ENGLISH FOR PUBLIC INFORMATION
Graphic Organizers
Thresna Candra Wijaya
9/22/21
Penyusunan Materi Ajar
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ENGLISH LESSON MODULE
GRAPHIC ORGANIZERS
PENYUSUN
THRESNA CANDRA WIJAYA, SP.d
PESERTA PENDIDIKAN PROFESI GURU
UNIVERSITAS SILIWANGI
2021
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Foreword
Praise and gratitude to Allah subhanahu wa ta'ala for the abundance of His grace so
that I can complete this Module 1 entitled English for Public Information, which
aims to equip students with texts related to English for Public Information. This
module is also equipped with exercises and tests to test students' understanding of
the material contained in the module.
We would like to thank various parties who have assisted in the process of
completing this module, especially to the supervisor Yusup Supriyono, S.Pd., M.Pd.
who has guided the authors in making this module.
We realize that there are still many shortcomings in the preparation of this module.
Therefore, we really expect criticism and suggestions for the improvement and
perfection of this module. Hopefully this module can be useful for all of us,
especially students
Balikpapan 22 September 2021
Compiler
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TABLE OF CONTENTS
FRONT COVER …………………………………………………………………..i
INSIDE COVER ………………………………………………………………….ii
FOREWORD ………………………………………………………………....….iii
TABLE OF CONTENTS ………………………………………….………….….iv
MIND MAPPING ……………………………………………………………...…v
ENGLISH FOR PUBLIC INFORMATION
GRAPHIC ORGANIZERS …………………………………….……….……..….1
A. Introduction ……………………………………………………..…………..…1
B. Main Section …………………………………………..…….…….……..…… 2
C. Closing Section ……………………………………….…….….….….………15
D. Summative Test …………………………………………………..……..……16
REFERENCE …………………………………………………..……………..…18
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✓ Definition of graphic organizer
✓ Generic structure of graphic organizer
✓ Language feature of graphic organizer
✓
✓
✓
✓
Theory
Reading
Listening
Writing
Speaking
Tasks
Questions
✓ Comprehension question
✓ Assessment
Graphic
Organizers
Basic competencies:
3.3 Distinguishing social functions, text structure, and linguistic elements of some
special texts in the form of caption text, by giving and asking for information
related to pictures/photos/tables/graphs/charts, according to the context of their
use.
4.3 Capture contextual meaning related to social functions, text structure, and
linguistic elements of special texts in the form of captions related to
pictures/photos/tables/graphs and charts.
Learning objectives:
After studying Chapter 1, students are expected to be able to:
1. Identify the meaning, purpose of communication, text structure, and
language elements contained in oral and written transactional interaction
texts graphic organizer in accordance with the context of use.
2. Request and provide information about graphic organizer by using text
structures appropriate to the context of use.
3. Request and write information about graphic organizer according to the
context of use.
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ENGLISH FOR PUBLIC INFORMATION
GRAPHIC ORGANIZERSS
A. INTRODUCTION
1. Short Description
Graphic organizers represent a visual understanding that contain about
information that present by graphic to understanding about information
more quickly rather than read the whole information.
2. Relevance
Have you ever thought of really creating meaningful learning? It can
only be created when new information is related to existing knowledge
which later forms a strong cognitive structure. Imagine that learners can
autonomously order information well, comprehend relationships
between information parts, organize information and opinion,
synthesize information, integrate the skills of thinking, reading and
writing, and use problem solving and higher-level thinking skills in real
life situation.
3. Learning Guide
There ae three specific activities to help you achieve the learning
outcomes from this chapter namely:
a. Pre activity
On this activity the students will explore about background
knowledge about graphic organizers.
b. Main activity
This part will encourage the students to understand further about
graphic organizers.
c. Post activity
On this section will lead students to discuss and reflect their
knowledge about understanding of graphic organizers.
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B. MAIN SECTION
1. Learning Outcomes
a. Attitude
To uphold and apply religious values, moral values, ethical values,
personal and social values (honesty, discipline, accountability, and
independence), care and respect for differences, and diversity,
tolerance, peace, collaboration, and nationalism.
b. Knowledge
To analyze the social functions, text structures, and lexico-grammatical
features of graphic organizers regarding the contexts of the situation.
c. Skill
1) Comprehend some types of graphic organizers meaningfully
2) Compare the social functions, generic structure, and language
features of a graphic organizer regarding the context of situation, the
target readers, and the points of interests or importance.
3) Construct graphic organizers informatively.
2. Learning Materials and Activities
a. Definition
A graphic organizer is a teaching and learning tool that is used to
organize information and ideas in a way that is easy to comprehend and
internalize. By integrating text and visuals, graphic organizers show
relationships and connections between concepts, terms, and facts.
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Video 1. “compare and contrast”
Source: https://www.youtube.com/watch?v=kRlPkoJL194
Task 1
What the video above and answer the following questions:
1. What information was shown in that video?
2. What is the definition of compare and contrast from the video shown?
3. Where is the contrast from that video above?
4. Why the writer makes that video?
5. How many calories does a banana contain?
b. Generic Structure
The followings are the generic structure of graphic organizers:
⮚ Titles, headings, and/or labels
The title of a graphic organizer indicates the data or information which
is going to be presented.
⮚ Specific locations for information
Information in a graphic organizer is presented in the form of pictures,
symbols or words specifically so that the readers will easily understand
the content of an issue or topic.
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⮚ Short descriptions (bullets or limited sentences)
The description of visual presentations is often limited to minimize the
long wordily explanation which will distract the readers.
c.
Social/Language Function of Graphic Organizers
The followings are some social functions for using graphic organizers:
⮚ Tools for critical and creative thinking
Graphic organizers assist learners concentrate on what’s significant
because they highlight key concepts and vocabulary, and their
interactions. Thus, they offer the tools for critical and creative thinking.
⮚ Tools for organizing information
Graphic organizers serve as mental instruments for helping learners
comprehend and maintain significant information and relationships.
⮚ Tools for understanding information and relationships
Graphic organizers serve as mental instruments for helping learners
comprehend and maintain significant information and relationships.
⮚ Tools for depicting knowledge and understanding
Graphic organizers provide an optional way to depict knowledge and
comprehension, so it is especially useful for learners who find it difficult
to express relationships in written language between certain components.
⮚ Tools for self-learning
Learners who use graphic organizers are able to develop autonomous
learning like note taking, planning, presentation, etc. In other words,
graphic organizers are beneficial to learners’ learning inside and beyond
classrooms.
Additionally, the followings are some common types of graphic
organizers which bring certain social function more specifically. Viewed
from the pattern of text structures, there are 5 types of graphic organizers:
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1. Description
The author describes a topic by listing characteristics, features, and examples.
a. Signal Words
➢ for example
➢ for instance
➢ specifically
➢ characteristics are
➢ such as
b. Graphic Organizer
Figure 1.1. Descriptive Graphic Organizer
c. Summary Frame Questions
➢ What specific person, place, thing, event, or concept is being described?
➢ What are the most important attributes or characteristics?
2. Sequence
The author lists items in numerical or chronological order.
a. Signal Words
➢ first, second, third
➢ next
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➢ then
➢ finally
b. Graphic Organizer
Figure 1.2. Sequence Graphic Organizer
c. Summary Frame Questions
What sequence of events is being described?
➢ What are the major incidents that occur?
➢ How is the sequence or cycle revealed in the text?
3. Compare and Contrast
The author explains how two or more things are alike and/or how they are
different.
a. Signal Words
➢ different
➢ in contrast
➢ alike
➢ same as
➢ on the other hand
➢ both
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➢ either-or
➢ by contrast
b. Graphic Organizer
Figure 1.3. Comparison and Contrast Graphic Organizer
c. Summary Frame Questions
➢ What items are being compared?
➢ What characteristics of items form the basis of the comparison?
➢ What characteristics do they have in common; how are these items alike?
➢ In what way are these items different?
4. Cause and Effect
The author lists one or more causes and the resulting effects.
a. Signal Words
➢ reasons why
➢ reasons for
➢ if … then
➢ as a result
➢ because
➢ finally
➢ effects of
➢ caused by
➢ result
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➢ outcome
➢ influenced by
b. Graphic Organizer
Figure 1.4. Cause and Effect Graphic Organizer
c. Summary Frame Questions
➢ What specific event(s) occurred? What happened?
➢ What was the cause(s) of the event?
➢ In what ways did prior event(s) cause of influence the main event?
➢ What was the effect(s) of the event?
5. Problem and Solution
The author states one or more problems and lists one or more solutions for the
problem.
a. Signal Words
➢ problem is
➢ solved
➢ answer
➢ because
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➢ since
b. Graphic Organizer
Figure 1.5. Problem and Solution Graphic Organizer
c. Summary Frame Questions
What is the problem(s)?
➢ Why does this become problem?
➢ What is the possible solution(s)?
➢ According to the text, what solution has the best chance for succeeding?
d. Language Features of Graphic Organizers
The key features of graphic organizers do not deal with lexicogrammatical matters. Instead, they are developed in the following ways.
⮚ Complex information is conveyed in a simple-to-understand manner through
a visual display. In other words, a large amount of information can be
converted into easy to- read display. In short, they show instead of tell how
information is structured. It facilitates students’ understanding in an easier
way.
⮚ Analytical, critical, planning, and creative thinking skills are concerned. By
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using graphic organizers, the learner has to identify the relationships
between items, see the meaning, prioritize the information, and decide the
items should be placed. It leads to form their learning strategy better.
⮚ The organizers are made to be easily edited, revised, and added.
⮚ Graphic organizers have multiple uses such as planning, brainstorming,
studying, or summarizing. They can be used in writing or reading skill.
⮚ Most graphic organizers use short words or phrases, or drawings, so they
can appropriately be used with all levels of learners.
Task 2
Analyze the following graphic organizer below:
take a short
course
unemployment
open new
bussiness
work
Figure 1.6. Problem and Solution Graphic Organizer
Type of graphic organizer:
Title/ heading
No
:
Generic Structure
Forms of information (picture,
Descriptions
words, symbol)
1
2
3
4
5
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Task 3
Instructions:
1. Read this short essay
2. Create a graphic organizer related to the content of the essay
3. Make sure your graphic organizer has clear heading, locations of
information (pictures/ words/ symbols), and short descriptions
4. You can make the graphic organizers by Ms. Words SmartArt or by
https://www.mindomo.com/
6 Solutions To Beat COVID-19 In Countries Where The Usual Advice Just
Won't Work
Sally Deng for NPR
The fight against coronavirus will not be won until every country in the world can
control the disease. But not every country has the same ability to protect people.
For low-income countries that struggle with weak health systems, large populations
of impoverished people and crowded megacities, "there needs to be a very major
adaptation" to the established measures we've been using to fight COVID-19,
says Dr. Wafaa El-Sadr, an epidemiologist and director of ICAP, a global health
organization at Columbia University.
Here are some of the solutions now being tried.
Fly in tons of medical gear
Problem: Countries in the developing world face massive shortages of medical
gear like personal protective equipment, says Avril Benoit, executive director of
Doctors Without Borders. And the cutback in commercial flights has made it
difficult to bring in equipment.
Solution: The U.N. has launched what it's calling "solidarity flights" – hiring
charter planes to airlift millions of face masks, face shields, goggles, gloves, gowns
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and other supplies. On April 14, the U.N. dispatched an Ethiopian Airlines charter
flight from Addis Ababa full of COVID-19 gear to transport to countries in need.
"This is by far the largest single shipment of supplies since the start of the pandemic,
and we will ensure that people living in countries with some of the weakest health
systems are able to get tested and treated," said Dr. Ahmed Al-Mandhari, WHO
regional director for the Eastern Mediterranean in a statement.
Create safe havens for the sick and elderly
Problem: How do you protect the most vulnerable individuals in crowded cities
and refugee camps? And how do you keep infected individuals from spreading the
disease?
Solution: Health authorities are trying out a somewhat controversial strategy:
separating the sick and those at high risk, moving them from the homes where they
might live alone or with an extended family into vacant homes or taking over
facilities previously used for other purposes, such as learning centers. The people
being targeted include the elderly and those with preexisting health conditions that
make them susceptible to COVID-19 — as well as the homeless.
The strategy has been cited by several health researchers as a practical way to
control the spread of disease in densely packed communities. Francesco Checchi of
the London School of Tropical Health and Medicine wrote a paper on the subject,
and Dr. Paul Spiegel of Johns Hopkins University, in another paper, recommended
this as a potential solution in refugee settings.
Get out of town
Problem: Some citizens are afraid of staying in big cities where social distancing
is hard to maintain and outbreaks are more likely to spread.
Solution: Those who have family in ancestral homelands are traveling back to stay
in these rural environments – it's happened in countries ranging from Bangladesh
to Italy.
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Get the police involved
Problem: Social distancing is hard to enforce in densely populated low-income
countries.
Solution: Many governments around the world have turned to the police to ensure
that people stay home — and hand out punishments to those who aren't following
the lockdown rules. In India, for example, people who violate the lockdown
could face up to a year in prison. Others in the country have faced unusual
punishments, such as writing "I am very sorry" 500 times, according to an NPR
report.
Reinvent factories so they can make medical equipment
Problem: More supplies to fight COVID-19 are needed.
Solution: Get factories to switch gears and respond to the coronavirus. Kenya's
textile industry has pivoted to making masks and protective equipment. The Kitui
County Textile Center (KICOTEC) has shifted from sewing chef's whites and
school uniforms to turning out face masks and scrubs for healthcare workers.
Kenya's state-owned oil company is now making hand sanitizer, which it says it is
distributing for free.
In South Africa, the state-owned missile manufacturer Denel, has been working to
design and build ventilators, and to convert armored trucks into ambulances. The
government has launched an initiative called the National Ventilator Project, which
calls for companies to build 10,000 ventilators by the end of June, using locally
available parts and materials.
Similar efforts are underway in Nigeria, where the government announced that
they're working with car companies to manufacture locally-made ventilators.
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Set up handwashing stations
Problem: Public health officials globally stress the importance of frequent handwashing in the fight against COVID-19. In low- and middle-income countries,
however, 35% of people lack regular access to soap and water, according to WHO.
"The health workers say we must wash our hands," said Zukwisa Qezo, a 47-yearold mother of two who lives in the Cape Town township to NPR. "But with what?!
The city must bring us soap."
Solution: To improve the ability for people to clean their hands, WHO advises that
hand hygiene stations — either with soap and water or with alcohol-based hand
sanitizer — to be placed at the entrances of buildings, and in transport hubs such as
bus and train stations. The system can be as simple as two buckets — one filled
with chlorinated water, and one to catch the wastewater.
Source: https://www.npr.org/sections/goatsandsoda/2020/04/26/844207862/6-solutions-to-beatcovid-19-in-countries-where-the-usual-advice-just-wont-work
3.
Discussion Forum
Since you have learned this topic and involved in some learning activities, it
is necessary for you to confirm your understanding, share your knowledge
and experience, and improve your comprehension on this topic, either with
other participants or instructor. Therefore, you should get involved in this
discussion forum.
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C. CLOSING SECTION
1. Summary
A graphic organizer is a teaching and learning tool that is used to organize
information and ideas in a way that is easy to comprehend and internalize.
By integrating text and visuals, graphic organizers show relationships and
connections between concepts, terms, and facts.
2.
Reflection
To review your understanding about what you have learn consider the
following questions:
a. What have you learnt from graphic organizers?
b. What are the social functions you have learnt from graphic organizers?
c. How are graphic organizers structured?
d. What are the key features commonly found in a graphic organizer?
e. Can you design your graphic organizer in an informative display?
f. How can you define your graphic organizer understandable?
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D. Formative Test
1. Graphic organizers can be used to...
A. Organize writing.
B. Make information more accessible to students
C. Brainstorm
D. All of the above correct
2. The first step to implementing a graphic organizer is to...
A. Explaining the purpose
B. Identifying the teaching purpose
C. Planning
D. Giving the students homework
3. Which example would help the students compare and contrast?
A. Venn Diagrams
B. KWL charts
C. Main Idea Mountain
D. Plot Line
4. A ___________ can help teach sequence of events.
A. Plot Line
B. Chart
C. Timeline
D. Compare and contrast
5. Which graphic organizers can be used for procedure text?
A. Venn Diagram
B. Compare & Contrast
C. Sequence
D. KWL Chart
6. A type of compare/contrast organizer is:
A. A web
B. Cornell Note-taking
C. Fishbone
D. Venn diagram
7. Which of the following is NOT true about graphic organizers?
A. They are always subject specific.
B. They can be used for a variety of subjects.
C. They offer flexibility.
D. They can be enhanced through technology.
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8.
A graphic organizer helps students:
A. Retain information, express what they learned in lengthy prose, and
organize thoughts and ideas.
B. Retain information, organize ideas, and represent complex ideas in a
visual manner
C. Retain information, organize thoughts, and avoid reading lengthy text.
D. Retain information, organize ideas, and represent complex ideas in
lengthy prose
9. When do we need to fill in the column of ‘What I have learned’ in this
graphic organizer?
A. at the class-planning phase
B. before starting the class discussion
C. during the class discussion
D. after the class discussion
10. What type of graphic organizer suits to our topic if we want to tell characters in
a narrative story in detail?
A. Description graphic organizer
B. Sequence graphic organizer
C. Cause and effect graphic organizer
D. Problem and solution graphic organizer
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References:
https://timvandevall.com/templates/free-printable-compare-and-contrast-graphicorganizers/compare-and-contrast-graphic-organizer-thumb/
https://www.teachervision.com/blog/morning-announcements/new-this-weekcause-and-effect-graphic-organizers
https://www.ereadingworksheets.com/text-structure/patterns-oforganization/cause-and-effect/
https://www.npr.org/sections/goatsandsoda/2020/04/26/844207862/6-solutions-tobeat-covid-19-in-countries-where-the-usual-advice-just-wont-work
https://www.mindomo.com/
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