Reading-and-Thinking-Strategies-Across-Text-Types (adopted from ADM of Deped -Credit is due to the Real Owner of this ADM ) PDF

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Government PropertyNOT FOR SALE Senior High SchoolReading and WritingQuarter 3 - Module 1Reading & ThinkingStrategies across Text TypesDepartment of Education • Republic of the PhilippinesReading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 1 – Module 1: Reading and Th...

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Government Property

NOT FOR SALE Senior High School

Reading and Writing Quarter 3 - Module 1 Reading & Thinking Strategies across Text Types

Department of Education • Republic of the Philippines

Reading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 1 – Module 1: Reading and Thinking Strategies across Text Types First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis- Briones Undersecretary: Assistant Secretary: Development Team of the Module Author’s Name:

MILGER A. BAANG

Reviewers:

JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Content Editor:

ROSELYN E. LAZALITA

Illustrator:

VINCENT R. CAILING

Layout Artist:

MYCO B. MACAMIMO

Management Team: Chairperson: Co-Chairpersons:

Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. Dela Peña, PhD, CESO V Schools Division Superintendent Rowena H. Para-on, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD

Members:

Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Maria Teresa M. Absin, PhD, EPS (Learning Area) In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban, PDO II

Printed in the Philippines by: __________________________________________________ Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: ________________________________________________________ Telefax: ________________________________________________________ E-mail Address: ________________________________________________________

Senior High School

Reading and Writing Quarter 3 - Module 1: Reading & Thinking Strategies across Text

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

Department of Education • Republic of the Philippines 3

TABLE OF CONTENTS Cover Page

1

Copyright Page

2

Title Page

3

Table of Contents

4

Module Overview

6

Competency 1

7

What’s New

8

What I Need to Know

8

What I Know

9

What’s New Lesson 1.1 Writing Paragraphs

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What Is It? Activity 1

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What’s New Lesson 1.2 Narration

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What Is It? Activity 2

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What’s New Lesson 1.3 Description

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What Is It? Activity 3

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What’s New Lesson 1.4 Definition

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What Is It? Activity 4

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What’s New Lesson 1.5 Classification

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What Is It? Activity 5

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What’s New Lesson 1.6 Comparison & Contrast

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What Is It? Activity 6

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What’s New Lesson 1.7 Cause & Effect

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What Is It? Activity 7

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What’s New Lesson 1.8 Problem-Solution

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What Is It? Activity 8

26

What’s New Lesson 1.9 Persuasion

27

What Is It? Activity 9

28

What I Have Learned

29

Assessment

29

Key to Answers

30

References

31

4

Competency 2

33

What’s New Lesson 2 Properties of a Well-Written Text

34

What I Need to Know

34

What I Know

35

What’s New Lesson 2.1 Organization, Coherence & Cohesion

36

What I Have Learned

38

What Is It? Activity 10

38

What Is It? Activity 11

41

What Is It? Activity 12

42

What’s New Lesson 2.2 Language Use & Mechanics

43

What Is It? Activity 13

46

What Is It? Activity 14

48

What Is It? Activity 15

49

What I Have Learned

50

Assessment

50

Key to Answers

51

References

53

Writer’s Profile

54

Back Outside Cover

55

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OVERVIEW Hi there! I see that you have opened the first few pages of this module. That’s great! This module is made especially for Grade 11 Senior High School students like you, who aim to improve one’s reading and writing skills. There will be two other modules for you to complete for this subject, and all of these modules are filled with important lessons and challenging but fun activities. This module is all about Reading and Thinking Strategies across Text Types. As a student, you will be asked to read and write different types of academic texts—and you need to work hard and work smart to succeed in the tasks given to you. This module will teach you the different strategies and techniques in reading and writing to help you with your tasks. There are two parts of this module, one for every competency outlined by the Department of Education for you to master: 

Compare and contrast patterns of written texts across disciplines; and



Evaluate a written text based on its properties (organization, coherence and cohesion, language use and mechanics.

With that being said, I wish you all the best and take this opportunity to learn more and BE MORE.

Author

Senior High School

Reading and Writing Quarter 3 - Module 1 Reading & Thinking Strategies across Text Types

Learning Competency 1: Compare and contrast patterns of written texts across disciplines. a) Paragraph Development - EN11/12RWS-IIIbf-3 b) Narration - EN11/12RWS-IIIbf-3.1 c) Description - EN11/12RWS-IIIbf-3.2 d) Definition - EN11/12RWS-IIIbf-3.3 e) Classification - EN11/12RWS-IIIbf-3.4 f) Comparison & Contrast - EN11/12RWS-IIIbf-3.5 g) Cause & Effect - EN11/12RWS-IIIbf-3.6 h) Problem-Solution - EN11/12RWS-IIIbf-3.7 i) Persuasion - EN11/12RWS-IIIbf-3.8 Semester: 2nd Semester Quarter: 3rd Quarter Number of Hours: 16 Hours

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Lesson Reading & Thinking Strategies:

1

Paragraph Development

What’s New of the module discusses about paragraph writing. It includes the various techniques or patterns in developing a paragraph. It also explains the elements involved in paragraph writing. Each method or pattern is followed by writing activities to test your ability and theoretical knowledge in writing unified, coherent and emphatic paragraphs.

What I Need to Know By the end of this lesson, you are expected to: 1. compare and contrast patterns of written texts across disciplines: a) b) c) d) e) f) g)

Narration Description & Definition Classification Comparison & Contrast Cause and Effect Problem-Solution Persuasion

What I Know

To achieve the objectives of this module, do the following:  Take your time reading the lessons carefully.  Follow the directions and/or instructions in the activities and exercises diligently.

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Before heading on to our lesson, let us first check what you already know. Read the statements carefully, and determine what is being referred to, then write your answers on the blanks provided before each number.

___________1. It is a method of writing a paragraph by drawing pictures with words. ___________2. This method of paragraph development involves similarities and differences between two things. ___________3. This gives a written account of an event or story. ___________4. This is a collection of related sentences with one central idea. ___________5. This pattern of development classifies or divides people, places, things or ideas into categories. Great job! Later we will see if your answers are correct by reading the rest of this module… but before that….

Can you define what a paragraph is? Try filling up this graphic organizer, with your ideas of what a paragraph is.

PARAGRAPH

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Lesson Reading & Thinking Strategies:

1.1

Writing Paragraphs

What’s New  The word paragraph comes from two Greek words: para which means “beyond” or “beside” and graphein which means “to write”.  A paragraph is a collection of related sentences with one central idea. Each sentence shows connection to other sentences in the paragraph.  A paragraph is an independent unit or a related unit. As an independent unit, it is complete in itself. As a related unit, it is a part of a composition that is combined with other paragraphs to make a larger composition.  Whether a paragraph is an independent unit or a related unit, it has its beginning, middle and end. DEVELOPING EFFECTIVE PARAGRAPHS One of the most important elements in writing is the form or structure. It is worth noting that without a solid structure in place, the content you have gathered would fall apart. After constructing an outline and writing your first draft, it is time to get on to paragraph writing. An effective paragraph shows the unity of the sentences used in developing the main idea. A paragraph is made up of the topic sentence which contains the main idea, the supporting details and the conclusion or the clinching sentence at the end.  Topic sentence – it reveals the main or central idea of the paragraph. It does not necessarily have to be placed at the beginning of the paragraph. It may be found in the middle of the first and the last sentence or at the end. If it is found at the end of the paragraph, it may be used as a clinching or concluding sentence.  Supporting details – they give the paragraph life as it elaborates on the scope given by the topic sentence.

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 Clinching sentence – it closes your paragraph. According to Dagdag (2010), this “may be a restatement of the topic sentence, a summary, or a conclusion based on the supporting details.”

What is it? Activity 1: Read the paragraph below and identify the topic sentence. Write your answer on the blank provided below each paragraph. 1. Oceans and lakes have much in common, but they are also quite different. Both are bodies of water, but oceans are very large bodies of salt water, while lakes are much smaller bodies of fresh water. Lakes are usually surrounded by land, while oceans are what surround continents. Both have plants and animals living in them. The ocean is home to the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation, both will make a great place to visit and enjoy. I want to swim in the lake. Topic Sentence: ________________________________________________________________ 2. Sunset is the time of day when our sky meets the outer space solar winds. There are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons caught in a blender. Sunset is the opposite of sunrise. The sun moves slowly to hide behind the line of horizon, while the moon races to take its place in prominence atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that still must be done. There is a coolness, a calmness, when the sun does set. Topic Sentence: ________________________________________________________________ 3. Here is the perfect system for cleaning your room. First, move all of the items that do not have a proper place to the center of the room. Get rid of at least five things that you have not used within the last year. Take out all of the trash, and place all of the dirty dishes in the kitchen sink. Now find a location for each of the items you had placed in the center of the room. 5s is a Japanese cleaning system. For any remaining items, see if you can squeeze them in under your bed or stuff them into the back of your closet. See, that was easy! Topic Sentence: ________________________________________________________________

Great job answering those items! Moving on, there are several methods or techniques in paragraph development. You will be exploring them in the next lessons. Are you ready?

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Lesson Reading & Thinking Strategies:

1.2

Narration

What’s New  Narration, from the root word narrates, originated from the Latin word narrare— which means related or told.  It gives a written account of an event or story, or simply, storytelling. The sequence of events is told in chronological order.  It usually contains the following: the who, what and when.  A narrative must have “vivid” description of details, a consistent point of view and verb tense, and a well-defined point or significance.” (Tiongson, 2016).  At the end of writing it, it must send a clear message to its readers through the story. A narrative paragraph simply tells what happened and establishes facts. It is sharing of personal experiences that offer lessons and insights. It is more than just a chronological sequence of events that happen to the different characters. It also contains elements of drama and tension. Narration is the most common type of paragraph development. It has the following elements: 1. Setting. It is the time and location in which a story takes place. 2. Characters. The life-giving element of the story. 3. Plot. It is the logical series of events in the story. The five essential parts of the plot are: a. Exposition. It is the part of the story where the characters and the setting are revealed. b. Rising Action. It is where the events in the story become complicated and the conflict in the story is exposed. c. Climax. This is the highest point of interest and the turning point of the story. d. Falling Action. The events and complications begin to resolve themselves. e. Denouement. The final resolution of the plot in the story. 4. Point of View. It is the perspective of the writer in narrating the story. 12

a. First person point of view. The story is told by the protagonist or one of the characters using pronouns I , me , we. b. Second person point of view . The author tells the story in second point of view using the pronouns you , yours, and your. c. Third person point of view. The narrator is not part of the story but describes the events that happen. The writer uses the pronouns he, she , him, and her.

What is it? Activity 2: Read the story “Not Necessary News From The Beat” and answer the comprehension questions that follow. Palace liaison in Congress Jesus Ayala has an incident to share with friends, after meeting a world-renowned missionary, Mother Teresa of Calcutta, India last week. When Mother Teresa , dubbed a “ living saint “ in religious circles, paid a courtesy call on President Aquino at the Malacanang Premier Guest House Thursday afternoon last week, Chito was one among the palace staff members who eagerly lived up to have a glimpsed of the 79-year-old nun. It was a blessing that Chito even had the chance to kiss Mother Teresa’s hands. And, on bended knees, Chito publicly confessed. “Bless me, Mother Teresa for I have many sins, “ he whispered to her. (Reprinted from: Philippine Daily Inquirer “Not Necessary from the Beat”). COMPREHENSION QUESTIONS 1. Who is the main character of the story? A. Jesus Ayala C. President Aquino B. Mother Teresa D. Palace Sta 2. Where is the setting of the narrated story? A. Malacanang Guest House C. Office B. Garden D. Sala 3. Who is the world –renowned missionary? A. Chito Ayala C. Sta. Rita B. Mother Teresa D. Pres. Aquino 4. Where is the setting of the narrated story? A. Spain C. Philippines B. Calcuta, India D. Malaysia 5. Who is the president mentioned in the story? A. Pres. Estrada C. Pres. Aquino B. Pres. Macpagal D. Pres. Duterte

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Lesson Reading & Thinking Strategies:

1.3

Description

What’s New

writing emphasizes a reader’s ability to paint vivid pictures using w r’s mind. This relies on the writer’s ability to appeal to his/her five senses: the sight, smell, touch, taste, and hearing.  Description gives information of what a person, an object, a place or a situation is like. p a

 It appeals to the reader’s senses.  A descriptive paragraph has concrete and specific details which are

According to Dagdag (2010), there are two types of description: objective and subjective. Objective description is a factual description of the topic at hand. This relies its information on physical aspects and appeals to those who crave for facts. Meanwhile, subjective description allows the writer to explore ways to describe an emotion, an event, a thing, a place or person, appealing to emotions. Often, this is an artistic way of describing things, mostly from the eye and perspective of the writer. Here is a word bank of sensory words to refer to when you want to add descriptive details to your paragraphs: SIGHT SOUND SMELL TOUCH TASTE sparkling yelp musty sticky spicy gloomy shriek rotten grainy sweet glossy whisper fragrant smooth sour bright hiss fresh satiny bitter dazzling screech pungent pointy bland cloudy chortle fruity clammy creamy blurred sneeze stinky furry delectable

What is it? Activity 3: Try these writing activities. Use your imagination!

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A. Imagine yourself somewhere in the forest. You cannot find your way to get back home. Write a short paragraph describing your sensations. You may use the word bank list to help you express your sensations.

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ B. Then imagine yourself still in the forest. You continue walking and you get lost along the way and you really don’t know where to go. You get tired, so you sit under a tree. Suddenly, a lady appears in front of you. How would you describe the lady so that others could imagine her?

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ______________...