INCLUSIVE DATES:

THIRD QUARTER (MIDTERM) January 23, 2022 -March 6, 2023

WEEK 1

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

Student Orientation

1
 WEEK 2-3

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Patterns of Patterns of Development Engagement activity Formative Learning to
lesson, the Written Text assessment recognize
1. Narration ● Match the
learners should common text
description ● 7 – item quiz to
be able to: - most basic pattern of structures can help
check
- Narration development ● Understanding you improve your
understanding
the text writing and
- Description - describes how, when, and comprehension.
1. Compare and
where an event or occurrence
contrast patterns of - Definition
actually happened Proverbs 18:15 -
written Discussion
- Exemplification A. Virtual Delivery The heart of the
- used to tell story or focus on a prudent getteth
texts across ● Live Zoom
- Classification set of related events knowledge; and
disciplines Class
the ear of the
- Compare and
wise seeketh
Contrast
1. Narration knowledge.
E-mentoring:
- Cause and -Narration is a kind of writing
Effect that presents a story. It tells ● Clarifications
fictional and nonfictional events.
- Problem-
Non-fictional writing includes
Solution
personal narratives, biographies B. Online Activity Activities: Performance
- Persuasion and autobiographies. Fictional Task
writing examples are short
stories, myths, legends, and ● Compare
novels. and contrast ● Write a
Narration includes elements of the different composition
storytelling such as plot, patterns of showcasing one
character, setting, point of view paragraph pattern of
and theme. When telling a story, development writing.
it is usually done in (5 items)

2
chronological manner.
Moreover, the details of
narration relate to the main point
in a narrative paragraph.
Some signal words for narration
are before, meanwhile,
afterward, at the same time, to
begin with, subsequently, and
previously.
What is your favorite story? Why
do you like it?

2. Description
- goes into details about a
specific object, person, or
location
- organized account of vivid
sensory details that appeal to
the reader’s senses
- What does it look like? What
are its characteristics?

2. Description
Description is common in
writing. Its purpose is to create
mental images among the
readers. It requires careful
attention to details because it
involves showing and not

3
telling. The main idea of a
descriptive paragraph is to
provide an impression about a
subject. All sentences work
together to present a single, clear
picture of a person, place, thing,
event or idea using sensory
details.
Descriptive writing makes use of
devices called figures of speech.
The following are commonly
used figures of speech.

3. Definition
- explains what something
means or is, does, and is used
for.

- the term could be emphasized

by the following:
a. class or kind
b. origin
c. function
d. qualities or traits

Varieties of Definition

4
 a. Scientific Definition -
defines concepts in the
most factual way, which
is often used in scientific,
proper, or real-world
facts.
b. Subjective Definition -
defines the objects in a
more personal way.

Definition paragraph is a
definition sentence developed
into a paragraph where it
becomes an extended
explanation of the topic. There
are several ways to define a
word or term.
 1. Formal or Denotative
Definition is a type of definition
that states the category or genus
in which the object belongs to
then discusses the specific
features that differs it from other
members of its class.
Example: Psychology is the
science that deals with the study
of behavior of man and animals.
Informal or Connotative
Definition is a type of definition
that shows the broad and other

5
associations made with the
word.
 Example: Love is an island of
emotions surrounded by an
ocean of expenses.2.
Etymological Definition is a
type of definition that provides
the origin of 3. the word.
Example: Philosophy comes
from two Greek words “philos”
which means love and “sophia”
which means wisdom.
 4. Theoretical
Definition is a type of
definition that presents
an explanation or
illustration of the
meaning of the word.
Example: Wisdom is the
ability to apply
knowledge to a situation.
When a person is faced
with problems, one has
wisdom if he can make
wise decision based on
his knowledge and
experiences.

6
4. Exemplification
- provides examples and
illustrations to clarify and explain
a concept
- provides general statement
then provides concrete
examples

Exemplification is a pattern of
development in writing that
provides vivid and specific
examples to add more
information that will support and
solidify the main statement.
Also, it makes the general
statement specific and easy to
understand.
Exemplification is usually
introduced by the expressions:
for example, for instance, such
as, and take the case of. Verbs
which are used in this
connection include: illustrate,
clarify, and elucidate.

5. Classification
- divides things into groups,

7
classes, or categories
- organize ideas into divisions
based on criteria or standards

In writing classification, you divide

members of a group of people,
places, or things that share similar
characteristics. The brain works in
an order. It is natural that when
presented with various concepts, an
individual organizes them in proper
groupings. In short, classification is
dividing things and putting them in
groups according to their category.

6. Compare and Contrast

- organizes ideas based on
similarities and differences.
a. Separately - involves
describing one item first
followed by the second
item.
b. b. Side-by-side –
involves discussing both
items based on each
point of comparison.
By Comparison and Contrast

8
- same class or type
By Analogy
- different class or type

In making a comparison,
similarities are emphasized. In
making a contrast, differences
are pointed out. This technique
in developing a paragraph either
compares features between two
or more persons, objects or
concepts that are similar, or
contrasts features that are
different. A paragraph can be
developed by using comparison
and contrast or by using either
one.
There are two ways to organize
comparison and contrast:
Block arrangement
  Discusses one subject before
discussing another subject. This is
used when you want to elaborate
more on the similarities of the two
subjects. Use a lot of compare cue
words such as like, similar to, also,
etc.

Point-by-point arrangement
  Discusses only the similarities

9
first then more on the differences
after. This arrangement
emphasized more on the
differences using cue words like
differs, unlike, and on the other
hand.

7. Cause and Effect

- explains why something
happens
- explain the results of a
particular event produces.

This pattern of development

establishes a relationship between
events. This type of text also uses
chronological pattern; giving
importance to time and order.
Cause refers to why an action or
condition took place while effect
refers to the result of the cause.
Usually, the cause comes first,
bringing about an effect or multiple
effects. But in some instances, it
can be inverted. The effects are
discussed first before the cause/s.
For example, John is late because
he stayed up late to finish
his homework. This sentence uses

10
connective word because which
serves as a link between the effect
and the cause in an inverted cause-
and-effect pattern.

8. Problem-Solution
- focuses on either a problem or
solution in a particular area

This pattern of writing presents the

problems and solutions to the
problems. There are two ways to
structure this kind of writing. First,
is the block structure where all the
problems are listed. Then the
solutions are given. Another is the
chain structure where the problem/s
is given followed by the solution/s.

9. Persuasion
- presents arguments and
claims about a topic
- convinces readers to agree
about something

Persuasive writing is also

argumentative writing. In
presenting an argument, the goal is
to persuade readers to agree with

11
 you. The argument has to be
supported by sound reasoning and
solid evidences such as facts,
statistics, statements from experts,
or even personal experiences. In
persuasion, you make use of
logical, emotional and ethical
appeals to convince.

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

Illinois Institute of Technology. Patterns of Development in Writing. Retrieved from https://www.iit.edu/cac/writing-guides/writing-process/patterns-

development-writing. Retrieved January 5, 2021

Lachica, T. 2017. Patterns of Development in Writing. Retrieved from https://www.slideshare.net/tinelachica04/lesson-4-patterns-of-development-

in-writing. Retrieved January 5, 2021

12
 WEEK 4

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

The
At the end of the Properties of a Properties of a Well Written Engagement activity Formative
lesson, the Well-Written Text Assessment
● Definition of
learners should Text
terms ● 5 – item quiz to

skills
be able to:
check
1. Organization
Properties understanding

that
Discussion
1. Evaluate a
2. Coherence

of a Well-
written text based A. Virtual Delivery ● Live Zoom
on its

you
3. Cohesion Class

Written
properties 4. Language Use
(organization,
coherence and 5. Mechanics E-mentoring:
have
cohesion,
Text ● Clarifications
language use and
mechanics) learne
In B. Online Activities Activities: Performance
Task
d
1. academic  Examining
text, its
from
identif
content

terms, a applying
the
this
y text is
properties

modu
of a well-
written text.

propert defined as
13
ies of a written le
well- material or would
written piece of really
text; writing help
2. such as an you
evaluat article, to
e essay, beco
written book, me
text magazine, an
based or effect
on the newspaper. ive
identif and
14
ied For a effici
propert paragraph ent
ies; or any writer
and compositio .
3. n to be Throu
write a effective, it gh
well- must const
written always ant
text. consider correc
1. the t
identif properties practi
of a well- ce
15
y written applyi
propert text which ng
ies of a includes what
well- organizatio you
written n, cohesion have
text; and learne
2. coherence, d;
evaluat language surely
e use, and your
written mechanics. writin
text Properties g
based skills
16
on the of a Well- would
identif Written even
ied Text get
propert In better
ies; academic .
and terms, a
The skills that
you have
learned from this

3. text is
module would
really help you to
become an

write a defined as effective and

efficient writer.
Through

well- written constant correct

practice applying
what you have

written material or learned; surely

your writing skills

text. piece of
would even get
better.

1. identify
properties of a writing
17
 such as an
well-written text; Proverbs 3:3
2. evaluate written Do not let
text based on the kindness and

article,
identified truth leave you;
properties; and
Bind them

essay,
3. write a well- around your
written text. neck,
Write them on

book, the tablet of your

heart.

magazine,
or
newspaper.
For a
paragraph
or any
compositio
18
n to be
effective, it
must
always
consider
the
properties
of a well-
written
text which
includes
organizatio
19
n, cohesion
and
coherence,
language
use, and
mechanics.
Properties
of a Well-
Written
Text
In
20
academic
terms, a
text is
defined as
written
material or
piece of
writing
such as an
article,
essay,
book,
21
magazine,
or
newspaper.
For a
paragraph
or any
compositio
n to be
effective, it
must
always
consider
22
the
properties
of a well-
written
text which
includes
organizatio
n, cohesion
and
coherence,
language
23
use, and
mechanics.
Properties of a Well-Written
Text In academic terms, a text
is defined as written material
or piece of writing such as an
article, essay, book,
magazine, or newspaper. For
a paragraph or any
composition to be effective,
it must always consider the
properties of a well- written
text which includes
organization, cohesion and
coherence, language use, and
mechanics.

1. Organization
- Refers to the arrangement of
ideas in a text
- Achieved when ideas are
logically and accurately
arranged

This is
24
also
known as
an
arrangemen
t that
refers to
the
structural
framework
for
writing.
A text is
25
considered
organized
when ideas
are
accurately
and
logically
arranged
with a
focus on
the
arrangemen
26
ts of ideas,
incidents,
evidence,
or details in
a definite
order
in a
paragraph,
essay, or
speech.
The
27
logical
progression
and
completene
ss of ideas
in a text is
an
organizatio
n. This
property
makes a
text
28
readable
and its
message
clear.
Organizatio
n can be
achieved
through the
following
techniques:
text
structure,
29
signal
words, and
physical
format.

Text
structure
refers to
the
framework
of a text’s
beginning,
30
middle,
and end.
Different
narrative
and
expository
genres
have
different
purposes
and
different
31
audiences,
so they
require
different
text
structures.
Beginnings
and
endings
help link
the text
into a
32
coherent
whole.
This is
also
known as
an
arrangemen
t that
refers to
the
structural
framework
33
for
writing.
A text is
considered
organized
when ideas
are
accurately
and
logically
arranged

34
with a
focus on
the
arrangemen
ts of ideas,
incidents,
evidence,
or details in
a definite
order
in a
paragraph,
35
essay, or
speech.
The
logical
progression
and
completene
ss of ideas
in a text is
an
organizatio

36
n. This
property
makes a
text
readable
and its
message
clear.
Organizatio
n can be
achieved

37
through the
following
techniques:
text
structure,
signal
words, and
physical
format.

Text
structure
38
refers to
the
framework
of a text’s
beginning,
middle,
and end.
Different
narrative
and
expository
genres
39
have
different
purposes
and
different
audiences,
so they
require
different
text
structures.
Beginnings
40
and
endings
help link
the text
into a
coherent
whole.
This is also known as an
arrangement that refers to the
structural framework for
writing. A text is considered
organized when ideas are
accurately and logically
arranged with a focus on the
arrangements of ideas,
incidents, evidence, or details in
a definite order in a paragraph,
essay, or speech. The logical
progression and completeness
of ideas in a text is an

41
organization. This property
makes a text readable and its
message clear. Organization
can be achieved through the
following techniques: text
structure, signal words, and
physical format. Text structure
refers to the framework of a
text’s beginning, middle, and
end. Different narrative and
expository genres have
different purposes and different
audiences, so they require
different text structures.
Beginnings and endings help
link the text into a coherent
whole.

Physical Format – how text

physically appears

Signal Words – the cue in

ordering of events and concepts

Structure – the complete

framework of the text

This is
42
also
known as
an
arrangemen
t that
refers to
the
structural
framework
for
writing.
A text is
43
considered
organized
when ideas
are
accurately
and
logically
arranged
with a
focus on
the
arrangemen
44
ts of ideas,
incidents,
evidence,
or details in
a definite
order
in a
paragraph,
essay, or
speech.
The
45
logical
progression
and
completene
ss of ideas
in a text is
an
organizatio
n. This
property
makes a
text
46
readable
and its
message
clear.
Organizatio
n can be
achieved
through the
following
techniques:
text
structure,
47
signal
words, and
physical
format.

Text
structure
refers to
the
framework
of a text’s
beginning,
48
middle,
and end.
Different
narrative
and
expository
genres
have
different
purposes
and
different
49
audiences,
so they
require
different
text
structures.
Beginnings
and
endings
help link
the text
into a
50
coherent
whole.
Three major parts of a text

Beginning
Also
called as
the lead or
the hook. It
introduces
the readers
to the
51
purpose of
the writing
by
introducing
characters
or
setting(for
narrative)
or the topic,
thesis, or
argument
(for
52
expository
writing)
Beginning
Also
called as
the lead or
the hook. It
introduces
the readers
to the
purpose of
53
the writing
by
introducing
characters
or
setting(for
narrative)
or the topic,
thesis, or
argument
(for
expository
54
writing)
1. Beginning Also called as
the lead or the hook. It
introduces the readers to the
purpose of the writing by
introducing characters or
setting(for narrative) or the topic,
thesis, or argument (for
expository writing)

2. Middle The
organization of the middle of
a piece of writing dependes
on the genre. Researchers
have identified five basic
organizational structures:
sequence, description, cause
and effect, compare and
contrast, and problem and
solution.

3. End/Conclusion It is the
restatement of the thesis and
majoir points, showing how the
writer has proven his/her
position. Possible implications of
what has been discussed and
writer's conclusion may also be

55
included .

2. Coherence
- the relationship of ideas
between sentences
- it means that the paragraph
should comprise of ideas or
details that are logically
arranged.
- presentation of the ideas
should be in clear order and
makes sense to the readers.

3. Cohesion
- the connection of ideas to the
central concept of a text
- refers to the smooth flow of
ideas in the paragraph.
- this can be achieved when
there is a smooth transition of
one sentence to another.

When
56
ideas are
organized
well, a
text can
achieve
coherence
and
cohesion.
Coherence
refers to the
overall
sense of
57
unity in a
text. On the
other hand,
cohesion is
the
connection
of ideas
both at the
sentence
level and at
the
paragraph
58
level. Both
should be
present to
make your
text easier
for your
readers to
follow and
understand.
When ideas are organized
well, a text can achieve
coherence and cohesion.
Coherence refers to the overall
sense of unity in a text. On the
other hand, cohesion is the
connection of ideas both at the
sentence level and at the

59
paragraph level. Both should be
present to make your text easier
for your readers to follow and
understand.

4. Language Use
- acceptable style of language
for a particular form of text
a. Formal – used in writing
academic business, and
official texts
b. used in writing for
oneself or in writing to
family, friends, and
colleagues

Choice of Words –
appropriateness of word/s or
vocabulary usage
Sentence Fluency – achieved
through appropriate sentence
structure, correct subject-verb
agreement and varying
sentence starters

5. Language Mechanics
- refers to the conventions of

60
 writing which includes
capitalizations, punctuations,
spelling, numerals,
abbreviations, acronyms, and
contraction

Spelling – make sure that you

are consistently using one
standard with regard to the
spelling of your words
Punctuation – use punctuation
based on the impact and
thought you want to emphasize
in your text
Capitalization – consider the
conventions in capitalizing
words.

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

Tan, M. Properties of a well-written text. Retrieved from

https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_Period_PROPERTIES_OF_A_WELL_WRITTEN_TEXT#:~:text=L
anguage%20Use%20must%20always%20consider,of%20a%20Well%2DWritten%20Text.&text=Mechanics%20(with%20Proofreading)%20These
%20properties,%2C%20Language%20Use%2C%20and%20Mechanics. Retrieved January 5, 2021

61
62
 WEEK 5

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Explicit and Explicit - Obvious and Engagement activity Formative The learner
lesson, the Implicit Claims apparent; directly stated Assessment recognizes the
● Definition of
learners should in a Text value of correct
Explicit Information terms ● 5 – item quiz to
be able to: intention and
check
- is any idea that is stated interpretation of
understanding
- Explicit Claim every word we
- with explicit information, you Discussion are speaking
1. Identify claims
- Implicit Claim see the text explained! and writing.
explicitly or A. Virtual Delivery ● Live Zoom
implicitly - will be written in the text Class
made in a written a. Claim of fact Let no corrupting
text
b. Claim of policy Implicit - not expressed clearly; E-mentoring: talk come out of
a. Claim of fact only suggested; indirectly stated your mouths, but
c. Claim of value ● Clarifications only such as is
b. Claim of policy Implicit Information good for building
c. Claim of value up, as fits the
- implied or understood though
occasion, that it
not plainly or directly expressed. B. Online Activities Activities: Performance
may give grace
Task
- is not directly stated but is to those who
suggested in the wording hear.
● Formulating
claims of fact,  Write an Ephesians 4:29
policy and essay
Claim value. about each
- a statement that the author claims. (Stewardship)
wants the reader to accept
- writer's point or position

63
regarding the chosen topic
Kinds of Claim
1. Claim of Fact
- taken from a reliable source of
information
- relates to the statement that
can be verified, no matter how
difficult
- not dependent on merely on a
person's preference, but can be
true or false
- claim that can be proven by
steadfast information or data

2. Claim of Policy
- an argument that asserts the
implementation of a certain
policy
- depends on an existing policy,
rule, or law
- suggests that specific action
should be chosen as solution to
a particular problem
- begins with “should,” “ought
to,” or “must.”

64
 3. Claim of Value
- a statement about which is
better, more important, more
desirable, more needed, or
more useful
- is based on personal taste or
practices and morality
- argues whether something is
good or bad

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

Lachica, T. Explicit and Implicit Claims in a Text. Retrieved from https://www.slideshare.net/tinelachica04/readinglesson-7-explicit-and-implicit-

claims-in-a-text. Retrieved January 5, 2021

65
 WEEK 6

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Context of Text Context Engagement activity Formative The learner
lesson, the Development Assessment recognizes the
- being a critical reader also ● Definition of
learners should value of correct
involves understanding that terms ● 5 – item quiz to
be able to: intention and
texts are always developed with check
- Intertextuality interpretation of
a certain context. A text is understanding
every word we
- Hypertext neither written nor read in a Discussion
1. Identify the are speaking
vacuum; its meaning and
context in which a ● Live Zoom and writing.
interpretation are affected by a A. Virtual Delivery
text was Class
given set of circumstances.
developed
Let no corrupting
a. Hypertext E-mentoring: talk come out of
- is defined as the social,
your mouths, but
b. Intertext cultural, political, historical, and ● Clarifications only such as is
other related circumstances that
good for building
surround the text and form the
up, as fits the
terms which it can be better
occasion, that it
understood and evaluated. B. Online Activities Activities: Performance
may give grace
Task
to those who
hear.
In discovering a reading’s ● Look for
context, you may ask questions intertext ● Create a Ephesians 4:29
like: present in hypertext about
literary pieces, the importance
1. When was the work movies, of reading. (Stewardship)
written? articles, tv
2. What were the shows.
circumstances that
produced it?

66
 3. What issues does it deal
with?

Intertextuality
Inter – means “between”,
“among”, “in the midst of”,
“mutuality”, “together”,
“reciprocally”

Textuality – all of attributes that

distinguish the communicative
content under analysis as an
object of study.

- the shaping or modeling of a

text’s meaning by another text
- an example of intertextuality is
a writer’s borrowing and
transformation of a prior text and
incorporating an aspect of it in a
new text.

Hypertext
Hyper – over, beyond, above
Text – form of written or printed
work

67
 - is a nonlinear way of showing
information
- It connects topics on a screen
to related information, graphics,
videos, and music.
- This is accomplished by
creating “links” between
information.
- This links is usually accessed
by clicking

Why use Hypertext?

1. Humans learn better
associatively
2. Hypertext operates very
similar to the way our
brains do
3. Learning pleasurably
through hypertext was
demonstrated through
testing/researches.

References:
Books

68
Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

Landicho, K. 2018. Context of text development. Retrieved from https://www.slideshare.net/KatrinaClaireLandich/context-of-text-development-

88147623. Retrieved January 5, 2021

69
 WEEK 7

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the

lesson, the
Proverbs 27:17
learners should
be able to: “Iron sharpens
iron, and one
man sharpens
1. Participate in the another.”
recitation/review
for the upcoming
test. (Integrity)

Review of the Lesson for Oral Test

References:

70
 WEEK 8-9

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Proverbs 27:17

lesson, the
“Iron sharpens
learners should
iron, and one
be able to:
man sharpens
Quarterly Assessment another.”

(Integrity)

Evaluation and Compliance

71
 INCLUSIVE DATES:
FOURTH QUARTER (FINALS) March 1 – 31, 2021
WEEKS 1-2
March 1 – 5, 2021
March 8 – 12, 2021

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Critical Reading Critical reading means that a reader Engagement activity Formative "You have a
lesson, the applies certain processes, models, assessment brain and mind
●
learners should questions, and theories that result in of your own.
● 10 – item quiz
be able to: enhanced clarity and comprehension. ● Definition of Use it, and
to check
terms reach your own
understanding
decisions."
Define critical 1. What does the author want to
- Napoleon Hill
reading; say? Discussion
A. Virtual
2. What is the main argument Delivery ● Live Zoom
being presented? Class (Stewardship)
Explain critical
reading as a form
of
3 Steps of Analysis E-mentoring:
reasoning;
a. What a text says ● Clarifications
(restatement)
critically read text b. What a text does
to formulate (description) B. Online Activity:
judgments or Activity
c. What a text means
evaluative
statements (interpretation) The learner writes a 1000-word
critique of a selected text on the basis
of its claim/s, context, and properties
as a written material.

72
Reasoning is an act of giving
statements for justification and
explanation

Critical Reading Skills

1. The ability to distinguish fact
and opinion
2. The ability to identify the
author’s purpose
3. The ability to make inferences
4. The ability to recognize the
author’s tone

On Becoming a Critical Reader

1. Prepare to become part of the

writer's audience.
After all, authors design texts for

73
specific audiences, and becoming a
member of the target audience
makes it easier to get at the author's
purpose. Learn about the author, the
history of the author and the text, the
author's anticipated audience; read
introductions and notes.

2. Prepare to read with an open

mind.
Critical readers seek knowledge; they
do not "rewrite" a work to suit their
own personalities. Your task as an
enlightened critical reader is to read
what is on the page, giving the writer
a fair chance to develop ideas and
allowing yourself to reflect
thoughtfully, objectively, on the text.

3. Consider the title.

This may seem obvious, but the title
may provide clues to the writer's
attitude, goals, personal viewpoint, or
approach.

4. Read slowly.
Again, this appears obvious, but it is
a factor in a "close reading." By
slowing down, you will make more

74
connections within the text.

5. Use the dictionary and other

appropriate reference works.
If there is a word in the text that is not
clear or difficult to define in context:
look it up. Every word is important,
and if part of the text is thick with
technical terms, it is doubly important
to know how the author is using
them.

6. Make notes.
Jot down marginal notes, underline
and highlight, write down ideas in a
notebook, do whatever works for your
own personal taste. Note for yourself
the main ideas, the thesis, and the
author's main points to support the
theory. Writing while reading aids
your memory in many ways,
especially by making a link that is
unclear in the text concrete in your
own writing.

7. Keep a reading journal

In addition to note-taking, it is often
helpful to regularly record your
responses and thoughts in a more

75
 permanent place that is yours to
consult. By developing a habit of
reading and writing in conjunction,
both skills will improve.

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

● https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

● https://youtu.be/Zy860Levf8w

76
 WEEK 3
March 15 – 19, 2021

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Writing a Book Book Report vs. Book Review Engagement activity Formative “Learning how to
lesson, the Review Assessment write a book
● Comparison
learners should review is a great
and contrast ● 10 – item quiz
be able to: The biggest difference between way to learn
to check
the two is that a book report is about reflective
understanding
objective, while a book review is writing.”
Discussion
Identify the unique not.
features of and A. Virtual Delivery ● Live Zoom
Class Spiritual
requirements in
Other differences: Discipline
composing texts
that are useful ● A book report’s
across disciplines E-mentoring:
structure is simpler than
a book review. It gives a ● Clarifications
brief retelling of the story
and may include details
about the plot,
characters, and setting. Online Activity:

● A book review, on the

other hand, is an in- Make a review about the last book/film that you have read/view.
depth analysis of the
text. A review will include
an analysis of the
Grading Criteria:
author's intent, thematic
elements, and Content 30%
symbolism.
Organization 20%
● A large part of a book

77
 report is a summary, but Mechanics 20%
the summary only serves
as context for a book Originality 30%
review. TOTAL 100%

Steps in Writing a Book

Review

1. Start by Assessing the Book

a. What genre is the book?

b. Is it fiction or nonfiction?
c. What do you know about
the author?
d. What are some of the
main themes in the
book?
e. Does the author convey
them well?
f. Does the book have a
thesis or main idea?
g. How do the characters

78
 and events in the book
relate to the theme?
h. If the book is nonfiction,
are there supporting
details to back up the
thesis? What are they?
i. Is there a primary conflict
in the book? How does
this develop over the
course of the text?
j. What was the author
trying to accomplish?
k. How do you feel about
the book?

2. Create a Thesis Statement

🡪 It will be an opinion.
Example:
● Lord Charnwood's
Abraham Lincoln is more
than a biography; it’s
also an effective
exploration of 19th
century politics.

3. Write an Introduction

79
- short quote
- anecdote
- any other type of hook

to capture the reader’s attention.

Essential information
- title
- author
- kind of book

� include your own thesis

statement.

4. Give a Short Summary of the

Book
- background
- about 1-2 paragraphs

5. Provide Your Analysis

Main part: backing up your

80
opinion

Also discuss the following as

they relate to your thesis:

a. Cover the author's style

of writing and look at his
or her cohesion, clarity,
flow of the text, and use
of precise words.
b. Think about how you
were affected by the
book and if any of your
opinions or feelings
change because of it.
c. Decide if the book met
its goal and whether you
would recommend it to
others and why.
d. Discuss the author's
descriptions and
narration, pointing out
whether he or she
explained facts or tried to
persuade the readers of
the validity of an issue.
e. Analyze whether the
book suited its intended

81
 audience and if it was
interesting

6. End with a Strong Conclusion

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

Online

● https://grammar.yourdictionary.com/style-and-usage/guide-to-writing-a-book-review.html

● https://mariellahunt.com/2020/09/24/review-anne-of-green-gables/

● https://advice.writing.utoronto.ca/types-of-writing/book-review/

82
 WEEK 4-5
March 22-25, 2021
March 29-31, 2021

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of Unique Professional writing is a style of writing Engagement activity Formative Knowing
the lesson, the Features of that is clear, concise, and seeks to convey Assessment yourself is about
● Definition of
learners should Professional information and ideas quickly in a being aware of
terms ● 5 – item quiz to
be able to: Corresponden professional setting. your core
check
ce values, priorities
understanding
and dreams.
Discussion
Identify the Professional writing is geared towards
unique features Resume informing or persuading an audience in the A. Virtual ● Live Zoom
of and world of work and commerce. Delivery Class Stewardship
requirements in
composing
professional E-mentoring:
College
Admission A resume is a formal document that ● Clarifications
correspondence:
Interview provides an overview of your professional
qualifications, including your relevant work
experience, skills, education, and notable
● Resume B. Online Activities:
accomplishments.
Activities

Submit your resume following the

five (5) sections it should include.
The spelling of “résumé” actually Attach a 2x2 formal picture with white
originates from French, and means background.

83
“summary.”

What Resumes Do for You Performance Task

1. They tell your story.
2. They facilitate self-discovery. Recorded online interview
3. They act as representation.
4. They give you a reference for future Directions: Answer the following
applications. interview questions briefly. Record your
video, then upload the file in the Google
drive link assigned to your section.
A resume should include the following (Duration 2-3minutes)
sections:

1. Tell me about yourself.

Contact details: include your first and last
2. What are some of your academic
name, phone number, and email address.
strengths?
3. How will you contribute to the
Introduction: a concise overview of your college community?
professional background and key
4. Why are you interested in pursuing
qualifications
your major?
Education: Include your school names,
5. What skills do you expect to
highest degree earned, majors and
develop through your program?
minors.

Experience: list any relevant work

experience you have.

84
Skills: include any resume skills you
possess that are relevant to the position.
Use a strong mix of hard skills and soft
skills to demonstrate that you are a well-
rounded candidate.

Some tips for organizing resume:

1. Review industry-leading
examples
Reviewing examples of resumes in your
industry can inform you as to what's
appropriate. For example, the brightly-
colored, photo-heavy resume of a
marketer may not make sense for an
executive in manufacturing.
2. Apply fonts that are professional
Clean, clear fonts like Calibri, Arial, Times
New Roman and Helvetica work well on
resumes. Focus on aesthetically-pleasing,
clean fonts. Use font sized 10-12.
3. Include relevant information
Your goal is to keep your resume brief. If
possible, format it to fit on one page, and it
shouldn't go longer than three.

85
 4. Organize by importance
While there are many ways to organize
your resume, focusing on importance
displays the qualities that make you the
best candidate for the job.

5. Consider active language

To keep your resume concise, focus on
active language and reducing extra words.

6. Proofread and make edits

Before you send a resume to an employer,
proofread for grammatical errors and
typos. An edited resume with few mistakes
will make a good impression on potential
employers and indicates that you are
capable and pay attention to detail.

References:
Books

Cidro, M. et.al. 2016. Integrated English for Effective Communication: Reading and Writing Skills. The Phoenix Publishing House Inc.

86
Online

● https://enhancv.com/blog/what-is-the-purpose-of-a-resume/

● https://www.indeed.com/career-advice/resumes-cover-letters/why-is-a-resume-important

87
 WEEK 6
April 5-9, 2021

MODE OF ACTIVITIES/ EVALUATION/ VALUES

TARGETS TOPIC CONCEPT
DELIVERY EXERCISES ASSESSMENT INTEGRATION

At the end of the Proverbs 27:17

lesson, the
“Iron sharpens
learners should
iron, and one
be able to:
man sharpens
Quarterly Assessment another.”

(Integrity)

Evaluation and Compliance

88