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UGE 1 Complete SIM (with watermark)
Reading Comprehension (University of Mindanao)
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UNIVERSITY OF MINDANAO
College of Arts and Sciences Education
Language Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: UGE 1: Reading Comprehension
Name of Teacher: Mark Jason Cuario, LPT, MAEd
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT FOR SALE
AND NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS
WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Table of Contents
PART 1: QUALITY OUTLINE POLICIES ……………………………………………………..
PART 2: INSTRUCTION PROPER ……………………………………………………...........
UNIVERSITY INTRODUCTION ………………………………………………….……
BIG PICTURE: READING STRATEGIES ……………………………………….……
UNIT LEARNING OUTCOME (ULO) ………………………………………...
METALANGUAGE ……………………………………………………………..
ESSENTIAL KNOWLEDGE …………………………………………………..
1. SQ5R ……………………………………………………………......
2. Context Clues ……………………………………………………….
3. Metacognitive Strategies …………………………………………..
4. Chunking and Questioning Aloud Strategy ………………….......
SELF-HELP ………………………………………………………………….....
LET’S CHECK ………………………………………………………………….
LET’S ANALYZE …………………………………………………………….....
IN A NUTSHELL …………………………………………………………….....
BIG PICTURE: SEQUENCING ……………………………………………………...
UNIT LEARNING OUTCOME (ULO) ………………………………………..
METALANGUAGE ………………………………………………………….....
ESSENTIAL KNOWLEDGE ……………………………………………….....
1. Why do you need to learn sequencing skills? ………………......
2. How to identify sequences in a text? ……………………………...
3. Sample Signal Words …………………………………………......
4. Use Graphic Organizers …………………………………………..
SELF-HELP ………………………………………………………………….....
LET’S CHECK …………………………………………………………………..
LET’S ANALYZE ……………………………………………………………....
IN A NUTSHELL ………………………………………………………………...
BIG PICTURE: COMPARE AND CONTRAST …………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Comparison …………………………………………………………..
2. Patterns of Comparison ……………………………………………..
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: CAUSE AND EFFECT …………………………………………………
UNIT LEARNING OUTCOME (ULO) …………………………………………..
METALANGUAGE ……………………………………………………………….
ESSENTIAL KNOWLEDGE …………………………………………………….
1. Cause and Effect Relationship ……………………………………...
2. Cause ………………………………………………………………….
3. Effect …………………………………………………………………..
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lOMoARcPSD|17652902
College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
4. Signal Words for Cause and Effect …………………………………
5. Examples for Cause and Effect Relationship ………………….…
6. Patterns for Cause and Effect Relationship ………………………
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SELF-HELP ……………………………………………………………………...
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL …………………………………………………………………
BIG PICTURE: GETTING THE MAIN IDEA …………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Main Idea ……………………………………………………………..
2. Supporting Details …………………………………………………...
3. Strategies in Locating Topic Sentence ………………………….…
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: SUMMARIZING …………………………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Summarizing in Relation to Reading………………..……………..
2. Summarizing Techniques …………………………………………..
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: DETERMINING FACT AND OPINION ……..……………………….
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. More about Facts …..………………………………………………..
2. More about Opinions ………………………………………………..
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: ASSESSING EVIDENCES ….…………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Evidence …….………………………………………………………..
2. Admissibility …………………………………………………………..
3. Types of Evidences ………………………………………………….
SELF-HELP ………………………………………………………………….......
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2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: MAKING INFERENCES ………..………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
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ESSENTIAL KNOWLEDGE …………………………………………………....
1. Making Inferences …………………………………………………..
2. Making Inferences as You Read …………………………………...
3. Examples of Making Inferences ………………………………….…
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………...……....
BIG PICTURE: DRAWING CONCLUSIONS ……...……………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Conclusion ……………………………………………..……………..
2. Readers must ---- ……………………………………..……………..
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………...
BIG PICTURE: AUTHOR’S PURPOSE …………….……..……………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Author’s Purpose …..………………………………………………..
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: FIGURATIVE LANGUAGE ….…………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Figurative Language …….…………………………………………..
2. 10 Basic Figurative Languages …..………………………………..
3. Use of Figurative Language ……………………………………….
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
BIG PICTURE: READER’S RESPONSE …….…………………………………….....
UNIT LEARNING OUTCOME (ULO) ………………………………………....
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lOMoARcPSD|17652902
College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
METALANGUAGE ………………………………………………………….......
ESSENTIAL KNOWLEDGE …………………………………………………....
1. Literature ………………….…………………………………………..
2. Literary Criticism …………………...………………………………..
3. Reader’s Response Criticism …………………………………….
SELF-HELP ………………………………………………………………….......
LET’S CHECK …………………………………………………………………...
LET’S ANALYZE ………………………………………………………………...
IN A NUTSHELL ………………………………………………………………....
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Course Outline: UGE 1 – Reading Comprehension
Course Coordinators:
Email:
Student Consultation:
Mobile:
Phone:
Effectivity Date:
Mode of Delivery:
Time Frame:
Student Workload:
Requisites:
Credit:
Attendance Requirements:
Mark Jason Cuario, LPT, MAEd
mark_cuario@umindanao.edu.ph
Done by online (LMS) or thru text, call, or email
09959656190
(082) 3050647 loc. 118
May 25, 2020
Blended (Online with face to face or virtual sessions)
108 Hours
Self-Directed Expected Learning
None
6
A minimum of 95% attendance is required at all
scheduled Virtual or face-to-face sessions.
5
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lOMoARcPSD|17652902
College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Course Outline Policy
Areas of Concern
Contact and Non-contact Hours
Details
This 6-unit course self-instructional manual is designed for
a blended learning mode of instructional delivery with
scheduled face-to-face or virtual sessions. The expected
number of hours will be 108, including the face-to-face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this
course is crucial in the licensure examination for teachers.
Assessment Task Submission
Assessment tasks shall be on the 3rd, 5th, 7th, 9th, 11th, 13th,
15th, and 18th week of the semester. It is also expected that
you already paid your tuition and other fees before
submitting the assessment task.
If the assessment task is done in real-time through the
Blackboard Learning Management System features, the
schedule shall be arranged ahead of time by the course
coordinator.
Turnitin Submission
To ensure honesty and authenticity, all assessment tasks
are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means that
if your paper goes beyond 30%, the students will either opt
to redo her/his paper or explain in writing addressed to the
course coordinator the reasons for the similarity. In
addition, if the paper has reached a more than 30%
similarity index, the student may be called for disciplinary
action in accordance with the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty, such as cheating
and commissioning other students or people to complete
the task for you, have severe punishments (reprimand,
warning, expulsion).
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Penalties for Late
Assignments/Assessments
Return of Assignments/
Assessments
Assignment Resubmission
Re-marking of Assessment
Papers and Appeal
The score for an assessment item submitted after the
designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part-day that the assessment item is late.
However, if the late submission of the assessment
paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
evidence.
Assessment tasks will be returned to you two (2) weeks
after the submission. This will be returned by email or via
the Blackboard portal.
For group assessment tasks, the course coordinator will
require some or a few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
In writing, you should request to the course coordinator
his/her intention to resubmit an assessment task. The
resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances, e.g., illness, accident financial
constraints.
In writing, you should request to the program coordinator
your intention to appeal or contest the score given to an
assessment task. The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students on the
approval and disapproval of the request.
If the course coordinator disapproves, you can elevate
your case to the program head or the dean with the
original letter of request. The final decision will come from
the dean of the college.
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Grading System
All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 40%
Prelim assessment – 15%
Midterm assessment – 15%
All culled from on-campus/onsite sessions (TBA):
Final exam – 30%
Submission of the final grades shall follow the usual
University system and procedures.
Preferred Referencing Style
APA 6th Edition.
Student Communication
You are required to create a umindanao email account,
which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of
assessment tasks, requests, etc., shall be through the
portal and other university-recognized platforms.
You can also meet the course coordinator in person
through the scheduled face-to-face sessions to raise
your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Contact Details of the Dean
Contact Details of the Program
Head
Students with Special Needs
Dr. Khristine Marie D. Concepcion
Email: artsciences@mindanao.edu.ph
Phone: (082) 300-5456/305-0647 Local 119
Dr. Edwin Nebria
Email: edwin_nebria@umindanao.edu.ph
Phone: (082) 300-5456/305-0647 Local 119
Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator, with the approval of the program coordinator,
may provide alternative assessment tasks or an extension
of the deadline for submission of assessment tasks.
However, the alternative assessment tasks should still be
in the service of achieving the desired course learning
outcomes.
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Online Tutorial Registration
Library Contact
Well-being Welfare Support Help
Desk Contact Details
You are required to enroll in a specific tutorial time for this
course via the www.case.edu.ph portal. You will attend
the tutorial sessions and take the pre and post-test to
determine the progress. This can be done online, or you
can call or text the course coordinators directly for
assistance if you do not have an internet connection.
Please note that there is a deadline for enrolment for the
tutorial.
Brigida Bacani
Head-LIC
library@umindanao.edu.ph
09513766681
GSTC Head: Ronadora Diala
(082) 300-5456
GSTC Facilitator: Carizza Mari Tinanac
09778058911/09504665431/09058924090
carizzamari_tinanac@umindanano.edu.ph
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello, my dear students. Welcome again to this course, UGE 1. We have
exciting lessons to take up in the following sessions to come. It is
interesting since the lessons will empower you by acquiring different
reading skills. This course will help you learn and apply these skills in a
progressive approach until you reach the apex of reading comprehension.
CO
Before becoming a proficient reader, you will have first to learn certain
reading skills: Reading Strategies with the use of Context Clues,
Sequencing, Comparing and Contrasting, Analyzing Cause and Effect,
Getting the Main Idea, Summarizing, Differentiating Facts and Opinions,
Assessing Evidences, Making Inferences, Drawing Conclusions, Learning
the Author’s Purpose, Familiarizing Figurative Language, Reading for
Literary Purpose, and How to Evaluate Technical Documents. Thus, in this
course, you are expected to learn and apply these skills to improve your
reading comprehension.
Let us begin!
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lOMoARcPSD|17652902
College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Big Picture
UNIVERSITY ORIENTATION
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. To orient students with information about the University.
b. To inform students about the University’s guidelines and policies.
Big Picture in Focus: ULO a. To orient students with information about the
University.
ULO b. To inform students about the University’s guidelines and
policies.
Metalanguage
In this section, you are expected to be oriented with the University’s background.
Specifically, by the end of this lesson, you are expected to gain information about the
policies and guidelines that the University upholds.
UM Vision
By 2022, a globally recognized institution is providing quality, affordable, and open education.
UM Mission
Provide a dynamic and supportive academic environment through the highest standard of
instruction, research, and extension in a non-sectarian institution committed to democratizing
access to education.
UM Values
Excellence. We ensure that our products and services are on par with global
standards.
Honesty and Integrity. We practice accountability in all our undertakings, especially those
that involve our stakeholders.
Innovation. We do this by continuously introducing new programs as value-added
benefits to our clients.
Teamwork. We value the collective effort of every stakeholder through synergy,
cooperation, collaboration, and esprit de corps.
UM Core Competencies
- Quality Education
- Affordable Education
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
- Open Education
UM Quality Policy
“The University is committed to excellence and total quality in education.”
UM Logo
- Vincit Omnia Veritas – Truth Conquers All.
- Laurel Leaves
– symbolize honor and achievement
- Framing Vinta on a wavy sea with UM initials – means “Sail
On” or “Move On”
- 5 stars – represent heavenly bodies influencing the youth.
UM Songs
- UM Hymn
- UM Loyalty March
- UM Victory March
Registration and Curricular Guidelines
- Failure to attend in enrolled subjects shall mean a grade of 9.0 or Dropped.
- Students are not allowed to take advanced subjects without finishing the pre-requisite
subject.
Hence, students should attend their classes and should follow the curriculum (prospectus).
Examination and Grading System
Students must take
- four examinations every term; taken only 1 and decided not to attend classes = 5.0
- eight examinations for semester courses;
taken only 2 and decided not to attend classes = 5.0
- three examinations during summer classes
Missing the first 3 of 4 exams, 6 of 8-semester exams, and 2 of 3 summer exams shall give
you a failing grade of 5.0.
Students enrolled from SY 2014-15 and onwards:
Base-15 Grading system is used
Formula:
Policy on Completion of Grades
7.1 – a grade is given for “No Final Exam Permit” (NFEP)
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
7.2 – (Lack of Requirements) a grade given for lack of course requirements that must
be complied with. Failure to comply within the grace period means the subject shall be then
re-enrolled.
Big Picture
READING STRATEGIES
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Recognize various reading strategies and their usefulness in improving reading
comprehension skills.
Big Picture in Focus: ULO a. Recognize various reading strategies and their usefulness in
improving reading comprehension skills.
Metalanguage
In this section, you are expected to determine and demonstrate your skills in
SQ5R, chunking, context clues. Specifically, by the end of this lesson, you are expected
to recognize different reading strategies and their importance in enhancing your skills
in reading comprehension. There will be a series of texts to practice applying the skill
learned in this unit. An assessment to test your comprehension will be given to each
text to determine your understanding of the skill discussed.
1. SQ5R is a study method that stands for survey, question, read, respond, record, recite, and
review. This method helps improve higher memory and mastery of the material
by helping you process the material actively.
2. Reading Comprehension - one of the most relevant skills in today's generation. It is a
study of processing texts and understanding information. Fundamental skills
involve the capability to understand the meaning of a word from discourse context;
ability to follow passage organization and identification of antecedents and
references; ability to draw inferences from the passage content; ability to identify
the main thought of a passage and the ability to recognize the literary devices or
propositional structures used in a passage.
3. Reading Comprehension Strategies - A strategy refers to doing things to achieve the
desired result. Thus, reading comprehension strategies help you achieve better
comprehension, including but not limited to monitoring, metacognitive, readaloud, chunking, and using context clues.
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College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
4. Metacognitive Strategies - refer to your own awareness about your own thinking or
learning. These include strategies before, during, and after reading.
5. Chunking - refers to a reading strategy used in looking and dividing texts in chunks to aid
in reading comprehension.
6. Context clues – These are bits of information from the text that, when combined with prior
knowledge, allow you to decide the meaning of unknown words in the story or
article you are reading.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first and
second weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other available resources in the university’s library, e.g.,
ebrary, search.proquest.com, etc.
A. SQ5R
This method is particularly useful for textbooks such as biology, psychology,
sociology, and other readings, especially those that contain a lot of information and require
deeper study.
SURVEY - Before reading the actual chapter, read the introduction and summary (if
given). Skim through the chapter paying attention to topic headings, bold-faced words,
pictures, charts, and graphs. These can give you an idea of the general structure and
content before you begin reading.
QUESTION - Set a purpose for your reading by developing questions about the
material. Use the topic and heading information you gathered in the survey step to create
questions to be answered. Begin asking yourself who, what, where, when, why, and how
questions. Questions are most beneficial when they are general, covering main topics and
important points.
READ - Break the material into sections that will take about 20 minutes to read
(often, the chapter is broken into sections that will work just fine). Read the material section
by section. Look for answers to your questions, key concepts, and supporting details. Study
charts, graphs, tables, and pictures. These can serve to present new information as well as
tie together concepts from the reading.
RESPOND - After each section, think about the material you have just read and
answer the questions you have asked. This can be done simultaneously as the reading step
since the response is often automatic. The main point of this step is to think about the
material and notice what is important.
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Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
RECORD - Go back and underline key concepts and take notes. This can be done
on a separate sheet of paper, on note cards, in the margins of the textbook, or in any way
that works well for you. (Do this after each section.)
RECITE - Next, look away from the material and try to recite the key information and
ideas. Put the material in your own words and go back and re-read it until you feel
comfortable with it. This may be frustrating at first, but it will lead to better understanding
and save you review time in the long run. (Do this after each section.)
REVIEW - After completing the entire chapter, scan back over the reading and
review the information aloud or in your head. Talk about the material with a classmate, if
possible. Try to identify overall themes and relationships between concepts. Make any
necessary revisions of your notes or markings so they can be easily understood later.
Now that you know about the SQ5R method for reading textbooks, the next step is
to use this strategy while reading your next assignment. You may want to begin by selecting
one class for which you will use SQ5R to read every chapter before your next test. Below
are some additional strategies you may want to implement along with reading the chapter
using this method:
 Plan ahead and start early. SQ5R takes time and is not a strategy that can be employed
or used the night effectively before a test.
 Plan to read each chapter before it's discussed in class. Doing this will make the class
lecture a review. It is also likely to help you understand the material presented in class
at a deeper level.
 Identify information in the chapter you don't understand and plan to talk with the
professor after class or during his/her office hours if you still don't understand the
material after it's covered in class.
B. Context Clues
Textbook writers and authors include words or phrases to help their readers
understand the meaning of a new or difficult word. These words or phrases are built into the
sentences around the new or difficult words. By becoming more aware of the words around
a difficult word, readers can make logical guesses about the meanings of many words.
What are the different types of context clues?
a. Definition Context Clues - With this type of context clue, the word's definition
is given to the reader in the form of an explanation. Sometimes the author will add
very specific words to tell us an explanation is upcoming. These can include phrases
like “which means” or “that is” or “in other words.” Dictionary should just be the last
option.
Ex. After a time, glaciers, or slowly moving rivers of ice, formed over many
parts of the Earth.
In this example, the words “slowly moving rivers of ice” tell us what glaciers are.
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b. Synonym or Restatement Clues – are words around a difficult word that mean
the same or nearly the same as the word.
Ex. The precepts of the Lord are right, giving joy to the heart. The
commands of the Lord are radiant, giving light to the eyes.
In this example, precepts are synonymous with commands.
c. Antonym or Contrast Clues - These are words around a difficult word that
means the opposite or nearly the opposite as the word. These types of context clues
give us hints to the meaning of words by telling us what they’re not. Often the word
“but” is included in the sentence to tell us that an opposite thought is about to be
presented.
Ex. Lazy hands make a man destitute, but diligent hands make him
affluent. (Prov. 10:4)
Here you can infer the meaning of the bold terms by antonymy through the use of
conjunctions such as but, on the other hand, nevertheless, however, yet and in
spite of.
d. General or Inference Clues – These types of context clues are a little more
subtle. They usually require readers to look beyond the sentence they’re reading for
understanding, sometimes even at the entire passage, the topic of the piece, or the
illustrations.
Ex. When you read Proverbs 8:21, it says, “At the head of the noisy streets
she calls out; at the entrance of the city gates, she speaks.”
Reading that passage alone, we tend to presume that the pronoun “she” there could
possibly refer to a real person. But if we read the verse before that, we can infer
that it refers to Wisdom personified as a lady.
Proverbs 8:20 says, “Wisdom cries aloud in the street, in the street plazas
she raises her voice.”
Thus, if the more specific context clues are missing, using inference clues might do.
e. Punctuation or Font Clues – The clues hidden here are found in capitalization,
italicization, quotation marks, and even parentheses. These clues tell the reader that
the word could be a name, a book title, or even that the word is being defined for us
in the case of parentheses.
Ex. The ancient clock only rang once in a millennium (a thousand years).
Terri retained – kept – the keys to the old mansion.
f. Tone or Mood Clues – Sometimes, the author's mood helps us guess at a word’s
meaning. For instance, if the setting is a ghost story, and the protagonist is
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“brooding,” we can be pretty sure it doesn’t mean he’s happy. Asking yourself how
you would feel in the story setting is one way to clue yourself into the meaning of a
new word.
Ex. When the children at the birthday party saw the cake, the balloons, and
the clown, they were ecstatic.
C. Metacognitive Strategies
"Efficient learners use metacognitive strategies, but students with learning
disabilities tend to lack the skills to direct their own learning. However, once they learn the
metacognitive strategies that efficient learners use, students with learning disabilities can
apply them in many situations.” (Lerner and Kline, 2006, p. 184)
Description
In order to be effective learners, students must not only use their memory and the
language skills they have internalized, but they must also develop their own way of
learning. Students who “learn to learn” gain control of their learning process and gradually
develop the ability to master their mental processes more effectively. A student’s inner
language is what enables him/her to develop the high-level cognitive skills associated with
metacognition.
According to Pierre Paul Gagné et al. (2009):
“Metacognition enables students to be more active in their learning, i.e., to mobilize
all of their resources in order to have successful learning experiences. In order to do this,
they must know how they learn and be aware of the steps that are followed and the means
that are used to acquire knowledge, solve problems, and perform tasks.” [Unofficial
translation]
According to the LD Online Glossary (2014), metacognition is the process of
"thinking about thinking." For example, good readers use metacognition before reading
when they clarify their purpose for reading and preview the text.
In other words, metacognition is the understanding and awareness of one's own
mental or cognitive processes. Here are some examples of metacognition:



A student learns about what things help him or her to remember facts, names,
and
events.
A student learns about his or her own style of learning.
A student learns about which strategies are most effective for solving problems.
Students become increasingly autonomous in their learning as they become aware
of their strengths and weaknesses and understand that being successful depends on the
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effort they make and the strategies they implement. Their ability to regulate their cognitive
processes increases accordingly, and their self-image improves. Students with LDS can
improve their learning capacity through the use of metacognitive strategies.
According to several research studies (Brown et al., 1983; Paris et Lindauer, 1982,
Paris et al., 1988 Ainsi Que Persely et al., 1985), when students are able to manage their
own performance on a task, they perform better. Their learning is more meaningful than
when they are not able to manage it.
To paraphrase Edgar Morin (2014), metacognition involves thinking and reflecting
before, during, and after a learning task. Metacognition starts when students think about
the strategies they will use to perform a task. Metacognition happens when they choose
the most effective strategies and decide for themselves whether the outcome of these
strategies meets the standards. The time taken to teach a variety of strategies is very
important because students must choose strategies for each task they perform.
These strategies help students think about thinking. Metacognition is an important
concept in cognitive theory. It consists of two basic processes occurring simultaneously:
o
o
Monitoring your progress as you learn
Making changes and adapting your strategies if you are not doing as well as you
could
Basic Metacognitive Aids/strategies
o
o
o
Connecting new information to existing knowledge
Selecting thinking strategies deliberately
Planning, monitoring, and evaluating thinking processes
Metacognitive activities usually occur before or after a cognitive activity. An example
of the relationship between metacognitive and cognitive strategies is a learner who uses
self-monitoring when reading. The learner, through self-monitoring, can sense that they
do not comprehend what was read (metacognitive) and recognizes that they will
understand the text better if they create an outline (cognitive).
o
o
o
o
Strategies to develop metacognition include:
Share and model self-monitoring processes (e.g., Proofreading)
Explain and provide handouts regarding particular strategies that may be helpful
Clarify and model when particular strategies are appropriate
Clarify why particular strategies are helpful and useful
Three stages of using metacognitive strategies
1. Planning
Before reading, good readers plan, and K–2 students must learn the steps needed
to accomplish this task. Through modeling and practice, teach them to:
 Think about the text’s topic.
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





Think about how text features can help in understanding the topic.
Read the title and author, front and back cover blurbs, and table of contents.
The study has given illustrations, photos, and graphics, including labels and
captions.
Skim for boldfaced words, headings and subheadings, and summaries.
Think about what they know, what connections they can make, and what
questions they might want to be answered.
Think about the way the text might be organized, such as:
o cause and effect
o compare and contrast
o sequence of events
o problem and solution
o description
o a combination of these text structures
2. Monitoring During Reading
Good readers take charge of their reading by monitoring their own comprehension,
and K–2 students need direct instruction on how and why to do this. The first step
is recognizing whether or not confusion exists by asking, "Do I understand what I
just read? or What does the author want me to know about this text?" Readers
who take responsibility for their own comprehension constantly question the text
and their reactions to it.
Other ways that readers monitor comprehension during reading are to:








make connections
make predictions
make inferences
use context clues
use text features
identify text structures
use graphic organizers to pinpoint particular types of text information
write comments or questions on self-stick notes or in the margins
Readers become confused during reading for a variety of reasons (Tovani 2000):
1. The voice inside the reader’s head is not talking to him any longer about the text. It
may simply be reciting the text.
2. The reader’s mind begins to wander; he no longer reminds himself to “pay
attention.”
3. The reader can’t remember what has been read.
4. The reader can’t answer his own questions.
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5. The reader re-encounters a character but does not remember how or when the
character was introduced in the story.
3. Evaluating After Reading
When good readers finish reading, they reflect on their strategies to determine
whether their plan worked or whether they should try something else next time
because this evaluative component of the metacognitive process is so valuable,
model and practice it with your K–2 students at every opportunity.
D. Chunking and Questioning Aloud Strategy
Chunking is the grouping of words in a sentence into short meaningful
phrases (usually three to five words). This process prevents word-by-word reading,
which can cause a lack of comprehension since students forget the beginning of a
sentence before they get to the end (Casteel, 1988). Smith (1982) assessed
chunking as the largest meaningful combination of units that can be placed in shortterm memory. Studies indicate that the presentation of “chunked” material separated
into meaningful related groups of words improves the comprehension of some
readers, most noticeably those readers who are classified as poor or low-ability
readers (Casteel, 1989).
- Chunking is a procedure of breaking up reading material into manageable
sections. Before reading a “chunk,” students are given a statement of
purpose, which guides them to look for something specific in the text. This
process is repeated until students complete the passage.
For checking comprehension: once students have read a passage, they are
asked to close their books and teachers. They are to ask questions relating
to what they have read. After a while, the teacher reverses the roles having
students answer comprehension questions (Bondaza, 1998).
- Excessive chunking (chunk’s chunks) may hinder text comprehension. A
misapplied segmentation causes slower reading (Keenan, 1984). - Extreme
variability in line length may slow reading by disrupting the rhythm of eye
movements (Keenan, 1984).
The advantages of reading aloud to students: reluctant readers might be “turned on”
to reading, students may be exposed to literature beyond their reading ability, aural
exposure to more complex patterns prepares listeners to predict these structures in
future experiences, listening comprehension is developed, and vocabulary is
increased (Shoop, 1987).
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- Developing comprehension through questioning in a teacher-question,
student-response format. Neither literal (focused on details) nor affective
(focused on attitudes) questions are sufficient.
- Questioning prior to reading aloud (prior knowledge aids).
- The reciprocal questioning procedure: students are asked to listen and to
formulate questions they can ask the teacher.
- Students are asked to develop their own questions about the text. The
teacher can provide exemplary questions, if necessary.
- Questioning the author: reminding students that what they read is just
someone else’s ideas written down. Sometimes what authors have in their
minds does not come through clearly as they write it—generating questions
and answering them. A more advanced comprehension check (Chatel,
2002).
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
*https://www.baylor.edu/support_programs/index.php?id=42443
*https://www.affordablecollegesonline.org/college-resource-center/improving-readingcomprehension/
*https://www.ldatschool.ca/wp-content/uploads/2014/07/Types-of-Learning-Strategies-andSupports-Metacognitive.jpg
*https://www.sophia.org/tutorials/context-clues-as-a-reading-strategy
*https://resources.readingvine.com/what-are-the-different-types-of-context-clues/
*https://www.radford.edu/content/harvey-knowledge-center/home/learning-guides/readingtips.html?fbclid=IwAR2ogpLHQCWlvZhQLoH70d_JGPOn_7Fb_noQsQvkViB0T4U1DGYM2
8qhCsg
* https://benchmarkeducation.com/best-practices-library/metacognitive-strategies.html
Gagné, P. Leblanc, N., Rousseau, A. (2009). Apprendre …une question de stratégies :
Développer les habiletés liées aux fonctions exécutives. Montreal: Les Éditions de la
Chenelière.
Fogarty, R. (1994). How to teach for metacognition. Palatine, IL: IRI/Skylight Publishing.
Bondaza, A., Kelly, K, & Treewater, A. (1998). Means of improving reading comprehension.
(Available through E-Subscribe).
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Casteel, C. (1988). Effects of chunked reading among learning disabled students: An
experimental comparison of computer and traditional chunked passages.
Casteel, C. (1989). Effects of chunked text material on reading comprehension of high and
low-ability readers.
Chatel, R. (2002). Developing reading comprehension in middle school: Focus on critical
stance. (Available through E-Subscribe).
Keenan, S. (1984). Effects of chunking and line length on reading efficiency.
Miller, G. (1956/1994). The magical number seven, plus or minus two: Some limits on our
capacity for processing information. Psychological Review, 101, (2), 343-352.
Shoop, M. (1987). Reading aloud to students: Questioning strategies to listening
comprehension.
Let’s Check
Activity 1. Let us try to check your understanding of these concepts. In the space provided, label the
following strategies on what stage of your reading should these be done. Write (1) for planning, (2)
for monitoring, and (3) for evaluating.
_____1. Write comments or questions on self-stick notes or in the margins.
_____2. Think about the way the text might be organized, such as to cause and effect.
_____3. Reflect on the strategies they used to determine whether your plan worked or not.
_____4. Use context clues.
_____5. Think about the text’s topic.
Activity 2. Now that you know the different reading strategies presented here, let us try to check
your understanding of these terms. In the space provided, write the strategies being referred to in the
following statements:
_________________1. It is a procedure of breaking up reading material into manageable sections.
_________________2. It involves thinking and reflecting before, during, and after a learning task.
_________________3. It is a type of context clue that usually require readers to look beyond the
sentence they’re reading for understanding.
_________________4. This type of context clue uses phrases like “which means” or “that is” or “in
other words” to introduce an explanation.
_________________5. This is a part of the SQ5R method where you begin to answer the questions
you have asked before reading.
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Let’s Analyze
Activity 1. Can you remember those strategies we had discussed? Write the letter of your choice.
1. Which among the SQ5R focuses on reading topic headings, bold-faced words, pictures, charts,
and graphs?
A. Survey
B. Review
C. Read
D. Recite
2. Which among the SQ54 focuses on underlining key concepts and taking notes?
A. Question
B. Respond C. Read
D. Record
3. Which among the SQ5R focuses on answering questions?
A. Review
B. Recite
C. Respond
D. Record
4. Which among the SQ54 focuses on oral narration of key information and ideas?
A. Recite
B. Read
C. Respond
D. Review
5. Which among the SQ54 focuses on setting questions?
A. Read
B. Review
C. Question
D. Recite
6. Which of the choices below pertains to metacognitive strategies?
A. It refers to methods of memorization.
B. It refers to methods that help students understand their way of learning.
C. It refers to methods of oral recitation.
D. It refers to varying methods that living organisms communicate.
7. Why is thinking aloud considered a metacognitive strategy?
A. It helps students monitor and reflects on what they are reading.
B. It helps students fight off drowsiness.
C. It helps students to memorize more information at a faster pace.
D. It helps students to recite orally.
8. Which in the choices below is not a metacognitive strategy?
A. Using a calculator.
B. Planning for a task.
C. Gathering and organizing materials.
D. Arranging a study space and schedule.
9. In metacognitive strategies, when is planning applied?
A. Before reading
B. During reading
C. After reading
D. None of the above.
10. In metacognitive strategies, when is monitoring applied?
A. Before reading
B. During reading
C. After reading
D. None of the above
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In a Nutshell
Activity 1. There is no hard-and-fast rule in the use of different strategies that help improve our
reading comprehension. You have to discover the various strategies that fit your learning styles.
You have to be responsible for your own personal learning.
Let’s make an inventory of the strategies you currently use
1. When memorizing texts
_____________________________________________________________
_____________________________________________________________
2. When reading a novel
______________________________________________________________
____________________________________________________________
3. When taking a test
______________________________________________________________
_________________________________________________________________________________________________
Activity 2.
Which reading strategies do you think is worth trying and why do you think so?
________________________________________________________________
_____________________________________________________________________________________________________
Big Picture
SEQUENCING
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Demonstrate your skills in a listing sequence of events.
Big Picture in Focus: ULO a. Demonstrate your skills in listing sequence of events.
Metalanguage
In this section, you are expected to determine and demonstrate your skills in a
listing sequence of events. Specifically, by the end of this lesson, you are expected to
familiarize hint words that are used to indicate chronological happenings in a text.
There will be a series of texts in which you can practice applying the skill learned in this
unit. An assessment to test your comprehension will be given to each text to determine
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your understanding of the skill discussed.
1. Sequencing is an important reading comprehension strategy that allows students
to make sense of how events unfold in their reading.
2. Connectives – These are words or phrases that link clauses or sentences.
Connectives can be conjunctions (ex. but, when, because) or connecting
adverbs (e.g., however, then, therefore). Connecting adverbs (and adverbial
phrases and clauses) maintain the cohesion of a text in several basic ways,
including:
3.
Chronological Order refers to ordering events according to the
time sequence in which they occurred. Sometimes it is interrupted by some
flashbacks in the middle of the sequence.
4. Graphic Organizer - is a visual and graphic display that shows the relationships
between terms, facts, and ideas within a learning task. They are also sometimes
referred to as knowledge maps, concept maps, story maps, cognitive organizers,
advance organizers, or concept diagrams.
5. Transitional devices are words or phrases that help carry a thought from one
sentence to another, from one idea to another, or from one paragraph to another.
And finally, transitional devices link sentences and paragraphs together smoothly
so that there are no abrupt jumps or breaks between ideas.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the third week
of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other resources that are available in the university’s library, e.g., ebrary,
search.proquest.com, etc.
As children, the idea of sequencing is something very familiar to us. We are
surrounded by a lot of things that follow a logical order of things. It could be a simple
process like cooking simple dishes and tying one’s shoes or as complicated as how laws
are passed in Congress. Understanding the sequence of events in a paragraph or a
novel is not that difficult since they behave the same way in real life. Each daily task we
do, like washing dishes or narrating to a friend about our favorite movie, has its own
inherent sequence.
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From the first fairy tales to the later classics we encountered, the importance of a
defined beginning, middle, and end has already been emphasized to us. This lesson
aims to understand how a sequence comes together and develop the necessary skills
to identify its component parts.
1. Why do you need to learn sequencing skills?





It improves your comprehension of texts, primarily narrative texts.
It makes you understand the text’s structure and how it is put together.
It makes you understand the function of linking devices such as connectives and transitions
in keeping texts cohesive.
It helps you in organizing ideas in your own writing.
It is useful in developing your problem-solving skills that are useful in other content areas as
well.
2. How to identify sequences in a text?



Identify the beginning, the middle, and the end.
Look out for the sequence words or transitions that are used to connect the various parts of
the text
Some of these words and phrases also act as signals to indicate whether the event will be
located in the beginning, in the middle, or toward the end of the text’s chronology.
3. Sample Signal Words:
a. beginning (once upon a time)/ once there was, in the beginning, first of all)
b. middle
(meanwhile, after that, suddenly)
c. end
(in the end, Finally, After all)
other sequence words:
first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this
time, now, at this point, after, afterward, subsequently, finally, consequently, previously,
before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon
4. Use Graphic Organizers. They are of great help in terms of arranging your thoughts
more efficiently. They can also help you classify ideas, structure writing projects, help in
problem-solving, decision-making, studying, planning research, brainstorming, and
communicating more effectively. Among the most useful for displaying the sequence of
events are:
a. Timelines are the most commonly used graphic organizer for displaying events in
chronological order. It is great for sequencing the events in both fiction and nonfiction.
* parallel timelines, for example, may be used to show the main
character’s timeline run alongside a timeline depicting concurrent historical
events.
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* map timeline may be put onto a map to illustrate distance, place, and
dates of events.
b. Story Sequence Chart is where the events of a story are visually represented by a
set of stair-steps arranged chronologically. This is particularly useful in representing
nonlinear narratives. The finished chart helps you to see each of the events in the
story in the order that they occurred.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
*https://owl.purdue.edu/owl/general_writing/mechanics/transitions_and_transitional_devices/
transitional_devices.html
*https://www.literacyideas.com/teaching-sequencing-in-english
Let’s check
Activity 1. Let’s see if you can still remember the important terms in this lesson. Write the term being
referred to in the sentence.
_________________1. It is a form of graphic organizer for displaying events in chronological order.
_________________2. Timelines and story sequence charts are examples of these tools.
_________________3. Its examples include conjunctions and connecting adverbs.
Activity 2. Underline the connectives used in the given paragraph.
Virgin coconut oil is showing some potential in fighting Covid-19 because of its anti-viral
properties. Lately, it has caught the attention of medical scientists to test its potency in treating
those infected by the virus. But how do you make virgin coconut oil by yourself?
First of all, buy a kilo of pure coconut milk from the market so you won’t have to undergo the
inconveniences of extracting it. Afterward, put it in a big pitcher mixed with three glasses of water.
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Let it rest at room temperature for 18-24 hours. The next day, remove the mayonnaise-looking foam
floating on the surface carefully. Next is to extract the oil below it and transfer it to a funnel with
some cotton in its mouth to sift other impurities. Finally, put it in a sealed container and bottle. By
learning to do it yourself will save you a lot of money.
Let’s Analyze
Let’s put those brain muscles into work. Below are five events in random order. Using the things you
have learned about sequencing events, write the number 1-5 to indicate which comes first and which
comes last.
_______ A. As a result, she becomes susceptible to violent and uncontrollable outbursts. The only
way to calm her is by putting candy in her mouth.
_______B. What follows is a battle of wits and wills as Anne breaks down Helen’s walls of silence
and darkness through love, persistence, and sheer stubbornness.
_______C. Terrified and helpless, her parents contact the Perkins School for the blind for assistance.
In response, they send Anne Sullivan, a former student, to the Keller home to tutor her.
_______D. In the midst of the battle, Anne ultimately teaches Helen to connect her hand signs and
the objects in Helen’s world for which they stand.
_______E. The Miracle Worker is one of the most inspiring stories we can ever find. The story shows
the young Helen being frustrated by her inability to communicate with the people around her.
In a nutshell
Understanding the sequence of events and the words used to show it opens our minds to better
comprehend the text, even in various content areas.
Activity 1. Think of your favorite movie and present the major events of the movie using a graphic
organizer of your choice. Include an explanation of why you chose such organizer.
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Big Picture
COMPARE AND CONTRAST
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Examine similarities and differences in given topics from passages.
b. Apply in reading comprehension the skills: cause and effect and compare and
contrast in varied texts.
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Big Picture in Focus: ULO a. Examine similarities and differences in given topics from
passages.
ULO b. Apply in reading comprehension the skills: cause and effect
and compare and contrast in varied texts.
Metalanguage
In this section, you are expected to determine and demonstrate your skills in
discussing texts analytically through comparing and contrasting. Specifically, you are
expected to retell/narrate, use signal words, and list both similarities and differences
as you discuss the topics. There will be a series of texts in which you can practice
applying the skill learned in this unit. An assessment to test your comprehension will
be given to each text to determine your understanding of the skill discussed.
1. Compare. It means to look closely at something in order to show likenesses. To
compare is to examine, to judge, to estimate, or even measure.
2. Contrast. It means to examine two or more things on how they are strikingly different
from something else in juxtaposition or close association.
3. Compare and Contrast as a Skill. Everyone makes comparisons, not just once in
a while, but day after day. When we compare, we examine two or more items for
likeness, differences, or both. This skill often helps us choose between alternatives.
Moreover, it also influences our more important decisions. It can also acquaint us
with unfamiliar things.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth week
of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., library,
search.proquest.com, etc.
1 Comparison.
1.1 This skill compares two similar objects or contrasts different objects so that
readers understand the advantages and disadvantages of both objects.
Readers can then weigh the pros and cons of the objects compared and
contrasted to select a better product.
1.2 However, it does not mean that it is only a comparison or contrast of
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products. It could be a situation after which readers are to make a decision,
weighing pros and cons. Although a comparison and contrast essay is set to
demonstrate both similarities and differences, sometimes it only shows
similarities, and at other times, only differences.
1.3 Word Signals for Comparing: similarly, likewise, also, both .. and not only …
but also … neither … nor… just like, similar to, to be similar (to), to be the same
as, to be alike, to compare (to/with) is similar to, both, as well, also, for, in the
same way, and also, in addition, just as, so, like, too, the same
1.4 Word Signals for Contrasting: however, in contrast, on the other hand, while,
yet, whereas, but, to differ from, to be different (from), to be dissimilar to, to be
unlike, unlike, conversely, different from, as opposed to, in contrast with
2. Patterns in Comparison. There are two patterns used to compare and contrast.
The first pattern is called Block Pattern, while the other one is called Alternating Pattern.
Both patterns have unique styles when applied in written texts.
2.1 Block Pattern. The block pattern works best with short papers or ones that
include only a few points of comparison. The reader can easily remember all the
points in the first block while reading the second.
2.1.1 The block pattern format is shown below:
A. Introduction:
Mentions similarities in sales skills and effort but recommends
Pat for promotion.
B. Specific Points about Mike
- Leadership Qualities
- Knowledge of ordering and accounting problems
- Musical Knowledge
C. Specific Points about Pat
- Leadership Qualities
- Knowledge of ordering and accounting problems
- Musical Knowledge
D. Conclusion: reasserts that Pat should be promoted.
2.2 Alternating Pattern. This presents a point about one item then follows
immediately with a corresponding point about the other. This is also called as
Point by Point Comparison.
For longer comparisons that include many points of comparison, use the
alternating method. Discussing each point in one place highlights similarities and
differences; your reader doesn’t have to pause and reread in order to grasp them.
2.2.1 The alternating format is shown below:
1. Introduction:
Mentions similarities in sales skills and effort but recommends
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Pat for promotion.
2. Leadership Qualities
- Mike’s Qualities
- Pat’s Qualities
3. Knowledge of ordering and accounting problems
- Mike’s Qualities
- Pat’s Qualities
4. Musical Knowledge
- Mike’s Qualities
- Pat’s Qualities
5. Conclusion: reasserts that Pat should be promoted.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Dreher, M., & Gray, J. (2009). Compare, Contrast, Comprehend: Using Compare-Contrast
Text Structures With ELLs in K-3 Classrooms. The Reading Teacher, 63(2), 132-141.
Retrieved on April 27, 2020, from https://www.readingrockets.org/article/compare-contrastcomprehend-using-compare-contrast-text-structures-ells-k-3-classrooms
How to Compare & Contrast Ideas in a Reading Selection. (2015, April 14). Retrieved on April 27,
2020 from https://study.com/academy/lesson/how-to-compare-contrast-ideas-in-a-readingselection.html.
Silver, H. F. (2010). Compare and Contrast. Learn, Teach, and Lead. Retrieved on April 27, 2020
from http://www.ascd.org/publications/books/110126/chapters/Section-1@-Why-Compare-$Contrast%C2%A2.aspx
Let’s Check
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Activity 1. Now that you know the essential terms of the skill compare and contrast. Let us try to
check your understanding of these terms. In the space provided, write the letter of your choice.
1. These are word signals for contrasting EXCEPT one.
a. Yet
b. Also
c. While
d. However
2. Read and analyze the statements below.
I. Comparison and contrast limits only to two things to be compared and contrasted.
II. In identifying the cause, one must ask, “why did it happen?”
a. Both statements are true.
b. Both statements are false.
c. The first is true, and the second is false.
d. The first is false, and the second is true.
3. If I am trying to compare China and Japan, which among the choices is an accurate commonality
between them?
a. Both countries have the same national anthem.
b. Both countries belong to the Asian continent.
c. Both countries have the same type of government.
d. Both countries are bound under the same law.
4. Edwin and Remie are twin brothers. They are sixteen years of age. This is an example of:
a. comparing
b. contrasting
c. cause and effect
d. note-taking
5. Which method of comparison and contrast writes back and forth between two subjects?
a. Block Method
b. Point by Point Method
c. Venn Diagramming
d. Full Block Method
6. Which of the following best defines comparing and contrasting?
a. Exploring similarities and differences between two things.
b. Exploring similarities
c. Exploring differences
d. Persuading the readers
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7. The cat dressed up as a doctor and visited an aviary full of ailing birds. The cat offered to treat
the birds, but they told him that they would be better if he just went away. Which was smarter: the
cat or the birds?
a. The cat
b. The Birds
c. Neither
d. Both
8. A father on his deathbed told his sons that there was a treasure in the fields. The sons went out
and worked on the fields but found no treasure. Their work, however, produced an abundant crop.
Who was smarter: the father or the sons?
a. The father
b. The sons
c. Neither
d. Both
9. A teacher and a doctor both work with many people every day. The teacher works with children
at the school; however, the doctor sees patients at the hospital. According to the selection, how are
a teacher and a doctor alike?
a. They work with children.
b. They work with many people.
c. They work in hospitals.
d. They are both professionals.
10. These are word signals for comparing EXCEPT one.
a. Both
b. Likewise
c. Whereas
d. In addition
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Let’s Analyze
Activity 1. Read the text below. After reading, determine what pattern in compare and contrast is
used in the text—highlight at least 3 points to support your answer. You can cite specific sentences
or words in the text to support your answer further.
Life Now and Life Five Years Ago
My life now and my life five years ago are similar, but there are also some major differences.
Five years ago, I was living in Havre and going to high school. I didn’t have to work because my
parents supported me. I went to school every day and spent time with my friends. I babysat my
nieces every day after school because both of my parents were working at the time. I was
responsible for feeding them and making sure nothing happened to them while I was watching them.
I didn’t really have any major goals five years ago. I wasn’t really thinking about my future
quite yet. On the other hand, now I live in Great Falls, and I’m not in high school anymore. I have to
work now in order to support myself. I only work twenty hours a week because I’m in school right
now. I have a lot more responsibility now than I did five years ago. I have to take responsibility for
myself now and everything that I do. I have a lot of major goals now. For instance, I want to graduate
and get a two-year degree. I want to come back and get a bachelor’s degree. I have a lot of things
that I want to accomplish now.
Five years ago, I really wasn’t going anywhere with my life, but now I’m starting to get my life
in order and deciding what I want to do. In addition, I am still living at home with my parents, and I
still go to school. I still babysit my nieces every once in a while. I find time to spend with my family
and friends. I still have some of the same responsibilities. I help my mom take care of my oldest
niece. She has always lived with us, so I’ve always helped take care of her ever since she was a
baby. Even though she is not a baby anymore, I still have to babysit her when my parents are gone
because she is not quite old enough to stay by herself yet. I still have to depend on my parents for
transportation because I don’t have a vehicle right now. My life now has changed a lot in only five
years.
Write your answer in paragraph form.
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Let’s Analyze
Activity 2. After reading, read the two texts below, make a Venn Diagram that will highlight the
similarities and differences between the two topics.
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Make your Venn Diagram here.
Let’s Analyze
Activity 3. Study the two pictures below. Choose a compare and contrast pattern, then use that
pattern to compare the two pictures.
A Day in the Mountains
A Day in the Beach
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Let’s Analyze
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Activity 4. Read the two nonfiction texts. Then, complete the graphic organizer below.
Text 2
Text 1
A hurricane is a dangerous storm.
This type of strong storm has high
winds. It can bring a large amount of
rain.
Hurricanes
are
dangerous
because they are very large storms.
They cover a wide area as they move.
There are steps to take before a
hurricane hits. It is important to watch
the news and have a plan. Before a
hurricane hits, board up windows. Bring
in outside pets and furniture. Create a
supply kit with first aid equipment, food,
and water. Flashlights and batteries are
good supplies to have in a hurricane.
The
high
winds
in
hurricanes
sometimes make the power go out.
These are helpful tools when there is no
electricity.
During hurricanes, it is important to
stay inside. Stay away from windows. If
there are warnings to evacuate, or
leave your home because of danger,
follow the directions.
After the hurricane, stay inside until it
is safe to go outside. Check on
neighbors to see if anyone is hurt. Stay
with the adults in charge who can tell
you what is safe. They will tell you how
to help.
Hurricanes are dangerous storms
because they are large and sometimes
slow-moving. There are important
steps to take to prepare and to be safe
during and after the storm. It is
important to be aware and ready.
There
have
been
many
devastating hurricanes to hit the
United States. This hurricanes are
famous in a bad way. They have been
large disasters.
Hurricane Katrina was a deadly
storm in 2005. It hit New Orleans,
Louisiana. The storm was stronger
than anyone thought it would be. The
lakes around New Orleans had too
much water, and it flooded homes.
The damage was so expensive. Many
people lost their homes. Many people
lost their lives.
Hurricane Sandy was a large
storm that hit in 2012. It hit New Jersey
and the New York City area. Many
other states were affected by the
storm, but the worst damage was in
the northeast. Streets and subways
flooded.
Many businesses and homes
were destroyed. Hurricane Harvey
was a destructive hurricane that hit the
Houston, Texas, area in 2017. It
moved very slowly, so it stayed in one
area for a long time. The powerful
storm rained over 50 inches. It flooded
the city and many small towns.
Thousands of people had to be
rescued out of their homes.
Many hurricanes do not bring as
much damage as these hurricanes
did. Hurricane Katrina, Hurricane
Sandy, and Hurricane Harvey are just
a few of the most notable ones in the
United States.
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Part 1
Text1
Text 2
Topic
Main Idea
Part 2 | What information is the same in the two passages?
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Let’s Analyze
Activity 5. Read the two different versions of the story of Persephone. Then complete the Venn
Diagram below.
The Story of Persephone
(Version One)
Persephone was the daughter of Zeus, ruler of the gods, and Demeter, the goddess of the harvest.
Demeter was very protective of her daughter and turned down many suitors who asked for
Persephone’s hand in marriage.
One of these suitors was Hades, the god of the Underworld. Demeter was repulsed by the notion
of her only daughter living with Hades in darkness, among the Dead. However, Hades did not take
Demeter’s rejection lightly and instead crafted a plan to kidnap Persephone.
While she was out picking flowers in the valley, the Earth opened, and Hades emerged on a chariot
pulled by six black horses. He took Persephone and descended back into the Underworld. No one
but Zeus and Helios, the god of the sun, knew that Persephone was kidnapped, but they decided
to keep quiet in order to avoid an argument with stubborn Hades and the tempestuous Demeter.
When Demeter discovered that her beloved daughter had gone missing, she fell into a deep
depression. She wandered the Earth looking for Persephone until Helios, feeling sorry for her, told
Demeter the truth about her daughter’s whereabouts. Demeter was furious with Hades and angry
with Zeus for lying to her. She became so upset that she took leave from her duties as goddess of
the harvest, which plunged the earth into winter. Everyone was cold and hungry.
In order to restore order, Zeus called forth Persephone to determine if she was being kept in the
Underworld against her will. Just before she left, Hades gave Persephone the seeds of the
pomegranate fruit, whose magical properties made people miss their life in the Underworld.
When Persephone arrived back at Mount Olympus, she went before Zeus and Demeter. Zeus
asked his daughter where she wanted to live.
“In the Underworld, with Hades,” she replied.
“It’s a trick!” Demeter cried. “Hades has brainwashed her! If I can’t have Persephone with me, I will
make sure that the crops never grow again!”
Zeus raised his hand for silence.
“It is decided: To please both sides, Persephone will spend six months of the year with her mother
and six months in the Underworld with Hades,” Zeus said.
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From then on, Persephone visited her mother every spring and summer. During this time, the Earth
was fertile and fruitful. The rest of the year, when Persephone was with Hades, Demeter’s
depression caused the Earth to fall into winter again.
How I Became the Queen of the Underworld
(Version Two)
I never wanted to displease Mother. I just wanted the freedom to explore some new worlds and meet
new people. When Mother told me that I couldn’t go to pick that year’s crop of narcissus flowers in
the valley by myself, that was the last straw.
Mother had always been generous in her service to Mankind, giving them the harvest gift, but she
often failed to recognize the wishes of her only daughter. All I wanted was to find my own way to be
useful to Mankind, but I was cramped up in stuffy Mount Olympus.
I decided to take matters into my own hands, so I went out alone to the Valley of the Narcissus.
There I met Hades, the god of the Underworld. He told me all about the important job he held caring
for the eternal souls of the Dead.
“I need a likable queen to help me convene with the Dead, someone who can listen carefully to them
and inspire them to make the Underworld their new home,” Hades said. “Otherwise, they will want
to go back to Earth and haunt Mankind, and Zeus will be very displeased.”
Hades looked at me intently. The thought of holding a very important position that would impact
Mankind thrilled me! However, I knew it would anger Mother.
“How about you try it for a little while, and if you don’t like it, we will find a way to bring you back to
Mount Olympus,” he said.
“If Mother doesn’t find a way first,” I said.
We smiled at each other and made our way down to the Underworld. For the next six months, I
heard the Dead’s complaints about the Underworld. I took notes, and together with Hades, we made
a 10-point plan for making the Underworld a better place to spend eternity. The number of hauntings
on Earth dropped by 78%. I loved my new job, but I also missed Mother.
One day, we received word that Zeus commanded our return to Mount Olympus for a court hearing.
Hades was being accused of kidnapping me! While I hoped to dispel this terrible myth, I also worried
that I would never be able to return if we left.
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“The pomegranate is the official fruit of the Underworld,” Hades said. “If you eat it, you must return
for at least half of the year. All the gods and goddesses know that.”
“You mean mother will be forced to recognize my role here with you and allow me to come back?” I
asked.
“Yes,” said Hades. With that, I gobbled up a handful of the delicious pomegranate seeds, and we
made our way back to Mount Olympus.
There I explained to Mother and Zeus that Hades had not kidnapped me and explained my important
work to them. To further illustrate how I felt, I told them about eating the pomegranate seeds. Mother
was distraught, swearing that she would take the harvest away from Mankind forever.
“Mother, aren’t you even a little proud of me?” I asked.
Her eyes welled up with tears. “Of course, I am. It’s just...I miss you.” Then, Zeus raised his hand to
speak:
“It is decreed: Persephone will spend six months of the year ruling the Underworld by Hades’ side
and another six months helping Demeter with the harvest season.”
Mother and I embraced, and I let out a sigh of relief. Finally, I found my own way to give to Mankind
and be with my family.
And that’s how I became Queen of the Underworld.
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Let’s Analyze
Activity 6. Compare and contrast the two different myths. Then, answer the questions that follow.
Compare and Contrast Myths
A myth is a traditional story that explains the existence of a natural phenomenon. Myths come from
cultures all over the world. Read these myths from two different cultures. Think about what is similar
and what is different about the two stories.
Hindu Myth
Greek Myth
Aruna, the charioteer of the sun god,
had two sons named Sampati and Jatayu.
They were demigods who were born in the
form of birds.
When Sampati and Jatayu were
young, they loved to compete. They would
challenge one another to see who could fly
higher. One day, Jatayu flew so high that
he came close to the sun. His older brother,
Sampati, saw that he was close to being
burned. Realizing the danger his brother
was in, Sampati spread his large wings to
shield Jatayu from the sun’s hot flames.
Though he saved his brother, Sampati
himself was injured, and he lost his wings.
From that day forth, Sampati lived wingless
and unable to fly.
Daedalus was the master craftsman for King
Minos. But his son, Icarus, did not like working for
the king, and he begged his father to grant him the
freedom of a bird. So, Daedalus built wings of wood,
wax, and feathers so that they could fly and be free.
Daedalus warned his son to be cautious. He
reminded him that if he flew too close to the ocean,
his wings would become wet and heavy. If he flew
too close to the sun, the wax would melt.
Icarus agreed to follow Daedalus closely.
However, once they were in the air, Icarus forgot
his promise to his father and he flew high into the
sky. Daedalus shouted to Icarus to stop, but
Icarus was too far to hear. As Icarus flew even
higher, he felt wax dripping from his wings and saw
that the feathers were falling oV. He fell from the
sky, into the ocean below, never to be seen again.
List two similarities between these two myths:
List two differences between these two myths:
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Let’s Analyze
Activity 7. Using two informational texts on the same topic, complete the graphic organizer.
Comparing Two Nonfiction Texts: We Need Clean Water
Text 1:
Do you drink enough water each day? Our bodies need water to survive. Our bodies are mostly made up of water. We
need to replenish, or replace, water each day. The human body uses water in many ways.
Water keeps the body’s temperature normal. It helps move waste through the body. It helps keep our joints, like our
elbows, knees, and shoulders, moving smoothly. Every cell in our body needs water so it can keep working properly.
We are hydrated when we drink enough water. If we don’t drink enough water, our bodies become dehydrated. When
this happens, our bodies stop working properly.
Water helps our bodies in other ways, too. It helps with headaches, and it helps us feel more energized. Also, it helps
us to not overeat. Sometimes we think that we are hungry, but we are really just thirsty. When we drink enough water,
it helps us to maintain, or keep, a healthy weight. Water is also helpful with bad breath and bad moods.
There are many important benefits of water. Our bodies need clean water to survive, so it is our job to drink enough
each day.
Text 2:
Contaminated water is unclean water. It is not safe to drink. It has toxins, or dangerous poison, in it.
Did you know that there is water all over the world that is contaminated? People drink this poisonous water
because they do not know that it is contaminated.
In 2014, the town of Flint, Michigan, changed their water source. They used to get water from Lake
Huron. It was changed to the Flint River in 2014. They did this to save money.
However, people in Flint said that the water smelled and tasted funny. They also said it looked
funny. The city investigated and realized that the water was not completely clean. They tried to fix it by
adding chlorine to the water. They also flushed the pipes. At times, they told the residents, or people living
there, to boil the water before drinking it. After that, they said it was safe to drink.
This continued into 2015. The city investigated and warned the people that the water might have
some problems. There were toxins in the water that cause cancer. Children began getting sick with rashes
and strange illnesses. Parents and other residents were concerned and tried to talk to the government about
the problem.
Researchers found that the water had lead in it. Lead is found in pipes and other fixtures in older
homes. Lead is a toxic metal that is harmful to health. It is especially harmful to children. Humans should not
have any exposure to lead at all.
It took over a year for the government to take this water problem seriously. In 2016, the National Guard
brought bottled water to the people of Flint. It was too unsafe for them to drink water out of the faucet.
Many of the people from Flint, Michigan, are dealing with illnesses from the bad drinking water in their
city. They are asking the government to help them.
Safe, clean drinking water is important for human beings. Our bodies need water to survive and to be
healthy. Water keeps every part of our bodies working properly, and it must be safe water with no toxins.
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Similarities
Text 1
Topic
What topic is being
explored in these two
texts?
How are the topics
different?
Main Idea
What is the main idea
or main focus of each
of the texts?
Supporting Details
List at least two details
that the texts have in
common. List at least
two details that are
different in the texts.
Written Response:
Which text would be
better to find
information about why
drinking water is a
healthy choice?
Justify your answer.
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Text 2
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In a Nutshell
Activity 1. To improve one’s reading comprehension, it is indeed very important to acquire the basic
skills in reading. As one of the macro-skills needed to be developed, one requires to have a deeper
understanding of the texts read. Once developed, this skill is proven to be very helpful in the field of
profession.
Based on the topics discussed in this section and the learning exercises that you have
accomplished, please feel free to write your insights or lessons learned below.
1.
2.
3.
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Big Picture
CAUSE AND EFFECT
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Differentiate a cause from an effect.
b. Analyze the cause, and the effect is given readings.
Big Picture in Focus: ULO
ULO
a.
b.
Differentiate a cause from an effect.
Analyze the cause and the effect in given
readings.
Metalanguage
In this section, you are expected to determine and demonstrate your skills in
discussing consequences thru their cause and effect. Moreover, you will learn different
patterns in written cause-and-effect paragraphs. There will be a series of texts in which
you can practice applying the skill learned in this unit. An assessment to test your
comprehension will be given to each text to determine your understanding of the skill
discussed.
1. Cause. This is the reason why something happens. It could be a person,
a thing, or a situation that happens or exists in such a way that some
specific thing happens as a result.
2. Effect. This is a change that is a result or consequence of an action or
other cause. Moreover, this is something that inevitably follows an
antecedent.
3. Cause and Effect as a Skill. In reading, studying the cause and effect
of things can help a reader better understand what is written. With this
skill, the reader will be guided with the sequential events in the text and
leads to deeper comprehension.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fifth week of
the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to refer to these
resources exclusively. Thus, you are expected to utilize other books, research articles,
and other resources that are available in the university’s library, e.g., library,
search.proquest.com, etc.
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1 Cause and Effect Relationship. This is a relationship between events or
things, where one is the result of the other or others. This is a combination of
action and reaction.
In composition, cause and effect is a paragraph or essay development
method in which a writer analyzes the reasons for—and/or the
consequences of—an action, event, or decision.
Effective comprehension requires identification of the cause and effect
of situations/events in the reading materials, relating them, and
analyzing their relationships.
2 Cause. These are events or conditions that produced change. It is the
reason that brought up the consequences. A cause is defined as the reason,
motive, purpose, or justification for an event or a situation.
Some common words to indicate a cause: because, due to, the
reason/s, since, cause
3 Effect. These are the results of the causes. An effect is the consequence of
something, action, or event. Basically, it is the aftermath after the cause
happened.
There are cases in which one cause may give not just one but multiple effects.
Some common words to indicate an effect: so, the result, because of this, as a
result, thus, for this reason.
4 Signal Words for Cause and Effect Relationship












The result is … therefore …
This results in … nevertheless
As a result … accordingly
Precipitating … if
Initiating … then
Triggering … thus
The effect of this is … since
As a consequence … because
Consequently
Inevitably
This, in turn, causes
This leads to…
5 Examples for Cause and Effect Relationship
A. When water is heated, the molecules move quickly; therefore, the water
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boils.
B. A tornado blew the roof off the house, and as a result, the family had to find
another place to live.
C. Because the alarm was not set, we were late for work.
D. The moon has a gravitational pull; consequently, the oceans have tides.
E. Since school was canceled, we went to the mall.
F. John made a rude comment, so Elise hit him.
G. When the ocean is extremely polluted, coral reefs die.
6 Patterns for Cause and Effect Relationship
Pattern A
1. Introduction: Identifies cause.
2. Body
a. Effect Number 1
b. Effect Number 2
c. Effect Number 3
3. Conclusion
Pattern B
1. Introduction: Identifies cause.
2. Body
a. Cause Number 1
b. Cause Number 2
c. Cause Number 3
3. Conclusion
Pattern C
1. Introduction: Identifies cause.
2. Body
a. Cause
b. Effect
c. Cause
d. Effect
3. Conclusion
Pattern D
1. Introduction: Identifies cause.
2. Body
a. Cause Number 1
b. Cause Number 2
c. Cause Number 3
d. Effect Number 1
e. Effect Number 2
f. Effect Number 3
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3. Conclusion
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Donnchaidh, S. M. (2010). What are the cause and effects?. Literacy Ideas for Teachers for and
Students.
Retrieved on April 27, 2020 from https://www.literacyideas.com/teaching-cause-effect-inenglish
Let’s Check
Activity 1. Now that you know the essential terms on the skill, cause, and effect. Let us try to
check your understanding of these terms. In the space provided, write the letter of your
choice.
1. Read and analyze the two sentences below:
I. “Due to” is one of the signal words for the cause.
II. “Because of this” is one of the signal words for effect.
a. Both statements are true.
b. Both statements are false.
c. The first is true, and the second is false.
d. The first is false, and the second is true.
2. Read and analyze the two sentences below:
I. The cause is the result of what happened.
II. The effect is the reason.
a. Both statements are true.
b. Both statements are false.
c. The first is true, and the second is false.
d. The first is false, and the second is true.
3. What is the definition of cause?
a. The reason something happened in a given situation.
b. The result of what happened in a given situation.
c. The effect of what happened in a given situation
d. What happened in a given situation
4. What is the definition of effect?
a. What happened in a given situation
b. The reason something happened in a given situation
c. The order of events in a given situation
d. The result of what happened in a given situation
5. Rex made a rude comment.
What is the best possible effect?
a. Bob cried.
b. They bought dinner for Rex
c. Rex was praised for his actions
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d. It made him the school’s favorite
6. Lance drank two glasses of ice-cold water.
What is the possible cause?
a. Because he had nothing else to do.
b. Because he got thirsty.
c. Because he was feeling cold.
d. Because he was going out with his friends.
7. Lou was feeling fine yesterday. However, when she woke up the next day, she was
feeling a little feverish. The following are possible causes of the situation EXCEPT one.
a. She got infected.
b. She got soaked in the rain.
c. She overworked herself.
d. She forgot to take her medicines.
8. Vince slept around 2 in the morning.
The following are possible effects on the situation EXCEPT one.
a. He is feeling drowsy today.
b. He has a cranky mood today.
c. He is so hyped today.
d. He is drinking lots of coffee today.
9. The following are signal words for effect EXCEPT one.
a. So
b. Thus
c. Since
d. Hence
10. The following are signal words for cause EXCEPT one.
a. Due to
b. As a consequence
c. Because of this
d. The reason
Let’s Analyze
Activity 1. Read the following sentences. After reading, determine which is the cause and
which is the effect. Write your answers on the blanks provided.
1. It was one hot Sunday afternoon; due to boredom, Lisa decided to indulge herself with
movies to kick the boredom out until her friends arrive at her house. Identify the cause in
the sentence.
Cause
Effect
2. The class went silent for a very long time, and even the teacher was speechless. It was
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the mid-afternoon when it all happened – the most shocking revelation; the school principal
was arrested for fraudulent activities.
Cause
Effect
3. Bryan got scolded when he was caught trying to sneak out of the house. It was dark
when it all
happened, and one could tell that it was half-past midnight already.
Cause
Effect
4. Taylor was running late for her first-period class---Calculus. She had slept through her
alarm and woke up later than usual. Without a shower, she ran as fast as a cheetah on her
way to class.
Cause
Effect
5. George caught Paul with another man. After being married to him for five years, George
felt defeated and betrayed. He cannot believe in his eyes that the man he loved and still
loves is cheating on him. When he got home, he confronted Paul. The confrontation turned
into a big awful argument.
Cause
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Effect
Let’s Analyze
Activity 2. Read the text. After reading the text, fill out the table below by listing down all the
causes and effects you see in the text.
Alcoholism
Letting alcohol take control of your life has many negative effects on a person and
the people around them. One important effect is the damage you can do to your body.
Drinking can lead to severe illness and even eventual death; some health consequences to
consider might be liver disease, kidney failure, and, for pregnant women, the loss of their
unborn child.
Another detriment is that addiction could lead to drinking and driving, possibly causing
a fatal car accident for either yourself and/or an innocent bystander.
Another concern to consider is the relationships alcohol can destroy. Alcohol abuse
can have very serious effects on a person’s temperament, leading to spousal and even child
abuse. Alcohol often is the number one cause of divorce and spending time in jail. It can also
affect relationships outside of the family; many people have lost life-long friends, whether it
is due to foolish arguments and behavior or possibly death.
Lastly, drinking has negative effects on self-esteem and rational thinking. People
become more self-centered, develop low self-esteem, doing things, or behaving in ways that
they would not normally. They have little or no regard for the outcomes of what is said or
done when they grow reliant on getting that alcohol high. The negative effects of alcohol
abuse are overwhelming when considering the many consequences that drinkers and the
people around them have to deal with.
CAUSE
EFFECT
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Let’s Analyze
Activity 3. Read the text. After reading the text, answer the following questions that follow.
A Garden in Lawndale
A catalyst is a spark. It is the start of a change. As you read this report, think about what
the spark was.
Eighth-grade students at a school in Lawndale saw progress as builders constructed
new homes where vacant lots had been. Families were moving into the community, although
they're still were some vacant lots. In those vacant lots, there was a lot of trash. Members of
block clubs picked up the trash, but even then, the lots did not stay clean. The wind blew trash
there from the street. “No one can do anything about this,” said one student. “Yes, we can,”
said another. Their teacher agreed. They would plant a garden in a vacant lot.
Their teacher showed them pictures of the community long ago. She showed them that
it used to have great gardens. The students said they could make this change. It was after
Barack Obama had been elected. His slogan had been, “Yes, we can.” They believed it, and
they would prove it.
The students met with the principal to ask if they could create a community garden in
the vacant lot closest to the school. She told them that it was a great idea, but they would
have to volunteer their own time and work on it every weekend. The students agreed and
promised they would donate their time every Saturday until it snowed. Even then, they would
keep the sidewalk cleared near the lot.
The students needed to collaborate with the community. They wanted to be sure that
everyone in the community wanted the garden. They met with block clubs and told them their
plan. The block clubs applauded the project and said they would help.
The students went on the Internet to learn about plants. They looked for plants that
would grow well in Chicago. They chose some evergreen plants and bulbs. They learned a
lot about plants and gardening, and they also learned about fund-raising.
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The students needed money to get the bulbs and plants. They needed tools, too. They
made a budget and drew pictures of what the garden would look like when it was finished.
They sent that budget and their plan to get funding, and a foundation funded their plan. The
students got $300 to buy what they needed.
They are 8th graders, so this spring, they will meet with the seventh grade. They will ask
them to take over the garden. It will be their legacy to the school community.
Comprehension Check. Choose the best answer for each question.
1. What was the catalyst that started the plan?
a. The teacher
c. The block club
b. The student
d. The principal
2. What caused students to care about their community?
a. They are committed citizens
b. They are 8th graders
c. They like their teacher
d. They live near the school
3. Why did the students ask the Block Clubs to help?
a. They live in the community
b. They like gardens
c. The principal told them to
d. They wanted to involve them
4. What happened because the students did this project?
a. They can graduate
b. They have changed their community
c. They have more friends
d. Their class got money
5. Write your own answer to this question.
What do you predict will be an effect of the project in the future?
Making Progress
I have lived in Lawndale for thirty years, and during this time, I have seen things change,
some for the better, some for the worse. Despite the challenges, I believe that my
neighborhood is a good place to live; I like it here even though there are problems. I have
many friends who live nearby, and my cousins live down the street; we support each other
when there is a problem. Now new families are moving in, and there is a lot of construction of
new townhomes. I’m optimistic.
Progress starts with hope--that’s something I learned a long time ago. You can look at
things and complain, or you can ask, “What can we do to make things better?”
My son came home from school in September with his class's plan to transform our
block. They were going to turn a vacant lot into a garden. I said it would be much more
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complicated than he knew.
He explained that he had a dream; he wanted to have lots of flowers in Lawndale. He
knew there were vacant lots, but he also saw the new construction. He said, “We are making
progress, our neighborhood is getting better, and we can make it even better. If we turn the
vacant lot across from the school into a garden, it will inspire people. The block clubs can
plant flowers and trees, so changing that one vacant lot could lead to a great change--the
community can get to be a really beautiful place. My teacher says that everything is
interconnected.”
I admired my son’s idea, but I knew he would face significant obstacles and that they
would need a coalition to carry out this vision. He has always been a thoughtful child. I
promised to support the plan and asked our cousins and my friends to participate. That way,
it would be a school-community collaboration.
His class started by clearing out the trash from the lot, and they needed lots of trash
bags for that because they didn’t just clear the lot. They cleaned trash from the street, too.
The block clubs did join the effort; it was a big cleanup day.
People came by and saw the difference they made. I noticed afterward that people were
not littering so much. It seems they got the idea that keeping things clean is not as hard as
picking up all the trash if you litter a lot. I know this sounds simple, but if people get into a habit
of throwing paper on the ground, they really don’t think about it. We got some big green
trashcans from the city and put them near the vacant lots on the street. People put their trash
in those cans instead of littering.
My son’s class put bulbs in the ground, and the neighbors helped. I think we planted
about 500 bulbs. I think I planted about 30 bulbs myself, and my back hurt a lot the next day.
This spring, we’ll realize what we did when we see those colorful blooms, and I am convinced
that everyone in the community will be inspired to sustain this progress.
A long time ago, someone said, “It takes a village to raise a child.” I think it takes a child
to inspire a community. I am proud of my son.
Comprehension Check. Choose the best answer for each question.
1. Why did her son want to plant the garden?
a. He liked plant
c. It would flower in spring
b. He wanted to help the community
d. It was across from the school
2. Why did she help her son?
a. He inspired her
c. Her family lived there
b. She liked her neighbors
d. She was proud of him
3. Why was there less trash in the area?
a. People were recycling
c. The students picked it up every day
b. People noticed what the students did
d. The school had a littering campaign
4. What do you think the most important effect of his change was?
a. The mother was proud
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b. The community was improved
c. The students planted so many bulbs
d. There would be many flowers in spring
5. Write your own answer to this question.
What do you think this change will cause people to do?
Let’s Analyze
a
Activity 4. Read the incomplete sentences below, then supply a cause or an effect to form
complete sentence.
1. Rex only showers two times a week __________________________________.
2. I forgot to turn off the faucet ________________________________________.
3. He’s been reading the whole night ___________________________________.
4. My crush was caught cheating during the exam _________________________.
5. Lisa ignored our mom’s text _________________________________________.
6. The student got very high grades because _____________________________.
7. Happiness is a result of ____________________________________________.
8. Poverty is a result of ______________________________________________.
9. There is global warming because of __________________________________.
10. The Philippines can prosper if ______________________________________.
11. The poorest person can become rich by ______________________________.
12. There are flash floods because of ___________________________________.
13. Crime is caused by ______________________________________________.
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14. Corruption can be stopped if _______________________________________.
15. A mass hysteria broke out because of _______________________________.
16. When people don’t follow rules _____________________________________.
17. Most of the times the result of fake news can __________________________.
18. To read books is to ______________________________________________.
19. Living a healthy lifestyle can be the reason of __________________________.
20. Traveling without proper planning can cause ___________________________.
Let’s Analyze
Activity 5. Encircle the signal words “SW,” and underline once the causes “C” and underline
twice the effects found in the text. Some signal words may include the following: “because,”
“due to,” “lead to,” “since,” “as a result,” and “if-then” sentences.
Precipitation, or rain, happens because warm air is filled with heavy water droplets and
rainfalls. When the sun heats up the water, it leads to water droplets rising into the air. Water
droplets join together in the sky and make clouds. The droplets get bigger in the clouds due to
water droplets bumping into each other. Since the droplets get heavier and heavier, they
eventually fall as rain.
While most rain does not last very long, monsoon seasons can last for months. A monsoon
is a seasonal wind system from the Indian Ocean. It blows from the southwest in the summer and
the northeast in the winter. When the wind system hits the southwest, heavy rain begins.
Every summer, India has storms that never seem to end. The rain can last for up to five
months. As a result, large amounts of water cover southern Asia and the Indian Ocean. People
and wildlife rely on these seasonal monsoons because the storms help water the crops and
replenish rivers. If a monsoon strikes too early in the summer, then dangerous floods can wipe
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out whole towns. But if a monsoon happens too late, then the lack of water can cause droughts
and famine.
Famine and drought can cause thirsty plants and hungry people. The balance
between the right amount of rain can affect many people.
Let’s Analyze
Activity 6. Part 1: Read each sentence. Then, circle the cause and underline the effect found
in each sentence.
Reminder: The cause is an event or idea that explains why something happens. The effect
is what happens as a result of the cause.
1.
When the earthquake shook the Philippines, many buildings collapsed.
2.
The hail storm produced golf-ball-sized ice that broke my car’s windshield.
3.
The tornado blew through town and flipped the cars over.
4.
The power went out because the power lines snapped from the ice storm.
5.
The brown bear’s habitat was destroyed after the wildfire broke out.
Part 2: Use the word bank to fill in the sentence frames. Then, circle the cause and
underline the effect found in each sentence.
hurricane
lightning
earthquake
blizzard
avalanche
fire
tsunami
1.
A severe ___________ hit the mountains and triggered a huge ___________.
2.
The tree caught on _____________ after one of its branches was struck by
______________.
3.
The heavy rains from the ________________ led to a large _________________.
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4.
There was a
coast.
______________ warning after the _____________ struck off the
Let’s Analyze
Activity 7. Read this nonfiction excerpt on tsunamis. Highlight the sentences containing causes
and effects. Then, fill out the table that follows.
Explore Tsunami
On December 26, 2004, a massive tsunami rose from the Indian Ocean. This
tsunami was one of the most destructive natural disasters anyone had ever seen before.
Where did these disastrous waves come from, and how was this tsunami able to hit so
quickly without warning?
Several different situations can cause a tsunami: underwater volcanic eruptions,
meteor strikes, coastal landslides, and, most commonly, underwater earthquakes.
A typical tsunami approaching land will slow down to speeds of 30 miles per hour as
the wave grows to heights of up to 90 feet above sea level. A tsunami almost always
promises flooding, destruction, and sometimes loss of life.
Scientists have the equipment to detect underwater earthquakes just before a
tsunami can hit the coast. However, because these giant waves form so quickly and hit
coastal areas at hundreds of miles per hour, these detections often come too late. If you
live near the coast, be aware of tsunami zones. Make sure your family has a plan in case
you are caught near the wave.
CAUSES
EFFECTS
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In a Nutshell
Activity 1. To improve one’s reading comprehension, it is indeed very important to acquire the basic
skills in reading. As one of the macro-skills needed to be developed, one requires to have a deeper
understanding of the texts read. Once developed, this skill is proven to be very helpful in the field of
profession.
Based on the topics discussed in this section and the learning exercises that you have
accomplished, please feel free to write your insights or lessons learned below.
1.
2.
3.
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Big Picture
GETTING THE MAIN IDEA
Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
a. Recognize topic sentences in given passages,
b. Identify the main idea and supporting details in a passage; and
c. Write the main ideas in your own words.
Big Picture in Focus: ULO a. Recognize topic sentences in given passages.
ULO b. Identify the main idea and supporting details in a
passage
ULO c. Write main ideas in your own words.
Metalanguage
In this section, you are expected to demonstrate skills in identifying the overall
idea of a selection, find the topic sentence in a paragraph, and state its main idea as a
simple, accurate expression. Specifically, you are expected to identify expressed or
implied the main idea and to look for the most important ideas in the text. There will be
a series of texts in which you can practice applying the skill learned in this unit. An
assessment to test your comprehension will be given to each text to determine your
understanding of the skill discussed.
1. Idea. This is a thought or suggestion as to a possible course of action. In writing, a
writer may give many ideas in one text. However, there is only one idea; all the
expressed ideas are called supporting ideas.
2. Main Idea. The main idea is defined as the point the writer expresses about
the topic. This is considered as the backbone of the text, where all the details
revolve around it.
3. Supporting Ideas/Details. These are details in the text that help in the
formation of the main idea. These may be big or small details.
4. Getting the Main Idea as a Skill. In order to find the main idea, one needs
to know the topic of the paragraph or composition.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the sixth week
of the course, you need to fully understand the following essential knowledge that will
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be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
Main Idea




Every story or paragraph has a main idea.
The main idea tells you what the story is about.
The main idea may be the lesson learned or the
moral of a story.
The main idea is the most important part of
a story or paragraph.
Supporting Details


The supporting details are the things that describe the main idea.
These supporting details make the main idea stronger.
Topic Sentence. The topic sentence presents or describes the point of the
paragraph; in other words, it is the paragraph's main idea. It can be located at
the beginning, middle, or last of the paragraph.
Strategies in Locating the Topic Sentence
◼ Read the first sentence of the paragraph very carefully because most authors state their topic
sentence at the beginning of the paragraph.
◼ Browse the sentences in the paragraph to identify what they describe. The sentence that best
describes the topic of the paragraph is the topic sentence.
◼ Find the concept or idea being tackled, which is a colloquial term, is the “big word” in the
paragraph. The sentence that defines the big word is usually the topic sentence.
◼ Identify the purpose of the paragraph. The sentence that presents or describes the purpose
is the topic sentence.
◼ Observe the writing style of the author. Focus specifically on where he/she usually places
his/her topic sentence.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
*https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/307_read_main_
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idea.html
*https://www.brainpop.com/english/writing/mainidea/
Let’s Check
Activity 1. Tell whether each of the following examples is a title (T) or a topic
sentence (TS) by writing T or TS.
_______1. The benefits of college education
_______2. The outstanding achievements of aviator Charles Lindber
_______3. The president’s cabinet faced two major problems
_______4. The basis of the Arab-Israeli conflict
_______5. The Japanese diet is perhaps the healthiest diet in the world
_______6. The astounding beau of the Rocky Mountain at dusk
_______7. The finest sports car on the market
_______8. Fast-food restaurants are popular with families
_______9. The expense of maintaining car
_______10. Maintaining a car is expensive
Activity 2.
1. Identify the sentence with the main idea.
2. Identify the sentence(s) with detail that explains the main idea.
3. Select which supporting details support the main idea.
Passage 1
The Solar System
1. The planets in our solar system are all different distances from the sun. 2.
Planets, like Mercury, Venus, Earth, and Mars, are closer to the sun. 3. Planets, like
Jupiter and Saturn, are farther from the sun. 4. Because they are so far away from the
sun, they are colder than the first four planets. 5. Like Uranus and Neptune, other
planets are the furthest from the sun, and because of this, they are called ice
planets.
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Main idea (Write the sentence number): _____
Supporting details (Write the sentence numbers): _______
Which of these details support the main idea you selected?
A. Jupiter and Saturn are colder than the first four.
B. Uranus and Neptune are called ice planets.
C. Uranus and Neptune are furthest from the sun.
D. Jupiter and Saturn are farther from the sun.
Passage 2
The Camera
1. In 1839, Louis Daguerre took the first black and white picture with a very large box
camera. 2. It wasn’t until 1861 that the first color photo was taken. 3. In 1948, Edwin Land
invented the Polaroid Land camera, which was the first to allow people to see their pictures
right away. 4. Today, we use digital cameras to take pictures and save them on the computer.
5. Cameras have changed over the years.
Main idea (Write the sentence number): _____
Supporting details (Write the sentence numbers): _______
Which of these details support the main idea you selected?
A. The first color photo was taken in 1861.
B. The Polaroid camera lets people see it right away.
C. Digital cameras save pictures on a computer.
Daguerre used a box camera in 1839.
Passage 3
Pueblos
1. The Pueblo Indians lived in structures called Pueblos. 2. Pueblos were built out of
a type of clay called adobe. 3. They were multi-story houses with many units. 4. Each adobe
unit was home to one family, as a modern apartment. 5. Pueblo people used ladders to reach
the upstairs apartments. 6. Some Pueblo people have been living in the same adobe structure
for many generations.
Main idea (Write the sentence number): _____
Supporting details (Write the sentence numbers): _______
Which of these details support the main idea you selected?
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A. Pueblos were built out of a type of clay.
B. They were multi-story houses.
C. Some families have lived in the same adobe structure for many
generations.
D. They use ladders to reach upstairs.
Let’s Analyze
Activity 1. Write the main idea of the given passages below using your own words.
Passage 1
Often, when it rains, a particular dreariness descends upon the earth. Most people hide out in
their houses, sending forlorn glances out of the window. Animals scamper off to nooks and
crannies, poking their heads out to sniff the air for signs of dry weather timidly. Despite the
pallets of water cascading from the sky, an occasional brave soul will venture out for a jog in
the drizzle, or a bird will chirp merrily in a mud puddle, dismissing the downpour. Some people
call these adventurers crazy, but others celebrate the willingness of these individuals to
embrace negativity and turn it into something positive.
What is the main idea?
__________________________________________________________________________
__________________________________________________________________
Passage 2
From adolescence, data show that males outperform females on math tests and tests of math
reasoning, despite differences in IQ. The current data with college students and a simple test
of arithmetic ability show that males still score higher than females even when performance is
measured using a third-grade arithmetic test. The cause for the variance in numbers is
questionable because the intelligence quotient in the tested students ranged from below to
above average in both sexes. The finding of a sex difference in math performance from
adolescence is a finding that arouses curiosity as to the cause of the difference-- is nature or
nurture involved or a combination of both?
What is the main idea?
__________________________________________________________________________
______________________________________________________________
Passage 3
Niagara Falls is one of the most beautiful sights in North America. It is on the Niagara River,
halfway between Lake Ontario and Lake Erie. Niagara Falls is located on the American and
Canadian border. The American Falls is 167 feet high. On the Canadian side, the Horseshoe
Falls is 161 feet high.
What is the main idea?
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__________________________________________________________________________
______________________________________________________________
Activity 2. Identify where the topic sentence is located (first, middle, end) and justify
what makes it a topic sentence.
11. (1) There were three reasons why I did not enjoy the school trip. (2) Firstly, the journey to
our hotel was long, hot and boring. (3) Secondly, we spent all our time in museums doing
boring worksheets. (4) And thirdly, we had to go to bed really early
Justification:________________________________________________________________
__________________________________________________________________________
_______________________________________
12. (1) There are many things that ESL students can do to improve their English more quickly.
(2) They can join an after-school club which will give them the chance to practice speaking
English while doing an activity that they enjoy. (3) They can also watch films, mainly DVDs with
the English subtitles turned on. (4) Best of all, however, is to do plenty of reading for
pleasure. (5) Non-fiction, in particular, is an excellent way of acquiring a strong academic
vocabulary.
Justification:________________________________________________________________
__________________________________________________________________________
_______________________________________
13. (1) The school could do much more to protect the environment. (2) I don't understand, for
example, why we cannot use metal cutlery instead of plastic ones that just get thrown away
after the meal. (3) We could also have different trashcans to recycle paper and cola cans.
(4) We could also limit the number of copies that teachers and students are allowed to make
on the photocopier machine.
Justification:________________________________________________________________
__________________________________________________________________________
_______________________________________
14. (1) Living in a city can be expensive and stressful, but compensations are. (2) You never
have to travel very far to buy anything you could need. (3) Entertainment such as discos,
cinemas, and theaters are not far away. (4) And you have a good choice of doctors and
hospitals if you get sick. (5) A further advantage is that you can live anonymously if you choose.
Justification:________________________________________________________________
__________________________________________________________________________
_______________________________________
15. (1) The bird called "Liverbird" is the traditional mascot for the city of Liverpool. (2) It is a
symbol used by the ruler of the city in the 16th century. (3) When you visit the city of Liverpool,
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Liverbird statues are found everywhere.
Justification:________________________________________________________________
__________________________________________________________________________
_______________________________________
Activity 3. Arrange the following sentences by writing letters from (A) to (E) on the blanks provided.
After arranging them, encircle the item number that you think is contains the main idea.
Part I
______1. Next, add antifreeze to your windshield washer fluid; otherwise, the fluid will freeze and
possibly break the container.
______2. First, put on snow tires if you plan to drive on snowy, icy roads very often.
______3. Driving in winter, especially on snowy, icy roads, can be less troublesome if you take a
few simple precautions.
______4. Finally, it is also a good idea to carry tire chains, a can of spray to unfreeze door locks,
and a windshield scraper in your car when driving in winter weather.
______5. Second, check the amount of antifreeze in your radiator and add more if necessary.
Part II
______1. Later on, people began to write on pieces of leather, which we rolled into scrolls.
______2. In the earliest times, people carved or painted messages on rocks.
______3. In the Middle Ages, a heavy paper called parchment was used for writing, and books
were laboriously copied by hand.
______4. With the invention of the printing press in the middle of the fifteenth century, the modern
printing industry was born.
______5. Some form of written communication has been used throughout the centuries.
Activity 4. Finding the topic and the topic sentence.
Part I. Underline the topic in the topic sentence.
1. Computers, gadgets, and the like are the empowerment of technology in today’s era.
2. Reading is considered to be one of the successful ways to gather information.
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3. There are several ways to succeed in printing; digital printing is in demand.
4. Household chores demand more independence than school works.
5. Of all the years in life, adolescence Is usually the most demanding.
6. Assessing one’s strengths and weaknesses is metacognition.
Part II. Underline the topic sentence in the paragraph.
7. There is a ring of volcanoes that form a circle around the Pacific Ocean. Most of the world's
volcanoes are part of the "The Ring of Fire." Thousands of volcanoes make up "The Ring of
Fire." These volcanoes formed the seafloor and many underwater mountains.
8. Passing fears are common in early childhood. Many 2- to 4-year-olds are afraid of animals,
especially dogs. By six years old, children are more likely to be afraid of the dark. Other common
fears are thunderstorms, doctors, and imaginary creatures.
9. My brother is Terry. His favorite sports are golf, tennis, skiing, and swimming. He skis in the
winter, swims in the summer, and plays golf during the spring, summer, and fall. Terry is a real
sports fan.
10. My roommate and I share a refrigerator. My roommate’s half of our refrigerator is very neat. On
the top shelf is a carton of milk, a pitcher of orange juice, and a bottle of mineral water. These
are arranged in a straight line on the shelf.
Activity 5. Finding the topic and the topic sentence.
Part I. IDENTIFYING THE TOPIC. Read the following paragraphs and determine its topic. Write the
letter before the number.
______1. Passing fears are common in early childhood. Many 2- to 4-year-olds are afraid of animals,
especially dogs. By six years, children are more likely to be afraid of the dark. Other common fears
are thunderstorms, doctors, and imaginary creatures.
What is the topic?
a. fears
b.
passing fears
c. two-to-four year olds fear of animals
d.
common fears
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______2. There are gender differences in adolescents' satisfaction with their bodies. Compared with
boys, girls are usually less happy with their bodies and have more negative body images. Also, as
puberty proceeds, girls often become even more dissatisfied with their bodies. This is probably
because their body fat increases. In contrast, boys become more satisfied as they move through
puberty, probably because their muscle mass increases.
What is the topic?
a. Gender differences
b. Adolescents’ satisfaction
c. Puberty stage of adolescents
d. Body changes of girls and boys
______3. Floods can cause tremendous damage. They can ruin houses, roads, and buildings.
Floods can take down trees and cause mudslides. It often leaves mud, sand, and debris behind. It
can take months to clean up after a flood.
What is the topic?
a. damages
b. floods
c. cause of floods
d. tremendous damage
Part II. GETTING THE MAIN IDEA. Identify the main idea of the following paragraphs. Write the letter
of your choice on your answer sheet.
______4. Several events can change the Earth's surface very quickly. Volcanoes can erupt and
spread lava, rock, and ash for several miles. Earthquakes can leave large cracks in the Earth's
surface.
What is the main idea?
a. Several events can change the Earth's surface.
b. Earthquakes can cause large cracks.
c. Volcanoes and earthquakes change the earth
d. Volcanoes can be dangerous.
______5. Most of the world's volcanoes are part of the "The Ring of Fire." This is a ring of volcanoes
that form a circle around the Pacific Ocean. Thousands of volcanoes make up "The Ring of Fire."
These volcanoes formed the seafloor and many underwater mountains.
What is the main idea?
a. There are thousands of volcanoes in the world.
b. Most volcanoes are part of the "Ring of Fire."
c. Some underwater mountains are volcanoes.
d. Thousands of volcanoes make up “The Ring of Fire.”
______6. Scientists can measure the intensity of an earthquake. They use an instrument called the
Richter scale. The Richter scale compares the strength of different earthquakes. Earthquakes below
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2.0 usually can’t be felt. Earthquakes over 5.0 on the scale can cause damage. A magnitude 7.0 is a
major earthquake and can cause tremendous damage.
What is the main idea?
a. Scientists can measure the intensity of an earthquake.
b. Strong earthquakes can cause lots of damage.
c. Some earthquakes are very small.
d. The Richter scale compares the strength of different earthquakes.
______7. Floods can cause tremendous damage. They can ruin houses, roads, and buildings.
Floods can take down trees and cause mudslides. It often leaves mud, sand, and debris behind. It
can take months to clean up after a flood.
What is the main idea?
a. It can take months to clean up after a flood.
b. Floods cause mudslides.
c. Floods damaged houses and roads.
d. Floods can cause a lot of damage.
_______8. Proper etiquette indicates that a thank you note should be sent immediately after the
interview. Acknowledge the interviewer’s time and the information you gained about the company
during the interview and express your interest in working with the company. Even if you have
concluded that the job or corporation is not a good match for you or your skills, send the thank you.
Your graciousness will be remembered (Casperson, 1999, p. 126).
What is the main idea?
a. Applicants who send thank you notes after interviews always get the job.
b. Proper etiquette is more important than job skills when getting a job.
c. Only send a thank you note if you think you are going to get the job.
d. Always send a thank-you note after a job interview.
______9. People act the way they are dressed. Those wearing beach clothes often put their feet on
the desk, slouch in their chair, and look lazy. Those who look professional and businesslike work
better and are better received by their colleagues (Casperson, 1999, p. 33).
What is the main idea?
a. People who wear beach clothes to work are lazy.
b. Dressing nice will help you get a better job.
c. People act the way they are dressed.
d. Men should always wear ties to work.
_______10. For young children, losing privileges for short amounts of time can be very effective.
One way for this to happen is by using what is called “Time-Out.” Time-Out means time away from
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all those fun things in a child’s life. It is a way of disciplining your child without raising your hand or
your voice. Basically, Time-Out involves having your child sit in one place for a certain amount of
time. You can easily see that most kids wouldn’t like Time-Out because they would rather be doing
fun things (Burke & Herron, 1996, p. 40).
What is the main idea?
a. Time-Out is not an effective way of disciplining children.
b. Time-Out is an effective way of disciplining children.
c. Spanking is the least effective way of disciplining children.
d. Time-Out means sitting in one place for a certain amount of time.
In a Nutshell
Activity 1. Now that you learned the importance of the topic sentence in identifying the main idea.
Your task is to answer this question in 7-10 sentences.
How important is it to locate topic sentences in identifying main ideas in reading passages?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________
Activity 2. In this portion of the unit, you will be required to state your arguments or synthesis
relevant to the topics presented. I will supply the first two items, and you will continue the rest.
1. Our stories would not make sense if they did not include the main idea with supporting
details.
2. You will need to be able to select the main idea and the supporting details from everything
you read.
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Your Turn
3.__________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
4.__________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
5.__________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
Big Picture
SUMMARIZING
Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Acquire skills and techniques in summarizing
b. Summarize a paragraph.
Big Picture in Focus: ULO a. Acquire skills and techniques in summarizing
ULO b. Summarize a paragraph.
Metalanguage
In this section, you are expected to identify the overall idea of a selection then
learn how to reduce a text. Specifically, you are expected to learn to highlight important
details in a text and condensing a material without compromising its substance. There
will be a series of texts in which you can practice applying the skill learned in this unit.
An assessment to test your comprehension will be given to each text to determine your
understanding of the skill discussed.
1. Summary. This is a brief statement or account of the main points of something. In
texts, this is the condensed version from the original one. However, the summary
must be comprehensive and must cover the main points succinctly.
2. Summarizing as a Skill. It is how we take larger selections of text and reduce them
to their bare essentials: the gist, the key ideas, the main points that are worth noting
and remembering.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the seventh
week of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to refer
to these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Summarizing in Relation to Reading. A summary can also be the general idea in
brief form; it’s distillation, condensation, or reduction of a larger work into its primary
notions. In reading longer compositions, a good reader will find that each paragraph
contains a major topic which is part of the development of the overall central point.
2. Summarizing Techniques
Making a habit of summarizing what you read is a useful tool to improve reading
comprehension and a valuable critical thinking exercise. To arrive at a relevant
summary, the reader may follow these simple steps in summarizing.
a. Read the information source several times read so many times as needed for you
to understand the material fully
b. Look up unfamiliar words, and then if they’re too difficult for understanding, you
may rephrase them with your own words
c. Construct the sentences clearly, don’t forget to include the main points you want
to deliver: for this, jot down on the piece of paper the main concept
d. Keep it brief: don’t lose the original essence but try to make it look more laconic,
reduce, and delete all the unessential sentences ruthlessly.
e. In the paragraph, don’t be tempted by the desire to stick your own interpretation;
draw the distinct like between your opinion and someone’s thoughts.
f.
Don’t bore your readers, vary the introduction of your sources, f. g “according to”
next time can be substituted by “some authors or sources conclude that…and
other variants.”
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
74
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*Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can
improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance
for Excellent Education.
* https://lincs.ed.gov/stateresources/federalinitiatives/teal/guide/teachsumm.
Retrieved April 28, 2020
*Muskingum College Center for Advancement and Learning: Reading Comprehension
* https://teachingmadepractical.com/teaching-summarizing/. Retrieved April 28, 2020
* https://www.englishgrammar.org/summarize-passage/.Retrived April 28, 2020
Let’s Check
Activity 1. Instruction. Getting acquainted with the essential techniques in
summarizing is not enough; what also matters is you should also be able to
understand deeply how these techniques are applied. Now, I will require you to
take a look at the following short passages and select which is the best summary
from the given options. Explain your answer briefly.
1. Opportunities to help others are all around us. It doesn't matter if you can sing or draw. It
doesn't matter if you can cook or build. The desire to help others is all you need. You can pick
up litter in the park. You can visit someone in a nursing home. You can choose among
hundreds of ways to make the world a better place. Make a difference today. Volunteer.
a. Every volunteer helps make the world a better place.
b. Helping the elderly is a great volunteering opportunity.
c. Litter is a problem in many parks.
d. There are many different opportunities to volunteer in your community.
Justification:________________________________________________________________
________________________________________________________
2. When Carl spotted the dogcatcher's truck next door, he could not contain his curiosity. He
arrived just in time to see the dogcatcher take the dog from Mrs. Childers. "Hey! That's my
dog!" Carl yelled. Mrs. Childers turned bright red. "Why I'm sorry, Carl. I thought it was a
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stray. I didn't know you had a dog. I wouldn't have called!" The dogcatcher winked at Carl
and handed him the dog. "That's a mighty good-looking dog, Carl. Keep a closer eye on him
from now on."
a. Carl does not take very good care of his dog. He does not pay attention when his
dog goes outside to play.
b. The dogcatcher wants to make sure people take care of their dogs. He is going to
give Carl some dog tips.
c. Mrs. Childers mistakenly called the dogcatcher on Carl's dog. Carl showed up just
in time to save his dog.
d. Mrs. Childers always calls the dogcatcher when she sees a stray dog. She has
helped them catch five stray dogs
Justification:________________________________________________________________
______________________________________________________________
Source: https://quizizz.com/admin/quiz/5b189717736039001b5f9fde/choosing-the-best-summary
Let’s Analyze
Activity 1. As a university student, there will be occasions that you will be asked by your
professor to write a summary of your assigned readings. Making a habit of summarizing is a
useful tool to improve reading comprehension.
At this juncture, you will be required to ELABORATE your answer to the following question in
150 words:
As a college student, how important is it to be equipped with skills and techniques in
summarizing?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________
Activity 2. Read the text below. After reading, write a summary of the following is excerpts
that are taken from the text.
The Risks of Cigarette Smoke
Discovered in the early 1800s and named ‘nicotianine,’ the oily essence now called nicotine is
the main active ingredient of tobacco. Nicotine, however, is only a small component of cigarette
smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing
substances. In recent times, scientific research has provided evidence that years of cigarette
smoking vastly increase the risk of developing fatal medical conditions.
In addition to being responsible for more than 85 percent of lung cancers, smoking is
associated with cancers of, amongst others, the mouth, stomach, and kidneys. It is thought to
cause about 14 percent of leukemia and cervical cancers. In 1990, smoking caused more
than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis, and
influenza. Smoking, it is believed, is responsible for 30 percent of all deaths from cancer and
clearly represents the most important preventable cause of cancer in countries like the United
States today.
Passive smoking, the breathing in of the side-stream smoke from the burning of tobacco
between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A
report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the
health dangers, especially from side-stream smoke. Therefore, this type of smoke contains
smaller particles and is more likely to be deposited deep in the lungs. The EPA has classified
environmental tobacco smoke in the highest risk category for causing cancer-based on this
report.
As an illustration of the health risks, in the case of a married couple where one partner is a
smoker and one is a non-smoker, the latter is believed to have a 30 percent higher risk of
death from heart disease because of passive smoking. The risk of lung cancer also increases
over the years of exposure, and the figure jumps to 80 percent if the spouse has been smoking
four packs a day for 20 years. It has been calculated that 17 percent of lung cancer cases can
be attributed to high levels of exposure to second-hand tobacco smoke during childhood and
adolescence.
A more recent study by researchers at the University of California at San Francisco (UCSF)
has shown that second-hand cigarette smoke harms non-smokers than smokers. Leaving
aside the philosophical question of whether anyone should have to breathe someone else’s
cigarette smoke, the report suggests that the smoke experienced by many people in their daily
lives is enough to produce substantial adverse effects on a person’s heart and lungs.
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The report, published in the Journal of the American Medical Association (AMA), was based
on the researchers’ own earlier research but also included a review of studies over the past
few years. The American Medical Association represents about half of all US doctors and is
a strong opponent of smoking. The study suggests that people who smoke cigarettes are
continually damaging their cardiovascular system, which adapts to compensate for smoking.
It further states that people who do not smoke do not benefit from their system adapting to the
smoke inhalation. Consequently, the effects of passive smoking are far greater on nonsmokers than on smokers.
This report emphasizes that a single element in cigarette smoke do not cause cancer; many
components cause harmful effects to health. Carbon monoxide, for example, competes with
oxygen in red blood cells and interferes with the blood’s ability to deliver life-giving oxygen to
the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called
platelets, which increase the likelihood of blood clots, thereby affecting blood circulation
throughout the body.
The researchers criticize the practice of some scientific consultants who work with the tobacco
industry for assuming that cigarette smoke has the same impact on smokers as it does on
non-smokers. They argue that those scientists are underestimating the damage done by
passive smoking. In support of their recent findings, they cite some previous research that
points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart
attacks each year in the United States. This means that passive smoking is the third most
preventable cause of death after active smoking and alcohol-related diseases.
The study argues that the action needed against passive smoking should be similar to that
taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the
simplest and most cost-effective action is to establish smoke-free workplaces, schools, and
public places.
1. Discovered in the early 1800s and named ‘nicotianine,’ the oily essence now called
nicotine is the main active ingredient of tobacco. Nicotine, however, is only a small
component of cigarette smoke, which contains more than 4,700 chemical
compounds, including 43 cancer-causing substances. In recent times, scientific
research has provided evidence that years of cigarette smoking vastly increase the
risk of developing fatal medical conditions.
Summary:
____________________________________________________________________
________________________________________________________
2. Passive smoking, the breathing in of the side-stream smoke from the burning of
tobacco between puffs or of the smoke exhaled by a smoker, also causes a severe
health risk. A report published in 1992 by the US Environmental Protection Agency
(EPA) emphasized the health dangers, especially from side-stream smoke.
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Therefore, this type of smoke contains smaller particles and is more likely to be
deposited deep in the lungs. The EPA has classified environmental tobacco smoke
in the highest risk category for causing cancer-based on this report.
Summary:
____________________________________________________________________
________________________________________________________
3. The researchers criticize the practice of some scientific consultants who work with
the tobacco industry for assuming that cigarette smoke has the same impact on
smokers as it does on non-smokers. They argue that those scientists are
underestimating the damage done by passive smoking. In support of their recent
findings, they cite some previous research that points to passive smoking as the
cause for between 30,000 and 60,000 deaths from heart attacks each year in the
United States. This means that passive smoking is the third most preventable cause
of death after active smoking and alcohol-related diseases
Summary:
____________________________________________________________________
_______________________________________________________
Activity 3. You have just learned the different risks brought by smoking a cigarette. Smoking leads to disease
and disability and harms nearly every organ of the body.
At this juncture, your task is to react if the following statements reflect the writer's claims in
the passage. JUSTIFY your answer.
1. If one partner in a marriage smokes, the other is likely to take up smoking.
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2. Teenagers whose parents smoke are at risk of getting lung cancer at some time
in their lives.
Activity 4. Read each item carefully and then answer the questions after it. Write the letter of your
choice on the blank provided before the number.
________1. Which of the following statements about SUMMARIZING is false?
a. The Summary is what the passage is mostly about.
b. The Summary is what all or most of the sentences or paragraphs are about.
c. The Summary is usually found in more than just one sentence of the passage.
d. The Summary is one isolated thought in a passage.
________2. Which of the following statements about SUMMARIZING is true?
a. The Summary is a thought that is true but is not in the passage.
b. The Summary is what the passage is mostly about.
c. The Summary is specific, detailed information contained in the passage.
d. The Summary is always found in the first sentence of the passage.
Some people think of cowboys on the open range-herding cattle up a dusty trail when some
people think about Texas. However, Texas has much more than an open prairie with large herds
of cows. There are the mountains of West Texas, the piney hills of east Texas, and the emerald
waters off the coast of Padre Island. Texas also has large coastal harbors with numerous
sailboats, powerboats, inland lakes, rivers, swamps of southeast Texas with alligators and other
exotic wildlife.
_______3. The Summary of this passage is:
a. There are a lot of cows in Texas.
b. There are many different, varied parts of Texas.
c. Texas is one of the biggest states in the United States.
d. There are alligators in the swampland of southeast Texas.
Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will
it be Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack
or a big cheeseburger at Al's Hamburger Palace? She just couldn't decide. Then there was always
the Pizza Shop with that great pepperoni pizza. How would she ever decide? Maybe she would
just flip a coin.
_______4. The Summary of this passage is:
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a. Jill has many restaurants to choose from for her birthday.
b. Jill loves Mexican food.
c. The Pizza Shop has the best pizza in town.
d. Jill will choose a place by flipping a coin.
It started when they got to the bears. Peter felt tired, and his stomach hurt. He dragged himself
over to see the elephants, which were eating from a stack of hay. Normally, the elephants were
his favorite. Peter followed his classmates to the camels without much interest, which were busy
swatting flies with their tails. Peter knew he should be having fun at the zoo, but he just felt terrible,
and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now.
________5. The summary of this passage is:
a. Peter's favorite animals were the elephants.
b. The camels were swatting flies with their tails.
c. It was really hot at the zoo.
d. Peter didn't enjoy the zoo because he felt really bad.
For the walls, Jenny thought she would use bright yellow paint. She would pick a border that had
mostly bright red and green colors and maybe a little bit of blue. She already had found some sky
blue curtains with streaks of red, blue, and yellow that she thought would go great with the walls.
And finally, she had picked a carpet that was mostly blue with specks of red and yellow. Jenny
couldn't wait till she was done decorating her room. It was really going to look awesome.
________6. The Summary of this passage is:
a. Jenny likes bright colors.
b. Jenny was going to paint her room.
c. Jenny was picking out colors and materials to decorate her room.
d. Yellow is a good color to paint your walls.
Right now, Jason was playing right field. He wanted to play third base. Earlier this year, the coach
had put him in left field and second base in a game, but never at third base. Once in practice, the
coach let him play third base, but he kept missing ground balls. When he did stop one, he made
a bad throw to first base. Maybe if he kept practicing, Jason would be good enough to play third
base. That was his dream.
________7. The Summary of this passage is:
a. Jason really wanted to play third base.
b. Jason was the best player on his team.
c. Jason had trouble catching ground balls.
d. Jason was too lazy to practice.
San Francisco is located on the coast of California in an area often called the Bay Area. The
weather is generally very mild, seldom getting really cold or really hot. Its mild climate is one
reason many people live there. It seldom snows in San Francisco and generally does not get
below freezing during the winter. Even in the middle of summer, temperatures may be in the mid80s with a cool breeze from the bay, keeping the weather very comfortable.
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________8. The Summary of this passage is:
a. San Francisco has many neat things to do.
b. It seldom snows in California.
c. Many people choose to live in California.
d. The weather in San Francisco is generally very mild.
Julie watched the ants as they carried small crumbs down the trail to the anthill. She thinks ants
are very hardworking and industrious little creatures. They always seemed busy, and you never
saw an ant just lying around doing nothing. They were carrying food, building tunnels, or defending
the anthill. One thing you could say about ants is that they sure aren't lazy.
________9. The Summary of this passage is:
a. Ants carry many things.
b. Some ants may bite you.
c. Ants are hard workers.
d. Some ants help take care of the queen.
The first book Chris read in fifth grade was about a lost kitten. Then he read a book about a family
of bears, and then he read about a wild kangaroo in Australia. It seems every book Chris reads
is about animals. Last week he found a good book about snakes and reptiles and another book
about elephants. Today Chris went to the library, and he checked out a book about dolphins,
whales, and other animals that live in the sea.
_________10. The Summary of this passage is:
a. Chris likes kangaroos.
b. Chris is in the fifth grade.
c. Chris reads a lot of books about animals.
d. Dolphins and whales live in the sea.
In a Nutshell
Activity 1. Summarizing, as one of the reading skills, plays an essential role in your
academic life. Hence, Equipping oneself with the basic knowledge and techniques in
summarizing is indeed important in a college student’s academic life.
Based on the definition of summarizing, its different techniques, and the learning
exercises that you have done, please feel free to write your arguments or lessons learned
below. I have indicated my arguments or lessons learned.
1. Summarizing is indeed an essential skill that improves understanding in reading texts.
2. Knowing the different techniques in summarizing increases efficiency in giving accurate
summaries in different reading materials.
Your Turn
3.
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4.
In a Nutshell
Activity 2. The importance of summarizing as one of the reading skills is undeniable. In
this portion of the unit, you will be required to state your arguments or synthesis relevant
to the topics presented. I will supply the first two items, and you will continue the rest.
1. An effective summary condenses a passage into a much shorter form, communicating
only the essential facts from the original reading material.
2. Summarizing is essential in both reading comprehension and writing.
Your Turn
3.
4.
Big Picture
DETERMINING FACT AND OPINION
Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Differentiate a fact from opinion,
b. Determine a well-researched fact, and
c. Develop a well-informed opinion.
Big Picture in Focus: ULO a. Differentiate a fact from an opinion,
ULO b. Determine a well-researched fact, and
ULO c. Develop a well-informed opinion.
Metalanguage
In this section, you are expected to exhibit skills in determining a fact and an
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opinion. Specifically, you are expected to determine a well-researched fact and develop
a well-informed opinion. There will be a series of texts in which you can practice
applying the skill learned in this unit. An assessment to test your comprehension will
be given to each text to determine your understanding of the skill discussed.
1. Fact. These are defined as information that can be verified. These are based on
direct experience or observation.
2. Opinion. These are statements that convey beliefs, feelings, judgments, attitudes,
and preferences. Unlike facts, opinions cannot be verified because these are based on one’s
perception.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth to
sixth week of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to exclusively refer to these resources. Thus, you are expected to utilize other
books, research articles, and other available resources in the university’s library, e.g.,
ebrary, search.proquest.com, etc.
1. More About Facts. These are the statement that is true and can be verified
objectively, or proven. In other words, a fact is true and correct, no matter what. Moreover,
these usually involve specific information such as numbers, dates, time, and other statistics
and names of people, places, or events.
Types of Facts
A. Empirical Fact. These are the things that we can assert about the world
based on direct, straightforward observational evidence.
These are the most straightforward kinds of facts are things that we see
happening.
Example:
- We watch someone drop an apple and assert, “the apple fell to the ground.”
B. Conceptual Facts. These are the things that we assert about the world based
on strongly held philosophical views that we have about the kind of world in which
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we live. Most scientific facts are a combination of observations and other beliefs
we have about the world.
Most of the facts that we believe are true are actually conceptual facts. Even
facts for which there is strong evidential support are not understood evidentially
by most people and sometimes turn out, in retrospect, to be incorrect.
Example:
- Even the idea that the natural world is governed by laws is not something that
we can immediately perceive – it has not been universally believed by all rational
observers.
C. The Distinction Between the Two. It is not always possible to clearly
distinguish between empirical and conceptual facts. Indeed, most beliefs are
based on a mixture of observational evidence and general ideas about the world.
It is better to think of a continuum.
- On the one side, we have things we observe directly: an apple falls down,
the moon is seen near-certain stars, etc.
- On the other side, we have models we use to describe the things we see:
the apple is in a gravitational field, the moon moves about the earth in a nearcircular ellipse, etc.
In between these types of “facts” is a broad spectrum of activity – measuring with
various instruments, mathematical modeling, etc. Scientific activity has to begin
with some claims about the evidential basis, the facts of the matter. Establishing
these facts is a process that takes place in social, political, and intellectual
contexts.
2. More About Opinions. These are statements that hold an element of belief; it tells
how someone feels. An opinion is not always true and cannot be proven.
Types of Opinion
A. Public Opinion. In contemporary usage, public opinion is the aggregate of
individual attitudes or beliefs held by a population (e.g., a city, state, or country).
In contrast, consumer opinion is a similar aggregate collected as part of marketing
research (e.g., opinions of users of a particular product or service). Typically,
because the process of gathering opinions from all individuals is difficult,
expensive, or impossible to obtain, public opinion (or consumer opinion) is
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estimated using survey sampling (e.g., with a representative sample of a
population).
B. Group Opinion. In some social sciences, especially political
science and psychology, group opinion refers to the aggregation of opinions
collected from
a group of
subjects, such as members of
a jury, legislature, committee, or other collective decision-making body. In these
situations, researchers are often interested in questions related to social
choice, conformity, and group polarization.
C. Scientific Opinion. May reflect opinions on scientific concerns as articulated
by one or more scientists, published in scholarly journals or respected textbooks,
both of which entail peer-review and rigorous professional editing. It may also
refer to opinions published by professional, academic, or governmental
organizations about scientific findings and their possible implications.
A related—but not identical—term, scientific consensus, is the prevailing
view on a scientific topic within the scientific community, such as the scientific
opinion on climate change.
Scientific opinion(s) can be "partial, temporally contingent, conflicting, and
uncertain" so that there may be no accepted consensus for a particular situation.
In other circumstances, a particular scientific opinion may be at odds with
consensus.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
*http://aeo.sllf.qmul.ac.uk/Files/CriticalThinking/fact%20or%20opinion.pdf
*https://study.com/academy/lesson/determining-facts-vs-opinion-in-a-text.html
LET’S CHECK!
Activity 1. Now that you know the essential terms on the skill, fact, and opinion. Let us try to check
your understanding of these terms. In the space provided, write the letter of your choice.
1. A fact is similar to _________.
A. Conjecture
B. Assumption
C. Observation
2. Identify which is an opinion.
A. Ice is cold.
B. Rich people are happy.
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C. The earth is mostly covered with water.
D. A baby cannot count one to ten.
3. Toronto Raptors will remain the NBA champion in 2020. What best describes the statement?
A. It is an opinion
B. It is a fact
C. It is evidence-based.
D. Both and b
4. Which best describes a fact?
A. It is known to be consistent.
C. It is based on one.
B. It is anchored on an occurrence.
D. It is strongly felt.
5. Which statement is an opinion?
A. Dogs make better pets than cats.
C. Apples contain vitamin c.
B. Some dogs have saved their owner.
D. You must go to college to become a teacher.
6. Which statement is not considered a fact?
A. The Philippines is in Asia.
B. The Philippines has been under more than 300 years of Spanish rule.
C. The Philippines used to be called the sick man of Asia.
D. The Philippines is one of the Christian nations in Asia.
7. Which statement is factual?
A. The earth is flat.
C. Planets revolve around the sun.
B. The sun revolves around the earth.
D. There are 365 days in a leap year.
8. Filipinos are descendants of the Malay race. What best describes the statement?
A. It is an opinion.
B. It is not true.
C. It is a fact.
D. It does not say.
9. The following statements are facts except:
A. Davao City lies in the Land of Promise.
B. Davao City has the second-best potable water in the world.
C. Davao City produces the best durian in the world.
D. Davao City is the biggest city in terms of land area.
10. What statement is a fact?
A. The whale is the biggest fish.
C. The elephant is the biggest creature.
B. The ant is the strongest creature.
D. Dogs are the smartest animals.
LET’S ANALYZE!
Activity 1. Read the following statements. Write F if you think that the statement is a fact, and write
O if you think the statement is an opinion.
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______1. Facebook does more harm than good.
______2. Earth is a habitable planet.
______3. Earth is the third planet in the Solar System.
______4. Mark Zuckerburg is one of the creators of Facebook.
______5. Rodrigo Duterte is a kind and just president.
______6. The Republic of the Philippines is composed of many islands.
______7. Game of Thrones is the best TV series ever created.
______8. Pluto is the smallest planet in the solar system.
______9. Smoke detectors can help save lives.
______10. Mathematics is a difficult subject.
______11. Religion is a necessity for survival.
______12. Apple is better than Samsung.
______13. The sun rises in the east.
______14. There is still so much about the solar system that we do not know.
______15. No one is above the law.
______16. LGBT rights are human rights.
______17. Going to the beach is better than going to the mountains.
______18. JK Rowling is better than E.L. James.
______19. Kpop is trash.
______20. Reading is fundamental.
LET’S ANALYZE!
Activity 2. Study the following words and phrases below. Write a fact and an opinion that relates to
the word or phrase given.
1. Republic of the Philippines
Fact:
_________________________________________________________________________
Opinion:
_________________________________________________________________________
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2. Rodrigo R. Duterte
Fact:
_________________________________________________________________________
Opinion:
_________________________________________________________________________
3. University of Mindanao
Fact:
_________________________________________________________________________
Opinion:
_________________________________________________________________________
4. Jollibee
Fact:
_________________________________________________________________________
Opinion:
_________________________________________________________________________
5. Mathematics
Fact:
_________________________________________________________________________
Opinion:
_________________________________________________________________________
LET’S ANALYZE!
Activity 3. Read The following news articles and answer the questions that follow.
Metro Manila (CNN Philippines, May 20) – President Rodrigo Duterte assured PMGen. Debold Sinas that he
will keep his post as the National Capital Region Police Office (NCRPO) chief despite criticisms from his
mañanita birthday celebration, which allegedly violated quarantine measures.
“Ako yung ayaw na malipat siya. He is a good officer. He is an honest one. Hindi niya kasalanan kung may
mang-harana sa kanya sa birthday niya,” said Duterte in his weekly public address aired early Wednesday
morning.
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[Translation: I am the one who doesn’t want him to be transferred. He is a good officer. He is an honest one. It
is not his fault if they serenaded him during his birthday.]
Duterte said he needs police officers like Sinas to help him enforce the law in Metro Manila, especially now the
region is under the modified, enhanced community quarantine.
“It is his time to be there, and I do not believe in just firing him because he was serenaded with Happy Birthday,”
added the President.
The Philippine National Police Internal Affairs Service filed criminal charges before the Taguig City Prosecutor's
Office against Sinas and 18 of his colleagues last May 15.
The police officers implicated in the case surprised Sinas with a "mañanita" feast on May 8 to honor him on his
special day.
Among those tagged in the complaint filed by the PNP-IAS include Deputy Regional Director for Administration
Nicolas Bathan, Deputy Regional Director for Operations Florendo Quibuyen, Chief Regional Staff Florencio
Ortilla, Regional Internal Affairs Service NCR director Gerry Galvan, PNP Human Rights Affairs Office chief
Ildelbrandy Usana, Regional Investigation and Detective Management Division chief Eliseo Tanding, and
Regional Intelligence Division chief Remus Medina.
Sinas has apologized for the incident but claimed he found "nothing wrong" with the gathering, noting proper
social distancing and health measures were followed by the guests.
But photos of Sinas’ "mañanita" feast, originally posted on the NCRPO’s official Facebook page, showed a
group of police officers in casual attire huddled around tables, giving roses to the PNP official, and having him
blow candles on birthday cakes for the occasion.
The photos went viral, causing the celebration to receive flak from netizens.
PNP Chief PGen. Archie Gamboa said the national police force would not comment further on the issue as they
will await the court’s verdict on the case involving Sinas and his NCRPO officers.
Source: https://www.cnn.ph/news/2020/5/20/Duterte-keeps-confidence-in-Sinas-amid-birthday-party-flak.html
1. After reading the news article, what is your opinion on how President Duterte handled the NCRPO
Sinas? Provide well-researched points to support your claim.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________
In a Nutshell
Activity 1. To improve one’s reading comprehension, it is indeed very important to acquire the basic
skills in reading. As one of the macro-skills needed to be developed, one requires to have a deeper
understanding of the texts read. Once developed, this skill is proven to be very helpful in the field of
profession.
Based on the topics discussed in this section and the learning exercises that you have
accomplished, please feel free to write your insights or lessons learned below.
1.
2.
3.
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Big Picture
ASSESSING PIECES OF EVIDENCE
Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a) You will be able to define what evidence is;
b) You will be able to discuss the practical importance of the evidence;
c) You will be able to explain what competent evidence is; and
d) You will be able to differentiate the kinds of evidence.
Big Picture in Focus: ULO a. You will be able to define what evidence is;
ULO b. You will be able to discuss the practical
importance of evidence;
ULO c. You will be able to explain what competent
evidence is; and
ULO d. You will be able to differentiate the kinds of
evidence.
Metalanguage
In this section, you are expected to exhibit skills in assessing evidence and how
these affect the content and substance of the text. Moreover, you are specifically
expected to determine the relevancy and admissibility of evidence. This chapter will
help you be critical in reading different texts. There will be a series of texts to practice
applying the skill learned in this unit. An assessment to test your comprehension will
be given to each text to determine your understanding of the skill discussed.
1. Evidence. Your ability to know the importance of evidence cannot be
overemphasized. We live in a world where not everything that we see, hear and read
is real. In fact, so many problems crop up because people are misled to take action
or make decisions based on wrong information. This is why we are often reminded
to be careful with fake news and, sadly, with fake persons too making false claims
and presenting fake evidence.
2. Admissibility. Evidence is admissible when it is relevant to the issue and is not
excluded by the law of these (i.e., Revised Rules of Court) rules. (3a)
3. Relevancy. Evidence must have such a relation to the fact in issue as to induce belief
in its existence or non-existence. (Section 4, Rule 128, Revised Rules of Court).
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth week of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
refer to these resources exclusively. Thus, you are expected to utilize other books,
research articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Evidence. It is the means sanctioned by the law of ascertaining the truth respecting a
matter of fact in a judicial proceeding. (Section 1, Rule 128, Revised Rules on
Evidence). But to put it in layman’s terms, it can be seen as information that helps
us prove or demonstrate truth – or disprove something false.
What then is the evidence?
Before we discuss the definition, let us first cite a common experience wherein the
importance of evidence is involved. Let us say you are about to take your first periodic
exam in a subject. Your teacher is about to give you the questionnaire, but she needs to
know first if you paid your tuition. As you well know, the policy of the school is “no permit,
no exam.” What then is the best way to convince your teacher that you paid your tuition
fee? Yes, you got it right. You need to present your school cashier's examination permit
indicating that your payment is good for the first exam.
Basing on the example given above, you will agree with me that without the
examination permit, it will be very difficult to convince your teacher that indeed you paid
your permit even if, in truth, you did pay your permit. The reason is simple… if only all
people tell the truth and that we as human beings have been created not to lie but always
to tell the truth, then the evidence is probably not needed. But we do not live in a perfect
world. Hence the need to support claims that we make, which in the given an example is
in the form of documentary evidence, the examination permit.
However, the presence of evidence is not a guarantee that one cannot be hoodwinked
or misled. This is where your knowledge of the principles of admissibility and relevancy
will help you assess the kind of evidence presented.
Are you still with me? Good. Before discussing the essential requisites of valid
evidence, let me leave you first with the simplest definition of evidence. Generally, it is
something, either information or anything tangible such as a thing, that helps a person
determine the truth. Just like your school ID, it proves that you are a student of the
University of Mindanao; just make sure that it has the recent validation sticker at the back.
This now brings us to the question – what is good and credible evidence? To answer
this, go back to the terms defined at the beginning of this lesson. These are the terms
admissibility and relevancy. Let us review the definitions.
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2. Admissibility. It refers to whether or not the law (or the Revised Rules of Court) allows
the evidence or to say it in another way, and the law does not exclude the evidence.
This is complemented by the term relevancy, which means that the evidence must
have such a relation to the fact in issue as to bring about the logical belief in its existence
or non-existence. In other words, the evidence presented has a connection with that issue
being investigated or examined.
To illustrate, let us say that Mario is suspected of having stolen a classmate’s
expensive mobile phone. So one night, Mario’s classmates decided to discreetly enter
Mario’s boarding house to search if the mobile phone is in Mario’s room. While Mario was
out, his classmates entered his room, searched the place, and discovered the stolen
mobile phone hidden under the mattress of Mario’s bed. Upon discovering the stolen item,
Mario’s classmates reported the matter to the police outpost bringing with them the stolen
item.
Let us analyze the case. The most important evidence here is obviously the stolen
mobile phone. The single piece of evidence that will link Mario to the crime of theft is the
mobile phone found in his room. This is in accordance with the principle of relevancy.
The mobile phone is relevant or important since it has a direct relationship to whether or
not Mario committed the crime of theft. In fact, there is a principle that a person who has
in his possession a recently stolen item is presumed to be the perpetrator of the crime. As
a piece of evidence, the mobile phone is absolutely relevant to the case in this case.
However, there is another requirement that must be present to complement relevancy,
and that is admissibility. As discussed earlier, admissibility refers to the principle that the
evidence is not excluded or is allowed by law. Let us go back to the case. The stolen
item is found in Mario’s room. This links Mario to the crime of theft. But we still have to
meet another requisite: whether the recovered item can be used as evidence if Mario will
be charged with theft. Unfortunately, such a mobile phone cannot be presented as
evidence.
Now this situation may raise some people’s eyebrows and ask WHY? Some would
probably even conclude that it is absolutely absurd and unfair. Mario was caught in
possession of a stolen item. There is absolutely no other compelling evidence to prove
Mario’s fault. Right? Wrong.
Two requisites must be present to make evidence competent for the courts to accept.
Relevancy has been discussed and proven. Yes, the mobile phone is relevant as
evidence; however, the manner in which the evidence was secured violated the principle
of admissibility. The law upholds the constitutional rights of every individual against
unreasonable search and seizure enshrined in Article 3, Section 2 of the Philippine
Constitution. In other words, the act of entering Mario’s room without a valid search
warrant is a violation of Mario’s constitutional right, and any item taken during the search
cannot be made as evidence since it is not admissible. The mobile phone, in this case,
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becomes “the fruit of the poisonous tree,” which means that anything that comes from an
illegal source cannot be given weight as evidence in court.
What then should have been done to hold Mario liable? Well, suppose Mario’s
classmates, including the owner of the stolen item, were really convinced regarding
Mario’s blame or guilt. In that case, they could have secured a search warrant to ensure
that no evidence will be thrown out of the court even if said evidence was relevant. The
purpose of the law is evident; no person will be secured in his/her own property if anyone
could just violate the sanctity of one’s abode or residence simply on a gut feeling or hunch.
Having discussed the definition of evidence and the necessary requisites that must be
present to make evidence competent (the presence of both relevancy and admissibility),
you need to know also the kinds of evidence.
3. Types of Evidence. The four types of evidence recognized by the courts include
demonstrative, real, testimonial, and documentary.
The first type, demonstrative, is evidence that demonstrated the testimony given by
a witness. This is typically done using diagrams, maps, animations, and other similar
methods.
Real evidence is defined as a thing of any kind that was present or used in the case
being presented in court. Real evidence can include bloodied clothing, a mangled vehicle,
a gun, a knife, money marked by anti-theft coloring, and many other items.
Testimonial evidence is viewed by the court to be the simplest type of evidence. It
does not require any other piece of evidence to support it or make it legitimate. Testimonial
evidence is typically that of any statement made by a witness or other person during the
course of the trial.
In relation to this, who then may become a witness?
A person may become a witness if he/she possesses the ability to perceive (i.e., the
use of the basic senses such as sight (vision), hearing (auditory), touch (tactile), smell
(olfactory), and taste (gustatory). Also, the person must be able to express what he or
she has perceived to another person.
In the absence of any of these requirements, the person may not be considered a
competent or credible witness.
Documentary evidence is most often considered real evidence. It is any type of
evidence that helps to document the issue being discussed in the trial. For example, if the
trial surrounds a breach of contract, the documentary evidence would be the actual
contract that was breached.
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Self-Help: You can also refer to the sources below to help you further understand
the lesson:
LET’S CHECK!
Activity 1. Now that you know the basic concepts of assessing validity let us check how well you
understand the topic. Read the following sentences carefully. Basing on the premises given in the
sentences, write VALID if you think the statement has merit in its argument and INVALID if otherwise.
______1. A radio station ad went: “We are not only number one; we are the only one.”
______2. The ground is wet; therefore, it rained.
______3. It rained, therefore the ground is wet.
______4. That book must be very good since it is thick.
______5. The movie “Spiderman” deserved to be watched. After all, it is the most-watched movie
ever.
______6. According to doctors, close guard soap is the best soap.
______7. Cigarette smoking should be banned in public places because research has proven that
the incidence of smoke-related cancer is high among persons who live with smokers.
______8. Students who work very hard in their studies are generally successful no matter what school
they graduate from.
______9. White people are more intelligent than colored ones.
______10. The level of one’s intelligence is not determined by color but by other factors such as
heredity, environment, health, exposure, and motivation.
______11. Increase the salary of the policemen, and they will stop being corrupt.
______12. Government officials are either corrupt or immoral.
______13. A student who failed the exam requested a removal test. The teacher answered him, “If
you’re dumb, no matter how many tests you take, you will still have the same results.”
______14. Poor planning, inferior materials, and poor workmanship can cause potholes in
our
roads.
______15. A government official once said, “Increase the budget for infrastructure, and we
will
have sturdier bridges and highways.”
______16. The soap must be good; even Vilma Cuneta uses it.
______17. It’s really bad luck to meet a black at. The student failed his exam after a black cat crosses
his path.
______18. A congressman said, “I should not enrich myself through corruption just because my
colleagues had.”
______19. A toothbrush cannot be good just because a dentist in a TV ad had endorsed it.
______20. That new bridge will also collapse. All infrastructure projects built by the government are
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poorly constructed.
LET’S ANALYZE
Activity 1. To further understand the concepts of evidence, explain the following in your own words.
1. Evidence
2. Admissibility and Relevancy
3. “Fruit of the poisonous tree.”
4. Demonstrative Evidence
5. Real Evidence
6. Testimonial Evidence
7. Documentary Evidence
8. Witness
9. Requisites to become a witness
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In a Nutshell
Activity 1. Based on the definition of the essential terms of evidence and the learning exercises that
you have done, please feel free to write your arguments or lessons learned. I have indicated mine
below.
1. Evidence allows one to make well-informed decisions.
2. Evidence allows a person to seek the truth.
Your Turn
3.
4.
5.
Big Picture
MAKING INFERENCES
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Week 10-11: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
a. Make logical inference from textual/visual details; and
b. Support answers with evidence.
Big Picture in Focus: ULO a. Make logical inference from textual/visual details
ULO b. Support answers with evidences.
Metalanguage
In this section, you are expected to exhibit skills in making inferences about the
given prose materials and to use words that employ non-literal meaning to emphasize
the effect. This skill will help you be a proficient reader by learning how to justify ideas
inferred from certain texts. There will be a series of texts in which you can practice
applying the skill learned in this unit. An assessment to test your comprehension will
be given to each text to determine your understanding of the skill discussed.
1. Inference. This is an idea or opinion reached based on evidence and known facts,
and applied reasoning. Also called an educated guess.
2. Prior Knowledge. It is the information and educational context a learner already
has before they learn new information. Prior knowledge refers to the information,
no matter how limited, a learner has at the start of learning a new topic.
3. Making Inferences as a Skill. This is the process of arriving at some conclusion
that though it is not logically derivable from the assumed premises, possesses
some degree of probability relative to the premises.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the tenth week
of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Making Inferences. It is a comprehension strategy used by proficient readers
to “read between the lines,” make connections, and draw conclusions about the
text’s meaning and purpose. Inferences are based on evidence. To infer, we
must collect evidence, and evidence is collected by the process of analysis.
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The inference is just a big word that means a conclusion or judgment. If
you infer that something has happened, you do not see, hear, smell, or taste
the actual event. But from what you know, it makes sense to think that it has
happened.
Why is it important?
Researchers have confirmed that thoughtful, active, proficient readers are
metacognitive; they think about their own thinking during reading. They can
identify when and why the meaning of the text is unclear to them and use
various strategies to solve comprehension problems or deepen their
understanding of a text (Duffy et al., 1987).
Proficient readers use their prior knowledge and textual information to
conclude, make critical judgments, and form unique interpretations from text.
Inferences may occur in the form of conclusions, predictions, or new ideas
(Anderson and Pearson, 1984).
2. Making Inferences as You Read. To make inferences from reading, take
two or more details from the reading and see if you can conclude. Remember,
making an inference is not just making a wild guess. You need to make a
judgment that can be supported, just as you could reasonably infer there is a
baby in a stroller, but not reasonably infer that there are groceries, even though
both would technically be a “guess.”
When you are asked an inference question, go back over the reading
and look for hints within the text, such as words that are directly related to the
question you may be asked (such as for a multiple-choice test) or words that
indicate opinion.
3. Examples of Making Inferences

Jenny’s toddler is in bed upstairs. She hears a bang and crying.
- Jenny can infer that her toddler is hurt or scared.

Ken sees cookie crumbs on the floor and chocolate around his daughter's
mouth.
- Ken can infer that his daughter ate a cookie.

Maria works at a pet store and owns three dogs, two snakes, a frog, and a
tarantula.
- It can be inferred that Maria is a pet lover.

You adopt a kitten from the shelter, and she seems nervous and scared. She
hides from loud noises and has some noticeable scars.
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- You can infer that she was abused by his former owner.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Petres,
Karen.
2009.
Inference
Games
and
Activities.
Retrieved
from
http://www.bnughthubeducation.com/lessons-plans-grades-3-5/58029-interference-andactivitys/ on May 7, 2020
Kurland, Daniel, J. 2000. How the language really works: the Fundamentals of Critical Reading
and Effective Writing. Retrieved from http://www.criticalreading.com/inference_analysis.htm on
May 2, 2020
*https://www.teachervision.com/reading-comprehension/inferences
*https://www.ccsf.edu/dam/Organizational_Assets/Department/ESL/CLAD/infer.pdf
*https://examples.yourdictionary.com/examples-of-inference.html
Let’s Check
Activity 1. Now that we have defined the concept of inference and how to do it let’s do a quick review.
Choose the best inference for the following scenarios.
_____1. Mary was playing very roughly with her chrome book, and later that day, her friends saw her
in the office. They heard the principal say that she shouldn't have been swinging it around in the first
place. What happened to Susie?
a. She broke her chrome book
b. She charged her chrome book
c. Her chrome book died
d. Her chrome book was fixed
_____2. Joan was dancing at her studio when she fell and was crying. She led early. What
happened?
a. Joan’s dance was bad
b. Joan was mad
c. Joan hurt herself
d. Joan was happy
_____3. Bob was looking out the window when a bird suddenly fell to the ground. What happened
to the bird?
a. It felt weird
b. It was exciting
c. It died
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d. It was cold
_____4. Jane wasn't feeling good on Monday. On Tuesday, she wasn't at school. Why wasn't she
at school?
a. She’s sick
b. She was tired
c. She is bored with school
d. She doesn’t want to see the teacher
_____5. Bill was reading his library book. Weeks passed, and he was called to the library. I heard
him say the book is overdue. What happened to the book?
a. Bill is tired of books
b. Bill lost it
c. Bill doesn’t like reading
d. Bill was bored
Let’s Analyze
Activity 1. Below is a print ad from a well-known laundry soap brand. Analyze the image and
list the inferences you think the writer expects you to make.
Your inferences:
1._____________________________________________________________
2. _____________________________________________________________
3._____________________________________________________________
4._____________________________________________________________
5._____________________________________________________________
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Let’s Analyze
Activity 2. Read each passage and then respond to the questions. Each question will ask you to
make a logical inference based on textual details. Explain your answer by referencing the text.
Every day after work, Paul took his muddy boots off on the steps of the front porch. Alice would
have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls
and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing
for him every morning. On his way to the house, he dropped the garbage bag off at the washing
machine and went straight up the stairs to the shower as he was instructed. He would eat
dinner with her after he was “presentable,” as Alice had often said.
1. What type of job does Paul do? ___________________________________________________
How do you know this?
2. Describe Alice: ___________________________________________________________________
What is text supports your description?
3. What relationship do Paul and Alice have? _____________________________________________
Why do you feel this way?
“Tommy!” Mom called out as she walked in the front door. “Tommy,” she continued shouting, “I sure
could use some help with these groceries. There was still no reply. Mom walked into the kitchen to
put the grocery bags down on the counter when she noticed shattered glass from the picture window
all over the living room floor and a baseball not far from there. “I’m going to kill you, Tommy!” Mom
yelled to herself as she realized that Tommy’s shoes were gone.
4. What happened to the window? ______________________________________________________
How do you know this?
5. Why did Tommy leave? ____________________________________________________________
What is text supports your description?
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Let’s Analyze
Activity 3. Read the dialogues and answer the questions that follow.
1.
A: This is one of the reasons I hate working in a big city.
B: I know. Every day, it’s the same thing.
A: This is terrible! We may be here all night! I hope we don’t run out of gas.
B: No, I think there’s enough.
A: Let’s turn on the radio. Maybe there’s some good music.
B: Sorry, the radio’s not working.
A: I think I’ll take the train tomorrow!
Where are these people?
___________________________
What are they talking about?
___________________________
What do you think will happen next? ___________________________
2.
A: When did this happen?
B: Yesterday. I was playing soccer, and I fell down.
A: Can you move it at all?
B: Only a little.
A: Can you walk on it?
B: No. It hurts too much.
A: I think we’ll have to take an X-ray.
B: Will I be able to play in the game tomorrow?
A: I’m afraid not.
Where are these people?
_______________________________
Who are they?
_______________________________
What are the people talking about? _______________________________
3.
A: Honey, look at the long line! Do you think we’ll get in?
B: I think so. Some of these people already have tickets.
A: How much are the tickets?
B: Only nine dollars for the first show. I’ll pay.
A: Thanks. I’ll buy the popcorn.
Where are these people?
__________________________
What are they talking about? __________________________
Who are these people?
__________________________
Let’s Analyze
Activity 4. Read the passages. IF the statements following the passages are valid inferences based
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on those passages, mark the items I. If the statements cannot be inferred from the passage, mark
those items X.
A legend is a popular type of folk tale. In some ways, legends resemble myths, another type of
folk tale. But myths describe events from antiquity and usually deal with religious subjects, such as
the birth of a god. Legends tell of recognizable people, places, and events and often take place in
comparatively recent times. Some legends are based on real persons or events, but many are entirely
fictional. The legends of the superhuman accomplishments of Paul Bunyan and Pecos Bill are
imaginary, while the legends about Washington and Lincoln are mostly exaggerations of real qualities
those two presidents had. All societies have legends. Most legends began as stories about the heroes
of a particular region, occupation, or ethnic group. For example, John Henry was a legendary hero of
black Americans and Casey Jones of railroad workers. Over time, however, these figures have
become national heroes.
______ 1. Both legends and myths can be classified as folk tales.
______ 2. Myths generally take place in comparatively recent times.
______ 3. The stories of Paul and Pecos are not true, but they are based on actual people.
______ 4. Legends about Washington and Lincoln are not entirely fictional.
______ 5. John Henry and Casey Jones are today well-known only by small groups of people.
In a Nutshell
Activity 1. In the following passages or sayings, write down your inferences on the blank. There are
no exact answers, only logical ones. The first one is done for you.
1. When the winds of change blow, some people build walls, and others build windmills.
Chinese proverb
You can turn challenges into opportunities rather than threats.
2. He who guards his lips guards his life, but he who speaks rashly will come to ruin.
Proverbs 13:3
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3. Life is like riding a bicycle. To keep your balance, you must keep moving.
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Activity 2. When you read, you use all your senses. You see things in your “mind’s eye” and hear
the sounds you connect to that about which you are reading. In order to infer, use your background
knowledge and your understanding of the sections and paragraphs to infer events or feature not
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stated in sentences.
In not less than 150 words, explain how a good inferencing skill influences your
comprehension as a reader?
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Big Picture
DRAWING CONCLUSIONS
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Week 10-11: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
a. Identify statements that signal a conclusion.
b. Conclude what writers imply.
c. Differentiate using your own words inferencing from conclusions.
Big Picture in Focus: ULO a. Identify statements that signals conclusion,
ULO b. Draw conclusions from what writers imply; and
ULO c. Differentiate using your own words inferencing
Metalanguage
In this section, you are expected to exhibit skills in concluding various types of
texts. In addition, you will be expected to be familiar with the signal words that are used
in stating conclusions. There will be a series of texts in which you can practice applying
the skill learned in this unit. An assessment to test your comprehension will be given to
each text to determine your understanding of the skill discussed.
1. Conclusion. This is a judgment or decision reached by reasoning. This is the last
main division of a discourse, usually containing a summing up of the points and a
statement of opinion reached. In written text, a conclusion can be explicitly stated or
implied.
2. Drawing a Conclusion as a Skill. It 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 spelled out all the time.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the tenth week
of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Conclusion. It is a sensible decision you reach
based on the details or facts in a story or article.
When you conclude, you use what you already
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know. Concluding refers to information that is
implied or inferred. This means that the
information is never clearly stated.
Conclusions are opinions, judgments, or decisions that are formed based on a
situation’s facts. A reader or observer collects information. Readers weigh the
evidence. The evidence proves what is going to happen or the next logical step in the
information series.
The author’s often mixed clues throughout a text in a haphazard manner. This
means the reader must interpret, evaluate, make inferences, and then draw
conclusions.
2. Readers must —
o
make conclusions based on logically derived information.
o
be aware of the time and place, including the time of day, season, as well as a decade.
Progress changes the way people live from decade to decade.
o
Not make conclusions based on stated facts.
o
Sift out facts from opinions – Readers should not make conclusions based on
opinions.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Cox, Rema. 2010. Teaching the Ready Element: Drawing a Conclusion. Retrieved from
http://educatorssite.com/?p=114 on May 5, 2020
______.2003. Making Inferences & Drawing Conclusions. Retrieved from
https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/308_read_infer.
html on May 5, 2020
Let’s Check
Activity 1. Now that we have defined the concept of conclusion and several ways to help you draw
conclusions, let’s do a quick review. Identify and underline the conclusion in each sentence or group
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of sentences.
Example: I forgot to bring my lunch to school; therefore, I didn’t eat.
Answer: I forgot to bring my lunch to school; therefore, I didn’t eat.
1. I did not bring my wallet to the store, so I could not buy anything.
2. I prepared well and studied hard for my upcoming test, so I passed it.
3. I bought a new computer; therefore I could play online games.
4. I did not have cable TV; thus, I didn’t watch the Laker game.
5. My family took a vacation every summer; therefore, I learned a lot.
6. I went with my friends on a road trip, so I had lots of fun.
7. I couldn’t finish my food, so I had to put some of it back.
8. We had fun at the water park; thus, we were sleepy afterward.
9. I did well in high school, so I went to a good college.
10. We worked hard on our house; therefore, it looked brand new.
Let’s Analyze
Activity 1. Below are different real-life scenarios. Analyze the situation and give your
logical conclusions in 3-5 sentences in the space provided.
1. You are in line in the canteen. You ordered pizza. You look around and notice that
the people who got pizza are throwing it away after taking a bite.
Why are they throwing the pizza away?
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2. The boy screams in pain as his mother touches his red back. “You should’ve worn
sunscreen as I told you to,” she told him. He puts on his t-shirt and sunglasses and goes
back outside, but the heat of the sun hurts too bad.
What happened to the boy?
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3. You feel sick today. You are shivering and feel very cold inside. When you touch your skin,
however, it feels hot.
What is happening to you?
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4. When Mia’s sister sang very loudly, Mia covered her ears and walked away. Mia asked her
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sisters to sing quietly, but she wouldn’t listen to Mia.
What can you conclude from this?
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In a Nutshell
Activity 1. Reading comprehension is the ability to read a story, understand story details,
make connections among story details, and draw conclusions.
In not less than 150 words, explain the difference between inferencing and making
conclusions.
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Big Picture
AUTHOR’S PURPOSE
Week 12-13: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
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to:
a. To know what is Author’s Purpose; and
b. To know the different types of Author’s Purpose, PIE (to Persuade, Inform,
and Express).
Big Picture in Focus: ULO a. To know what is Author’s Purpose; and
ULO b. To know the different types of Author’s Purpose,
PIE (to Persuade, to Inform, and to Express).
Metalanguage
In this section, you are expected to read sets of selections that practice your
skills learned in the Author’s Purpose. Moreover, you are specifically expected to know
the different types of an author’s purpose in writing a text. There will be a series of texts
in which you can practice applying the skill learned in this unit. An assessment to test
your comprehension will be given to each text to determine your understanding of the
skill discussed.
1. Purpose. The reason for which something is done or created or for which something
exists. In writing, the driving force made the writer express his/her idea on paper. It
basically answers the question, “why?”
2. To Persuade. To cause (someone) to do something through reasoning or argument.
This could also make someone believe something, especially after sustained effort.
3. To Inform. To give (someone) facts or information. This detail can be about a
person, a place, a situation, a belief, or an idea.
4. To Entertain. To provide (someone) with amusement or enjoyment.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the twelfth week
of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Author’s Purpose. When an author writes a text, he or she has a purpose for writing. That
is why identifying the author's purpose in a text is an important part of reading
comprehension. Knowing why the author wrote a text is key in knowing what to remember
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and comprehend in a text. In general, there are three basic purposes for an author to write:
to PERSUADE, to INFORM, and to ENTERTAIN. Just remember the word PIE (Persuade,
Inform, and Entertain).
1.1.
To Persuade. To persuade is the first type of author’s purpose. The author attempts
to woo the readers to believe and agree with him by presenting his or her opinion,
presenting examples, and making an argument. Text is written to persuade means
the author’s goal is to convince his readers to believe what he believes. This means
that the author wants the readers to think or act in a specific way he wants.
In TO PERSUADE, the author shares his opinion about a specific topic, but the
author also usually provides facts and examples. The information the author writes
in his paper serves as supportive materials to further convince his readers to agree
with him. Example of persuasive writing includes the following: SPEECHES,
ADVERTISEMENTS, COMMERCIALS, and NEWSPAPER EDITORIALS.
1.2.
To Inform. The second type of author’s purpose is to inform. In this type, the
author’s goal is to inform the readers about a certain topic by providing facts.
However, in contrast, to persuade, the facts or information are not used to support
an opinion. The facts are presented in order to enlighten the readers. Examples of
text written to inform are the following: TEXTBOOKS, MANUALS, COOKBOOKS,
NEWSPAPER, and ENCYCLOPEDIAS.
1.3.
To Entertain. The Last type of author’s purpose is to entertain. The primary
purpose of these texts is to entertain or to amuse the readers. This does not mean
that the text must be happy all the time; the text could also be a tragedy, but the
main reason for this type of writing is to evoke feelings. Examples of texts that are
written to Entertain: Stories, Poems, Dramas, Songs, and etc. But it does not say
that stories, poems, or plays cannot be informative. These texts may express values
and ideas that will persuade readers to view the world differently. However, if the
text is not amusing, readers will unlikely find it enlightening, or the text will not move
them. Therefore, the primary purpose of any of these texts, such as the poem, is to
entertain the readers.
1.4.
PURPOSE
DEFINITION
EXAMPLES
To Persuade
The author wants you to do,
buy, or believe something
Advertisements, persuasive
letters, opinions, campaigns,
speeches
To Inform
The author wants to give you
information with no bias
Textbooks, non-fiction books,
expository essays, biographies,
newspapers, articles, directions
To Entertain
The author wants to amuse you
or for you to enjoy the writing
Fiction stories, poems, songs,
plays, jokes, narratives
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Self-Help: You can also refer to the sources below to help you further understand
the lesson:
https://www.softschools.com/examples/grammar/authors_purpose_examples/648/
https://bookpagez.com/blog/reading-comprehension-toolkit-identifying-authors-purpose/
https://study.com/academy/lesson/authors-purpose-definition-examples.html
Let’s Check
Activity 1. Now that you know what is Author’s Purpose and the PIE. Let us try to check
your understanding. In the space provided, write what Author’s Purpose is being asked
in the following statements:
_____________1. The author wants to give you information.
_____________2. The author wants you to do, buy, or believe something.
_____________3. The author wants to amuse you or for you to enjoy the writing.
_____________4. Advertisements, persuasive letters, opinions, campaign speeches are all
examples of:
_____________5. The City Government of Davao official facebook account posted guidelines for
the Enhanced Community Quarantine.
_____________6. Fictions stories, poems, songs, plays, jokes, and narratives are examples of:
_____________7. Textbooks, non-fiction books, expository essays, biographies, newspaper
articles, and directions are examples of:
_____________8. A five-paragraph essay where a student argues that people should recycle and
not litter.
_____________9. A brochure about how people shouldn’t shop at Online because they hurt local
businesses.
_____________10. The play "The Tragedy of Romeo and Juliet" by William Shakespeare.
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Let’s Analyze
Activity 1. Read and analyze the following statements. Identify the Author’s purpose and explain
what the statements are all about.
1. “I was walking down the street late Thursday night. I was trying to get home since my ride did
not show up. Suddenly, two masked robbers were trying to take money from me. ‘Give me
your wallet,” said one of the robbers. The other robber pushed me down on some grass and
held me down. I shouted out for help.
I heard a yell from one of the houses and saw a light turn on. A man who looked to be in his
forties chased one of the robbers and tackled him. He was an off-duty police officer.
Eventually, the police showed up and found the other robber hiding in some bushes a block
down. I was lucky that I was not harmed badly, and I got my wallet back.”
_________________________________________________________________________
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2. Patrick Henry's famous "Give me liberty or give me death" speech persuaded others to
join the American colonists' fight for freedom from England.
"MR. PRESIDENT: No man thinks more highly than I do of the patriotism, as well as abilities,
of the very worthy gentlemen who have just addressed the House. But different men often
see the same subject in different lights; therefore, I hope it will not be thought disrespectful to
those gentlemen if, entertaining as I do, opinions of a character very opposite to theirs, I shall
speak forth my sentiments freely, and without reserve. This is no time for the ceremony. The
question before the House is one of the awful moments in this country. For my own part, I
consider it as nothing less than a question of freedom or slavery; and in proportion to the
magnitude of the subject ought to be the freedom of the debate."
"Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish?
What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of
chains and slavery? Forbid it, Almighty God! I know not what course others may take, but as
for me, give me liberty or give me death!"
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3. Tobacco companies should be forced to pay lucrative settlements to anyone who has become
addicted or adversely affected by the use of their products. Anyone who has a loved one who
has succumbed to the temptation to use cigarettes can attest to the way the product can
swallow souls as well as consumers' wallets. The clinical evidence of the devastation created
by secondhand smoke is compelling enough for legislators to consider legal action against
powerful corporations. Unfortunately, tobacco companies have traditionally provided strong
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financial support for many political candidates. Write your congressional representative and
express your outrage!
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4.
A cliché is a commonly-used phrase that expresses a particular idea or sentiment. Most of
us use clichés in our day-to-day speech without even realizing it. For example, the phrase "an
ax to grind" is believed to come from a popular story by Benjamin Franklin, while the works of
Shakespeare have been the source of countless other phrases that have become clichés.
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5. When most of us think of deserts, we recall sandy deserts such as the Sahara, which consists
of thousands of square miles of sand-covered terrain. Contrary to popular belief that deserts
are vast, sandy wastelands, only about one-fifth of the desert area on earth is covered with
sand.
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6. Game night at our house was hilarious when we played Cranium with two teams of three.
Imagine Abram, the savvy surfer, making an impression of Marilyn Monroe singing "Happy
Birthday." Or Dave, the macho bodybuilder, swinging his hips and singing a medley of
Madonna's songs. But the most memorable was George's Cranium Doodle hint for the
architectural term "flying buttress." It was, well, side-splittingly outrageous!
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In a Nutshell
Activity 1. Based on the definition of the essential terms and concepts of the Author’s
Purpose and the learning exercises that you have done, please write a summary of what you
have learned.
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Big Picture
FIGURATIVE LANGUAGE
Week 12-13: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
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to:
a. Discuss what figurative language and its effects on particular reading material is.
b. Discuss the 10 Basic Figurative Languages.
Big Picture in Focus: ULO a. Discuss what is figurative language and its
effects in a particular reading material; and
ULO b. Discuss the 10 Basic Figurative Languages.
Metalanguage
In this section, you are expected to read sets of selections that employ different
types of figurative language. You are specifically expected to know the difference
between the denotative and connotative meanings of such figurative expressions.
There will be a series of texts in which you can practice applying the skill learned in this
unit. An assessment to test your comprehension will be given to each text to determine
your understanding of the skill discussed.
1. Figures of Speech. This is a word or phrase used in a non-literal sense for rhetorical
or vivid effect. It possesses a separate meaning from its literal definition, usually used
for dramatic effect.
2. Denotation. The literal meaning of a word, in contrast to the feelings or ideas that
the word suggests.
3. Connotation. An idea or feeling that a word invokes in addition to its literal or primary
meaning.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the thirteenth
week of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to refer
to these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Figurative Language. It is a language that goes beyond the normal meaning of the words
used, which is represented by a figure or symbol. Figurative language or figures of present
ordinary things in a new or unusual way. They communicate ideas that go beyond the literal
meaning to give readers new insights. Likewise, figurative language can appear in multiple
forms with the use of different literary and rhetorical devices.
2. 10 Basic Figurative Languages. There are a few different ways to use figurative
language, including metaphors, similes, personification, onomatopoeia, idiom, hyperbole,
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oxymoron, alliteration, cliché, and metonymy. See the table below for some figurative
language examples and definitions.
2.1.
Simile. Compares two unlike or dissimilar objects using the words like or as.
Example: “She ran like the wind.”
Explanation: Running and the Wind are unlike things. When you compare
the speed of running to the speed of the wind, you are using a simile.
2.2.
Metaphor. The same with simile, metaphor directly compares two unlike
things without the use of like or as.
Example: “A good laugh is a sunshine in a house.”-Thackeray
Explanation: A good laugh is being compared to sunshine by saying it is
sunshine (laugh = sunshine). A good laugh and sunshine are dissimilar and
unlike things being compared to each other.
2.3.
Personification. It is a figurative language in which it gives human attributes
to the non-human.
Example: “The tree bowed and waved to me in the wind.”
Explanation: The tree is being given the human characteristics or actions of
waving and bowing. The tree is being personified. It now has character.
2.4.
Onomatopoeia. It is a word that sounds like its meaning. It can also be
described as the use of a word that imitates a sound.
Example: “On my first morning on the farm, I was awoken suddenly by the
cock-a-doodle-do of the resident rooster.”
Explanation: “cock-a-doodle-do” is an imitation of the sound of a rooster.
2.5.
Idiom. It is figurative language, which means they are not always meant to
be taken literally. Idioms express a particular sentiment, but they do not
mean what the individual words themselves mean.
Example: “Beauty is in the eye of the beholder.”
Explanation: The saying has existed for centuries in various forms; it is said
that Margaret Wolfe Hungerford, 1878, was the main creditor of the idiom.
Likewise, the meaning of the idiom is “What looks beautiful to one person
may not look beautiful to another.”
2.6.
Hyperbole. A figurative language that exaggerates or overstate. Authors
use this figure of speech to emphasize a point or add humor.
Example: “Ten thousand suns light up this room.”
Explanation: The second means that our room is extremely bright, but in no
way will we be blinded by it.
2.7.
Oxymoron. It is a figure of speech that puts together the opposite elements.
Combining these contradicting elements serves to reveal a paradox,
confuse, or give the reader a laugh.
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Example: “That’s my adult child. Poor thing still can’t get himself into the real
adult world.”
Explanation: An “adult child” literally does not make sense—you cannot
have an adult who is also a child. This oxymoron, though, serves to describe
an adult who refuses to act like an adult.
2.8.
Alliteration. The repetition of the same initial letter in successive words is
done for an effect. Alliteration is a useful sound device found in many types
of literature but mostly in poetry. Businesses and advertisers use alliteration
to call attention to company names and products. It also makes a phrase
easy to memorize and fun to read or say out loud.
Example: “Six silly swans went swimming in the sea.”
Explanation: It is the repetition of beginning consonant sounds “s.”
2.9.
Cliché. It refers to an expression that has been overused to the extent that
it loses its original meaning or novelty. A cliché may also refer to actions and
events that are predictable because of some previous events.
Example: “in the nick of time.”
“Only time will tell.”
Explanation: “In the nick of time” is a cliché meaning “to happen just in time,”
and “only time will tell” is a cliché meaning “to become clear over time.” The
two examples have been overly used in a written text, which makes them a
cliché.
2.10.
Metonymy. It is a figurative language in which an object or idea is referred
to by the name of something closely associated with it instead of by its own
name.
Example: “I pledge my service to the crown.”
Explanation: Do I pledge my service to just a crown that sits atop the king’s
head? No! The solitary crown represents a part of the whole king and
kingdom to whom I pledge my service (crown = king and kingdom).
2.11.
Imagery. It is a figurative language that appeals to the senses (sight, taste,
touch, smell, and hearing).
Example: “The delicate white bird flew gracefully through the blue sky.”
Explanation: It is imagery because it gives the reader a mental image by
appealing to the senses.
2.12.
Synecdoche. It is a literary device in which a part of something represents
the whole or uses a whole to represent a part. Synecdoche may also use
larger groups to refer to smaller groups or vice versa.
Example: "50 heads of cattle."
Explanation: “head” is used to mean whole animals.
3. Use of Figurative Language. Figurative language can elevate and enhances common
language. Authors often employ figurative language to make unfamiliar objects, settings,
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and situations more relatable. It draws his reader into the story world he has created and
encourages the reader to be an active participant -- to feel what the characters feel, to
see what they see. Short stories, in particular, rely heavily on figurative language because
it enhances the characterization in a short story and creates a mood to make the
characters and storylines come alive in the reader’s mind.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
https://literarydevices.net/figurative-language/
https://education.seattlepi.com/effects-figurative-language-short-story-6288.html
Let’s Check
Activity 1. Now that you know what Figurative Language is and the different figurative
languages let us try to check your understanding. Identify what figurative language
mention in the following statements.
Simile
Imagery
Metaphor
Personification Onomatopoeia Metonymy
Alliteration Hyperbole
Cliché
Idiom Oxymoron
Synecdoche
_____________1. The raindrops danced on the tabletop.
_____________2. The pen is mightier than the sword.
_____________3. The last day of school is like a day at the beach - easy and relaxing.
_____________4. BAM! The door shut behind me.
_____________5. I waited a million years for my ride to get to the house.
_____________6. A good cook could cook as much cookies as a good cook who could cook
cookies."
_____________7. Her voice is music to his ears.
_____________8. He is the breadwinner of our family.
_____________9. We'll cross that bridge when we come to it.
_____________10. The professor was giving a lecture on virtual reality.
_____________11. The apple doesn't fall far from the tree.
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_____________12. The familiar tang of his grandmother's cranberry sauce reminded him of his
youth.
Let’s Analyze
Activity 1. Read and analyze the following poem. Identity at least three figurative languages
in each poem and explain what the figurative language means.
Stopping by Woods on a Snowy Evening
By Robert Frost
Whose woods these are, I think I know.
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
Because I could not stop for Death – (479)
By Emily Dickinson
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In a Nutshell
Activity 1. Based on the definition of the essential terms and concepts of Figurative language and
the learning exercises you have done, please write a poem using at least five figurative languages to
summarize what you have learned.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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Big Picture
READERS’ RESPONSE THEORY
Week 14-15: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
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text.
a. Define literature and literary criticism,
b. Identify your role as the audience in the appreciation of literature, and
c. Evaluate a literary selection and write a reader’s response essay based on said
Big Picture in Focus: ULO a. Define literature and literary criticism,
ULO b. Identify your role as audience in the appreciation of
literature, and
ULO c. Evaluate a literary selection and write a reader’s response
essay based on said text.
Metalanguage
In this section, the essential terms relevant to Reading for Literary Purposes,
focusing on Reader’s Response, and demonstrating ULO-a and ULO-b, will be
operationally defined to establish a common frame of reference as to how the texts
work. You will encounter these terms as we go through the study of the topic. Please
refer to these definitions in case you will encounter difficulty in understanding some
concepts. There will be a series of texts in which you can practice applying the skill
learned in this unit. An assessment to test your comprehension will be given to each
text to determine your understanding of the skill discussed.
1. Text – a piece of literary work. It does not necessarily need to be written in the strictest
sense, as literary works come in the form of spoken and sung stories, comics, and pre-literary
works.
2. Audience – the receivers of the text, as in, the individual or group that reads and
responds to the message of the material.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourteenth
week of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to refer
to these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
1. Literature – works that express ideas of permanent or universal interest, in forms of
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fiction and non-fiction, or prose and poetry. Such text may include non-written
forms as well.
1.1. Fiction – works that are imaginary in terms of characters, settings, events,
and other elements. They may or may not be based on factual events and are
typically written in prose form.
1.2. Non-fiction – works that are presented as historical and factual truths.
1.3. Prose – a form of literature that follows the structure of natural speech, with
fully formed sentences and paragraphs.
1.4. Poetry is a form of literature in which words are arranged artistically, typically
with attention to rhyme, rhythm, and symbolism.
2. Literary Criticism – the argumentation and analysis of literary text through different
views that focus on the text’s purposes, principles, and perspectives. Literary text
as a whole can be seen in different ways; the same way, we can take a
photograph of a statue from different angles and distances. With this, there are
various ways to analyze and criticize text.
Imagine that you and your friend are visiting the city of Paris in France for
the weekend. You decide to explore the museums and fashion houses, while
your friend decides to seek out the restaurants and cafes. At the end of your trip,
the two of you have both explored Paris, but with different goals and different
sceneries. You have experienced paintings and clothes, while your friend has
experienced food and drink. Despite the differences, you can both say that you
have toured Paris, nonetheless. The same analogy can be said for reading a
piece of literature. You and your friend may have read the same story, but each
will analyze the book can be different from one another. You may see Red Riding
Hood as a simple children’s tale for entertainment, while your friend might see it
as a precautionary tale of wandering into the woods based on the fears of 16th
Century German authors. Again, it all depends on the initial purpose of reading
the text.
Literary criticism can be made through different schools of thought, such
as Formalist Criticism, Biographical Criticism, Historical Criticism, Gender
Criticism, Psychological Criticism, Sociological Criticism, Reader-Response
Criticism, and Deconstructionist Criticism. We will use only one of these for the
entire lesson, Reader Response; however, it should not hurt to be introduced to
other schools of thought so that when you explore other text outside of this
course, you are unrestricted with your tour of the work.
2.1. Formalist Criticism – literature is taken as a form of knowledge that needs
to be examined independently, with all the necessary elements for understanding the text being
contained within the text itself.
2.2. Biographical Criticism – the work is analyzed by understanding the facts of
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the author's life and how they have affected the events and themes of the text.
themes.
2.3. Historical Criticism – the work is analyzed by examining the historical
events that occurred in writing the text and how the zeitgeist influenced its
2.4. Gender Criticism – the work is analyzed with how sexual identity influenced
the creation and reception of the text, most notably through a feminist
lens.
2.5. Psychological Criticism – the work is analyzed with methods influenced in
large part by Freud’s psychoanalysis, wherein characters, themes, and
even authors, are examined with a focus on the circumstances that
influence their motivations and/or behavior.
2.6. Sociological Criticism – the text is examined with how societal elements
are represented in work. An influential type of this is Marxist criticism,
which focuses on the economic and political impact of the piece, following
the idea that all art is political, i.e., it can be used to challenge or endorse
the status quo.
2.7. Reader-Response Criticism – the work is treated to contain no meaning
until unless a reader derives meaning from it, with the fundamental idea
that literature is a transaction between the text and the mind of the
audience. This approach may overlap with the other schools of criticism,
considering the varied backgrounds of readers.
2.8. Deconstructionist Criticism – the work is examined focusing on how
language is used in the text, not on what is said, in contrast to Formalist
Criticism. Instead of finding unity in work, it explores the varied meanings
and contradictions in the text. It rejects the assumption that language can
accurately represent reality.
3. Reader-Response Criticism – a school of criticism that emerged in the 1970s that
focuses on finding meaning in the act of reading itself and examining how
individual readers or communities experience a literary text. This will be
the major school of thought that will be utilized for this discussion.
A common mistake that students make in understanding and writing
Reader Response is that it can be done off the cuff, no holds barred, write
whatever you want as long as it’s personal. This is not Battle Royale. In reality, it
requires the critic, which is the reader, to examine their own worldview in relation
to the text, and how they reacted to the text because of that worldview. They must
then explain and defend their ideas logically and precisely, basing off their
connections with the themes and facts of the text on hand. The principles and
form of the text itself are to be analyzed.
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Considering that the reader’s experiences, ideals, and values shape the
criticism, the critic can also be inspired to borrow the techniques used in Gender
Criticism and Sociological Criticism, as our sexual identity and our cultural
background also color our worldview.
Moreover, our ideals and values may change over time, which is why
reading a story from childhood elicits a different response compared to rereading the
same story much later in life.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
A Research Guide. (2018, August 22). A Brief Guide to Reader-Response Criticism. Retrieved from
A Research Guide for Students: https://www.aresearchguide.com/reader-responsecriticism.html
Chegg Tutors. (2016, March 16). Reader Response | Literature | Chegg Tutors. Retrieved from
YouTube: https://www.youtube.com/watch?v=-UAX5_AR0D8
Purdue University. (2017). Reader-Response Criticism. Retrieved from Purdue Writing Lab:
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_
schools_of_criticism/reader_response_criticism.html
Let’s Check
Activity 1. Now that we have the fundamentals of Reading for Literary Purposes, specifically using
the Reader’s Response Theory, let’s check your understanding of the concepts. In the space
provided, write True if the statement is true, and write False if the statement is false.
___________1. Reader’s Response does not care for the life of the author in relation to the text.
___________2. The audience is the focus of Reader’s Response in relation to the text.
___________3. In using Reader’s Response, you can write anything you feel about the text.
___________4. Reader’s Response requires a knowledge of the historical background of the text.
___________5. Fiction can involve real people in imagined situations.
___________6. Most essays and literary analyses are written in prose.
___________7. The experience of reading a text is always the same, no matter what happens to the
audience.
___________8. An evaluation of one’s own ideals and values is necessary in creating Reader’s
Response Criticism.
___________9. Reader’s Response is the only school of thought in Literary Criticism.
___________10. One must explain their reactions logically and articulately when writing Reader’s
Response Criticism.
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Let’s Analyze
Activity 1. Read each question carefully and choose the letter of the best answer.
1. The man used his jacket to have the perfect excuse to see the lady again; how many days/s
did he wait to drive back to the house?
A. one day
B. two days
C. three days
D. four days
2. The young man skipped to a stop, then backed up until he could see her face in the window.
What does the highlighted word mean?
A. a sudden diversion of direction
B. uncontrolled sliding movement
C. an automatic stop of a moving car
D. a slow manner of hitting the brakes
3. Why does Laura’s ghost seem to show up a year still after the accident happened?
A. Because Laura is curious about the man
B. Because Laura wants to have vengeance
C. Because it was Laura’s death anniversary D. Because Laura got bored in heaven
4. How did the man describe Laura when she had seen her closely?
A. Blond hair framed her face, and her eyes are hazelnut brown
B. Dark hair framed her face, and her eyes seemed unusually large and sad
C. Pale face and very dark hair with eyes that are bulging from a deep sleep
D. Beautiful with curly dark long hair, and her eyes are of the color turquoise
5. What is the best assumption from the story that will tell the readers that Laura is already dead?
A. When she was standing alone in the middle of the storm.
B. Her hair and white dress were soaked from the rain.
C. When she was gazing out the window as they passed a school and a church.
D. When she said, “I am always cold.”
6. Why did the man give the stranger a ride?
A. Doing good deeds has no conditions.
B. A woman all alone needs all the help she can get.
C. A hidden motive was in the mind of the man.
D. Beautiful people must be offered all the help they need.
7. Why was Laura gazing out the window as they passed a small church?
A. She doesn’t want to talk to the man.
B. She is excited and cannot wait to be home.
C. It is where the accident happened.
D. It is where she was buried.
8. When and where did the story happen?
A. Late one Saturday, on a deserted stretch of road
B. In the dawn of Sunday, on a rocky road
C. Afternoon of Saturday, on a plain concrete road
D. Late Sunday, down the pavement
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9. They stood on the front porch for a moment, and then suddenly, she turned over and kissed
him. What does the highlighted word mean?
A. a covered area adjoining an entrance to a building
B. a sort of an old type garage
C. a living room of a house
D. a wide garden outside the house
10. After learning about the truth about the lady's death, the man met; what would be the best
thing to do for the man in the story?
A. Just let things go; it had already happened anyway
B. Still go to the graveyard to confirm if anything’s true about it
C. Definitely not believe the old woman without a doubt
D. Pinch yourself to see if you are just dreaming
11. The man saw Laura exactly a mile away from her house. Why did Laura specifically choose
that spot were to show up?
A. It is the scariest part of the road.
B. It is where she died a year ago.
C. It is where she was buried.
D. It was her favorite place when she was alive.
12. If Laura did not look beautiful but rugged and ugly, would it make any difference in the story?
A. Yes, because the man would definitely not offer her a ride then.
B. No, because she would still have stopped the car to hitch for a ride.
C. Yes, because physical appearance matters a lot.
D. No, because everyone deserves equal treatment regardless of physical appearance.
13. Which best explains the reason when the man opened the door and asked,
“Would you like a ride?”?
A. He wants to offer help.
B. He wants to lure Laura into a trap.
C. He wants to get Laura’s number.
D. He wants to make an impression on Laura.
14. What is the purpose of the author in writing the story?
A. To remind the readers to drive carefully to avoid any accidents.
B. To inform the readers that ghosts are roaming around us.
C. To let the readers realize that we should help anyone, even strangers.
D. To highlight the importance of making friends with strangers.
15. Arrange the following events in the proper sequence as they happened in the story.
I. He walked her to the front door, wondering what it would be like to kiss her.
II. He shivered at her touch – her hand was so cold.
III. He stopped the car next to the walk leading up to the house.
IV. He could hear the rain beating against the roof of his car.
A. III – II – I – IV
B. IV – II – I – III
C. IV – II – III – I
D. III – I – II – IV
16. Arrange the following events in the proper sequence as they happened in the story.
I. The young man walked down the road to the church.
II. He looked back at the house, but it was dark.
III. She leaned over and kissed him
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IV. He drove back to the house and rang the bell.
A. III – IV – I – II
B. II – IV – III – I
C. I – II – III – IV
D. III – II – IV – I
17. When did the man exactly see Laura?
A. when he stopped around the corner to rest
B. when he stopped by the church
C. when he rounded a curve and his headlights lit up
D. when he turned towards the graveyard
18. “He walked her to the front door, wondering what it would be like to kiss her.” Which of the
following formulates the meaning the line conveys?
A. The man has malicious intent.
B. He is reminded of his ex-girlfriend.
C. He is attracted to Laura’s beauty.
D. It was just out of mere curiosity.
19. Evaluate the options and choose the best reason that chilled the man when he went to the
graveyard.
A. He saw Laura’s ghost standing behind the headstone.
B. He saw his jacket neatly folded beside the headstone.
C. He saw that the name inscribed on the headstone was not Laura.
D. He saw ants creeping out from the tomb of Laura.
20. Evaluate the options and choose the best explanation of why the young man found his letter
jacket on the wet grass.
A. It means that his mind was just playing tricks on him.
B. It means that Laura’s mother put on the jacket to prank the man.
C. It means that his experience last night was not an imagination but real.
D. It means that Laura is alive and she put the letter jacket on the wet grass.
Activity 2. Now that you have an idea of what Reader’s Response Criticism is and how it works, you
will be doing your own. What follows is a story written by Sue Baugh, adapted into comics. Read the
story and write a Reader’s Response essay using the guide below:
Writing Guide:
1. Write one summary of the story. Stick to the facts of the story.
2. What emotions did the story make you feel, and why did you feel those emotions?
3. How does the story relate to your real-life experiences? Cite examples.
4. Would you recommend the story to others? Why?
Scoring:
Unity (10 pts) – Each paragraph presents and develops a single major point
Support (10 pts) – Major points are held up by specific evidence and details
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Coherence (5 pts) – The essay is organized and has smooth transitions
Mechanics (5 pts) – Sentences are error-free in terms of grammar, spelling, and punctuation
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In a Nutshell
Activity 1. To improve one’s reading comprehension, it is indeed very important to acquire the basic
skills in reading. As one of the macro-skills needed to be developed, one requires to have a deeper
understanding of the texts read. Once developed, this skill is proven to be very helpful in the field of
profession.
Based on the topics discussed in this section and the learning exercises that you have
accomplished, please feel free to write your insights or lessons learned below.
1.
2.
3.
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Online Code of Conduct
(1) All teachers/course facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all is exhorted to exercise self-management and
self-regulation.
(2) All students are guided by professional conduct as learners in attending OBD courses.
Under existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook, any breach and violation shall be dealt with properly.
(3) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
(4) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
(5) Students shall independently and honestly take examinations and do assignments
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g., examinations,
assignments).
(6) Students shall not allow anyone else to access their personal LMS account. Students
shall not post or share their answers, assignment, or examinations to others to further
academic fraudulence online.
(7) By enrolling in OBD or DED courses, students agree and abide by all the provisions
of the Online Code of Conduct and all the requirements and protocols in handling
online courses.
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lOMoARcPSD|17652902
College of Arts and Sciences Education
2nd Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
Course prepared by:
MARK JASON CUARIO, MA
Faculty, Languages Discipline
RODEL L. SAZON, MA
Faculty, Languages Discipline
GEOFFREY E. GIRADO, MA
Faculty, Languages Discipline
MARY JANE PALICTE, MA
Faculty, Languages Discipline
MARIE ROSE L. COSTES, MA
Faculty, Languages Discipline
HAROLD RENZ CASE, MA
Faculty, Languages Discipline
Reviewed by:
EDWIN L. NEBRIA, Ed.D.
Chair, Languages Discipline
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.
Dean, College of Arts and Sciences Education
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Downloaded by Pauline Glaiza De La Cruz (pawglaiza@gmail.com)