COLLEGE DEPARTMENT

ELEC 2

REMEDIAL INSTRUCTION IN ENGLISH

JONATHAN M. RAMOS
NAME OF STUDENT

WYLENE G. HERMINIGILDO, PhD

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 ELEC 2- CONSOLIDATED ASSESSMENT

Learning Area: English

Content Standard: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.

Performance Standard: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

Formation Standard: For a deeper understanding of literature and other text types, the learner demonstrates communicative competence and appreciation for
Philippine culture as well as that of other countries.

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 Learning Research-based Learning Tasks (How the strategies will be employed) Learning Materials/ Reference
Competencies Strategies Technology
Integration
EN7WC-II-a-5: The Grammar- OVER-ALL AIMS Pen Rivas, R. (2022) Leni
Syntax- Robredo’s image
Extract  To help students improve their ability to organize information and construct it Notebook challenges and her
Organization
information from a into a text. ‘pink bridge’ to the
Approach and Phone/Laptop
text using a  Students' abilities to revise, redraft, improve their writing and skill should be presidency. Retrieved
The Process
summary, precis, developed. Internet from
Approach
and paraphrase https://www.rappler.co
Activity 1 Gmail m/newsbreak/in-depth/l
Directions: Read the online articles below and after reading each article, complete the Internet eni-robredo-image-
following tasks. Collaborate with your former groups and present your work in front of challenges-pink-bridge-
Google movement-presidency-
the class after 30 minutes. The leader will grade his/her members participation, 5 is the
2022/
lowest and 10 is being the highest score. Send it to me thru Gmail.
Gmail: jr072151@gmail.com Patag, K. (2022) A
Article 1- Group2 quick look at
Bongbong Marcos and
Title: Leni Robredo’s image challenges and her ‘pink bridge’ to the presidency his 'unity' campaign.
Retrieved from
https://www.philstar.co
m/headlines/2022/02/2
7/2160156/quick-look-
bongbong-marcos-and-
his-unity-campaign

Writing Rubric.
Retrieved from
https://www.createweb

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 quest.com/noam-
chomsky
Link: Retrieved from https://www.rappler.com/newsbreak/in-depth/leni-robredo-
image-challenges-pink-bridge-movement-presidency-2022/

Note: Access the whole article in the given link.

Guide Questions:
1. State the beginning, middle and the end of the news.

2. Are there any important facts or key points that have been mentioned in the
news? If so, what exactly are they?

3. Return to your answers in numbers 1 and 2. What do you notice? Did you
make a copy of everything the reporter said? What, if any, are those?

Article 2- Group 1
Title: A quick look at Bongbong Marcos and his 'unity' campaign

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 Link: Retrieved from https://www.philstar.com/headlines/2022/02/27/2160156/quick-
look-bongbong-marcos-and-his-unity-campaign

Note: Access the whole article in the given link.

Guide Questions:
1. State the beginning, middle and the end of the news.

2. Are there any important facts or key points that have been mentioned in the
news? If so, what exactly are they?

3. Return to your answers in numbers 1 and 2. What do you notice? Did you
make a copy of everything the reporter said? What, if any, are those?

Writing Rubrics

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EN7WC-II-b-5:
Extract
The Grammar- Pen
information from a
Syntax-
text using a Notebook
Organization
summary, precis,
Approach and Phone/Laptop
and paraphrase
The Process Retrieved from
Approach Internet
http://englishwithiftikh
Messenger ar.blogspot.com/p/blog-
page_26.html

Retrieved from
https://www.assignmen
Directions: Choose one among the three passages below and after reading your chosen
texpert.com/homework
passage, complete the following tasks.
-answers/english/questi
Send your answer in messenger by this name, Sir Jonathan Ramos until tomorrow on-163984
before 12noon.
Passage 1 Retrieved from
Teaching is the noblest of professions. A teacher has a sacred duty to perform. It is he https://www.coursehero
on whom rests the responsibility of molding the character of young children. Apart .com/file/pduaehh/Sam
from developing their intellect, he can inculcate in them qualities of good citizenship, ple-4-English-
remaining neat and clean, talking decently and sitting properly. These virtues are not education-and-English-
easy to be imbibed. Only he who himself leads a life of simplicity, purity and rigid language-have-done-
discipline can successfully cultivate these habits in his pupils. immense-goods-to-
Besides a teacher always remain young. He may grow old in age, but not in spite. India/
Perpetual contact with budding youths keeps him happy and cheerful. There are
moments when domestic worries weigh heavily on his mind, but the delightful Writing Rubric.
company of innocent children makes him overcome his transient moods of despair. Retrieved from
Passage 2 https://www.createweb
English education and English language have done immense goods to India, in spite of quest.com/noam-

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 their glaring drawbacks. The notions of democracy and self-government are the born of chomsky
English education. Those who fought and died for mother India's freedom were nursed
in the cradle of English thought and culture. The West has made contribution to the
East. The history of Europe has fired the hearts of our leaders. Our struggle for
freedom has been inspired by the struggles for freedom in England, America and
France. If our leaders were ignorant of English and if they had not studied this
language, how could they have been inspired by these heroic struggles for freedom in
other lands? English, therefore, did us great good in the past and if properly studied
will do immense good in future.
English is spoken throughout the world. For international contact our commerce and
trade, for the development of our practical ideas, for the scientific studies, English-is
indispensable "English is very rich in literature," our own literature has been made
richer by this foreign language. It will really be a fatal day if we altogether forget
Shakespeare, Milton, Keats and Shaw.
Passage 3
When we survey our lives and efforts we soon observe that almost the whole of our
actions and desires are bound up with the existence of other human beings. We notice
that whole nature resembles that of the social animals. We eat food that others have
produced, wear clothes that others have made, live in houses that others have built. The
greater part of our knowledge and beliefs has been passed on to us by other people
though the medium of a language which others have created. Without language and
mental capacities, we would have been poor indeed comparable to higher animals.
We have, therefore, to admit that we owe our principal knowledge over the least to the
fact of living in human society. The individual if left alone from birth would remain
primitive and beast like in his thoughts and feelings to a degree that we can hardly
imagine. The individual is what he is and has the significance that he has, not much in
virtue of the individuality, but rather as a member of a great human community, which
directs his material and spiritual existence from the cradle to grave.
a. Give your own title about the passage that represents its key ideas.
b. Precis the passage in your own words using the graphic organizer below.

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EN7WC-II-c-5: Writing Rubrics
Extract
The Grammar- Pen
information from a
Syntax-
text using a Notebook
Organization
summary, precis,
Approach and Phone/Laptop
and paraphrase
The Process
Approach Internet
Google classroom
DutchNews.nl, 2018.
Tourist numbers above
42 million, not
counting the Airbnb
Let’s do this! 30 minutes activity
crowd. Retrieved from
Directions: Read the text carefully and divide the class into two groups and think about https://www.dutchnews
the best way to paraphrase the sample texts below. Highlight the words that you think .nl/news/2018/04/touris
are specialized words or words that should not be changed when paraphrasing. t-numbers-above-42-
Underline the words which should not be changed.Turn in your file in our Google million-not-counting-
classroom in or before 6PM. the-airbnb-crowd/

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 1. Original passage: Retrieved from
https://www.nytimes.co
“The number of foreign and domestic tourists in the Netherlands rose above 42 million
m/2018/04/10/us/politi
in 2017, an increase of 9% and the sharpest growth rate since 2006, the national
cs/zuckerberg-
statistics office CBS reported on Wednesday” (DutchNews.nl, 2018).
facebook-senate-
Paraphrased version: hearing.html
______________________________________________________________________
Gahan, C. (2018)
______________________________________________________________________
Retrieved from
______________________________________________________________
https://www.scribbr.co
m/citing-sources/how-
to-paraphrase/
2. Original quote:
Writing Rubric.
“But the hearing was about more than Facebook; it exposed a critical turning point as Retrieved from
the power, sophistication and potential exploitation of technology outpaces what users, https://www.createweb
regulators or even its creators expected or seem prepared to handle” (Roose & Kang, quest.com/noam-
2018, para. 11). chomsky
Paraphrased version:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________
Writing Rubrics

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Designed by:
Jonathan M. Ramos

In fact, written communication is essential for conveying our ideas and thoughts, as well as recording them. One can always read his or her own writing and reflect
on the ideas contained within. Writing is regarded as a secondary skill because it follows the Speech, which, once again, is regarded as the primary skill. Writing has
become more sophisticated as a skill. Writing requires proper planning and organization, which I define as sophisticated. To be a good and expressive writer, one
must master the sub-skills of writing.
According to Zakime (2018) the process writing approach views writing as a process rather than a finished product.  In writing lessons, this approach focuses on the
student, with the teacher serving only as a guide. The process writing approach entails activities that take place during the writing of a written text. According to
Tribble (1996), a "process approach" is "an approach to the teaching of writing that emphasizes the creativity of the individual writer and pays attention to the
development of good writing strategies rather than the imitation of models." Writing, on the other hand, according to Oshima and Hogue (1991), is a thinking

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process that requires continual intellectual effort over time. They saw the process approach to writing as an enabling approach in which the writer gets involved in
the creative process of forming their raw materials into coherent messages and working towards an acceptable and appropriate form of expression.
Based on Darayseh (2003), teaching writing no longer entails simply having students do grammar exercises in writing or producing writing that is free of grammar,
punctuation, and spelling errors; rather, we are interested in writing about what students are interested in and what they truly want to communicate to the reader, as
well as how they arrive at their final writing products. According to Poindexter and Oliver (1999), the purpose of writing is to share and appreciate the final work  of
students. By distributing their writing allows students to develop audience sensitivity and considered themselves confidence as writers. Additionally, it is important
to recognize that writing is an extremely focus on process thinking in which the writer must exemplify over multiple combinations of variables. Students' chances of
success may improve if they have strong writing skills. Writing is an important aspect of language.
According to Ghaith, this method emphasizes working on multiple composition features at the same time. Teachers who take this approach believe that writing
cannot be viewed as a collection of separate skills that must be learned sequentially. As a result, students should be taught to pay attention to organization while also
working on necessary grammar and syntax. This approach connects the purpose of writing to the forms required to convey a message. Based on Raimes, (1938) they
argue that writing cannot be viewed as a collection of discrete skills that must be mastered one at a time. As a result, they devise writing assignments that require
students to pay attention to organization while also working on the necessary grammar and syntax. Students recognize the link between what they are attempting to
write and what they need to write it. This method then connects the purpose of a piece of writing to the forms required to convey the message.

References:
Retrieved from https://www.whatiselt.com/single-post/2018/06/04/what-is-process-writing
Zakime, A. (2018) Retrieved from https://sites.tufts.edu/tuftsliteracycorps/files/2020/10/Process-Writing-Article-with-Teaching-Notes-Added.pdf
Darayseh, A. (2003). Retrieved from
https://www.researchgate.net/publication/340089791_The_Effect_of_Semantic_Mapping_and_Question_Generation_Teaching_Strategies_on_English_as_a_Secon
d_Language_Tertiary_Students'_Reading_achievement

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Kirby, D., & Liner, T.(1988). Inside out, Developmental Strategies for Teaching Writing. Boynton. Cook Publishers, Inc. Retrieved from
http://teachingofwriting032015.weebly.com/uploads/4/9/4/9/49494359/inside_out_4e_sample_chapter.pdf
Tribble, C. (1996). Writing. Oxford: Oxford University Press. Retrieved from
https://www.scirp.org/(S(lz5mqp453ed%20snp55rrgjct55))/reference/referencespapers.aspx?referenceid=2623104
Poindexter, C., & Oliver, I. (1999). Navigating the Writing Process: Strategies for the Young Children. The Reading Teacher. V. 52, N. 4. Retrieved from
https://www.semanticscholar.org/paper/Navigating-the-Writing-Process%3A-Strategies-for-Poindexter-Oliver/e47fdb8d214f456a5dd65c5c941bdcd1bd2d8851
Ghaith, G. Writing. American University of Beirut. Retrieved from http://www.uhu.es/antonia.dominguez/virtualwriting/writing.htm
Raimes, A. (1938) Techniques in Teaching Writing. Retrieved from https://enjoymysite.files.wordpress.com/2013/12/24688339-techniques-in-teaching-writing.pdf

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