Reading and Writing Teacher's Manual PDF

ANDREW REY S. PEÑA ALI G. ANUDIN Reading and Writing TEACHER’S MANUAL Reading and Writing ISBN: 978-971-07-4133-5 Copyright © 2016 by Vibal Group Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means−electronic or mechanical, inclu...

ANDREW REY S. PEÑA ALI G. ANUDIN Reading and Writing TEACHER’S MANUAL Reading and Writing ISBN: 978-971-07-4133-5 Copyright © 2016 by Vibal Group Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means−electronic or mechanical, including photocopying, recording, or any information storage and retrieval system− without permission in writing from the publisher and author. Published and printed by Vibal Group, Inc. with main office at 1253 G. Araneta Avenue, Quezon City. 1253 G. Araneta Avenue, Quezon City Regional Offices: 0290 Nivel Hills, Lahug, Cebu City and Kalamansi St. cor. 1st Ave., Juna Subdivision, Martina, Davao City ii TEXTBOOK PREFACE Vibal books are well-known for their appropriateness in content, smoothness of style, and creativity in presentation. This book responds to the emerging needs of the new K-12 curriculum, following the requirements of the Department of Education’s curriculum guide. It offers even more by employing a process-genre approach to reading and writing. This book also incorporates insights gleaned from research particularly in the field of 21st century skills. Besides the packed content, lessons in this book have the following useful elements: Genre focus: Designed to expose learners to different text types that serve specific real-world functions, this feature familiarizes learners about the different characteristics of such text types by using active strategies for reading each genre. Learners also write their own example of the genre using a step-by-step process incorporating 21st century skills such as collaboration and critical thinking. Diversified questions: Lead-up questions prepare learners to study the text. Comprehension questions enable measurement of how much the learners understood the text. Critical thinking questions develop 21st century thinking skills by activating higher-order thinking skills based on the revised Bloom’s taxonomy. Writing one’s own genre sample: Learners use the necessary process and genre skills to write a particular genre sample by generating ideas for writing, applying language skills, organizing a text, and other aspects of both time-tested approaches. Online collaboration: Learners collaboratively exploit the benefits of online technology both to obtain knowledge and to publish their work for peer assessment, reflecting how people live in the 21st century. Assessment for the 21st century: Two kinds of 21st century assessment are used: 1) Formative assessments find out whether the learner is catching up with the on-going learning process, and 2) Summative assessments check how well the learner has mastered the lessons. Instead of paper-and pencil-tests, they come as projects and performances, which accommodate differences in learning styles and personality, promote enduring understanding, deal with learning and achievement gaps, and uphold focused teaching. The authors hope that by following the elements given in this book, learners may acquire the reading and writing skills needed to better participate in the real world, and that teachers may reflect on their teaching practices and improve them. iii TM WALKTHROUGH Unit Overview – briefly describes or summarizes all the themes, topics, and activities of the lessons in the unit. Content and Performance Standards – the knowledge and skills students will achieve in the chapter. Lesson Overview – provides the “lesson map.” It introduces the key concepts and skills treated in the lesson. Lesson Competencies – lists all the competencies that every student is expected to acquire in the lesson. Diagnostic Test – a pre-teaching assessment gauging students’ prior knowledge on the topics covered in the lesson. This test will help you determine your students’ strengths and weaknesses so you can tailor your instruction or teaching strategies according to their needs to ensure optimum learning. Instructional Plan – is made up of five parts—motivation, presentation of content, processing, end-of-lesson assessment, and reflection. This section provides specific teaching and assess- ment suggestions to ensure the achievement of the learning competencies and content and performance standards. a. Motivation – a short activity that will absolutely capture students’ interest and get them im- merse in the lesson to achieve the target learning goals. b. Presentation of Content – a detailed lesson plan infused with formative assessments measuring students’ learning progress. Differentiated Instruction – well-designed activities are provided to address the individual and differing needs of students. c. Processing – questions about the topics discussed in the lesson. These are formulated according to “Adapted Cognitive Process Dimensions” stipulated in Department Education Order No. 8 s. 2015. d. End-of-lesson Assessments – measures students’ achievement or mastery of knowledge and skills after the discussion of the lesson. Another Differentiated Instruction is also provided in this section—Remediation, Reinforcement, and Enrichment activities. e. Reflection – a self-assessment allowing students to reflect on the progress of their own learning. Additional Readings – provides a list of recommended materials for teacher’s development iv TABLE OF CONTENTS Unit 1 Reading, Writing, and Thinking Strategies Across Text Types........ 2 Lesson 1 Genre Forms, Text Features, and Structures.................................. 2 Lesson 2 Critical Reading and Thinking Strategies........................................ 21 Lesson 3 Types of Writing.............................................................................. 30 Lesson 4 The Writing Process........................................................................ 37 Unit 2 Reading, Writing, and Critical Thinking Across Text Types............. 46 Lesson 1 Reading and Writing Narrative Text Types...................................... 46 Lesson 2 Reading and Writing Expository Text Types.................................... 59 Lesson 3 Reading and Writing Persuasion Text Types.................................. 71 Lesson 4 Reading and Writing Descriptive Text Types................................... 83 Unit 3 Purposeful Reading and Writing in the Discipline.............................106 Lesson 1 Reading and Responding to Literature........................................... 106 Lesson 2 Workplace Writing: Business Letters.............................................. 115 Lesson 3 Workplace Writing: Resume and Cover Letter................................ 124 Lesson 4 Workplace Writing: Memo and Electronic Message........................ 130 Unit 4 Text and Text Connections...................................................................142 Lesson 1 Explicit and Implicit Claims in a Text............................................... 142 Lesson 2 Context of Text Development.......................................................... 151 Lesson 3 Determining Textual Evidence......................................................... 164 Lesson 4 Formulating Evaluative Statements................................................ 181 v Reading and Writing TEACHER’S MANUAL Unit 1 Reading, Writing, and Thinking Strategies Across Text Types UNIT OVERVIEW This unit gives broad descriptions about the categories in which texts are classified. It explains the purposes of different texts and enumerates specific kinds of writing that fall into a category based on their structure, purpose, and audience. It gives insight as to the skills used to read and understand each category and explains the common process in which the texts are produced. CONTENT STANDARD The learners realize that information in a written text may be selected and organized to achieve a par- ticular purpose. PERFORMANCE STANDARD The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development. Lesson 1 GENRE FORMS, TEXT FEATURES, AND STRUCTURES LESSON OVERVIEW Students are exposed to different genre—prose, poetry, and drama—with actual samples. The lesson also discusses the differences between literary and informational texts. Exercises involve identifying and classifying different texts into their correct genre. Specific characteristics of texts that are discussed include text features and patterns of development. LEARNING OUTCOMES After studying this lesson, the senior high school student is able to: 1. classify different texts according to genre and genre form; 2. recognize the generic features and structure of specific texts; and 3. identify the pattern of development used in a specific text; DIAGNOSTIC TEST This pretest must be done a session before this lesson so that you may have enough time to check it. Post the following on the board written on any large paper or as an electronic presentation. Ask the students to write their answers on their notebooks. Directions: Choose the letter of the correct answer. 1. Which of the following is a songlike poem that tells a story of adventure or romance? a. ballad b. lyric c. narrative d. sonnet 2 2. Which of the following is NOT a text feature? a. problem and solution b. bulleted lists c. graphic aids d. headings and subheadings 3. What are the main literary genres? a. fiction, non-fiction, and news b. prose, poetry, and drama c. news, opinion, and poetry d. features, news, and opinion 4. What kind of texts provides factual information? a. prose texts b. genre texts c. literary texts d. informational texts 5. Tragedy, comedy, and farce are examples of ______________. a. poetry b. texts c. genre d. drama 6. Which of the following is NOT a characteristic of poetry? a. musical quality b. patterns of development c. words with highly charged meaning d. uses line length and stanzas 7. Which of the following is an example of a pattern of development? a. historical drama b. compare and contrast c. bulleted and numbered list s. workplace documents 8. What are the main types of prose? a. main idea and details b. poetry and drama c. fiction and non-fiction d. headings and subheadings 9. Which of the following is a literary text? a. User’s Manual for the latest car b. Reading and Writing by Andrew Peña and Ali Anudin c. "The Cask of Amontillado" by Edgar Allan Poe d. Recipe for Pininyahang Manok 3  10. Biographies and autobiographies are examples of _____________. a. informational texts b. literary texts c. genre forms d. text features Answers 1. A 6. B 2. A 7. B 3. B 8. C 4. D 9. C 5. D 10. B Instructional Plan Make sure that the title of the lesson is written in front for the whole class to see. A. Motivation Print out title pages of books, magazines, and other documents and texts in small form (in order to economize). Have four copies for each title page. Divide your class into four groups and assign the printouts into each group. Ask them to group the titles into categories or classes based on their own choice by sticking them into a manila paper or on the board if the board is wide enough to accommodate four groups. Later, ask each group to explain how they grouped the titles and what categories they created. B. Presentation of Content READ and DISCUSS Tell the class that the lesson is about the widely-accepted classifications of texts. Ask a student to read the lesson outcomes on page 2. Genre, page 2 Flash the question, “What is genre?.” Ask a few students to define the word. The term genre has been ordinarily regarded as a literary or artistic category. Have the students recall the different genres they studied in junior high school. You may also encourage several students to share which of the genres they enjoy the most and have them explain why. Then present to the class the following: 4  William Shakespeare was an English poet, playwright, and actor, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist. He is of- ten called England's national poet, and the "Bard of Avon." His extant works, including col- laborations, consist of approximately 38 plays,154 sonnets, two long narrative poems, and a few other verses, some of uncertain authorship. His plays have been translated into every major living language and are performed more often than those of any other playwright. Shakespeare was born and brought up in Stratford-upon-Avon, Warwickshire. At the age of 18, he married Anne Hathaway, with whom he had three children: Susanna, and twins Hamnet and Judith. Sometime between 1585 and 1592, he began a successful career in London as an actor, writer, and part-owner of a playing company called the Lord Chamberlain's Men, later known as the King's Men. He appears to have retired to Stratford around 1613, at age 49, where he died three years later. Few records of Shakespeare's private life survive, which has stimulated considerable speculation about such matters as his physical appearance, sexuality, and religious beliefs, and whether the works attributed to him were written by others. Excerpt from https://en.wikipedia.org/wiki/William_Shakespeare Hamlet by William Shakespeare ACT I SCENE I. Elsinore. A platform before the castle. Francisco at his post. Enter to him Bernardo. BERNARDO: Who's there? FRANCISCO: Nay, answer me: stand, and unfold yourself. BERNARDO: Long live the king! FRANCISCO: Bernardo? BERNARDO: He. FRANCISCO: You come most carefully upon your hour. BERNARDO: 'Tis now struck twelve; get thee to bed, Francisco. FRANCISCO: For this relief much thanks: 'tis bitter cold, And I am sick at heart. BERNARDO: Have you had quiet guard? FRANCISCO: Not a mouse stirring. BERNARDO: Well, good night. If you do meet Horatio and Marcellus, The rivals of my watch, bid them make haste. FRANCISCO: I think I hear them. Stand, ho! Who's there? Enter Horation and Marcellus. HORATIO: Friends to this ground. MARCELLUS: And liegemen to the Dane. FRANCISCO: Give you good night. MARCELLUS: O, farewell, honest soldier: Who hath relieved you? FRANCISCO: Bernardo has my place. Give you good night. Exit 5  Sonnet XVIII by William Shakespeare Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course untrimmed; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st; Nor shall death brag thou wand'rest in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Ask the class to study each text. Have them note the style of each text. Call on several students to describe and differentiate the form, language, and style of the texts. Then ask them to classify the genre of each literary text. Discuss the main literary genres. Ask: What are the main literary genres? Direct the students to the answer found on page 2 of their textbook. Call on a student to enumerate them. The main literary genres are prose, poetry, and drama. Prose, pages 2-3 Ask a student to describe what a prose is. Prose is writing that is similar to everyday speech and language. Its form is based on sentences and paragraphs. Then say that there are two main categories of prose. Have the class read aloud the "Prose Forms" on page 3. Ask a volunteer to describe in his or her own words the difference between fiction and nonfiction. Then call on a few individuals to give examples of fiction and nonfiction and have them share their prose they have read. Flash again the short biography of Shakespeare. Ask: Why is this considered a prose? In what category does it belong? Call on a few students to share their thoughts. Activity 1 Ask the students to do the activity by reading to them the instructions from the textbook. 6 Poetry, pages 3-4 Ask: Do you love poetry? Why or why not? Encourage several students to share their thoughts. You may also ask a few students to recite their most favorite poem and read it aloud if they have a copy of it. Direct the students to the definition of poetry on page 3 of their textbook. Have the class read it in unison. Unlike prose, poetry consists of language with a strong musical quality in which the words are highly charged with meaning. They also use structural elements such as line length and stanzas. Say that poetry has different forms. Instruct the students to give one and describe it. 1. Lyric poems are highly musical verses that express observations and feelings of a single speaker. 2. Narrative poems, unlike lyric poems, tell a story. 3. Free verse is poetry not written in a regular rhythmical pattern or meter. It can either rhyme or not. Poets have the flexibility to use language depending on their purpose and the various effects that they want to incorporate in their poems. 4. Haiku consists of seventeen syllables arranged in three lines—five syllables in the first line, seven in the second, and five in the third. Lyric Poems You may also review the class the following: Lyric poems were originally meant to be sung (During ancient Greece and Rome, lyric poems were sung to the strums of an accompanying lyre.) is generally short expresses deep personal feelings Say that there are different kinds of lyric poems. Have the students recall what those are. Pres- ent the excerpts below and instruct the class to read each excerpt aloud so they will appreciate the musicality of these lyric poems. Emphasize that to appreciate more and understand poems, students have to read the poems aloud. After the class read each excerpt, ask: What do you think the kind of lyric poem it is? 7  Sweet the hours in the native country, where friendly shines the sun above! Life is the breeze that sweeps the meadows; tranquil is death; most tender, love. Warm kisses on the lips are playing as we awake to mother's face: the arms are seeking to embrace her, the eyes are smiling as they gaze. How sweet to die for the native country, where friendly shines the sun above! Death is the breeze for him who has no country, no mother, and no love! "The Song of Maria Clara" by Jose Rizal The curfew tolls the knell of parting day, The lowing herd wind slowly o'er the lea, The plowman homeward plods his weary way, And leaves the world to darkness and to me. Now fades the glimm'ring landscape on the sight, And all the air a solemn stillness holds, Save where the beetle wheels his droning flight, And drowsy tinklings lull the distant folds; Excerpt from "Elegy Written in a Country Churchyard" by Thomas Gray Milton! thou shouldst be living at this hour: England hath need of thee: she is a fen Of stagnant waters: altar, sword, and pen, Fireside, the heroic wealth of hall and bower, Have forfeited their ancient English dower Of inward happiness. We are selfish men; Oh! raise us up, return to us again; And give us manners, virtue, freedom, power. Thy soul was like a Star, and dwelt apart; Thou hadst a voice whose sound was like the sea: Pure as the naked heavens, majestic, free, So didst thou travel on life's common way, In cheerful godliness; and yet thy heart The lowliest duties on herself did lay. "London, 1802" by William Wordsworth 8  There was a time when meadow, grove, and stream, The earth, and every common sight To me did seem Apparelled in celestial light, The glory and the freshness of a dream. It is not now as it hath been of yore;— Turn wheresoe’er I may, By night or day, The things which I have seen I now can see no more. "Ode on Intimations of Immortality from Recollections of Early Childhood" by William Wordsworth Review the class the different types of lyric poems. Different kinds of lyric poems 1. song – a poem intended to be sung 2. elegy – a poem lamenting the dead 3. sonnet – a lyric poem of fourteen lines following an iambic pentameter rhyme scheme 4. ode – a lyric poem with a complicated structure that praises a person or marks an important event; originally meant to be performed with music and dance Narrative Poems Have the students recall narrative poems they learned in junior high school. Call on a few volunteers to share one narrative poem. You may also encourage them to recite the poem or tell the story of that poem. Have the students recall the different types of narrative poems and ask them to give examples. You may present the following: Type of Narrative Poem Examples Ballads are songlike poems that tell a story, "Lord Randal" often dealing with adventure and romance. "Annabell Lee" by Edgar Allan Poe Epics are long, narrative poems written in a Biag ni Lam-ang dignified styles that celebrate the adventures The Epic of Aliguyon and achievements of one or more heroic figures Beowulf of legend, history, or religion. El Cid liad Odyssey Idylls are descriptive poems of rural or pastoral "Idylls of the King" by Alfred Lord Tennyson character which expresses the poet’s feelings "The Passionate Shepherd to His Love" by for his or her immediate landscape. Christopher Marlowe Lais are lyrical, narrative poems written in "Battle of Agincourt" or "Lay de la guerre" by octosyllabic couplets that often deals with tales Pierre de Nesson of adventure and romance. “The Franklin’s Tale” by Geoffrey Chaucer 9  Mini-task Instruct the class to read aloud the narrative poem. Then, have the students identify the following: 1. the story of the poem 2. the setting 3. the main characters 4. the conflict Get Up and Bar the Door IT fell about the Martinmas time, And a gay time it was then, When our good wife got puddings to make, And she’s boild them in the pan. The wind sae cauld blew south and north, And blew into the floor; Quoth our goodman to our goodwife, “Gae 1 out and bar the door.” “My hand is in my hussyfskap, Goodman, as ye may see; An it shoud nae be barrd this hundred year, It’s no be barrd for me.” They made a paction tween them twa, They made it firm and sure, That the first word whaeer shoud speak, Shoud rise and bar the door. Then by there came two gentlemen, At twelve o’clock at night, And they could neither see house nor hall, Nor coal nor candle-light. 10  “Now whether is this a rich man’s house, Or whether is it a poor?” But neer a word wad ane o them speak, For barring of the door. And first they ate the white puddings, And then they ate the black; Tho muckle thought the goodwife to hersel, Yet neer a word she spake. Then said the one unto the other, “Here, man, tak ye my knife; Do ye tak aff the auld man’s beard, And I’ll kiss the goodwife.” “But there’s nae water in the house, And what shall we do than?” “What ails thee at the pudding-broo, 3 That boils into the pan?” O up then started our goodman, An angry man was he: “Will ye kiss my wife before my een, And scad 4 me wi pudding-bree?” Then up and started our goodwife, Gied three skips on the floor: “Goodman, you’ve spoken the foremost word, Get up and bar the door.” Free Verse Reiterate that free verse are poems that have no rhyme and regular rhythm. Remind the class that to be able to undestand a free verse poem, they have to read it in thought units. Flash the free verse poem or provide the students a copy. Instruct the class to listen very well as you read the poem. 11  Salutation to the Dawn by Kalidasa Look to this day! For it is life, the very life of life. In its brief course Lie all the verities and realities of your existence: The bliss of growth The glory of action The splendor of beauty. For yesterday is but a dream And tomorrow is only a vision, But today well lived makes Every yesterday a dream of happiness And every tomorrow a vision of hope. Look well, therefore, to this day! Such is the salutation to the dawn. Activity You may give this as an assignment. Instruct the students to read "Cinderella" by Anne Sexton. In the next meeting, have the students share their thoughts about the poem. Ask if they consider the poem a free verse and have them explain why. You may also tackle the issues expressed in the poem. Haiku Say: Haiku is a Japanese verse form of 5-7-5 lines characterized by its brevity, pithiness, and sym- bolism. It is usually about nature and centered on one moment. It contains three parts—two images and a concluding line that helps juxtapose the images. The most famous haiku poet is Matsuo Basho who believed in wabi-sabi (wabi means satisfaction with simplicity and austerity and sabi meaning appreciation of imperfect.) Present the poem "Old Pond" by Basho. Instruct the class to read it aloud. Call on a few students to identify the images in the poem and have them discuss how the concluding line juxtaposes the images. Old Pond by Matsuo Basho Old pond... A frog leaps in Water's sound To help the students understand the aesthetic and meaning of the poem, you may briefly discuss the points in this article found at this link https://www.uwosh.edu/facstaff/barnhill/es-244-basho/ bashos-hokku.pdf. 12  Activity 2 Ask students to do the activity by reading to them the instructions from the textbook. Drama, page 4 Highlight the word drama and call on a student to define it. Drama is a story told in dialogue by performers before an audience. It includes television plays, radio plays, and even movies. In drama, actors make a world come alive before an audience. Like fiction, the elements of drama include character, setting, theme, and plot. Call on a fews students to give the different types of drama. Ask volunteers to differentiate each. Types of Characteristics Examples Drama Comedy is humorous and has a happy end- Sa Pula, sa Puti by Francisco ing Rodrigo plot is based on real-life characters, 'Plop! Click!' by Dobu Kacchiri funny experiences in life, or any A Midsummer Night's Dream type of fun-provoking situations by William Shakespeare can be sarcastic or raunchy Tartuffe by Moliere Farce uses absurd and highly improba- Charley's Aunt by Brandon ble events in the plot, stereotyped Thomas characters, extravagant exagger- Tartuffe by Moliere ation, and violent horseplay Comedy of Errors by Shake- its purpose is to make the audience peare laugh The Importance of Being uses low comedy, physical and Earnerst by Oscar Wilde verbal humor Karaniwang Tao by Joey improbable or even incomprehen- Ayala sible plot (the plot doesn't make sense) the setting is a key factor exaggerated characters Melodrama is full of exciting events Pygmalion by Jean-Jacques the characters and emotions seem Rousseau to be exaggerated to be real SarinManok ni Patrick C. Fernandez 13  Tragedy the protagonist, because of some Hamlet by William Shake- inherent flaw in his/her character, speare dies Trahedya sa Balay ni Kadil evokes sadness, death, and irony by Don Pasugara implies a central action, a crisis Sinag ng Karimlan by Dioni- which tests that flawed part of the sio Salazar protagonist’s character. Anghel by Noel De Leon evokes a wonder born of pity and fear, the result of which is cathartic (Poetics of Aristotle) Historical takes place in the past and is based Julius Caesar by William Drama on real events Shakespeare characters may have been based The Lion in Winter by James on real historical figures Goldman the dialogue and the action are Saint Joan by George Ber- mostly created by the playwright nard Shaw You may encourage students to do some research about the given plays and in the next meeting have them share their reactions or thoughts about the play. Activity 3 Ask students to do the activity by reading to them the instructions from the textbook. Literary Texts and Informational Texts, pages 4-5 Highlight the words Literary and Informational in front of class. Ask the students to differentiate literary from informational. Present visual aids that show the title pages of literary texts such as a book of poems, short stories, several novels, title pages of dramas, biographies, and autobiographies and title pages or photographs of informational texts such as user manuals, government documents, manuals related to a specific job, textbooks, and newspapers. You may also use electronic presentations. Draw on the board a T-chart—title its one column with "Literary Texts" and the other one "Informational Texts." Instruct the students to classify each given and have them write the title of the text in which it belongs. Then have them explain their answers. Ask: How can we classify that a text is a literary or informational? Discuss the following: 14  Literary Texts Informational Texts use language in aesthetic, imaginative & a subset of the larger category of non-fic- engaging ways tion (Duke & Bennett-Armistead, 2003) purpose is to entertain, to move, to express primary purpose is to convey information & reinforce cultural identity or to reflect about the natural or social world tell a story use language in precise and accurate ways has elements (plot, characters, setting, to provide factual information; to transact conflict, symbols) and negotiate relationships, goods, and uses figurative language services; report on things, events, and include short stories, novels, poems, dra- issues; give directions; explain, analyze, mas, biographies, autobiographies, and argue, persuade, and give opinions other essays unlike literary, it does not use elemets such as characters and symbols authors of informational text employ a va- riety of structures to assist the reader in finding information quickly and efficiently such as table of contents, an index, bold or italicized text, glossaries for specialized vocabulary, embedded definitions for spe- cialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. texts that convey information accurately "to increase readers' knowledge of a subject, to help readers better understand a proce- dure or process, or to provide readers with an enhanced comprehension of a concept" (NGA & CCSSO, 2010, p. 23) include textbooks, user manuals, govern- ment documents, manuals related to a specific job, textbooks, and newspapers Direct students' attention to the different informational texts on page 5. Ask a volunteer to read aloud what consumer documents are. Say that consumer documents are informational texts. Have the class enumerate the given consumer documents. Call on another volunteer to read aloud what public documents are. Say that public documents are also informational texts. Call on a few students to give what these public documents are. Ask: What are workplace documents? Call on several students to give examples. Say that those workplace documents are also informative texts. Ask: Are your textbooks informative text? Why do you think so? How about newspaper articles? 15  Say: In this Information or Digital Age, informational texts have been a part of your everyday reading or even a part of everything you do. You are always exposed to such kind of texts, just for example, when you read an article you saw on the homepage of your account in a social networking site. Activity 4 Ask students to do the activity by reading to them the instructions from the textbook. This serves as formative assessment during the lesson. The answers are given below. Ask the students to check their seatmate’s work. Literary Informational “The Road Not Taken” by Robert Frost History of the Philippines by Teodoro “The Cask of Amontillado” by Edgar Allan Agoncillo Poe Constitution of the Republic of the Phil- “A Midsummer Night's Dream” by William ippines Shakespeare Newsweek “Beauty and the Beast” by Hans Christian “The Grammar Book” by Marianne Andersen Celce-Murcia and Dianne Freeman “O Captain, My Captain!” by Walt Whitman The Social Cancer by Jose Rizal The Old Man and the Sea by Ernest Hem- ingway A Brief History of Time by Stephen Hawk- ing (This is a book of essays about Phys- ics) The Chronicles of Narnia by C.S. Lewis Based on the result of the formative assessment, group your class into three but do not inform the class about the grouping. Put the high achievers in one group, the middle achievers into another group, and the lower achievers into still another group. You will utilize this grouping later. Do not discuss yet the answers to this formative assessment. Text Features, page 6 Highlight the word Text Features, and then ask a student to define it. Text features are design elements of a text that indicate its organizational structure or make its key ideas and information understandable. Have the students enumerate each type of text feature. Point out a specific example by directing their attention to an example of that text feature found in this book. 16  Patterns of Development, pages 6-7 As you highlight the phrase Patterns of Development, say to the class: Patterns of development or patterns of organization are specific ways writers organize their writing for a specific purpose. Patterns of organization are also called text structures. Tell the students to study the description for each pattern of development until they are able to describe in their own words each pattern of development. DIFFERENTIATED INSTRUCTION For Advanced Ask the students to form a group and discuss what pattern of development they would use if they were to write a paragraph about the following. Inform them that they will present their discussion later. 1. The differences between bacteria and viruses 2. Providing jobs for new graduates 3. Starting your own business 4. Developing good study habits 5. Dealing with food shortage 6. Why many people do not obey traffic laws 7. Jose Rizal and Andres Bonifacio 8. Developing a hobby 9. Learning to drive 10. Beautiful places in the Philippines For Intermediate Ask students to do Activity 5 by reading to them the instructions from the textbook. Use a book that has the features discussed in the section on text features. Ask them to move to a part of the room or even outside where they can discuss their presentation. For Beginners While the advanced and intermediate groups are preparing for their presentation, discuss the answers to Activity 4 to beginners group. After this, ask the advanced group to present what they discussed. Follow this with the presentation of the intermediate group. Cause-effect Organization, page 6 Present a cause-effect paragraph. Instruct the class to read the text silently. After they read, ask what organizational pattern is used in the text. Call on a student to answer. Call on another student and ask if he or she agrees with his or her classmate's answer. Have him or her explain why or why not. Then ask a student to identify the cause/s or reason/s and another for the effect/s or result/s. Help the students recall the transition words or conjunctions that signal causes and effects. 17  Cause Effect because consequently since accordingly on account of thus for that reason hence due to as a result being that therefore seeing that as a consequence in that in consequence for so much (so) that as so since for this reason inasmuch as Remind the class that there are several forms to develop cause-effect relationships: 1. One cause with one effect Sample topic: The cause and the effect of telling a lie 2. One cause with multiple effects Sample topic: How social media has changed human relationships 3. Multiple causes with a single effect Sample topic: Why are fast food restaurants very popular nowadays? 4. A chain of causes and effects Sample topic: Causes and effects of human curiosity in human progress Compare-contrast Organization, page 7 Direct the students to the definition of compare-and-contrast organization on page 7. Have them read it silently. Ask a student to explain how to compare two things. Have him or her to give at least one example. Ask another student to discuss on how to contrast two things and give at least one example. Say that there are two ways to develop this pattern. 1. Point-by-point organization 2. Subject-by-subject organization Problem-solution Order, page 7 Ask: When do you use this kind of organization? Have the class read the paragraph about this topic on page 7. Then call on several students to cite some topics wherein they utilize such organization. Sequence, page 7 Have the class give examples of informational texts arranged in chronological order, spatial order, and order of importance. 18  Main Idea and Details, page 7 Call on a few volunteers to explain whar a main idea is and what supporting details are. Ask: How do you develop or explain the main idea in your paragraph? What are the different types of supporting details you can use to tell about your main idea? Activity 6 (Optional) Ask students to do this activity by reading to them the instructions from the textbook. C. Processing, Deepening, Generalization, and Integration Help the students develop an over-all understanding of the lesson by asking them the following questions. Let them answer individually and make comments as to their understanding of the lesson. A. What is genre? B. Describe each of the three major kinds of genre. C. Give examples of poetry. D. Give examples of prose. E. Give examples of drama. F. How else are texts classified? G. Differentiate literary texts from informational texts. H. Give examples of literary texts. I. Give examples of informational texts. D. Deepening, Generalizing, and Integration D. End-of-Lesson Assessment Ask your students to read “Applying Language Skills” on the topic, “Genre focus – Memoir,” found in unit two lesson one, (page 44 of the textbook). Ask the students to get a half sheet of paper and answer the following individually: A. What is the genre of the text? B. What is the purpose of the text features found in the text such as bold face type texts and bulleted texts? C. What pattern of organization is used in the text? DIFFERENTIATED INSTRUCTION Based on the result of this test, privately decide who would take remediation, reinforcement, or enrich- ment for this lesson. Remediation Instruct the group that they are to work in pairs to write a one-sentence description of each of the types of organizational patterns discussed in the textbook using Filipino or any language they want to use. Tell them to write their answers on a half sheet of paper. 19 Reinforcement Instruct the group that they are to read the article “Shall We Walk?” by Pura Santillan-Castrence in unit two lesson three (page 66 of the textbook). Say to the group that “Shall We Walk?" is an example of an article organized using main idea and details pattern of development. Have the group identify the main idea and the supporting details. Tell them to write their answers on a half sheet of paper. Enrichment Instruct the group that when they arrive home they are to look for books or reading materials that are organized into cause-and-effect, main idea and details, and problem-solution. Tell them to write on a sheet of paper the pattern of organization and the books or reading materials they found that have that pattern of organization. E. Reflection Have the students write in their journals the answer to the following questions: 1. What part of the lesson did I do well? 2. What part of the lesson did I not deliver as well as I wanted to? 3. What particular strategy or approach will I do well to employ in other lessons? 4. What aspect of the lesson must I try to improve? 5. How do I feel about my over-all performance in this lesson? Additional Readings You can read Joy Wingersky’s discussions on the patterns of development in her book, Writing Paragraphs and Essays published by Wadsworth Publishing Company. For examples of prose and poetry written by Filipinos, you can read Pura Santillan-Castrence’s classic book, Philippine Prose and Poetry. Your library or fellow English or literature teachers probably have a copy of this. For more examples of articles written in specific patterns of development, you can read The Riverside Reader by Joseph Trimmer and Maxine Hairston published by Houghton Mifflin Company. This book has a table of contents organized by patterns of development. Another good book with a table of contents of articles organized according to patterns of devel- opment is Subject & Strategy: A Rhetoric Reader by Paul Escholz and Alfred Rosa published by St. Martin’s Press. You may also access discussions on poetry, prose, and drama in http://www.americanenglish. state.gov. 20 Lesson 2 THE FUNCTIONS OF COMMUNICATION LESSON OVERVIEW Students are asked to perform several activities that highlight specific reading and critical thinking skills such as activating prior knowledge, visualizing, summarizing, etc. In doing so, students are expected to learn different skills by actually performing them. Learning Competencies After studying this lesson, the senior high school student is able to: 1. determine the specific reading strategies to use with specific texts; 2. understand the specific thinking strategies to use with specific texts. DIAGNOSTIC TEST This pretest must be done a session before this lesson so that you may have enough time to check it. Post the following on the board written on any large paper or as an electronic presentation. Ask the students to write their answers in their notebooks. Directions: Choose the letter of the correct answer. 1. Which reading strategy is intended to give the reader an idea of what the reading material is all about? A. making predictions B. previewing C. identifying main idea and details D. activating prior knowledge 2. Which reading strategy is intended to give the reader a new over-all understanding of a certain topic? A. synthesizing B. putting text information in an outline C. summarizing D. asking questions 3. Which reading strategy is most useful in appreciating descriptive and narrative texts? A. drawing conclusions B. asking questions C. visualizing D. comparing and contrasting 4. Which reading strategy is most useful for understanding the emotion connected with a poem? A. recognizing mood in poetry B. recognizing patterns in poetry C. understanding vivid words D. understanding prior knowledge 21  5. Which reading strategy is useful in reading persuasive and expository texts by recalling what you already know about the topic being discussed? A. understanding sequence of events B. activating prior knowledge C. paraphrasing D. putting text information in an outline 6. Which reading strategy is very useful in understanding the relationship between general and specific ideas by putting them in order? A. putting text information in an outline B. identifying cause and effect C. understanding sequence of events D. visualizing 7. Which reading strategy is very useful in knowing what one condition produced and how a con- dition was produced by another condition? A. paraphrasing B. comparing and contrasting C. asking questions D. identifying cause and effect 8. Which reading strategy is very useful in reading all kinds of texts because it helps you understand and remember the important ideas? A. previewing B. understanding sequence of events C. summarizing D. comparing and contrasting 9. Which reading strategy involves determining which ideas are broad and which ones are specific? A. comparing and contrasting B. identifying main ideas and details C. identifying cause and effect D. drawing conclusions and recommendations 10. Which reading strategy helps the reader understand difficult parts of a text by simplifying com- plex ideas? A. previewing B. summarizing C. paraphrasing D. synthesizing 22 Instructional Plan Make sure that the title of the lesson is written in front for the whole class to see. A. Motivation Bring several coffee table books and share them with the class. Have them look at the pages of the book and read the titles, captions, and first sentences of several paragraphs that interest them. Tell them to browse the table of contents in order to get an idea of the contents of the book. Give some time to let the students preview the books. After some time, say that what they are doing is called previewing. This involves browsing some of the salient or noticeable parts of a book in order to get a feel for what the book is all about. B. Presentation of Content READ and DISCUSS Ask a student to read the lesson outcomes on page 8. Discuss the definition of reading strategies. Previewing Direct the class to read silently the definition of previewing on pages 8-9. Activating Prior Knowledge, page 9 Direct the students' attention to page 76 of the textbook containing the article, “Yes, Virginia, There is a Santa Claus.” Say: When we try to read this article about Santa Claus, we need to remember what we know about Santa Claus. What do you know about Santa Claus? Let the students recall what they know about Santa Claus. Then say that what they are doing is called activating prior knowledge. Discuss activating prior knowledge. Making Predictions, page 9 Direct the students' attention to page 41 of the textbook containing the article, “Crusade in Asia.” Let them read the paragraph that starts with, “There was silence all over the park and everyone was on his feet,” fourth paragraph on page 9. Then stop and let them make predictions about what would happen next. Say that what they are doing is called making predictions. Discuss making predictions. Visualizing, page 9 Direct the students' attention to page 93 of the textbook containing the article, “Some African Birds.” Tell the class that you will read some parts of the article, "Some African Birds.” Instruct them to imagine the situation you are reading about. Read three paragraphs from that article. Then ask the class: What did you imagine? Let them give their answers. Say that what they are doing is called visualizing. Discuss visualizing. 23  Understanding Sequence of Events, pages 9-10 Tell the class that you read a portion of a short story titled, "The Masque of the Red Death." Tell them to pay attention to words that show the sequence of events such as then, after that, later, before that, and other words that show sequence. Go to page 106 and read the paragraph that starts with, “But these other apartments were densely crowded, and in them beat feverishly the heart of life.” Discuss understanding sequence of events. Identifying Main Ideas and Details, page 10 Direct the class to page 66 of the textbook containing the article, “Shall We Walk?” Say: In the third paragraph, it says, ‘walking keeps the form fit.’ This is the topic sentence. It contains the main idea. We know that it is the main idea because it is the first sentence and it is a general comment. I will now read the details to you. Start reading the rest of the paragraph. Say what you are doing is called identifying main ideas and details. Discuss identifying main ideas and details. Asking Questions, pages 10-11 Say: When I read the sentence, "walking keeps the form fit," some of you probably asked questions in your minds about how walking keeps the form fit. That is a very important skill in reading because when you ask questions, you start getting answers as you read a text. These answers are easier to remember and understand because you asked the questions that produced them. Discuss asking questions. Paraphrasing, page 11 Say that you will again read the paragraph. Read the paragraph again. Ask the students to say in their own words what the paragraph says. Let the students answer individually. Say that what they are now doing is called paraphrasing. Discuss paraphrasing. Drawing Conclusions, page 11 Direct the students' attention to page 76 of the textbook containing the article, “Yes, Virginia, There is a Santa Claus." Tell them to read the first three paragraphs. Give them time to read. After they finish reading, ask: What is your conclusion about Virginia’s response to the article? How do you think she reacted to this editorial? Let students give their answers individually. Focus this time on students who do not usually recite. Say that what they are doing is called drawing conclusions. Discuss drawing conclusions. Recognizing Mood in Poetry, page 11 Go back to William Shakespeare’s poem in unit 1 lesson 1 of the teacher’s manual. Say to the class that you will once again read Shakespeare’s Sonnet XVIII. Tell them as you do, you want them to determine the feeling the writer felt as he expressed this poem. 24  Read the poem. After reading, ask the class: What do you think is the mood of the poem? Let the students answer individually. Say what they are doing is called recognizing mood in poetry. Discuss recognizing mood in poetry. Comparing and Contrasting, page 11 Direct the students’ attention to the article titled “Nationalism” on page 86. Then go to the next page where there is a paragraph that starts with “The demarcation line between what is nationalistic and what is discriminatingly chauvinistic is often very thin and delicate.” Tell the class that as you read the paragraph, have them note the similarities or differences be- tween nationalism and chauvinism. Read the paragraph. After reading, ask the class: What similarities or differences did you learn about nationalism and chauvinism from the article? Let the students answer individually. Try to coax shy students to give their opinion. Say that what they are doing is called comparing and contrasting. Discuss comparing and contrasting. Putting Text Information in an Outline, page 12 Say: Oftentimes, putting text information in an outline helps you understand the structure of the ideas given in a text. You can see the relationship between main ideas and details. Discuss putting text information in an outline. Identifying Cause and Effect, page 12 Go back to page 41 of the textbook containing the article, “Crusade in Asia.” Let them read the first five paragraphs. After they read the paragraphs ask: What were the effects of World War II in the Philippines? Allow time for students to think. Then let the students answer individually. Say that what they are doing is called identifying cause and effect. Discuss identifying cause and effect. Summarizing, page 12 Ask the class: What was the condition of Manila after the war as described by the author of Crusade in Asia? Let the students answer individually. Tell the class to summarize in one sentence what happened during the first Independence Day celebrations. Let the students answer in one sentence. Say that what they are doing is called summarizing. Discuss summarizing. Synthesizing, page 12 Ask the class: After reading the article "Crusade in Asia," you made conclusions about the condition of Manila after World War II. You also read about the first Independence Day celebrations. Now, put together your conclusions and comment on the birth of the Philippine Republic. Who can give a comment on the birth of the Philippine Republic, particularly how it was born? Let the students think first before they answer individually. Say that what they are doing is called synthesizing. Discuss synthesizing. 25  Formative Assessment During the Lesson Administer again the diagnostic test given before the lesson. Based on the results, group the students as group one (advanced), group 2 (intermediate), and group 3 (beginners). Apply the following differentiated teaching to the appropriate group. For Advanced Say to the group that their activity is about synthesizing. Instruct the group members to read any portion of the article “Nationalism” on page 86 of the textbook. Instruct each member to make his or her own conclusion based on what he or she understood from the article. Then tell them to combine their conclusions and come up with one or more syntheses. Say that they will later present the group's syntheses to the class. For Intermediate Say to the group that their activity is about comparing and contrasting. Instruct the group mem- bers to read the article “Some African Birds” on page 93 of the textbook. Tell them to choose an African bird being described in the article and then compare that bird to a Philippine bird. Have them present the similarities and difference of these two birds through a Venn diagram. For Beginners Say to the group that their activity is about paraphrasing. Instruct the group members to read the article “The Katipunan Code of Conduct” on page 59 of the textbook. Say that each of them will choose two descriptions of codes of conduct. He or she has to remember the num- ber of the code he or she chose and then read each code three or four times without trying to memorize it. After they read, they have to close the textbook and then write in their own words what the code said. Tell the group to share their work with their group mates and let them check if their paraphrase is similar to the original code. Critical Reading-Thinking Strategies READ and DISCUSS, pages 13-15 Ask: What is critical reading? critical thinking? Call a few students to answer. Say to the class: Critical thinking is careful thinking about a topic or issue using sound or proper reasoning. We will discuss several critical reading-thinking skills. These are interpreting, inferring, analyzing, distin- guishing fact from opinion, and evaluating. We have already discussed the critical reading-thinking skills drawing conclusions, synthesizing, and predicting. Interpreting, page 13 Instruct your students to go to page 104 of the textbook, containing the text for “The Masque of the Red Death.” Instruct them to read paragraph five which begins with “It was in this apartment…” and tell them to take note of the word “waltzers.” 26  Say to the class: During the time of Edgar Allan Poe, the writer of "The Masque of the Red Death” waltz was considered a wild dance. Given this information, give your interpretation of the kind of party Prince Prospero was holding. Let students answer individually. Say to the class that what they are doing is called interpreting. They are basing their interpre- tations on what they know about the elements in a text. Discuss interpreting. Inferring, page 13 Let the students read the first paragraph of the same text as well as the first two sentences of the second paragraph. Say to the students: This is not directly stated in the story but given that half of the population was killed by the plague yet Prince Prospero was still able to gather a thousand friends from the nobility, who were supposedly very few compared to the rest of the population. Which class—the upper class or the lowers class—do you think is usually afflicted with the disease called the “Red Death?” Let the students answer individually. Tell the class that what they are doing is called inferring. Tell them that this is sometimes called reading between the lines—it involves coming up with an idea which is not directly stated based on what the author has explicitly written. Discuss inferring. Analyzing, page 13 Instruct your students to go to page 86 of the textbook where the text for “Nationalism” is found. Instruct them to read the first two paragraphs. Ask the class: Given what your read about the components of nationalism according to the author, do you agree with the author that the term “nationalism” does not have to be qualified with such terms as “positive” and “balanced?” In other words, is there such a thing as negative nationalism or imbalanced nationalism? Let the students answer individually. After the discussion is over, say to the class that what they are doing is analyzing. It involves seeing how parts support the whole. Discuss analyzing. Distinguishing Facts from Opinions, page 14 Instruct your students to go to page 41 of the textbook containing the article “Crusade in Asia.” Ask them to read until the fifth paragraph, which ends with, “We had no idea how many were still hiding in the hills.” Say to the class that you will discuss distinguishing a fact from an opinion. A fact is something that can be usually observed and verified while an opinion is an expression of someone’s idea. Post the following on the board or use electronic presentation: 27  Statement Fact or Opinion? 1. It is difficult for any country that has been dependent to stand alone. 2. Seventy percent of Manila was wreckage. 3. Our public buildings and records were destroyed. 4. To survive, men had been forced to kill, maraud, steal, lie, slink about by night and hide in the hills by day. 5. Guns were forbidden by law. 6. They had come to like their bandit existence. Give them these instructions: The table on the board has several statements. The second column is a space where you can write either the word “fact” or the word “opinion.” Ask for individual volunteers and have them discuss their answers. After the table has been completed and the answers have been discussed, discuss distinguishing fact from opinion. Evaluating, page 14 Instruct the students to go to page 66 of the textbook and read the author profile about Pura Santil- lan-Castrence. After the students read Pura Santillan-Castrence’s author profile, have them read the third paragraph of the article “Shall We Walk?” Ask the class: In asserting that walking keeps the form fit, the author discusses the interaction of muscles with other parts of the body. How qualified is the author to engage in this discussion and why? Let the students defend their answers. Say to the class that what they are doing is evaluating. It involves making an opinion about something being read. Discuss evaluating. C. Processing, Deepening, Generalization, and Integration Help the students develop an overall understanding of the lesson by asking them the following questions. Let them answer individually and make comments as to their understanding of the lesson. Tell the students that they are now ready to put together what they have learned. Ask them the following questions: 1. What are reading strategies? Give examples of some reading strategies and describe them. 2. What are critical reading-thinking skills? Give examples of critical reading-thinking skills and describe them. 28 D. End-of-Lesson Assessment 1. Give each student a text to read. Let him or her read it silently. 2. Ask each student what reading strategy(ies) should be used in reading the text. 3. Ask each student what critical reading-thinking skill(s) should be used in reading the text. 4. Group the students into faster learners, average learners, and slower learners based on the quality of their answers. Do remediation instruction for the slower learners, reinforcement instruction for the average learners, and enrichment instruction for the faster learners. DIFFERENTIATED INSTRUCTION Remediation Ask the group to pick an editorial or editorial column (an opinion written by a single author or columnist) and let the students produce a table similar to the one below where they list some statements from the editorial and identify them if they are facts or opinion. Statement Fact or Opinion? Reinforcement Ask the group to pick an editorial column (an opinion piece written by one author or columnist) Tell the students to research on the internet about the profile and credentials of the columnist who wrote the editorial column. Have them evaluate how qualified the columnist in writing about the topic he or she wrote based on his or her profile and credentials. Then tell them to choose their secretary who will write down notes as they discuss among themselves their ideas about the columnist’s qualifications and how reliable the information he or she gave in the article. Tell them to put together their ideas into a para- graph or two, that is, they are synthesizing. Say to the group that they will submit the group’s written output next meeting. Enrichment Ask the group to choose an editorial column and read it. Say to the group to analyze the arguments given in the editorial column one by one and see if they work together to logically support the stand or main opinion of the columnist. Tell them to pick a secretary in the group who will write down notes as they discuss among themselves their ideas about whether the arguments actually work together to support the opinion of the columnist and see if there is any argument that is not very useful in supporting the columnist’s opinion. Have them choose someone from the group to write a paragraph or two about their discussion and synthesize their ideas. Inform the group to submit the group’s written output next meeting. 29 E. Reflection Have the students write in their journals the answer to the following questions: 1. What part of the lesson did I do well? 2. What part of the lesson did I not deliver as well as I wanted to? 3. What particular strategy or approach will I do well to employ in other lessons? 4. What aspect of the lesson must I try to improve? 5. How do I feel about my overall performance in this lesson? Additional Readings Laurie G. Kirszner and Stephen R. Mandell’s Patterns for College Writing: A Rhetorical Reader and Guide 11th Edition emphasizes critical reading including recognizing patterns of develop- ment. Published by Bedford/St. Martin’s. Lonna H. Smith and Robert J. Ramonda’s Read, Write, React: An Integrated Approach to Reading and Writing deals extensively with critical reading-thinking skills. They also discuss the writing process, active reading strategies, and developing one’s writing. Published by McGraw-Hill. Lynne Gaetz and Suneeti Phadke’s The Writer’s World: Paragraphs and Essays Second Edi- tion discusses reading strategies. It has many examples of selections for application of reading strategies. The McGraw-Hill Guide: Writing for College, Writing for Life has a section on critical thinking, reading, and writing. It gives a very extensive discussion on writing based on the purposes for writing. Lesson 3 TYPES OF WRITING LESSON OVERVIEW The lesson helps students classify texts into types of writing by enabling them to recognize the generic features and structure of specific texts. The lesson also discusses what specific texts fall into a broad type of writing. Exercises involve gathering different texts, examining and classifying them. Learning Competencies At the end of the lesson, the student should be able to: 1. classify different texts according to type of writing; 2. recognize the generic features and structure of specific texts; and 3. identify the pattern of development used in a specific text. DIAGNOSTIC TEST This pretest must be done a session before this lesson so that you may have enough time to check it. Post the following on the board written on any large paper or as an electronic presentation. Ask the students to write their answers on their notebooks. 30 Directions: Choose the letter of the correct answer. 1. To which text type does a definition essay belong? a. narrative b. descriptive c. expository d. persuasive 2. To which text type does a problem-solution essay belong? a. narrative b. descriptive c. expository d. persuasive 3. Which text types use sensory details? a. narrative and descriptive b. descriptive and expository c. expository and narrative d. persuasive and expository 4. What kind of text type is a memoir? a. fiction descriptive b. writing for media c. fiction expository d. nonfiction narrative 5. Which kind of writing requires sound reasoning? a. narrative and descriptive b. descriptive and expository c. persuasive and narrative d. persuasive and expository 6. What kind of text type is a critical review? a. workplace and technical writing b. persuasive writing c. response to literature d. expository 7. Which of the following is a form of writing for media? a. I-search report b. documentary c. resume d. op-ed 8. Which of the following is a form of research writing? a. I-search report b. documentary c. resume d. op-ed 31  9. In which of the following kinds of text type is it most important to have an intended audience and use polite language? a. response to literature b. narrative c. workplace and technical writing d. descriptive 10. Which of the following is an example of persuasive writing? a. resume b. op-ed c. I-search d. documentary Answers 1. B 6. C 2. C 7. B 3. A 8. A 4. D 9. C 5. D 10. B Instructional Plan Make sure that the title of the lesson is written in front for the whole class to see. A. Motivation Post the following on the board and ask the students to determine what the following sentences are trying to do: 1. Walk and know yourself. (persuade) 2. It was then, however, that the Prince Prospero, maddening with rage and the shame of his own momentary cowardice, rushed hurriedly through the six chambers. (narrate) 3. When the tall birds are together in large numbers, it is a fine sight to see them spread their wings and dance. (describe) 4. I spent two days just riffling uncertainly through the dictionary’s pages. (narrate) 5. The demarcation line between what is constructively nationalistic and what is discrim- inatingly chauvinistic is often very thin and delicate. (explain) Let the students answer individually and elaborate on what each answer is. For example, in number 1, the sentence is trying to persuade. B. Presentation of Content READ and DISCUSS Ask a student to read the lesson outcomes on page 16. Then post the following in front of the class or use an electronic presentation: 32  Say to the class: Genres have also been considered as types or categories of writing, namely, narrative writing, descriptive writing, expository writing, persuasive writing, responses to literature, research writing, workplace and technical writing, and writing for media. Each genre has subcate- gories or forms, each form or category having a specific purpose and specific characteristics. Narrative Writing, pages 16-18 Tell the class that narrative writing tells a story. Ask the class to identify the characterstics of an effective narrative. Discuss the characteristics. Say to the class that narratives are divided into two subcategories—fiction narratives and non- fiction narratives. Call on a student to differentiate a fictional narrative and a nonfictional narrative. Then post the following in front of the class or use an electronic presentation. Narrative Writing Fiction Narratives Nonfiction Narratives Realistic fiction Personal narratives Fantasy stories Biographical narratives Historical fiction Diary and journal entries Mystery stories Blogs Myths Eyewitness accounts Legends Memoirs Science fiction Reflective essays Tall tales Call on several students to define each and provide an example of a text they have read. Discuss examples of fiction narratives and nonfiction narratives. Activity 9 Direct the class to open their books on page 17. Say that those titles are examples of fiction narratives. Ask: Which of these narratives are you familiar with? Let the students answer individually. After discussing the examples of fiction narratives, instruct the class to write the titles of fiction narratives they have read on a piece of paper. Tell them to identify the type of fiction narrative. Let each student check the work of their peers. Activity 10 Instruct the class to write the titles of nonfiction narratives they have read on a piece of paper. Tell them to identify the type of nonfiction narrative. Then, have them exchange papers with their classmates. Tell them to do peer checking of their lists. Discussing Descriptive, Persuasive, and Expository Text Types, pages 18-20 Follow the above approach and format in discussing descriptive, persuasive, and expository text types. 33  narrative narrative writing writing narrative narrative writing writing narrative narrative writing writing narrative Text narrative writing types writing Formative Assessment During the Lesson Administer items number 1 – 5 of the diagnostic test previously given at the start of this lesson. Based on the results, group your students into advanced, intermediate, and beginners but do not inform the class regarding how you grouped them. Perform differentiated instruction on each group. For Advanced Tell the group to individually write a short persuasive essay about what they think should happen in school or in the world at large. Instruct the group to share their work with some of their classmates to know how convincing their essay is. For Intermediate Instruct the group to write individually a short description about any significant place they have have explored. Remind them to use vivid and colorful words in describing the place. Tell them to share their work with some of their classmates and let their classmates imagine what they wrote and draw what they read. Have them check what their classmates drew to see how close it is to the place they described. For Beginners Say to the group to write individually a short narrative about any significant event in their life this month. Tell them to share their work with some of their classmates to comment on their writing. Responding to Literature, pages 20-21 Discuss with the class the text type responses to literature following the approach used for the other text types. 34  Workplace and Technical Writing, pages 21-22 Discuss with the class the text type workplace and technical writing following the approach used for the other text types. Research Writing, pages 22-23 Discuss with the class the text type research writing following the approach used for the other text types. Writing for Media, page 23 Discuss with the class the text type writing for media following the approach used for the other text types. C. Processing, Deepening, Generalization, and Integration Help the students develop an overall understanding of the lesson by asking them the following questions. Let them answer individually and make comments as to their understanding of the lesson. 1. What are text types? 2. Give the purpose of each text type discussed in this lesson. (Ask individual students to give one text type and give its purpose.) 3. Give at least one important characteristic of each text type. D. End-of-Lesson Assessment Administer items number 6-10 of the diagnostic test previously given at the start of this lesson. Based on the results, group your students into advanced, intermediate, and beginners but do not inform the class regarding how you grouped them. Perform differentiated instruction on each group. DIFFERENTIATED INSTRUCTION Remediation Writing a Resume Give the group a sample resume of a college student or new graduate. Have them study it and then instruct them to write their own. Remind them to include the following: a. job experiences they had (particularly in the summer) b. organizations they belong to and their position in the organization c. activities they took charge of in the organization or any other activities they were in charge of, and d. any other position they had in class or school. Reinforcement Writing a Blog Ask the group to individually write a short blog about an experience they had in school. Remind them about the characteristics of a blog. Tell them to post their work on the class blog wherein their classmates will comment. 35 Enrichment Writing a Response to Literature Choose a sample text for response to literature text type. Ask the group to read the sample text silently. Give a sheet of paper to the group containing the following questions: 1. What is the thesis or overall comment of the text? 2. What are the arguments given by the responder? 3. What are the personal insights and evaluation of the text given by the responder? 4. What does the responder say about how the elements affect the quality of the text? Tell them to discuss the answer to the given questions and have them choose a member to take notes. Say that they will synthesize their answers into a short essay. Remind them to post the group's work on the class website or blog. E. Reflection Have the students write in their journals the answer to the following questions: 1. What part of the lesson did I do well? 2. What part of the lesson did I not deliver as well as I wanted to? 3. What particular strategy or approach will I do well to employ in other lessons? 4. What aspect of the lesson must I try to improve? 5. How do I feel about my overall performance in this lesson? Additional Readings Laurie G. Kirszner and Stephen R. Mandell’s Patterns for College Writing: A Rhetorical Reader and Guide 11th Edition gives considerable discussion on different text types particularly on re- search writing as well as recognizing patterns of development. Published by Bedford/St. Martin’s. Lynne Gaetz and Suneeti Phadke’s The Writer’s World: Paragraphs and Essays Second Edition uses genre-process approach to discuss the different patterns of development for paragraphs and essays. It also has extensive discussion on editing for grammar, convention, and mechanics. Prentice Hall’s Writers Solutions Diamond Sourcebook has whole chapters dedicated to response to literature, research writing, practical and technical writing as well as narration, description, persuasion, and exposition. Prentice Hall’s Grammar and Composition 1 discusses different text types including expository, persuasive, narrative, and descriptive writing as well as writing about literature and research writing. 36 Lesson 4 THE WRITING PROCESS LESSON OVERVIEW This lesson discusses the activities and characteristics of each step in the writing process. It also explains the components of good writing. It then proceeds to describe the qualities or traits of good writing. Learning Competencies At the end of the lesson, the student should be able to: 1. know the steps in the writing process and the techniques to use in each step; 2. recognize well-written texts and their specific properties; 3. know the writing conventions to be used in written texts; and 4. know the specific techniques to use when dealing with problems of grammar and usage in texts. DIAGNOSTIC TEST This pretest must be done a session before this lesson so that you may have enough time to check it. Post the following on the board written on any large paper or as an electronic presentation. Ask the students to write their answers on their notebooks. Directions: Choose the letter of the correct answer. 1. Which writing trait enables the writer to connect with the reader through the author’s personal writing style and through the use of unique words and phrases? a. convention b. voice c. development of ideas d. focus and coherence 2. A piece of writing keeps to the topic and is clearly supported by well-chosen details. This piece of writing has _____________. a. convention b. voice c. development of ideas d. focus and coherence 3. A piece of writing displays correct use of all spelling, punctuation, capitalization, grammar, usage, and sentence structure rules. This piece of writing has shows proper __________. a. convention b. voice c. development of ideas d. focus and coherence 37  4. Which component of writing can be achieved through proper use of sequence words, cause-ef- fect, degree of importance, or spatial-order words? a. transition b. introduction c. elaboration d. conclusion 5. Which component of good writing provides specific, relevant, and appropriate supporting details to the main idea or thesis statement through the use of facts and statistics, descriptions, anecdotes, examples, or quotations? a. transition b. introduction c. elaboration d. conclusion 6. Which step in the writing process is intended to generate ideas for the writer? a. editing b. drafting c. prewriting d. revising 7. Which step in the writing process is intended to see how well the issues of purpose, audience, and genre have been addressed as well as checking if there are ways of improving the style, word choice, figurative language, sentence variety, and subtlety of meaning? a. conclusion b. drafting c. prewriting d. revising 8. Which step in the writing process involves making decisions about which form will best reach the intended audience and accomplish the intended purpose? a. publishing b. conclusion c. drafting d. prewriting 9. Which of the following is NOT part of the prewriting step? a. Keep an article file for future reference b. Edit spelling, punctuation, and grammar c. Create a cluster map of main and supporting ideas d. Write reflections about activities right after each activity 10. Which step in the writing process involves turning the prewriting notes and sentences into par- agraphs? a. publishing b. conclusion c. drafting d. prewriting 38  Answers: 1. b 6. c 2. d 7. d 3. a 8. a 4. a 9. b 5. c 10. c Instructional Plan Make sure that the title of the lesson is written in front for the whole class to see. A. Motivation Post the following in front of the class or use electronic presentation: Read the related article about how employers want excellent written communication skills in their employees. You may retrieve this article from http://www.mba.com/global/the-gmat-blog-hub/ the-official-gmat-blog/2014/aug/employers-want-communication-skills-in-new-hires.aspx Say: How do you acquire excellent writing skills? Today we will discuss the writing process. B. Presentation of Content READ and DISCUSS Ask a student to read the lesson outcomes on page 24. Ask: Why is writing a process? Call on a few students to share their thoughts. Say: Writing is a process because when one writes, the ideas go through a series of changes or stages before the written text is finalized. There are five steps in the writing process—prewriting, drafting, revising, editing, and publishing. 39  Prewriting, pages 24-25 Ask: What is the first step in the writing process? How do you generate ideas when you write? Discuss prewriting. Drafting, page 25 Ask: What do you have to do next when you have already gathered enough ideas for your topic? Discuss drafting. Revising, page 25 Say: The third step is revising. This involves going through the paper to see how well the issues of purpose, audience, and genre have been addressed. Discuss revising. Editing, pages 25-27 Ask: What's the next step after revising? Why is this important? Discuss editing. Have the class familiarize themselves with the proofreading marks on page 26 to 27. Publishing, page 28 Ask: What is the last step in the writing process? Discuss publishing. Components of Good Writing, page 28-29 Say: Let us now discuss the components of good writing. A piece of good writing is composed of an interesting introduction and effective paragraphs, transitions, conclusions, and elaboration. Discuss the components of good writing. Formative Assessment During the Lesson Administer items number 6 – 10 of the diagnostic test previously given at the start of this lesson. Based on the results, group your students into advanced, intermediate, and beginners but do not inform the class regarding how you grouped them. Perform differentiated instruction on each group. For Advanced Refer the group to Activity 19 on page 29 of the textbook. Give the group a piece of nonfiction writing. Instruct the students to evaluate the introduction, paragraphs, transitions, elaboration, and conclusion of this text. Then have them conduct a small group discussion with five other classmates to describe how the aforementioned components are developed in that piece of writing. Tell them to decide on how they will present that piece of writing in the small-group discussion. Say: Summarize your discussion in a two-page essay with one paragraph each for your evaluation of the introduction, paragraphs, transitions, elaboration, and conclusion. 40  For Intermediate Present the following topic sentence: "Learning to write well has many benefits." Instruct the group to elaborate the given topic sentence by supporting it with facts and statistics, descrip- tions, anecdotes, examples, and quotations from the experts. Allow them to search in the internet. Tell the group to synthesize the details in a one-page paragraph beginning it with the given topic sentence. For Beginners Have the group review what an effective introduction is and then tell them to come up an introduction to an essay about the benefits of being able to write well. Remind the group that this introduction must capture their readers' interest. Good Writing Traits, page 29 Ask: What are the specific qualities or traits of a good writing? Discuss good writing traits. C. Processing, Deepening, Generalization, and Integration Help the students develop an overall understanding of the lesson by asking them the following questions. Let them answer individually and make comments as to their understanding of the lesson. 1. Why is writing considered a process? 2. Give one step in the writing process and give a short description starting with prewriting. 3. Give one component of good writing and give a short description. 4. Give one trait of good writing and give a short description. D. End-of-Lesson Assessment Instruct the students to write a critique of at least 300 words of the piece of writing they evaluated in Activity 19. Provide them a copy of the rubric below and remind them use it or the one they created in critiquing the writing. Tell them to give their reasons for the ratings they gave the paper. Remind them to include a copy of the paper in the critique they will submit. 41  Rubric for Critiquing a Written Text Criteria 4 3 2 1 Introduction Introduction Introduction’s The introduc- The introduc- made use of a strategy pro- tion’s strategy tion’s strategy creative strate- duced some made the reader actually made gy to produce desire on the indifferent to the the reader stop a strong desire reader to read text. reading the text. on the reader to further. read further. Focus and Coher- All the details All details con- Some details are Most details are ence connect well to nect well to the not connected not well-connect- the topic and to topic but some well to the topic ed to the topic or each other. are not well-con- or to each other. to each other. nected to each other. Elaboration Details were Details were Details were Details were more than enough to elab- barely enough clearly lacking. enough to elab- orate the main to elaborate the orate the main idea. main idea. idea. Conclusion The conclusion The conclusion The conclusion The conclusion provided a good was adequate left the text was actually closing that made to close the text somewhat hang- inappropriate to the text notable. but not make it ing. the ending of the notable. text. Convention Spelling, gram- Spelling, gram- One element of Two or more ele- mar, and punc- mar, and punc- convention is not ments of conven- tuation are all tuation are all done well. tion are not done excellent. good. well. Re-administer the whole diagnostic test. Based on the end-of-lesson assessment (critique) and post-test (diagnostic test re-administered), group your students as to who will undergo remediation, reinforcement, or enrichment. DIFFERENTIATED INSTRUCTION Remediation Ask the group to make an infographic about the writing process. Say that their infographic should show clearly the step-by-step writing process and each step should be explained concisely. Have them post their infographic on your class website where their classmates their classmates will post their comments. 42 Reinforcement and Enrichment Ask the groups to make an infographic about the components of good writing. Say that their infographic should show clearly the components of good writing and each component should be explained concisely. Have them post their infographic on your class website where their classmates will post their comments. E. Reflection Have the students write in their journals the answer to the following questions: 1. What part of the lesson did I do well? 2. What part of the lesson did I not deliver as well as I wanted to? 3. What particular strategy or approach will I do well to employ in other lessons? 4. What aspect of the lesson must I try to improve? 5. How do I feel about my overall performance in this lesson? Additional Readings The Allyn & Bacon Guide to Writing Fifth Edition gives important tips and discussions on how on the characteristics of a good writer, particularly on thinking rhetorically about different writing issues. Elizabeth C. Long’s Resources for Writers with Readings: Paragraphs and Essays, Fourth Edition has detailed discussions on issues of grammar, convention, and mechanics. It contains many sample paragraphs and essays for reference. Published by Pearson. Laurie G. Kirszner and Stephen R. Mandell’s Patterns for college writing: a rhetorical reader and guide 11th edition has an extensive discussion on the writing p