the lesson
- connect today's new
concepts to past
competencies
- encourage collaboration
among learners
- invite learners to reflect on
why this matters to them
- ensure inclusion for learners’
varied abilities, learning
styles, and contexts
information, non-fiction,
and topic. Synthesize their
answers by explaining that
informational texts are
non-fiction written works
that provide information
about a particular topic
such as arts, science,
social studies, news,
reference materials,
manuals, and instruction
guides.
Developing the Concept:
Present key characteristics
of informational texts:
they are factual or non-
fiction; they may explain a
topic, present events,
show a problem and
solution, compare and
contrast, or show cause
and effect; and they may
include diagrams,
illustrations, photographs,
charts, tables, maps, and
captions. Invite learners to
share examples they have
seen in books,
newspapers, websites, or
modules.
Unlocking Vocabulary: Use a
matching activity for
answers based on
knowledge, experience,
belief, or observation. Use a
tally board to show how
classmates based their
answers and guide them to
see that statements must be
tested carefully.
Worked Examples: Present
examples about rice
festivals, Filipino customs,
and a rice issue. Discuss fact
as a statement proven true
by reliable sources or data;
opinion as a judgment,
belief, or feeling that may
differ from person to
person; and fact-based
statement of opinion as an
opinion strengthened by
facts, studies, or data. Use
simple language when
discussing social or
economic issues so all
learners can follow.
Guided Practice: Let learners
read statements and classify
each as Fact, Opinion, or
Fact-Based Statement of
Opinion. Examples may
include National Rice
Awareness Month, rice
some advertisements use
propaganda to influence
people’s opinions. Review
propaganda as information,
idea, or image spread to
influence people, often by
presenting only one part of
an argument or using
misleading appeal.
Worked Examples: Present
three propaganda
techniques. For name
calling, show how negative
labels or insulting words are
used to make another
person, product, or idea
look bad. For glittering
generalities, show how
catchy, attractive, and
flowery words make
something sound excellent
even when evidence is
limited. For transfer, show
how a product or idea is
connected to symbols,
values, or feelings such as
love of country, family,
pride, or success.
Lesson Activity: Let learners
read or view short
advertisements and identify
the propaganda used from
and be careful because some
advertisements use
propaganda or misleading
information to persuade
people.
Self-Check: Ask learners to
complete a table with columns
for the lesson, “I learned
that…,” and “Rate the level of
understanding.” Include
informational text, types of
statements, and types of
propaganda. Learners may
color stars from 1 to 5 to rate
their understanding, then write
one short takeaway per topic.
Consolidation and Application:
Review the week’s concepts
through examples and quick
discussion. Let learners explain
one real-life situation where
they need to use prudent
judgment, such as reading a
social media post, choosing
whether to share information,
believing an advertisement, or
supporting a claim with
evidence. Provide
accommodations by allowing
oral sharing, pair discussion, or
written answers.
______________________________________________________________________________

statement, fact, opinion,
influence, and
propaganda. Discuss each
answer in learner-friendly
language and give
examples. Emphasize that
good readers do not
simply accept all
information; they check
meaning, purpose, source,
and evidence. Connect
this to prudence: Think
before you click, believe,
or share.
planting rituals, rice
varieties, support for
farmers, and traditional
beliefs before harvesting.
Ask learners to underline
the clue that helped them
decide. Provide peer
support and sentence
starters such as “I think this
is a fact because…” or “This
is an opinion because…”.
the choices: Name Calling,
Glittering Generalities, and
Transfer. After each answer,
ask: What words, image, or
symbol helped you decide?
Is the strategy effective?
Why or why not? Encourage
learners to give reasons
respectfully and to recognize
that not all persuasive
messages are fully reliable.
Learning Resources
/ Mga Kagamitang Panturo
- List down the learning
resources that will help you
reach your objectives.
Ensure that they are
available and inclusive.
- Include options and
alternatives in case of
emergencies.
Word search puzzle or
worksheet; board or
projector; printed or
written list of words such
as almanac, dictionary,
newspaper, encyclopedia,
atlas, manual, and
handbook; graphic
organizer for
informational text;
vocabulary matching
worksheet; examples of
informational texts;
chalk/marker; notebook
or answer sheet.
Alternative: hand-drawn
puzzle and teacher-made
Picture of a statement shirt or
teacher-made sample
statement; tally board; table
of sample statements about
rice festivals, customs, rice
issues, farmers, and rice
varieties; worksheet for fact,
opinion, and fact-based
statement of opinion;
reliable short text excerpts;
notebook or answer sheet.
Alternative: statements
written on manila paper or
board.
Scenario card about selling
kakanin; sample
advertisements or teacher-
made ad statements;
propaganda illustration
worksheet; word cards for
Name Calling, Glittering
Generalities, and Transfer;
board or projector; paper for
group notes. Alternative:
oral advertisements and
simple drawings if printed
materials are unavailable.
Self-check table; formative
assessment sheet;
advertisement statements;
fact/opinion/fact-based opinion
statements; star rating guide;
rubric or checklist for learner
responses; notebook or answer
sheet. Alternative: oral quiz,
board work, or small-group
response cards for classes with
limited printed resources.
______________________________________________________________________________

word cards if printing or
projector is unavailable.
Opportunities for integration
/ Oportunidad para sa
Integrasyon
- Write down any possibilities
to meaningfully another
learning area, special topic,
or technology. Write N/A if
none.
GMRC and Values
Education: Prudence and
responsible judgment in
using online information
and social media.
ICT/Digital Literacy:
Checking sources before
sharing information.
Araling Panlipunan: Using
reliable information about
festivals, farmers, and
Filipino cultural practices.
Science and Health:
Distinguishing evidence-
based claims from
unsupported beliefs. GMRC
and Values Education:
Respecting beliefs while
recognizing the difference
between fact and opinion.
Mathematics: Using data or
evidence to support a fact-
based statement of opinion.
EPP/TLE and
Entrepreneurship:
Promoting products ethically
and avoiding misleading
advertisements. Arts: Visual
design in advertisements.
GMRC and Values Education:
Honesty, respect, and
responsible communication
when persuading others.
ICT/Digital Literacy: Evaluating
online posts, advertisements,
and social media claims before
believing or sharing. GMRC and
Values Education: Practicing
prudence in judgment. English
Writing: Summarizing learning
and expressing ideas clearly for
purpose and audience.
Assessment
/ Pagtataya
The assessment will check learners’ ability to: (1) explain informational text and give examples; (2) define and use key terms such as
statement, fact, opinion, influence, and propaganda; (3) classify statements as fact, opinion, or fact-based statement of opinion; (4)
identify propaganda techniques such as name calling, glittering generalities, and transfer; and (5) apply prudent judgment in
reading, viewing, and sharing information from different sources.
Formative Assessment
/ Formative na Pagtataya
- Create a task, activity or
questions to evaluate
learning and provide
feedback every now and
then. Include ways for
learners to ask for guidance
or support throughout each
session.
- Remember to provide
Task: Informational Text
Organizer
Directions: In pairs or small
groups, complete a simple
organizer for
“Informational Text.”
Write or say its purpose,
two examples, and two
characteristics. Learners
who need support may
choose from word cards
Task: Statement Sorting
Directions: Read five
statements given by the
teacher. Sort each into Fact,
Opinion, or Fact-Based
Statement of Opinion. For
each answer, underline or
explain the clue that helped
you decide. Learners may
work with a partner, use a
three-column chart, or
Task: Propaganda Detective
Directions: In small groups,
read or view short
advertisement statements.
Identify whether each uses
Name Calling, Glittering
Generalities, or Transfer.
Explain the clue words,
images, or symbols that
helped the group decide.
Learners may point to the
Task: Critical Reader Exit Output
Directions: Choose one: (a) write
a short reminder for classmates
about checking information
before sharing, (b) make a
three-sentence explanation
about why advertisements
should be examined carefully,
or (c) orally explain one
example of fact, opinion, or
propaganda. Learners may use
______________________________________________________________________________

appropriate
accommodations so all
learners can demonstrate
their understanding (e.g.,
varied response formats,
small group options, visual
or auditory supports
or answer orally. After the
organizer, each pair
explains one reason why
checking information
sources is important.
Quick Check / 5-Item
Formative Quiz
Directions: Choose the letter
of the correct answer.
1. What is an informational
text mainly for?
A. To provide information
about a topic B. To tell a
made-up story only C. To
hide details D. To
entertain using fantasy
only
2. Which is an example of an
informational text?
A. Fairy tale B. Newspaper
article C. Magic spell D.
Comic fantasy
3. Which feature may
appear in an informational
text?
A. Dragons only B. Charts
and captions C. Imaginary
kingdoms only D. Unclear
sources
4. Which word best
describes most
answer orally with teacher
guidance.
Formative Quiz
Directions: Identify the type of
statement. Write Fact,
Opinion, or Fact-Based
Opinion.
1. The National Rice
Awareness Month is
celebrated every November
in the Philippines.
2. Rice is the most delicious
food in the world.
3. According to studies,
farmers contribute greatly to
food production; therefore,
communities should give
stronger support to them.
4. Pahiyas Festival is
celebrated in Quezon.
5. A cup of rice in a new home
surely drives away evil
spirits.
Answer Key: 1-Fact, 2-Opinion,
3-Fact-Based Opinion, 4-
Fact, 5-Opinion
clue, say their answer, or
write a short explanation.
Formative Quiz
Directions: Choose the
propaganda technique used.
Write A for Name Calling, B
for Glittering Generalities, or
C for Transfer.
1. “Do not buy that copycat
snack. Choose the original!”
2. “Experience the most
amazing, perfect, and
unforgettable drink today!”
3. “A true Filipino family
chooses this rice brand.”
4. “That candidate is useless
and lazy.”
5. “Wear this shirt and feel the
pride of our nation.”
Answer Key: 1-A, 2-B, 3-C, 4-A,
5-C
sentence starters or work with
a partner before presenting.
Quick Check / 5-Item Formative
Quiz
Directions: Read each item and
choose the best answer.
1. Informational texts are usually
based on ____.
A. facts and information B. magic
only C. guesses only D. hidden
messages
2. Which statement about social
media is most prudent?
A. Everything online is true. B.
Check the source before
sharing. C. Share first, verify
later. D. Believe posts with
many likes only.
3. Which technique uses negative
labels to attack someone or
something?
A. Transfer B. Name Calling C.
Fact D. Summary
4. Which statement is an
opinion?
A. The Philippines is in Southeast
Asia. B. Charts may appear in
informational texts. C. Rice is
the best food for everyone. D.
Newspapers provide
information.
______________________________________________________________________________

informational texts?
A. Non-fiction B. Make-
believe C. Imaginary D.
Secret
5. Why should readers
check information
sources?
A. To avoid understanding
B. To know if the
information is reliable C.
To copy everything online
D. To ignore evidence
Answer Key: 1-A, 2-B, 3-B, 4-
A, 5-B
5. What should a reader do when
an advertisement sounds too
good to be true?
A. Believe it immediately B.
Ignore all evidence C. Examine
the claim and look for reliable
information D. Share it without
reading
Answer Key: 1-A, 2-B, 3-B, 4-C, 5-
C
Ways Forward
/ Mga Susunod na Hakbang
After each session, review learner outputs, oral responses, quiz results, and self-check ratings to determine who needs reteaching,
guided practice, enrichment, or additional examples. Use the assessment results to adjust pacing, clarify confusing concepts, and
provide more practice in distinguishing fact from opinion and recognizing propaganda in real-life texts and advertisements.
Extended learning
opportunities
/ Mga Karagdagang Gawain
- Suggest other learning
experiences outside the
classroom/class hours that
learners may want to access
to reinforce what they have
learned, to spark their
curiosities further, or that
may provide them support in
their areas of difficulty.
Ask learners to look for one
safe and age-appropriate
informational text at
home, such as a
newspaper article,
textbook page, food label,
brochure, or approved
website. They may write
the topic, source, and one
fact learned from it.
Remind them to ask an
adult or teacher if they
are unsure about an
Let learners listen to or read
three statements from
home, television, radio, or
printed material, then
classify them as fact,
opinion, or fact-based
opinion. They should explain
one answer using the
sentence frame: “This is a
___ because ___.”
Ask learners to find or
remember one
advertisement seen at
home, on television, or
online. They may identify
whether it uses name
calling, glittering
generalities, or transfer. If
they cannot find an
example, they may create a
simple original
advertisement and label the
technique used.
Let learners write a short “Think
Before You Share” reminder for
family members or classmates.
The reminder should include at
least two tips, such as checking
the source, looking for
evidence, separating fact from
opinion, and being careful with
persuasive advertisements.
______________________________________________________________________________

online source.
Reflections
/ Mga Pagninilay
- Think about what you need
to change for the next
session based on what
happened today. Is there
something the learners are
interested in exploring?
- Are there some things you
would like to share with your
co-teachers, parents, or
school leaders about your
classroom experience? What
would you like your
instructional coach to help
you with?
(Example Only) Some
learners may still need
additional practice in
explaining why a text is
informational. In the next
lesson, I may provide
more concrete examples
from newspapers,
textbooks, and online
posts and allow learners
to compare fiction and
non-fiction texts side by
side.
(Example Only) Several
learners can identify facts
and opinions, but some
struggle with fact-based
statements of opinion. I may
prepare more guided
examples where learners
highlight the fact first and
then identify the opinion
supported by the fact.
(Example Only) The
advertisement activity
increased learner
participation, especially
during group discussion. In
the next session, I may use
more local and culturally
familiar examples, while
reminding learners to
critique advertisements
respectfully and avoid
copying harmful labels.
(Example Only) The self-check
responses and quiz results will
guide remediation and
enrichment. I may coordinate
with co-teachers or the
instructional coach to develop
more media literacy activities
that help learners verify
sources and practice prudent
judgment online.
Prepared by: Checked by:
Prepared by: Checked by:
DepEd Club Team Official Website: DepEdClub.com
______________________________________________________________________________

______________________________________________________________________________

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Teacher’s Reference Note:
For sample response options that may help in completing this rubric, teachers may refer to the Rubric for Lesson
Planning with Sample Response Bank here:
Available Here! Rubric for Lesson Planning with Sample Response Bank for DepEd ILAW Format DLL
These sample responses are guides only and should be revised based on the actual lesson plan.
To open the link, hold Ctrl on your keyboard, then click the link above.
----------------------------------------------------
.
.
RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING
I can say that in my lesson plan… Yes Not Yet Why?/ What will make it better?
Intentions are clearly stated, with
appropriate learning competencies
articulated.
Intentions are evident across all sections,
there is coherence.
Learning experience is clear – another
teacher can implement this lesson without
additional explanation.
Learning experience is well-designed, with
intentionally embedded Learning Design
Principles.
Learning experience maximizes available
opportunities for integration.
Learning experience is inclusive, provides
opportunities to support learners with
disabilities, barriers, and unique contexts.
Assessment strategies are integrated
throughout the session to see learners’
progress or if they need support.
Assessment strategies generate evidence if
learning is successful.
The following interventions are actionable,
providing ways to extend or adjust learning
based on reflections.
______________________________________________________________________________

Notes for my instructional coaching session:
______________________________________________________________________________

Grade 6 English Lesson on Informational Texts, Statements, and Propaganda

Grade 6 English Lesson on Informational Texts, Statements, and Propaganda

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Grade 6 English Lesson on Informational Texts, Statements, and Propaganda