Learning Module RAW

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Learning Module in
Core Subject Title: Reading and Writing
No. of Hours: 80 hours
Semester: 1st semester
Grade: 11
Student’s name:___________________________
Grade/Section:____________________________
Time/Schedule: _ ___________________
Prepared byMs. Irene May E. Tolentino
K to 12 Senior High School Core Curriculum – Reading and Writing SY: 2020-2021
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TABLE OF CONTENTS
UNIT 1: INTRODUCTORY UNIT READING, WRITING, AND,

THINKING STRATEGIES ACROSS TEXT TYPES
Lesson 1- Genre Forms, Text Features, and Structures

Lesson 2- Critical Reading and Thinking Strategies
Lesson 3- Types of Writing
Lesson 4-The Writing Process
UNIT 2: READING, WRITING, AND CRITICAL THINKING ACROSS TEXT TYPES
Lesson 1- Reading and Writing Narrative Text Types

Lesson 2- Reading and Writing Expository Text Types
Lesson 3- Reading and Writing a Persuasion Text Type
Lesson 4- Reading and Writing a Descriptive Text Type
UNIT 3: PURPOSEFUL READING AND WRITING IN THE DISCIPLINE
Lesson 1- Reading and Responding To Literature

Lesson 2- Workplace Writing- Business Letters
Lesson 3- Workplace Writing- Resume and Cover Letter
Lesson 4- Purposeful Reading and Writing in the Discipline
UNIT 4: TEXT AND TEXT CONNECTIONS
Lesson 1- Explicit and Implicit Claims in a Text Claims

Lesson 2- Context of Text development
Lesson 3- Determining Textual Evidence
Lesson 4- Formulating Evaluative Statements
General Instructions
 Read every instruction before doing the activity, doing so will lead you to the right and correct output.
 Submission and getting another module will take place every MONDAY at the guard house drop box.
 Late submission will have a deduction of scores.
 Answer it seriously and honestly.
 Notebooks, worksheets or any materials asked in the module should be submitted in a long plastic envelop with
your name and the name of subject teacher at the back.
 For questions, clarifications and concerns you can contact this phone number 09551093817, or email at
irenemiho15@gmail.com or thru facebook MissMiho Tolentino.
CONTENT STANDARD
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
PERFORMANCE STANDARD
The learner critiques a chosen sample of each pattern if development focusing on information selection, organization, and
development.
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UNIT 1
INTRODUCTORY UNIT READING, WRITING, AND, THINKING STRATEGIES ACROSS TEXT
TYPES
Unit Outcome
At the end of the unit, the student should be able to:
Identify the different fiction and nonfiction genres and types of writing
Know the text features and text features and text structures of a specific text
Know the appropriate reading strategies to use with a specific text
Identify the different critical reading and thinking strategies and their specific application.
Describe a written text as connected discourse (RWS1)
Distinguish between and among techniques in selecting and organizing information (RWS2)
Distinguish between and among patterns of development in writing across disciplines (RWS3)
Know the steps in a writing process
Know the properties of well-written texts (RWS4)
WEEK 1
GENRE FORMS, TEXT FEATURES AND, STRUCTURES
LESSON OUTCOME:
At the end of the lesson, I can:

 Classify different texts according to genre and genre form
 Recognize the generic features and structure of specific texts
 Identify the pattern of development used in a specific text
GENRE AND GENRE FORMS
What is genre?
Genre is the organization of literature into categories based on the type of writing the
piece exemplifies through its content, form, or style. The main literary genres are prose,
poetry and drama.
PROSE
Prose is writing that s similar to everyday speech and language. Its form is based on
sentences and paragraphs.
PROSE FORMS
There are several different types of prose—which, in general, is any non-poetic writing. The main categories of
prose are nonfiction prose, fictional prose, heroic or legendary prose, and poetic prose. Nonfiction and fiction are
straightforward enough—they are the generic categories of fiction or nonfiction work, written in a non-poetic
manner. Heroic prose typically consists of folklore or legends that tell the tales of heroes, real or mythical (e.g.,
Paul Bunyan, Daniel Boone, Odysseus, Beowulf). Poetic prose is prose that is written to evoke the feelings
and imagery of poetry but is not written in verse.
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Fiction is a prose generally in a narrative form, in any medium, consisting of people, events, or places that are
imaginary—in other words, not based strictly on history or fact. In its most narrow usage, fiction refers to written
narratives in prose and often specifically novels, though also novellas and short stories.
Nonfiction or non-fiction is any document or content that purports in good faith to represent truth and accuracy
regarding information, events, or people. Nonfiction content may be presented either objectively or subjectively,
and may sometimes take the form of a story.
List down the titles of five fictional prose forms and five nonfictional prose forms
you are familiar with.
FICTIONAL PROSE FORMS NONFICTIONAL PROSE FORMS

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
POETRY
Poetry is a type of literature based on the interplay of words and rhythm. It often
employs rhyme and meter (a set of rules governing the number and arrangement of syllables
in each line). In poetry, words are strung together to form sounds, images, and ideas that
might be too complex or abstract to describe directly.
FORMS OF POETRY
Lyric poems are highly musical verses that express the observations and feelings of a single
speaker.
NARRATIVE poetry is a form of poetry that tells a story, often making the voices of a
narrator and characters as well; the entire story is usually written in metered verse. Narrative poems do not need
rhyme. The poems that make up this genre may be short or long, and the story it relates to may be complex. It is
normally dramatic, with objectives, diverse and meter. [1] Narrative poems include epics, ballads, idylls, and lays.
An EPIC poem, epic, epos, or epopee is a lengthy narrative poem, ordinarily involving a time beyond living
memory in which occurred the extraordinary doings of the extraordinary men and women who, in dealings with the
gods or other superhuman forces, gave shape to the mortal universe for their descendants, the poet and his
audience, to understand themselves as a people or nation.
A BALLAD is a song that tells a story, and it can be dramatic, funny, or romantic. You can find ballads in a
variety of musical styles, from country-western to rock n' roll.
The ballad is an old musical form. Ballads are often by anonymous composers, passed down from generation to
generation. You may know ―The Ballad of Jesse James," about the notorious bank robber, which dates from the
1880s and has been recorded by everybody from Woody Guthrie to Springsteen. A ballad can also be a slow,
romantic song, the kind of thing crooners like Johnny Mathis and Bing Crosby made famous. The
word ballad comes from medieval French balade, a dancing song.
A SONNET is a poetic form which originated at the Court of the Holy Roman Emperor Frederick
II in Palermo, Sicily. The 13th-century poet and notary Giacomo da Lentini is credited with the sonnet's invention
and the Sicilian School of poets who surrounded him is credited with its spread. The earliest sonnets, however, no
longer survive in the original Sicilian language, but only after being translated into Tuscan dialect.
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HAIKU is a type of short form poetry originally from Japan. Traditional Japanese haiku consist of three phrases
that contain a kireji, or "cutting word",17 on (a type of Japanese phoneme) in a 5, 7, 5 pattern, and a kigo, or
seasonal reference. However, modern haiku vary widely on how closely they follow these traditional elements.
List down the title of a poem that exemplifies each of the forms of poetry described
above. Recall the poems you studied in middle school or in grade school. You may
do a research if you have difficulty in recalling the poems you have studied. Be
sure
you classify each poem correctly.
1. Narrative Poems
2. Epics
3. Ballads
4. Sonnets
5. Haiku
DRAMA
-is the specific mode of fiction represented in performance:
a play, opera, mime, ballet, etc., performed in a theatre, or
on radio or television. Considered as a genre of poetry in general, the dramatic
mode has been contrasted with the epic and the lyrical modes ever
since Aristotle's Poetics (c. 335 BC)—the earliest work of dramatic theory.
DRAMA FORMS
Comedy is entertainment consisting of jokes intended to make an audience

laugh. For ancient Greeks and Romans a comedy was a stage-play with a happy
ending. In the Middle Ages, the term expanded to include narrative poems with
happy endings and a lighter tone. In this sense Dante used the term in the title of
his poem, the Divine Comedy.
Tragedy is a form of drama based on human suffering that invokes an

accompanying catharsis or pleasure in audiences. While many cultures have
developed forms that provoke this paradoxical response, the term tragedy often
refers to a specific tradition of drama that has played a unique and important role
historically in the self-definition of Western civilization.
A melodrama is a dramatic work wherein the plot, which is typically sensational

and designed to appeal strongly to the emotions, takes precedence over detailed
characterization. Melodramas typically concentrate on dialogue, which is often
bombastic or excessively sentimental, rather than action. Characters are often
simply drawn and may appear stereotyped. Melodramas are typically set in the
private sphere of the home, and focus on morality and family issues, love, and marriage, often with challenges from
an outside source, such as a "temptress", a scoundrel, or an aristocratic villain. A melodrama on stage, filmed or on
television is usually accompanied by dramatic and suggestive music that offers cues to the audience of the drama
being presented.
A farce is a literary genre and type of comedy that makes use of highly exaggerated and funny situations aimed at
entertaining the audience. Farce is also a subcategory of dramatic comedy, which is different from other forms of
comedy as it only aims at making the audience laugh.
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A historical drama is a play that takes place in the past and is based on real events. In many of these plays, the
characters are also based on real historical figures. The dialogue and the action, however, are mostly created by the
playwright.
LITERARY TEXTS AND INFORMATIONAL TEXTS
Texts have also been classified simply into literary texts and informational texts.
 Literary texts include short stories, novels, poems, and dramas. Biographies,
autobiographies, and essays can also be considered literary texts.
 Informational texts provide factual information. Consumer, public, and workplace
documents are considered informational materials.
A consumer document is paperwork given to buyers, users or the general public to specify
agreements, rights and/or responsibilities. Warranties, contracts, product safety instructions,
credit reports, loan agreements and health care plan explanations of benefits are all
considered consumer documents.
Document (such as court records, land deeds, and public registers) authenticated by
a public officer and made available for public reference and use. Statements
by public officers in such documents in their official capacity are admissible evidence of
fact in civil matters. Also called public record.
Messages, memorandums, minutes and agendas are usually workplace documents that are
prepared for internal use. That is, these documents are only used and read by people inside
your organisation. A memorandum (or memo) sends information to people in your
organisation about a work related topic.
A textbook is a comprehensive compilation of content in a branch of study. Textbooks are produced to meet the
needs of educators, usually at educational institutions.
A newspaper is a periodical publication containing written information about current events and is often typed in
black ink with a white or gray background.
Newspapers can cover a wide variety of fields such as politics, business, sports and art, and often include materials
such as opinion columns, weather forecasts, reviews of local services, obituaries, birth
notices, crosswords, editorial cartoons, comic strips, and advice columns.
Read the titles of texts in the first box below. Determine if the text is a literary text
or an informational text. Write the text under thyhe heading where it belongs in
the
chart below. Alongside, write the specific genre of that text e.g. Invictus (Poetry-lyric
poem)
Titles of Texts LITERARY INFORMATIONAL
―The Road Not Taken‖ by Robert Frost
―The Cask of Amontillado‖ by Edgar Allan Poe
―A Midsummer Night’s Dream‖ by William Shakespeare
―Beauty and the Beast‖ by Hans Christian Andersen
―O Captain, my Captain!‖ by Walt Whitman
The Social Cancer by Jose Rizal
History of the Philippines be Teodoro Agoncillo
The Old Man and the Sea by Ernest Hemingway
A Brief History of Time by Stephen Hawking
The Chronicles of Narnia by C.S. Lewis
Constitution of the Republic of the Philippines
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Newsweek
The Grammar Book by Marianne Celce-Murcia and Dianne Freeman
TEXT FEATURES AND TEXT STRUCTURES
Text Features
Text features are design elements of a text that indicate its organizational
structure or make its key ideas and information understandable.
Types of Text Features:

 The title identifies the topic
 Headings and subheadings and boldface and italic type help the reader
see the organization of the text.
 Graphic aids such as sidebars, maps, illustrations, photographs, charts,
tables diagrams, and
 Timelines show information visually instead of the words
 Bulleted and numbered lists show items of equal importance.
 Questions may be used to focus the reader’s understanding of the text.
 A caption, or the text that accompanies a graphic aid, gives information that is not necessarily obvious
from the image itself.
 Tables of content and indexes help a reader locate specific information.
Select a book you use in any of your school subjects. Identify the text features of
that book. Tell hoe each feature has helped or can help you understand the text
better.
Title of the book:

Text features:
Patterns of Development
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.
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Types of Organizational Patterns
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Identify the organizational pattern used in the book you examined for text
features.
Explain why you suppose the author(s) used that organizational pattern.
Name:___________________________________
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WEEK 2
CRITICAL READING AND THINKING STRATEGIES
LESSON OUTCOME

 Determine the specific reading strategies to use with specific texts
 Understand the specific thinking strategies to use with specific texts
READING STRATEGIES
When you read any kind of text, it is necessary that you know the key features
and organizational pattern or structure of that text. It is also important for you
to use special strategies. So you have to know what these strategies are and
which strategy to use with a particular text. Combining your understanding
about the structure of a particular text with the strategies you will use in
reading that text, you will be able to read different texts more easily and with
understanding. Good readers use the following reading strategies.
Previewing- Previewing a text means to get an idea of what we are going to find in a particular text or in other
words it is a skill of learning about a text before reading it. It saves time, gets a sense of what the text is about and
gives us a kind of overview. This simple skill includes seeing what we can learn from the head notes or other
introductory material, skimming to get an idea of the content and taking a look at how the text is organized. It saves
a lot of time for us as after previewing a text, we can set a purpose or evaluate whether the text meets our purpose
or not.
One important way to preview a piece of writing is to read the first sentence of each paragraph. This is because the
conventional style used in writing English essays requires the writer to use the first sentence of the paragraph to
summarize the entire paragraph.
Another way is to pay attention to text structures such as sidebars, photograph captions, text in bold or italics,
headings and subheadings, charts and graphs, summaries, and other supporting textsand graphics.
Activating prior knowledge- is something that we do naturally as

adult readers, as mature readers. We always relate what we're
reading to something we know. As a matter of fact when we read we
really have to think about those connections. Sometimes students
don’t access their background knowledge because they never think
that it's important or if they don’t have the background knowledge
the teacher doesn’t have an opportunity to really build that
background knowledge" (Clewell, 2012).
Making predictions- is a strategy in which readers use information

from a text (including titles, headings, pictures, and diagrams) and
their own personal experiences to anticipate what they are about to read (or what comes next).
Making predictions is normally based on your schema- what you know about the world? You also base your
predictions on the picture being presented by the author- what kind of picture does the author paint? Bright? Sad?
Serious? Humorous? Desperate? A prediction usually follows the current situation.
Visualizing- refers to our ability to create pictures in our heads based on text we read or words we hear. It is one of
many skills that makes reading comprehension possible. This method is an ideal strategy to teach to young students
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who are having trouble reading. Reading Comprehension.
Understand sequence of events- is one of many skills that contributes to students' ability to comprehend what they
read. Sequencing refers to the identification of the components of a story — the beginning, middle, and end — and
also to the ability to retell the events within a given text in the order in which they occurred. The ability to sequence
events in a text is a key comprehension strategy, especially for narrative texts. Sequencing is also an important
component of problem-solving across subjects (Reading Rockets, 2015).
Identifying main idea and details- The main idea is the most important idea in a text. It may be explicitly or
directly stated in sequence form of the text. If it is implicitly or indirectly stated, you as the reader will have to state
the main idea in your own words.
The main idea is the sentence that makes the central point about the topic or subject of a paragraph.
The strategies explained in this section are:
1. Making your own main idea.
Ask three key questions:
 What is the topic?

 What is listed about the topic?
 What do the major details have in common?
Access this link https://sites.austincc.edu/tsiprep/reading-review/identifying-the-main-idea/
Asking questions- A question is a sentence that asks. Good readers ask questions when they read. Ask questions
about how important the task you are reading is, how the events relate to one another, why characters act in a
certain way, and how you understand what you are reading. The benefit you get from reading is closely related to
the kind of questions you ask. Asking questions is important in reading all kinds of texts.
You can combine the skill of asking questions and that of activating prior knowledge by using K-W-L
 Know- Remember what you already know about the topic at hand.
 Want to know- ask yourself what you want to know about the topic at hand.
 Learned- specify what you learned about the topic when you read the text.
 Using K-W-L-will enable you to have a structure that will guide you in asking questions.
Paraphrasing- Paraphrasing is one way to use a text in your own writing without directly quoting source material.
Anytime you are taking information from a source that is not your own, you need to specify where you got that
information.
You can start paraphrasing ny encircling words or phrases that you think are key to the text. Theses become
keywords or phrases. You will either keep these key words or phrases in your
paraphrase or use very close synonyms for them. Read the text once again and
turn over the text so you could not see it. Start writing paraphrase using the key
words or phrase as clues.
Drawing conclusions- Observations occur when we can see something

happening. In contrast, inferences are what we figure out based on an
experience. Helping your child understand when information is implied, or not
directly stated, will improve her skill in drawing conclusions and making
inferences. These skills will be needed for all sorts of school assignments,
including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and
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with experience.
Recognizing mood in poetry- In interacting with one another, these broader elements of setting, tone and theme
evoke specific feelings in the reader and create a particular kind of mood or atmosphere. Each of these elements is
affected and influenced by a number of other elements such as figurative language, structure, diction, length of
poetic lines and punctuation, which also interact with one another. In identifying the poem’s mood, the reader
should consider all of these elements and interactions. Examples of moods that poems may have include feelings of
fear, doom, pride, love or atmospheres of peace, serenity or chaos.
Comparing and contrasting- comparing is determining how things are the same. Contrasting is determining how
things are different. When you read a text you can compare and contrast characters, events, settings, and details.
Comparing and contrasting is especially important in reading expository and persuasive texts.
A common way of comparing and contrasting is using two intersecting circles called a Venn diagram. In the
intersection, you write the similarities. On the sides, you write their differences.
Discovering similarities and differences
Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or
ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re
considering. In the central area where they overlap, list the traits the two items have in common. Assign each one
of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very
simple example, using two pizza places:
Comparison Contrast
 Like X, Y is also… Unlike, X, Y is…
 X is similar to Y in that… X is different from Y in
that…
 X and Y are similar in that… X and Y differ in…
 X and Y are both… X is not like Y because…
Putting text information in an outline- Outlines are very beneficial when it comes to organizing information for
writing because they:
1. Put ideas in logical order.

2. Show the relationship between ideas/material/evidence.
3. Provide a summary of main ideas and supporting evidence.
Putting text information in an outline can help you develop skills in finding the main idea and details in a text. One
way to do this is to identify topic sentences. Topic sentences contain the main idea in a paragraph. After identifying
topic sentences, you can easily identify details because details provide more specific elaboration about the main
idea. If the main idea is implied, you would first list down the details and write the implied main idea later, above
that of the details.
Identifying cause and effect- Identifying causes and effects in a reading is an essential skill to develop for several
reasons. First, it will enable you to understand more complex texts more fully. Second, it will help you develop
an outline for a cause and effect essay. Finally, it will provide you with the vocabulary and understanding to create
a thoughtful and comprehensive discussion of topics in a cause and effect essay.
Identifying the causes and effects in a text is not always a straightforward exercise. In this lesson, you will learn
five strategies to identify the causes and effects in a reading.
Summarizing- Summarizing a text, or distilling its essential concepts into a paragraph or two, is a useful study tool
as well as good writing practice. A summary has two aims: (1) to reproduce the overarching ideas in a text,
identifying the general concepts that run through the entire piece, and (2) to express these overarching ideas
using precise, specific language. When you summarize, you cannot rely on the language the author has used to
develop his or her points, and you must find a way to give an overview of these points without your own sentences
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becoming too general. You must also make decisions about which concepts to leave in and which to omit, taking
into consideration your purposes in summarizing and also your view of what is important in this text. Here are
some methods for summarizing:First, prior to skimming, use some of the previewing techniques.
Synthesizing- Synthesizing a text is the process of pulling together background knowledge, newly learned ideas,
connections, inferences and summaries into a complete and original understanding of the text. ...
Through synthesizing, readers form new ideas and opinions.
Select a text from any genre. Go over the text features and the text structure of that
text. Preview the text. Ask two or more questions on the text. Determine the
reading strategy or strategies to use to help you understand the text. Write it in your
notebook.
CRITICAL READING AND THINKING
Critical thinking is making judgements about information one reads or

hears. A reader gets the most out of what the athor says in a text by
thinking critically is going beyond what the words say and getting at the
important message of a text.
The following are critical reading-thinking skills that a reader needs to develop and then apply when
reading a text.
 Interpreting is thinking about what a writer is really saying in a text and then using one’s
schema, that is, one’s knowledge of the world, to answer the question about what a writer really
says in a text. Interpreting is useful in reading all kinds of texts.
Interpretation is the result of how you understand different symbols, items, cues, imagery, and
other devices that a writer uses in the text. You can interpret a text by making sense of all the
different devices that the writer talks about.
 Inferring is a process used by a reader to understand an idea that the author does not state
explicitly. This is doneby combining his own knowledge and background with details and clues
stated by the author. Inferring is especially uselful in reading expository, persuasive and
descriptive texts.
 Drawing conclusion- refers to information that is implied or inferred. This means that the information is
never clearly stated. Writers often tell you more than they say directly.
Drawing conclusion is using information that is implied or inferred to make meaning out of what is not
clearly stated. Writers give readers hints or clues that help them read between the lines, since not everything is
explicitly stated or spelled out all the time. If that were the case in books and in real life, then the coffee shop
conversation would've resulted in the woman saying exactly how
annoyed she was rather than simply saying the word 'fine' in a suggestive
manner.
In order to effectively draw conclusions, readers need to:
Consider what they already know from their own experiences

Gather all of the information that the author has given them
(characters' personalities, feelings and motivations, the time
period and place, conflicts, etc.)
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 Analyzing is looking at separate, detailed parts of the text to understand the entire piece. Analyzing is
especially important in reading expository and persuasive texts.
 Distinguishing fact from opinion. A fact is a statement that can be proven true or false. An opinion is an
expression of a person’s feelings that cannot be proven. Opinions can be based on facts or emotions and
sometimes they are meant to deliberately mislead others. Therefore, it is important to be aware of the
author’s purpose and choice of language. Sometimes, the author lets the facts speak for themselves.
 Evaluating is forming an opinion or making a judgement about something being read.

When reading informational texts, the reader makes judgements as to how qualified the author is
and how reliable the information being presented is. When reading fiction, the reader evaluates the author’s
style the characters, the plot, and the message being conveyed. Evaluating is especially important in
reading expository, persuasive and narrative texts.
 Synthesizing is combining ideas to come up with something new such as a new understanding or a new
way of presenting information. Synthesizing is important in reading all kinds of texts because all texts
provide knowledge that needs to be possessed.
 Predicting is making intelligent guesses about what will happen next in a text, for example, a story.
Predictions are based on evidences from the story and on the reader’s general knowledge and experiences.
Predicting is especially important in reading narrative texts.
Provide yourself with a clipping of an editorial from a local or foreign

newspaper or magazine.
Read the editorial. As you read the editorial, give conscious thought to the points in the list below. Write
down your ideas about each point. Be ready to present the editorial and your reactions in a small discussion
group in class.
 The issue considered in the editorial

 The facts or opinions used by the author
 The details or examples the author uses to support his/her contentions
 The conclusion the author reaches about the issue
 The author’s reasons for believing as he or she does
 What the author is persuading you to think or do
 The emotional words(if any) that the author uses to persuade others to think as he/she does
 Your action on the editorial – agree/disagree with the author, make up your mind later until you get
more information, or no reaction at all.
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Name:___________________________________
WEEK 3
TYPES OF WRITING
LEARNING OUTCOME:
Classify different texts according to type of writing

Recognize the generic features and structure of specific texts
Identify the pattern of development used in a specific text
Recognize well-written texts and their specific properties
GENRE AS TYPES OF WRITING
Genres have also been considered as types, or categories of writing, namely, narrative, descriptive writing,
expository writing, persuasive writing, response to literature, research writing, workplace and technical writing and
writing for media. Each genre has subcategories or forms, each form or category having a specific purpose and
specific characteristics.
Narrative Writing is writing that has a story, characters, conflict, and other essential parts of a story. Narrative
writing is often synonymous with a story. And this differs greatly compared to other forms of writing, like in
textbooks and certain nonfiction books.
To be effective, a narrative should have the following

characteristics:
 Has a clear focus or main point
 Presents events in a chronological or time order
 Has a well-developed plot
 Uses sensory details
 Uses the elements of a narrative
 Uses effective sentence structures
Forms of Narrative Writing
Fiction Narratives are a form of writing in which the writer, using the power of imagination, invents a re-creation
of life, usually written in prose. ... Falsehoods are inherent because fiction relays events that have never occurred to
characters that have never existed, at least not as they appear in the story.
Forms of Fiction Narratives
Realistic fiction is a story written about events that did not actually happen but could have happened; the people,
events and places may be real. It is a classification of literature containing stories that could actually happen, in a
time and setting that is plausible and contains realistic characters.
Fantasy stories is a genre of speculative fiction set in a fictional universe, often inspired by real world ... in
the middle of the second half of the eighteenth century BC, preserves a mixture of stories with elements of
historical fiction, fantasy, and satire.
Historical fiction is a literary genre in which the plot takes place in a setting located in the past. Although
the term is commonly used as a synonym for the historical novel, it can also be applied to other types of narrative,
including theatre, opera, cinema, and television, as well as video games and graphic novels.
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Mystery stories a genre of fiction usually involving a mysterious death or a crime to be solved. Often with
a closed circle of suspects, each suspect is usually provided with a credible motive and a reasonable opportunity for
committing the crime. The central character will often be a detective (like Sherlock Holmes and his assistant Dr.
Watson) who eventually solves the mystery by logical deduction from facts presented to the reader. Sometimes
mystery books are nonfictional. "Mystery fiction" can be detective stories in which the emphasis is on the puzzle or
suspense element and its logical solution such as a whodunit. Mystery fiction can be contrasted
with hardboiled detective stories, which focus on action and gritty realism.
Myths is a folklore genre consisting of narratives or stories that play a fundamental role in a society, such
as foundational tales or origin myths. The main characters in myths are usually gods, demigods,
or supernatural humans. Stories of everyday human beings, although often of leaders of some type, are usually
contained in legends, as opposed to myths.
Legends is a genre of folklore that consists of a narrative featuring human actions perceived or believed
both by teller and listeners to have taken place within human history. Narratives in this genre may demonstrate
human values, and possess certain qualities that give the tale verisimilitude. Legend, for its active and passive
participants, includes no happenings that are outside the realm of "possibility," but may include miracles. Legends
may be transformed over time, in order to keep them fresh, vital, and realistic. Many legends operate within the
realm of uncertainty, never being entirely believed by the participants, but also never being resolutely doubted.
Science fiction is a genre of speculative fiction that typically deals with imaginative and futuristic concepts
such as advanced science and technology, space exploration, time travel, parallel universes, and extraterrestrial life.
It has been called the "literature of ideas", and often explores the potential consequences of scientific, social, and
technological innovations.
Tall tales tell larger-than-life characters in real-life settings. The characters can form amazing acts of
strength and bravery.
Fiction Narratives
Nonfiction narratives are any kind of literary text that tells a

story about real people, events, and ideas.
The different forms of nonfiction narratives include well-
developed conflict and resolution, interesting and
believable characters, and a range of literary strategies such
as dialogue and suspense.
Forms of Nonfiction Narratives
Personal narratives is a prose narrative relating personal experience usually told in first person; its
content is nontraditional. "Personal" refers to a story from one's life or experiences.
Biographical narratives tells the story of a person other than the author. The story can come from personal
observation or from history.
Diary and journal entries Real-life diary entries are unstructured and can ramble all over the place. ... Note
that some people say there is a difference between a diary and a journal. According to them, a diary records what
you have done that day. A journal records your reactions and thoughts about your day, and is more personal and
expressive.
Blogs is an online diary or journal located on a website. The content of a blog typically includes text,
pictures, videos, animated GIFs ...
Eyewitness accounts are nonfiction writing that focus on historical or other important events. The writer is
the narrator and shares his or her thoughts about the event.
Memoirs s a form of creative nonfiction in which an author recounts experiences from his or her life.
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Reflective essays is an essay in which the writer examines his or her experiences in life. The writer then
writes about those experiences, exploring how he or she has changed, developed or grown from those experiences.
On your notebook, write the titles of nonfiction narratives you have read.
Identify the type of non-fiction narrative each one is.
Descriptive Writing
Descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader's
mind. Capturing an event through descriptive writing involves paying close attention to the details by using all of
your five senses.
To be effective, a descriptive essay should essay should have the following characteristics:
 Has a clear focus and sense of purpose
 Uses sensory details and precise words
 Presents details in a logical order
Forms of Descriptive Writing

Descriptive essays use words that involve the senses to create a clear picture of the subject.
Travel essays use sensory words to describe a place.
Definition essays describe something abstract, for example, courage or friendship, drawn from the writer’s
emotional experience.
Do a library or online search for examples of descriptive writing- descriptive essays,

travel essays, and definition essays: Provide yourself with atleast one example. Have a short
question-and-answer session on each essay.
Expository Writing
Exposition is a type of writing that intends to communicate ideas and information. It relies on facts to inform or
explain. The introductory paragraph presents a thesis statement which is the main point to be developed. The body
provides facts about the topic. A variety of sentence structures and transitions are used in the body. The concluding
paragraph sums up the ideas.
To be effective, an expository essay should essay should have the following characteristics:
 Contains detailed information and explanation about specific topic
 Uses an effective introduction and conclusion
 Has a well-organized structure
 Uses a variety of sentence structures and transitions
 Uses effective and error-free sentence structures
Forms of Expository Writing

An analytical essay explores a topic by supplying relevant information in the form of facts, examples, reasons and
valid inferences. The introductory paragraph presents a thesis statement to support the writer’s claims.
A compare-and-contrast essay are multi-paragraph compositions that explain ways in which two (or
occasionally more) subjects are similar and different. In these essays, compare means describing similarities
between the subjects.
A cause-and-effect essay is one that shows how two or more events are connected. This type of essay is
meant to explain and analyze why something happened or how something occurred. Phrases you may have heard
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that are similar to cause and effect are action and consequence and chain of events.
In a classification essay, we organize things into categories and give examples of things that fit into each
category. For example, if you choose to write about types of computers (PCs and servers), each of your
developmental paragraphs will define the characteristics of a different computer type.
A problem-solution essay presents a problem and then offers solutions on that bproblem.
A pro-con essay examines arguments for and against an idea or topic.
Newspaper and magazine articles offer information about news and events. They are typically factual and
do not include the writer’s opinions.
Internet articles are often like newspaper and magazine articles. They include more visuals and may also
reflect genres other than analytical essays.
On demand writing are essay questions that often appear on school tests. They provide clear topics about what
should be addressed.
Do a library or online search for examples of descriptive writing- descriptive

essays, travel essays, and definition essays: Provide yourself with atleast one
example. Have a short question-and-answer session on each essay.
Persuasive Writing
Persuasive writing aims to convince the reader to adopt an opinion or a course of action. A strong persuasive text is
logically organized and clearly describes the issue.
To be effective, a persuasive essay should essay should have the following characteristics:
 Has a clear thesis on an issue
 Uses sound reasoning
 Uses powerful language
 Presents detailed and relevant evidences and references
 Presents alternatives and counter arguments
 Uses clear conclusion
Forms of Expository Writing

A persuasive essay or argumentative essay aims to influence the attitudes or actions of a specific audience on
specific issues.
Editorials state opinion of the editors and publishers of news organizations.
An op-ed (opposite-editorial) piece is an essay that tries to convince readers to agree with the writer’s
views on an issue. The writer may not work for the publication and is often an expert on the issue or has an
interesting point of view.
Letters to the editor are letters sent to print and Internet publications to express opinions in response to
previously published articles.
Reviews evaluate items and activities, such as books, movies, plays, and music, from the writer’s point of
view.
Advertisements are paid announcements that try to convince people to buy something or do.
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Propaganda uses emotional appeals and often biased, false, or misleading information to persuade people to think
or act in a certain way.
Create a collection of forms of persuasive writing from various sources. Decide on how you
will present the various forms such as through a powerpoint presentation or a bulletin board
with the use of cardboard to be displayed.
Response to Literature
Response to literature analyze and interpret an author’s work. They extend beyond literary analysis to evaluate and
discuss how and why the text is effective or not effective.
To be effective, an interpretative response to literary text should have the following characteristics:
 Has a clear thesis or controlling idea
 Has an analysis and conclusion about the meaning of the work
 Includes details and evidence from the text to show understanding of the text
 Includes personal insights and evaluation of the meaning and the quality of the text
 Includes a discussion of how the literary elements affect the quality of the text
Forms of Response to Literature

Critical reviews evaluate books, plays, poetry, and other literary works. They may analyze the aesthetic effect of an
author’s use of language in addiction to responding to the content of the writing.
Comapre and contrast essays explore similarities and differences between two or more works of literature.
Letters to authors are letters directly sent by readers to authors to share their feelings and thoughts about a
literary work.
Blog comments on an author’s Website or retailer pages let readers share their ideas about a work. The
readers express their opinion and give interpretations of what an author’s work mean.
Create a portfolio of different forms of responses to literature. You may include the literary
work the reader is responding to. Choose a partner from your classmate. Take turns in
talking about your portfolio. Give your own comments on each response to a literary text in
your collection.
Workplace and Technical Writing

Workplace writing is writing done on the job or as part of a job, often in an office setting. It usually communicates
details about a particular job or work project.
To be effective, workplace writing should have the following characteristics:

 Presents well-organized and accurate information
 Includes purpose and intended audience
 Uses formal and polite language
 Uses reader-friendly formatting techniques
Forms of Workplace Writing

Business Letters are formal letters written to, from, or within a business. They can be written to make requests, file
complaints, or give information.
Memos are brief business note that give the reader important information on a topic.
E-mail is an abbreviation for electronic mail. It is a common form of communication that uses a computer
and software to send messages.
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Forms are types of workplace writing that ask for specific information to be completed in a particular
format.
Instructions are clear, step-by-step guidelines used to explain how to complete a task or procedure. A
Project Plans are short documents that outline the goals and objectives of a project.
A resume is an overview of a person’s experience and qualifications for a job. It lists a preson’s job skills
and work history.
College Applications are documents that ask for personal information and details in order to decide
whether or not to accept a student.
Job Applications are documents that employers use for hiring purposes. A person applying for a job is
required to list work experiences and educational background.
Create a portfolio of different forms of workplace and business writing. Choose three
workplace writings of your choice and make your own writing. Make it as simple as it
should and presentable. Place it in a short size bondpaper in handwritten and encoded.
Research Writing
A research report is a presentation of evidence in support of a clear thesis statement. It is based on organized ideas
and factual information from outside sources.
To be effective, an informational research should have the following characteristics:

 Has a thesis statement that identifies the major research topic
 Uses a variety of information from multiple reliable, relevant, and accurate sources
 Includes facts, details, examples, quotations and explanations to support the conclusion
 Presents clear presentation of summary of findings
 Includes a bibliography and citations
Forms of Research Writing

Research reports and documented essays present information and analysis about a topic that the writer has studied.
It starts with a clear thesis statement. Documented essays are less formal research writing that show the source of
every fact, quote, or borrowed idea in parenthesis.
Experiment journals and lab reports focus on the purpose, procedures, and results of a laboratory
experiment.
I-Search reports blend informational and personal writing. Inn I-Search report, the writer tells the story of
his/her research and investigation, the dead ends and small victories, and the results of the research.
Scientific reports analyze information and data concerning a scientific issue or problem.
Historical reports give in-depth information about a past event. They focus on narrow topics and may
discuss cause and effect.
Health reports presents the latest information, data, and research about a specific disease or health related
issues.
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The teacher will divide the class into five. Each group will be assigned form of research
writing in the above list. Each group will submit and examplar of the piece of writing. Please
cooperate with your group in via virtual or through social media. Group assigment will be
given upon receiving of module.
Writing for Media

The term media refers to the television, newspaper, magazines, radio, movies, and the internet. Each one is a
medium or means for delivering information, entertainment, and advertising to a vast audience. In the world of
communication today, writers can write for print media such as books and newspapers and also for a variety of
other media such as scripts for screenplays, video games, documentaries, storyboards, and websites and blogs.
Forms of Writing for Media

News articles found in newspapers and magazines or aired over the radio and on television provide information
about particular topics, issues, or events.
A documentary is a film or radio or television program giving facts about something.
Web pages are the basic units of the internet. The main purpose of web pages is to provide information,
entertainment, or advertising. These electronic pages contain text, pictures, animation, and movies.
Scripts are written texts for documentaries, theatre productions, television shows, video games, and films.
Blogs are websites where a person writes regularly for almost every purpose – recent events, topics that
interest them, local issues, food, books, and the like.
Advertisements aim to persuade people to buy a product or service. Music, images, and words are used to
support the message.
To analyse media writing, ask the following key questions:

 What message is this news article, documentary, web page, blog, or advertisement trying to send me?
 How did the artist or writer use elements of visual design and composition and/or film techniques to
emphasize the message and to persuade the audience to accept and agree with the message.
 What do I already know about the subject?
 How can I use what I already know to judge whether this message is fair or unfair, based on reality or
fantasy, and/or based on fact or opinion.
With the same group, talk about forms of media writing that each of you have had
experience in doing. As a follow up activity, send an exemplar(s) of that media form. You
may use the above key questions to guide you in your presentation.
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Name:___________________________________
WEEK 4
THE WRITING PROCESS
LEARNING OUTCOME:
Identify the steps in the writing process and the techniques to use in each step
Recognize well-written texts and their specific properties
Identify the writing conventions to be used in written texts
Know the specific techniques to use when dealing with problems of grammar and usage in texts.
STAGES IN THE WRITING PROCESS
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 steps in the writing process – prewriting, drafting, revising, editing,
and publishing.
Prewriting is the first stage of the writing process, typically followed by

drafting, revision, editing and publishing.
Prewriting can consist of a combination of outlining, diagramming,
storyboarding, clustering (for a technique similar to clustering, see mind
mapping).
Example:
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Try to do it here:
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Drafting is the preliminary stage of a written work in which the author begins to develop a more cohesive product.
A draft document is the product the writer creates in the initial stages of the writing process.
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Revising literally means to ―see again,‖ to look at something from a fresh, critical perspective. It is an ongoing
process of rethinking the paper: reconsidering your arguments, reviewing your evidence, refining your purpose,
reorganizing your presentation, reviving stale prose.
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Editing involves looking at each sentence carefully, and making sure that it's well designed and serves its purpose.
Proofreading involves checking for grammatical and punctuation errors, spelling mistakes, etc. Proofing is the final
stage of the writing process.
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Publishing s the activity of making information, literature, music, software and other content available to the public for
sale or for free. Traditionally, the term refers to the distribution of printed works, such as books, newspapers,
and magazines. With the advent of digital information systems, the scope has expanded to include electronic
publishing such as ebooks, academic journals, micropublishing, websites, blogs, video game publishing, and the like.
Download the worksheet on this link

https://www.google.com/search?q=Publishing+in+writi
ng+worsheet&tbm=isch&ved=2ahUKEwjGzb2nn5LrAhV
STZQKHY6iDD0Q2-
cCegQIABAA&oq=Publishing+in+writing+worsheet&gs_l
cp=CgNpbWcQAzoCCABQ1pQMWOGuDGCBsgxoAHAAe
ACAAfoCiAHeF5IBAzMtOZgBAKABAaoBC2d3cy13aXota
W1nwAEB&sclient=img&ei=QxUyX4agB9Ka0QSOxbLoA
w&bih=657&biw=1366&hl=en-GB#imgrc=-
uazoqDIWPywcM to have better appearance on the
worksheet on the side, or you can copy it on a short bond
paper.
Components of Good Writing
A piece of good writing is composed of an interesting introduction and effective paragraphs, transitions,
conclusions, and elaboration.
Introduction presents the thesis statement and should capture the reader’s attention. Some ways of introducing a
piece of writing are as follows:
 Begin with a thesis statement
 Use a surprising statement
 Provide a description
 Ask a question
 Relate an anecdote
 Address the reader directly
Paragraph is made up of sentences that work together to develop an idea or accomplish a purpose. A good
paragraph should exhibit unity and coherence.
 Unity. A paragraph has unity when all the sentences are related to one main idea.
 Coherence. A paragraph is coherent when all the sentences are related to one another. Each sentence
follows logically to the next.
Transitions are words, phrases, and sentences that show connections between details.
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Conclusion sums up the ideas presented in the text. This can be shown through any of the following forms.
Elaboration is the process of providing specific, relevant, and appropriate supporting details to the main idea or
thesis statement through the use of:
 Facts and statistics
 Descriptions
 Anecdotes
 Examples
 Quotations
Provide yourself with a copy of any piece of nonfiction writing. Evaluate the introduction, paragraphs, transitions,
elaboration and conclusions. Conduct a small group discussion with five other classmates. You can choose your
group mates. Be able to describe how are the aforementioned components are developed in that piece of writing.
Decide on how you will present that piece of writing.
Writing Traits
Good writing has specific qualities or traits. It is focused and coherent, well-organized, has clear ideas, identifiable
voice, and appropriate language conventions.
Focus and Coherence

A piece of writing is focused and coherent if it keeps to the topic and is clear and supported be well-chosen details.
Organization
A well-organized paper has a clearly recognizable plan, that is the ideas move from sentence to sentence in a
logical way and from paragraph to paragraph in an appropriate organizational pattern.
Development of Ideas
In a well-written paper, the ideas are clearly defined, logically developed, supported by appropriate details, and
connected in an interesting manner.
Conventions
Refer to the correct use of all spelling, punctuation, capitalization, grammar, usage, and sentence structure rules.
 Work as whole. Develop a rubric for evaluating a piece of writing. Use the qualities or traits above as the
criteria for evaluation. Have a 4-point scale. Do it on MS Word sheet.
 Provide yourself with a copy of a composition written by an underclassman/woman. The composition may
even be one you yourself wrote. Rate composition using the rubric your class developed.
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Name:___________________________________
WEEK 5 UNIT 2
READING, WRITING, AND ACROSS TEXT TYPES
READING AND WRITING NARRATIVE TEXT TYPES
LEARNING OUTCOME:
Identify the context in which a narrative text type is developed

Describe a narrative text type as connected discourse
Identify properties of well-written narrative text types; and
Apply critical reading as looking for ways of thinking and as reasoning in reading narrative text types
Compose a personal essay and a memoir
Demonstrate the 21st century skill of collaborative simulation and modelling
PERSONAL ESSAY
Characteristic of a personal essay
A personal essay often combines elements of both the narrative and the memoir since an insight about life or a
personal belief is usually based upon bot experiences and relationship that have taught the writer what individual
values are most important. Reading personal essay is similar to listening to a good friend chat. But in a personal
essay, thoughts are organized and words are carefully chosen to make the message more prominent than the normal
talk. The author writes like the way he or she might talk in an ordinary or everyday conversations. He speaks to
readers as openly as a friends talk to each other. This direct informal approach makes it easy to distinguish the
author’s tone or attitude on a certain topic.
Active strategies for reading a personal essay

Activating prior knowledge. Use previous personal experience to relate and to create meaning in reading a
personal essay.
Understanding information in an outline. Prepare an ouline to help put information in order. The headings and
subheadings in a text can help you determine the main topics and subtopics for your outline.
Reading a Personal Essay

Preparing to Read the Text
Background
The complexities of language are not easily learned. In Malcom X’s ―Coming to an Awareness of Language,‖ he
details his experiences struggling with widening his spectrum of language in order to better communicate. The
catalyst of his interest in language was his realization that he was unable to speak articulately when eriting to
people he admired.
Vocabulary preview
emulate To imitate an admirable characteristic or skill
hustler A criminal expert
inaction Lack of action where some is expected or appropriate
slang A type of language consisting of words and phrases that are regarded as very informal,
are more common in speech than writing, and are typically restricted to a particular
context or group of people.
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Reading the Text
Coming to an Awareness of Language

By Malcolm X
I've never been one for inaction. Everything I've ever felt strongly about, I've done something about. I
guess that's why, unable to do anything else, I soon began writing to people I had known in the hustling world, such
as Sammy the Pimp, John Hughes, the gambling house owner, the thief Jumpsteady, and several dope peddlers. I
wrote them all about Allah and Islam and Mr. Elijah Muhammad. I had no idea where most of them lived. I
addressed their letters in care of the Harlem or Roxbury bars and clubs where I'd known them.
I never got a single reply. The average hustler and criminal was too uneducated to write a letter. I have known
many slick, sharp-looking hustlers, who would have you think they had an interest in Wall Street; privately, they
would get someone else to read a letter if they received one. Besides, neither would I have replied to anyone
writing me something as wild as ―the white man is the devil.‖
What certainly went on the Harlem and Roxbury wires was that Detroit Red was going crazy in stir, or else
he was trying some hype to shake up the warden's office.
During the years that I stayed in the Norfolk Prison Colony, never did any official directly say anything to
me about those letters, although, of course, they all passed through the prison censorship. I'm sure, however, they
monitored what I wrote to add to the files which every state and federal prison keeps on the conversion of Negro
inmates by the teachings of Mr. Elijah Muhammad.
But at that time, I felt that the real reason was that the white man knew that he was the devil.
Later on, I even wrote to the Mayor of Boston, to the Governor of Massachusetts, and to Harry S. Truman.
They never answered; they probably never even saw my letters. I handscratched to them how the white man's
society was responsible for the black man's condition in this wilderness of North America.
It was because of my letters that I happened to stumble upon starting to acquire some kind of a homemade
education.
I became increasingly frustrated at not being able to express what I wanted to convey in letters that I wrote,
especially those to Mr. Elijah Muhammad. In the street, I had been the most articulate hustler out there—I had
commanded attention when I said something. But now, trying to write simple English, I not only wasn't articulate, I
wasn't even functional. How would I sound writing in slang, the way I would say it, something such as, ―Look,
daddy, let me pull your coat about a cat. Elijah Muhammad—‖
Many who today hear me somewhere in person, or on television, or those who read something I've said,
will think I went to school far beyond the eighth grade. This impression is due entirely to my prison studies.
It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of
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knowledge. Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him. But
every book I picked up had few sentences which didn't contain anywhere from one to nearly all of the words that
might as well have been in Chinese. When I just skipped those words, of course, I really ended up with little idea of
what the book said. So I had come to the Norfolk Prison Colony still going through only book-reading motions.
Pretty soon, I would have quit even these motions, unless I had received the motivation that I did.
I saw that the best thing I could do was get hold of a dictionary— to study, to learn some words. I was
lucky enough to reason also that I should try to improve my penmanship. It was sad. I couldn't even write in a
straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils
from the Norfolk Prison Colony school.
I spent two days just riming uncertainly through the dictionary's pages. I'd never realized so many words
existed! I didn't know which words I needed to learn. Finally, just to start some kind of action, I began copying.
In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page,
down to the punctuation marks.
I believe it took me a day. Then, aloud, I read back, to myself, everything I'd written on the tablet. Over
and over, aloud, to myself, I read my own handwriting.
I woke up the next morning, thinking about those words—immensely proud to realize that not only had I
written so much at one time, but I'd written words that I never knew were in the world. Moreover, with a little
effort, I also could remember what many of these words meant. I reviewed the words whose meanings I didn't
remember. Funny thing, from the dictionary first page right now, that ―aardvark‖ springs to my mind. The
dictionary had a picture of it, a long-tailed, long-eared, burrowing African mammal, which lives off termites caught
by sticking out its tongue as an anteater does for ants.
I was so fascinated that I went on—I copied the dictionary's next page. And the same experience came
when I studied that. With every succeeding page, I also learned of people and places and events from history.
Actually the dictionary is like a miniature encyclopedia. Finally the dictionary's A section had filled a whole tablet
—and I went on into the B's. That was the way I started copying what eventually became the entire dictionary. It
went a lot faster after so much practice helped me to pick up handwriting speed. Between what I wrote in my tablet,
and writing letters, during the rest of my time in prison I would guess I wrote a million words.
I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and
read and now begin to understand what the book was saying. Anyone who has read a great deal can imagine the
new world that opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I
was not reading in the library, I was reading on my bunk. You couldn't have gotten me out of books with a wedge.
Between Mr. Muhammad's teachings, my correspondence, my visitors… and my reading of books, months passed
without my even thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life.
Responding to the Text

Comprehension questions
 Describe the process by which the author improved his reading and writing abilities.
 What distinction does Malcolm X imply when, in paragraph 8, he says, ―I not only wasn’t articulate, I
wasn’t even functional‖?
 What is it about Bimbi that makes the narrator wish to ―emulate him‖ (paragraph 10)
 What difference does Malcolm X draw between being articulate in the ―hustling world‖ and being truly
literate?
 Malcolm X, at first, wanted to improve his ability to communicate in the letters he wrote. Does this
motivation change later on? Explain.
Critical thinking questions

 What message does Malcolm X seem to suggest (his overall main idea) about literacy and education?
 What is Malcolm X’s thesis (overall main idea) about literacy and education?
 Explain the process he used to become articulate. What does that process suggest about Malcolm X’s
31 | P a g e
character?
 The author’s letters contained statements such as ―the white man is the devil.‖ Do such comments affect his
credibility? Why or why not?
 Analyse any two paragraphs in this selection. Evaluate the writer’s command of the language and his
believability.
 What is the nature of freedom that Malcolm X refers to in the final sentence? In what sense can language
be said to be liberating?
Write/prepare a brief timetable of how Malcolm X improve his reading/writing skills. Use the following
graphic organizer:
WRITING YOUR OWN PERSONAL ESSAY

Preparing To Write
Generating ideas for writing

In writing a personal essay, you go one step beyond reminiscing about a significant even or moment. You choose a
period in your life, and analyse it, and put it into context.
Choosing a topic. Think about a significant period of time, which has shaped you into the person you are now.
Complete the sentence ―I am who I am today because of the period of time when…‖
Gathering events. Use a cluster to help you think about significant events you experienced during the time in
question. Use sensory and memory details.
Organizing the events. This time decide on an order for the details you have gathered. You may organize them
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following a chronological order or you may share them according to your own order of importance.
Organizing a Personal Essay

The following will help you write a well-organized recollection of the event you experienced:
Introductory point Usually begins with a notable or memorable experience (a reminiscence)

Form A personal essay, like in reminiscence may be developed in a linear
direction, with the details unfolding one after the other until the story is
told. In a personal essay however, it includes explanation and analysis.
Tone Tone refers to the feelings communicated by an essay. Express openly
and honestly to sincerely share thoughts and feelings.
Point of view (POV) A personal essay uses the first-person point of view.
Applying language skills

Choosing the right point of view using personal pronouns
Using the right point of view is important in ensuring your essay to have a good impression on readers.
While the content of your essay matters, how you present that content is important as well. Changing the
point of view repeatedly throughout your writing and using personal pronouns that are inappropriate may confuse
readers.
There are three points of view used in writing, and each is appropriate in certain situations:
 First person
 Second person
 Third person
MEMOIR
Characteristics of a memoir
Active strategies for reading a memoir

Previewing
33 | P a g e
Reading a Memoir
Preparing to Read the text
Lead up questions
 What are the usual activities and ceremonies during an Independence Day celebration?
 In what ways do people nowadays celebrate Independence Day?
 What other things do people nowadays do during Independence Day?
Vocabulary preview
abdication Usually refereeing to a king giving up his position or throne
assuming ―assuming‖ can mean ―taking on‖ or ―going into‖
ebb Usually refers to water slowly disappearing during low tide
maraud To go around looking for something to steal or someone to victimize
trauma A painful or hurtful experience
Reading the Text
Read the Crusade in Asia (excerpt) By Carlos P. Romulo have a research on the excerpt in the internet.
Responding to the Text

Comprehension questions
 How was the physical condition of Manila after the war?
 What were the signs that Manila was filled with moral degradation after the war?
 What was the symbol of America granting independence to the Philippines?
 How did the author illustrate the sudden stopping of the rain as the Philippine flag reached the top?
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 What was the dominant emotion during the event?
Critical thinking questions

 What do you think were needed to be done after the war?
 If you were alive during and after the war, would you also opt for immediate independence for the
Philippines? Why or why not?
 Why do you think Carlos P. Romulo and other Filipinos were very excited to be independent from
America?
 Do you agree with the author that the Philippines was truly free? Why or why not?
 A story board is used by animators, motion picture directors, or scriptwriters to show the sequence of
events.
 Create a simple story board about what happened during the first Independence Day celebration by getting
pieces of white paper in which you can draw a scene and write a few words describing it.
Writing Your Own Memoir

Preparing to Write
Generating ideas for writing

 Think about a memorable occasion that you experienced. Think about why you want to writeabout that
experience and to whom you want your readers to be. In doing so, you are thinking of a purpose and
audience for writing.
 Write the details in short form on a table similar to the one below. You can also include the people,
activities, as well as your feelings and recollections about the event.
Occasion:
Place
35 | P a g e
My purpose for recounting that event
People Activities Your Feelings Other things I remember
 Decide the tone of your writing. The tone is the over-all feeling being expressed by the piece if writing.
Often, the kind of experience sets the tone. For example, writing about a sad experience means the tone
will be sad. However, it is not uncommon for experienced writers to choose a tone that may sound different
from the feeling of the one who experienced the event. After thinking it through, write down the tone of
your writing on the black:
 The tone of my writing will be_____________________________________________________________
Acquiring 21st Century Skills – Collaborative Simulation and Modelling

One important characteristic of 21st century skills is that they could not be done by machines; rather, they require
human ingenuity. According to Jenkins and his companions, in their book, ―confronting the challenges of
participatory culture: Media education for the 21 st century‖, one such skill is simulation – being able to analyse and
create models of real-world processes. One important component of this is to predict what will happen next.
Collaborate with your classmates and think of relatively simple real-world process that you can visualize in paper.
Examples of real-world processes could be:
Borrowing and returning a book from the library
Creating a scrap book
Buying item from a store
Grooming a pet
Diagram or draw the stages of the process you chose. Write some comments about that stage.
In addition, draw or write down the conditions necessary to reach that stage including whatever input is needed.
Then write what possible condition can arise from that stage including whatever output is produced by that stage.
When you have completed your model, it would be

easy for you to predict what would happen given a
stage and the conditions existing at a particular time.
Describe your process in front in a video presentation.

Point out the different stages and conditions that go
with them.

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Core Subject Title: Reading and Writing

No. of Hours: 80 hours

Semester: 1st semester

UNIT 1: INTRODUCTORY UNIT READING, WRITING, AND,

Lesson 1- Genre Forms, Text Features, and Structures

UNIT 2: READING, WRITING, AND CRITICAL THINKING ACROSS TEXT TYPES

Lesson 1- Reading and Writing Narrative Text Types

UNIT 3: PURPOSEFUL READING AND WRITING IN THE DISCIPLINE

Lesson 1- Reading and Responding To Literature

UNIT 4: TEXT AND TEXT CONNECTIONS

Lesson 1- Explicit and Implicit Claims in a Text Claims

At the end of the unit, the student should be able to:

Know the properties of well-written texts (RWS4)

GENRE FORMS, TEXT FEATURES AND, STRUCTURES

At the end of the lesson, I can:

GENRE AND GENRE FORMS

FICTIONAL PROSE FORMS NONFICTIONAL PROSE FORMS

Comedy is entertainment consisting of jokes intended to make an audience

Tragedy is a form of drama based on human suffering that invokes an

A melodrama is a dramatic work wherein the plot, which is typically sensational

LITERARY TEXTS AND INFORMATIONAL TEXTS

TEXT FEATURES AND TEXT STRUCTURES

Types of Text Features:

Title of the book:

Types of Organizational Patterns

CRITICAL READING AND THINKING STRATEGIES

At the end of the lesson, I can:

Activating prior knowledge- is something that we do naturally as

Making predictions- is a strategy in which readers use information

who are having trouble reading. Reading Comprehension.

The strategies explained in this section are:

1. Making your own main idea.

Ask three key questions:

 What is the topic?

Access this link https://sites.austincc.edu/tsiprep/reading-review/identifying-the-main-idea/

Drawing conclusions- Observations occur when we can see something

1. Put ideas in logical order.

CRITICAL READING AND THINKING

Critical thinking is making judgements about information one reads or

In order to effectively draw conclusions, readers need to:

Consider what they already know from their own experiences

 Evaluating is forming an opinion or making a judgement about something being read.

Provide yourself with a clipping of an editorial from a local or foreign

 The issue considered in the editorial

At the end of the lesson, I can:

Classify different texts according to type of writing

GENRE AS TYPES OF WRITING

To be effective, a narrative should have the following

Forms of Narrative Writing

Forms of Fiction Narratives

Nonfiction narratives are any kind of literary text that tells a

Forms of Nonfiction Narratives

Forms of Descriptive Writing

Travel essays use sensory words to describe a place.

Do a library or online search for examples of descriptive writing- descriptive essays,

Forms of Expository Writing

A pro-con essay examines arguments for and against an idea or topic.

Do a library or online search for examples of descriptive writing- descriptive

Forms of Expository Writing