Reading and Writing Skills - 2nd Semester

Reading and Writing Skills

• Curriculum for the 2nd Semester, 3rd Quarter
• Focuses on patterns of development in writing across disciplines

Patterns of Development in Writing Across Disciplines (Part 1)

• Students will become familiar with different writing patterns
• Students will identify transitional words and phrases
• Students will practice writing short paragraphs utilizing certain writing patterns
• Students will differentiate the purposes and differences between writing patterns

What's New?

• Students should consider what comes to mind when they hear the phrase "reading and writing"
• Participants are prompted to jot down their initial thoughts and reflections in available comment sections

What I Know?

• Student perspectives on developing reading and writing skills
• Some students find it easy to finish a book in one sitting
• Some students want to develop their reading and writing skills
• Some students critique objectively, without emotional bias
• Students should write short paragraphs based on chosen pictures

What I Know? (Activity)

• Students are to prepare paper and choose one picture
• Write a short paragraph (7-10 sentences) based on the selected picture

Patterns of Development in Writing Across Disciplines (Part 2)

• Covers narration as a writing pattern
• Narrative texts recount stories or events
• Includes tales, novels, personal experiences, natural phenomena, and social events
• Chronological order of events is important in narration
• Transitional words and phrases (first, next, then, after, suddenly, while, as, now, at first, and later) help to show movement in the story

Narration Example

• The given paragraph provides a sample narrative text that demonstrates the concept
• The example details a moment reflecting a personal experience
• Character and story setting are described
• The event has a clear narrative flow

Description

• Descriptions help create vivid images in the reader's mind
• Sensory language is crucial for vivid descriptions (sight, sound, smell, taste, touch)
• Two types of description: Objective (impartial, focusing on the subject's physical attributes) and Subjective (personal opinions and impressions)
• Example: A description of the experience of visiting a movie theater
• Sensory details that make the description vivid
• A description of different aspects that create reader engagement

Definition

• Definitions offer precise meanings for unfamiliar words and clarify special meanings for familiar words
• Useful for technical or complex concepts
• Three types of Definitions:
  • Informal: Uses denotation (dictionary meaning) or connotation (implied and additional meaning)
  • Formal: Defines a term using its genus (class) and differentia (what sets it apart)
  • Extended: Provides deeper or more complete meaning in more detail and examples

Methods for Developing Definitions

• By stating characteristics
• By function
• By what it is not
• By what it is similar to
• By examples
• By origin/Etymology
• By effect

Definition Example(s)

• Detailed examples demonstrating definition types
• Uses an example of a giant crocodile to illustrate details about the animal, hunt and description
• Explains the significance of details to provide a better understanding of the subject

Exemplification and Classification

• Exemplification: Illustrating a general idea with specific examples
• Transitional expressions used (e.g., for instance, namely, to clarify, to illustrate)
• Classification: Sorting items into groups or categories based on their shared characteristics
• Transitional expressions used (e.g., classified as, one kind, the last group, another kind, another, final type)
• Uses excerpts from texts to elaborate on and illustrate points about these two patterns

Activity 1

• Students are asked to fill out a table after reading a paragraph (Activity)
• The activity focuses on classifying examples of hazards substances based on air, land, and water pollution
• Students should utilize transitional expressions

Activity 2

• Students are asked to complete a table describing various subjects using their senses
• The tables aim to allow learners to practice description and use of sensory details

Activity 3

• Student Instructions: Create 2-3 paragraphs about their distance learning experiences
• Students are encouraged to recount experiences using specific transitional words/phrases during the first semester of distance learning

What Have I Learned?

• Students should define the different development patterns in writing (using a concept map)
• A final reflection about the writing patterns and concepts covered

Reflection

• Students must write personal insights about the lesson in their journals

References

• Reading and Writing Skills PIVOT 4A Learner's Material by the Department of Education