Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
Schools Division of Cebu Province
SELF-LEARNING HOME TASK (SLHT)
Subject : English Grade Level 9 Quarter: 2 Week 1.1
MELC: Make connections between texts to particular issues, concerns, or
dispositions in life.
Competency Code: EN9RC-Iva-2.18
Name ________________ Section ______________ Date __________
School _____________________District _________________________
A. Readings/Discussions
What are Social Issues?
A social issue is a problem that influences many citizens within
a society. It is a common problem in present-day society and one that many
people strive to solve. It is often the consequence of factors extending
beyond an individual's control. Social issues are the source of a conflicting
opinion on the grounds of what is perceived as morally correct or incorrect
personal life or interpersonal social life decisions. Social issues are
distinguished from economic issues; however, some issues (such as
immigration) have both social and economic aspects. There are also issues
that do not fall into either category, such as warfare.
There can be disagreements about what social issues are worth
solving, or which should take precedence. Different individuals and different
societies have different perceptions.
1|Page
A social issue can be any issue that has an impact on individuals
in society. There are many types of social issues that affect people.
What are the types of Social Issues?
1. Global issues – social issues that affect the entire world.
2. National Issues or Regional Issues – social issues that affect
a particular country or region.
3. Local Issues – social issues that affect people more locally in
their communities, schools or places of work.
Making Connections: Text to Self, Text to Text, Text to World
Rationale:
Schema theory explains how our previous experiences, knowledge,
emotions, and understandings affect what and how we learn (Harvey &
Goudvis, 2000). Schema is the background knowledge and experience
readers bring to the text. Good readers draw on prior knowledge and
experience to help them understand what they are reading and are thus
able to use that knowledge to make connections. Struggling readers often
move directly through a text without stopping to consider whether the text
makes sense based on their own background knowledge, or whether their
knowledge can be used to help them understand confusing or challenging
materials.
By teaching students how to connect to text they are able to better
understand what they are reading (Harvey & Goudvis, 2000). Accessing
prior knowledge and experiences is a good starting place when teaching
strategies because every student has experiences, knowledge, opinions,
and emotions that they can draw upon.
Keene and Zimmerman (1997) concluded that students comprehend
better when they make different kinds of connections:
1. Text-to-self
2|Page
2. Text-to-text
3. Text-to-world
Text-to-self connections are highly personal connections that a reader
makes between a piece of reading material and the reader’s own
experiences or life. An example of a text-to-self connection might be, "This
story reminds me of a vacation we took to my grandfather’s farm."
Sometimes when reading, readers are reminded of other things that they
have read, other books by the same author, stories from a similar genre,
or perhaps on the same topic. These types of connections are text-to-
text connections. Readers gain insight during reading by thinking about
how the information they are reading connects to other familiar text.
“This character has the same problem that I read about in a story last
year,” would be an example of a text-to-text connection. Text-to-world
connections are the larger connections that a reader brings to a reading
situation. We all have ideas about how the world works that goes far
beyond our own personal experiences. We learn about things through
television, movies, magazines, and newspapers. Often it is the text-to-
world connections that teachers are trying to enhance when they teach
lessons in science, social studies, and literature. An example of a text-to-
world connection would be when a reader says, “I saw a program on
television that talked about things described in this article."
Cris Tovani (2000) offers reasons why connecting to text helps readers:
>It helps readers understand how characters feel and the motivation
behind their actions. >It helps readers have a clearer picture in their
head as they read thus making the reader more engaged.
>It keeps the reader from becoming bored while reading.
>It sets a purpose for reading and keeps the reader focused.
>Readers can see how other readers connected to the reading.
>It forces readers to become actively involved.
3|Page
How to Use the Strategy:
To effectively use this strategy, teachers should spend time modeling for
students how to make meaningful connections. The easiest connection to
teach is text-to-self. Teachers should model text-to-self connections initially
with selections that are relatively close to the student's personal
experiences. A key phrase that prompts text-to-self connections is, "this
reminds me of...." Next, teachers should model how to make text-to-text
connections. Sometimes when we read, we are reminded of other texts we
have read. Encourage students to consider the variety of texts they have
experienced which will help them understand the new selection.
Finally, teachers should model how to make text-to-world connections.
When teachers suspect that students may lack the ability to make
meaningful connections, classroom instruction will be necessary to bridge
the gap between reading experiences and author assumptions. Building the
necessary background knowledge is a crucial means for providing text-to-
world support and may be used to pre-empt reading failure. Harvey and
Goudvis (2000) caution that merely asking connections is not sufficient.
Students may make tangential connections that can distract them from the
text. Throughout instruction, students need to be challenged to analyze
how their connections are contributing to their understanding of the text.
Text connections should lead to text comprehension.
Below are some examples of connecting statements for students
to use as a reference or teachers can use them as prompts for
classroom discussion.
This part reminds me of....
I felt like...(character) when I....
If that happened to me I would....
This book reminds me of...(another text) because....
I can relate to...(part of text) because one time....
4|Page
Something similar happened to me when....
Below are some examples of questions that can be used to facilitate
student connections:
Text-to-self:
What does this remind me of in my life?
What is this similar to in my life?
How is this different from my life?
Has something like this ever happened to me?
How does this relate to my life?
What were my feelings when I read this?
Text-to-text:
What does this remind me of in another book I’ve read?
How is this text similar to other things I’ve read?
How is this different from other books I’ve
read? Have I read about something like this
before?
Text-to-world:
What does this remind me of in the real world?
How is this text similar to things that happen in the real world?
How is this different from things that happen in the real world?
How did that part relate to the world around me?
Ideas for Assessment:
The Making Connections strategy will help teachers assess how students
use prior knowledge to understand text. In terms of informal assessment,
teachers can use the organizers to gain insights into students’
connections as they are reading. The use of this simple strategy on an
ongoing basis will allow teachers to provide additional (differentiated)
instruction and support to students who need additional instruction. In
5|Page
addition, teachers will be able to plan for further instruction. This
strategy can be used with varied texts.
Another option for assessing this strategy is the Major Point Interview
found in Mosaic of Thought (Keene & Zimmerman, 1997). This
assessment can be given as an interview or in written response form.
The Major Point Interview assesses the student’s ability to use the
strategy through a series of questions. The students’ answers are scored
using a rubric.
https://sites.google.com/a/alaska.edu/diane-kardash/Home/making-
connections
========================================
SOCIAL ISSUES
What I KNOW What I WANT to
What I have
KNOW
LEARNED
Read the lyrics of the song, “The River of Dreams”.
The River of Dreams
By: Billy Joel
In the middle of the night
I go walking in my sleep
From the mountains of faith
To the river so deep
I must be looking for something
Something sacred I lost
But the river is wide
And it's too hard to cross
Even though I know the river is wide
6|Page
I walk down every evening and I stand on the shore
I try to cross to the opposite side
So I can finally find out what I've been looking for
In the middle of the night
I go walking in my sleep
Through the valley of fear
To a river so deep
I've been searching for something
Taken out of my soul
Something I'd never lose
Something somebody stole
I don't know why I go walking at night
But now I'm tired and I don't want to walk anymore
I hope it doesn't take the rest of my life
Answer the following guide questions:
1. What issues about life are confronting the speaker in the song?
2. Among these issues, what issue did he had given emphasis the
most? Why do you say so?
3. If you were him, how would you resolve the issue?
B. Exercises
Exercise 1. Directions: Match the pictures shown in column A with the
description in column B.
Example.
f. A term referring to individuals who
are employable and seeking a job but are
unable to find a job.
7|Page
a. When families or individuals
1. cannot afford basic necessities,
they are forced to make some
difficult choices.
b. The behavior of a person
2. who hurts or frightens someone
smaller or less powerful, often
forcing that person to do.
c. The behavior of a person
who hurts or frightens someone
3. smaller or less powerful, often
forcing that person to do
something they do not want to
do.
d. As temperature and rainfall
4. — in a region over a long period
of time.
e. It is the idea that men and
women are not equal, and that
gender affects an individual's
5. living experience. These
differences arise from
distinctions in biology,
psychology, and cultural
norms.
8|Page
Exercise 2: Picture Description. Directions: Observe keenly the
pictures below. Identify what social issue is shown in the picture. Then
write one sentence to describe the picture.
Example:
Issue: Poverty
Sentence: One of the causes
of poverty is unemployment
Issue: __________________
Sentence:
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Issue: __________________
___________
Sentence:
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
9|Page
_________________________
___________
C. Assessment/Application/Outputs
Directions: Study and look closely at the picture and write what is the
problem, causes, effects and solutions.
1. 2. 3.
Problems Causes Effects Solution
1.
2.
3.
D. Suggested Enrichment/ Reinforcement Activity/ies
Directions: Below are the prevailing issues in our society today. Plot them
in the circle according to your choice and answer the guide questions
given.
*Overemployment *Health Care Availability
*Teen Suicidal *Obesity *Cyber Bullying
10 | P a g e
Guide Questions:
1. Which of these issues have the greatest impact on your life?
Why?
2. How do you face the issue?
3. How do you relate such issue to your personal experience?
REFERENCES:
Department of Education Curriculum and Instruction Strand. K to 12 Most Essential Learning
Competencies with Corresponding Codes. P. 140, accessed by July 15, 2020, K-to-12-MELCSwith-
CG-Codes.pdf buenavistanhs,weebly.com, accessed by: July 31, 2020 K to 12 Curriculum
Guide (May 2016) Teacher’s Guide A Journey through Anglo-American Literature Learner’s
Materials for English, p.424-430.
Wikipedia.org accessed by October 2, 2020
https://en.wikipedia.org/wiki/Social_issue#:~:text=A%20social%20issue%20is%20a,many%20peo
ple%20strive%20to%20solve.&text=Social%20issues%20are%20distinguished%20from,both%20s
ocial%20and%20economic%20aspects.
Examples.yourdictionary.com accessed by October 5, 2020
https://examples.yourdictionary.com/common-examples-of-social-issues.html - Nov.3, 2020
Philtfip.org accessed by October 10, 2020 https://philtfip.org/project/climate-change/
Philrights.org accessed by October 10, 2020 https://www.philrights.org/international-day-for-
theeradication-of-poverty-2/
11 | P a g e
Forbes. Com accessed by October 10, 2020
https://www.forbes.com/sites/quora/2018/07/30/howbig-of-a-problem-is
overpopulation/?sh=3627e515216a
Philstar. Com accessed by October 10, 2020
https://www.philstar.com/nation/2018/10/19/1861199/malabon-passes-anti-gender-
discriminationordinance
Filipinotimes.net accessed by October 10, 2020
https://filipinotimes.net/feature/2019/09/11/pinoylawyers-address-bullying-curb-suicides-among-
teens/
Borgenproject.org accessed by October 9, 2020 https://borgenproject.org/causes-of-poverty-
inoman/
Lifewise.org accessed by October 9, 2020
https://www.lifewise.org.nz/2017/11/01/povertyhomelessness/
Google.com accessed by October 11, 2020
https://www.google.com/search?rlz=1C1CHBD_enPH852PH852&ei=TmehX4ffNM6UmAXeg43IB
Q&q=climate+change+meaning&oq=climate+change+meaning&gs_lcp=CgZwc3ktYWIQDDIECAA
QRzIECAAQRzIECAAQRzIECAAQRzIECAAQRzIECAAQRzIECAAQRzIECAAQR1AAWABguoE
GaABwAngAgAEAiAEAkgEAmAEAqgEHZ3dzLXdpesgBCMABAQ&sclient=psyab&ved=0ahUKEwi
HvuyUyebsAhVOCqYKHd5BA1kQ4dUDCA0
Prepared by: Edited by:
STELLA MARIS A. VELOSO SONIA LAURONAL
Reviewed by:
DR. MA. CHONA B. REDOBLE
EPS-English
12 | P a g e
