Senior High School

Reading and Writing Skills

Quarter 3 - Module 1
Reading & Thinking Strategies across
Text Types

Department of Education • Republic of the Philippines

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Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 1 – Module 1: Reading and Thinking Strategies across Text Types
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis- Briones
Undersecretary:
Assistant Secretary:

Development Team of the Module

Author’s Name: MILGER A. BAANG
Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO
Content Editor: ROSELYN E. LAZALITA
Illustrator: VINCENT R. CAILING
Layout Artist: MYCO B. MACAMIMO
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Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

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Jonathan S. Dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
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Area) In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian
II; Kim Eric G. Lubguban, PDO II

Printed in the Philippines by: __________________________________________________

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 Senior High School

Reading and Writing Skills

Quarter 3 - Module 1:
Reading & Thinking Strategies
across Text Types

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges,
and/or universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
[email protected].

Department of Education • Republic of the Philippines

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 TABLE OF CONTENTS

Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 6
Competency 1 7
What’s New 8
What I Need to Know 8
What I Know 9
What’s New Lesson 1.1 Writing Paragraphs 10
What Is It? Activity 1 11
What’s New Lesson 1.2 Narration 12
What Is It? Activity 2 13
What’s New Lesson 1.3 Description 14
What Is It? Activity 3 15
What’s New Lesson 1.4 Definition 16
What Is It? Activity 4 17
What’s New Lesson 1.5 Classification 18
What Is It? Activity 5 19
What’s New Lesson 1.6 Comparison & Contrast 20
What Is It? Activity 6 21
What’s New Lesson 1.7 Cause & Effect 22
What Is It? Activity 7 23
What’s New Lesson 1.8 Problem-Solution 25
What Is It? Activity 8 26
What’s New Lesson 1.9 Persuasion 27
What Is It? Activity 9 28
What I Have Learned 29
Assessment 29
Key to Answers 30
References 31

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Competency 2 33
What’s New Lesson 2 Properties of a Well-Written Text 34
What I Need to Know 34
What I Know 35
What’s New Lesson 2.1 Organization, Coherence & Cohesion 36
What I Have Learned 38
What Is It? Activity 10 38
What Is It? Activity 11 41
What Is It? Activity 12 42
What’s New Lesson 2.2 Language Use & Mechanics 43
What Is It? Activity 13 46
What Is It? Activity 14 48
What Is It? Activity 15 49
What I Have Learned 50
Assessment 50
Key to Answers 51
References 53
Writer’s Profile 54
Back Outside Cover 55

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 OVERVIEW

Hi there! I see that you have opened the first few pages of this module. That’s

great! This module is made especially for Grade 11 Senior High School students like

you, who aim to improve one’s reading and writing skills. There will be two other

modules for you to complete for this subject, and all of these modules are filled with

important lessons and challenging but fun activities.

This module is all about Reading and Thinking Strategies across Text

Types. As a student, you will be asked to read and write different types of academic

texts—and you need to work hard and work smart to succeed in the tasks given to

you. This module will teach you the different strategies and techniques in reading

and writing to help you with your tasks.

There are two parts of this module, one for every competency outlined by the

Department of Education for you to master:

• Compare and contrast patterns of written texts across disciplines; and

• Evaluate a written text based on its properties (organization, coherence and

cohesion, language use and mechanics.

With that being said, I wish you all the best and take this opportunity to learn

more and BE MORE.

Author

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 Senior High School

Reading and Writing Skills

Quarter 3 - Module 1
Reading & Thinking Strategies across Text Types

Learning Competency 1: Compare and contrast patterns of written texts

across disciplines.
a) Paragraph Development - EN11/12RWS-IIIbf-3
b) Narration - EN11/12RWS-IIIbf-3.1
c) Description - EN11/12RWS-IIIbf-3.2
d) Definition - EN11/12RWS-IIIbf-3.3
e) Classification - EN11/12RWS-IIIbf-3.4
f) Comparison & Contrast - EN11/12RWS-IIIbf-3.5
g) Cause & Effect - EN11/12RWS-IIIbf-3.6
h) Problem-Solution - EN11/12RWS-IIIbf-3.7
i) Persuasion - EN11/12RWS-IIIbf-3.8

Semester: 2nd Semester

Quarter: 3rd Quarter
Number of Hours: 16 Hours
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 Lesson Reading & Thinking Strategies:
1.5 Classification

What’s New

✓ Classification paragraphs group items into categories, to establish a clear

distinction.
✓ If the topic encompasses a large body of information, one effective way of
elaborating it is through classifying things of distinct features into
groups/classes.
✓ Classification groups items into categories to establish a clear distinction
between related or similar ideas. Similar items are grouped into categories
for the readers to better understand and analyze the material at hand.

In a classification paragraph you tell readers how a collection of items

can be sorted into categories. It is an activity of sorting items (people, things ,
ideas ) into categories.

1. Terms that signal classification

aspects kinds qualities traits
areas levels systems types

2. Transitional Expressions

can be divided can be categorized

can be classified the first type

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 What is it?

Activity 5: Read the paragraph below and answer the questions that follow.

Types of Friends

Friends can be classified according to their honesty , loyalty , the type

that fits you into their schedule , or the type that finds time for you when
they need something. An honest friend tells you the truth even if it’s not
always what you want to hear. In the long run , that honest friend may have
saved you from embarrassment or possibly rejection. They give you
constructive criticisms overall. The loyal friend is the type of friend that will
be there for you through thick and thin. They don’t care how good or bad
you may look one day; they are sensitive to your feelings , they respect you
and the other people in your life, and most of all they will never let you
down when times are hard. They may be what you call a best friend. The
third group, the person that fits you into their schedule , is the type of person
that is always on the go. They barely have time for themselves let alone
another person. More than likely they will not be there for you when you
need them most, because they are so wrapped up in their busy , hectic life.
Then you have the self-absorbent type of friend that finds time for you only
when they need something. This type of person isn’t what you would call a
friend. This person may always be extremely nice to you because they know
that from being nice they will more than likely get what they want. They will call you
every once in a while when it is almost time for them to use that person
again. It may be for a ride to work, home or they just want somebody to
hangout with because they have no other friends. If the person that is being
used is smart they will eventually realize that they are getting used and will
stop being there for that person. ( Amy Neil, 2005)

Comprehension Questions

1. What are the three types of friends?

2. What basis is used by the author to classify friends?

3. How does the author develop the classification essay?

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 Lesson Reading & Thinking Strategies:
1.6 Comparison & Contrast

What’s New

✓ A comparison tells how two things are similar. A contrast tells how they
are different.
✓ A paragraph developed by comparison and contrast has a unifying idea or
purpose of attempting to weigh decisions between two ideas or subjects.
✓ A comparison and contrast paragraph must be balanced in such a way that
there is an equal amount of information for each subject to avoid bias.

There are two ways in writing a comparison and contrast paragraph.

1. Subject – by - Subject Method. You present all of the facts and

supporting details about one topic , and then you give all the facts and
supporting details about the other topic.

2. Point – by - Point Arrangement. You discuss each point for both subjects
before giving on the next point.

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 What is it?

Activity 6: Write sentences by comparing and contrasting the given pictures

below.

1. Classroom Laboratory

(sign & symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

2. Computer Calculator

(sign& symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

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 Lesson Reading & Thinking Strategies:
1.7 Cause and Effect

What’s New

✓ A cause is what makes a particular thing happen.

✓ An effect is what results from a particular situation, activity, or behavior.
✓ A paragraph developed by causal analysis must not only raise the question
why, but also give answers to the satisfaction of the reader.

Cause and Effect paragraphs are written for the following purposes:
• to discuss why a certain phenomenon occurs
• to discuss the results of a phenomenon, event, feeling or action
• to understand a situation
• to solve a problem
• to predict an outcome
• to entertain
• to persuade

Some of the signal words used in this type of paragraph are the following:
• For
• Because
• Since
• Due to
• So
• But
• For this reason
• As a result
• Consequently
• Otherwise
• Therefore
• Thu

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 What is it?

Activity 7: Read the passage below and answer the questions that follow.

The Influence of Video Games to Children

Video games have been a part of children’s life for the past few decades. It all
started when Atari came up with its first gaming consul, which included a very simple
game of tennis. The controller had just 1 stick and 1 button to play with. Now, we
have many different types of consuls available in the market with very complex
games that requires controllers with two or more sticks and a variety of buttons.
Video games are almost second nature to the modern children and they are more
comfortable playing them. Playing video games can have many different effects
(both positive as well as negative) on children. Some of this effects include
increasing hand eye coordination and increasing dexterity mental skills; a decrease
interest in other interest such as studies and sports ; and a very negative effect of
inducing violence.
One of the most positive effects of video games is increasing the dexterity of a
child and improving his or her hand eye coordination. As mentioned earlier, the new
video games that are coming out are extremely complex and they involve the
movement of many different kinds of sticks and buttons on the controllers. These can
be very good for children as they learn to make the fast connections between what
they see and what their hands and fingers are doing. This allows them to think
quickly and improves their reflexes. The newest games are very precision-based and
it takes very minute and accurate movements for the children to control the
characters. This helps in making the children much more a depth at handling and
operating real-life machinery and objectives.
Another effect that playing video games have on children is that they tend to
get addicted to playing this games and give them foremost priority. This takes the
children away from their other responsibilities, such as doing house chores,
homework, and other physical activities. Children also end at spending more time
playing video games in front of television screens than playing real and actual sports
that involve physical exercise. This in turn can have many health related problems
for children, as they can get obese if they don’t exercise ad stay home playing video
games. This is perhaps the worst negative effect that video games can have on
children. Parents and educators all over the world are concern about this
phenomenon and they are urging the children to not spend so much time playing
video games. Many new video games consuls, such as the new Nintendo WII have
come out with games that require users to actually get up and move.
 Many researchers have talked about the effects of viewing violence in the media
and how it affects children. Video games takes this to another level, where the
children are actually participating in being violent in the video games. There are
many games out there that allow children to play arm bearing characters who can kill
anyone that they want, steal cars, and commit many different kinds of crime. These
games can have negative implications on the children as they get immune to the
idea of committing crime and end up believing that it is alright. Research still on
going on this negative effect and it has not entirely been proven or disproven as of
yet.
We find that plain video games can have various effects on children, both
positive as well as negative. Even though children can benefit by increasing their
dexterity and improving their reflexes, the cost of them losing out on their physical
exercise and homework, as well as their becoming prone to violent acts, are way too
much. It is important that the parents and educators take up this problem seriously
and enable certain rules and regulations that allow children to divide their time
responsively between playing video games and completing their studies and other
responsibilities.

(Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm)

Comprehension Questions

1. Why are video games popular with children?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What are the positive effects of playing video games?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. What are the negative effects of playing video games?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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 Lesson Reading & Thinking Strategies:
1.8 Problem - Solution

✓ In composition writing, problem-solution is a method for analyzing and

writing about a topic by identifying a problem and proposing one or more
solutions.
✓ Problem-solution paragraphs as the term implies, presents and identifies
a problem and proposes possible solution/s.

What’s New

In composing this type of essay, you must present an argument or stand and
support it with reliable evidence in order to persuade the readers to make a particular
move or action (Kemper et.al, 2016).

According to Soles (2010), topics for problem-solution essays “are typically

framed in the form of questions.” Problem-solution essay can provide answers to 5W
and 1H (who, what, when, where, why, and how) questions. Soles (2010) added that
this type of essay has essentially two parts: “a full explanation of the nature of the
problem, followed by an analysis of solutions and their likelihood of success.”

Structure of paragraphs in a problem-solution essay:

Nordquist (1995) suggested the following structure of a problem-solution

paper that may serve as a guide on what to include in this type of essay:
1. Introduction. At the forefront of the essay, the introduction must serve to
capture the reader’s attention. This may contain the thesis statement
wherein the problem or topic at hand is presented. This is where the
problem is defined, and the reason why it is significant to a specific group
of people (or the target audience).
2. Problem Paragraph. This paragraph/s will dwell on the elaboration of the
problem, effectively conveying the importance of a solution. You may
present reliable sources and evidence to support your stand.
3. Solution Paragraph. Present and describe a concrete solution to the
problem. Explain how this solution is better than other probable solutions.
4. Conclusion. Conclude the essay with connection between the problem
and its proposed solution.

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 What is it?

Activity 8: Directions: Read the passage below and complete the graphic
organizer that follows.

Deforestation is a serious problem because it destroys forests—and forests

and trees are not just pretty to look at, they do an important job making the earth´s
environment suitable for life. They clean the air, store water, preserve oil, and
provide homes for animals. They also supply food, fuel, wood products, and paper
products for humans. In the past fifty years, more than half of the world´s rainforests
have been destroyed.

Today, all around the world, deforestation continues, the world´s climate may
change, floods may become more common, and animals will die. One solution to the
problem of deforestation is to use less paper. If you use less paper, fewer trees will
be cut for paper making. How can you use less paper? One answer is to reduce your
paper use by using both sides of the paper when you photocopy, write a letter, or
write an essay. A second answer is to reuse old paper when you can, rather than
using a new sheet of paper. The backs of old envelopes are perfect for shopping list
or phone messages, and when you write a rough draft of an essay, write it on the
back of something else. A final answer is to recycle used paper products instead of
throwing them away. Most schools, offices, and districts have some kind of recycling
center. If you follow "the three Rs"- reduce, reuse, and recycle-you can help save the
world´s forest.

Use the figure above

as your guide

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 Lesson Reading & Thinking Strategies:
1.9 Persuasion

✓ A persuasive paragraph tries to convince the reader that a particular point

of view is worthy of consideration. It wants you to consider both sides of an
issue, but it reveals a bias in favor of one side over another.
✓ A persuasive paragraph intends to convince readers to do or believe in
something.
✓ Knowing how to write a persuasive paragraph allows you to express your
personal conviction or opinion about an issue or topic and make the
readers agree with or adopt your conviction or opinion.

What’s New

Much like problem-solution essays, persuasion essays seek to urge readers

to take a particular action (Forlini, et.al, 1990). The main goal of persuasive essays is
to convince the reader to agree to the writer’s opinion or at the very least, take it into
serious consideration.
According to Forlini (1990), “the purpose of persuasive writing is to obtain the
reader’s agreement on a matter of opinion.”
The statements given in persuasive essays are heavy on opinion while based
on facts. The opinions of the writer must be (a) controversial enough or something
that would inspire conversation and debate, (b) significant and interesting, and (c)
supported by evidence. (Forlini, 1990).
It is also vital that in order to prove your stand, you must thoroughly research
about the issue you are about to discuss. Make a list of your strongest arguments
composed of facts and data. Introduce a new reason or fact with every paragraph.

Some of the transitional expressions used in persuasive paragraphs are the

following:
ANSWER THE
GIVE REASONS DRAW CONCLUSION
OPPOSITION
First (second, third, etc.) Of course Therefore
Another, Next Some may say Thus
Last, finally Nevertheless Hence
Because, since, for On the other hand Consequently

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 Although

What is it?

Activity 9: Write a paragraph with the topic “I Changed My _________”. (e.g.

lifestyle, attitude, priorities, eating habits, mind, etc.). Devote your attention to
the cause of your change and its effects.

Your paragraph will be rated based on the rubric below. You may write your
paragraph on the space provided.

Criteria Performance Indicators Points Score

Complete and thoughtful explanation of ideas 5
CONTENT Strong organization and structure 3
Vivid supporting details included 3
Written in complete sentence 2
MECHANICS Correct and appropriate grammar,
2
punctuation, spelling, etc.
Total 15

I CHANGED MY ____________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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____________________________________________________________________
________________________

What I Have Learned

✓ A paragraph is a collection of related sentences with one central idea.

Each sentence shows connection to other sentences in the paragraph.
✓ A paragraph has a topic sentence, supporting details, and a clinching
sentence.
✓ There are many ways of developing a paragraph, such as: narration,
description, definition, classification, comparison and contrast, cause
and effect, problem-solution and persuasion.

Assessment

After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write
your answers on the blanks provided before each number.

____________________1. It is a method of writing a paragraph by drawing

pictures with words.
____________________2. This method of paragraph development involves
similarities and differences between two things.
____________________3. This gives a written account of an event or story.
____________________4. This is a collection of related sentences with one
central idea.
____________________5. This pattern of development classifies or divides
people, places, things or ideas into categories.

Congratulations!
You have completed your journey in this module. You did a great
job! It’s now time to go on to the next adventure…
Good luck!
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