21 Century Literature

st

from the Philippines

and the World

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21st Century Literature from the Philippines and the World
Quarter 2 – Module 15: Understand literary meanings in context and the use of critical
reading strategies: Summarizing
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Marivi T. Camacho
Editor: Lina O. Bona
Reviewers: Gomer O.Agon, EdD, Rowena D. Roxas
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, EdD
Chief - School Governance and Operations Division

Education Program Supervisors

Librada L. AgonEdD(EPP/TLE/TVL/TVE)
Liza A. Alvarez(Science/STEM/SSP)
Bernard R. Balitao(AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. CondeEdD(MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. HerreraEdD(Filipino/GAS/Piling Larang)
Perlita M. IgnacioPhD(EsP)
Dulce O. Santos PhD(Kindergarten/MTB-MLE)
Teresita P. TagulaoEdD(Mathematics/ABM)

Printed in the Philippines byDepartment of Education – Schools Division of

Pasig City

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 21st Century Literature from
the Philippines and the World

Quarter 2
Self-Learning Module15
Understand Literary Meanings in Context
and the Use of Critical Reading
Strategies:Summarizing

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Introductory Message

For the Facilitator:

Welcome to the(21st Century Literature from the Philippines and the World-
Grade 11) Self-Learning Module on (Understand literary meanings in context and the
use of critical reading strategies: Summarizing)!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators fromthe Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the CityGovernment of Pasig through its mayor,
HonorableVictor Ma. Regis N. Sotto.The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC)in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the (21st Century Literature from the Philippines and the World)
Self-Learning Module on (Understand literary meanings in context and the use of
critical reading strategies: Summarizing)!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - Thispoints to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge aboutthe lesson

at hand.

Recap - This part of the module provides a review ofconcepts

and skills that you already knowabout a previous lesson.

Lesson- This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up- This section summarizes the concepts and

application of the lesson.

Valuing- This partintegrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This module was designed and written with you in mind. This module is a
part of understanding literary meanings in context and the use of critical reading
strategies: summarizing.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course.

After going through this module, you are expected to:

1. define and discuss main guidelines in summarizing.
2. apply strategies for summarizing.
3. distinguish between relevant and irrelevant facts in summarizing.
4. write a good summary after reading a text.

PRETEST

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. When you present only the most essential ideas in a text and contracting
information into a short one and writes it into your own words, you
are________.
A. previewing
B. synthesizing
C. summarizing
D. classifying.

2. Which of the following statements about summarizing is FALSE?

A. It sums up bulk of information
B. It presents only the main idea and the significant details of the text
C. It presents information concisely
D. It includes reader’s personal opinion.

3. The following are benefits of summarizing EXCEPT _________.

A. it checks your reading ability and comprehension.
B. it makes harder for you to understand what you are reading.
C. it helps you discern the most significant information.
D. it helps you disregard unnecessary information.

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 4. Which should you NOT consider in summarizing?
A. provide supporting details and examples
B. take note of the main idea and key points
C. rephrase long sentences with single word
D. use your own language to convey your ideas.

5. The following are key questions to ask and answer in summarizing EXCEPT:
A. What issue is the writer focusing on?
B. What is the writer’s stand on the issue?
C. What evidences does the writer present to support the central argument?
D. What impact does it have to the viewer?

RECAP

In your previous lessons, you learned about various critical reading

strategies. Can you still recall them? Let’s refresh your mind with this simple
activity. Below is a star in which you will write at least 5 critical reading
strategies used in understanding literary meanings in context and explain shortly
each.

Note: Relate student’s responses to the new lesson.

LESSON

Try to retell the lyrics of the song in (1) sentence.

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 “You are my sunshine
My only sunshine
You make me happy
When the skies are grey
You'll never know dear
How much I love you
So please don't take
my sunshine away.”

Guide Questions
1. What technique in reading have you used to come up with your answer?
2. What technique in reading does it refer to when a reader critically focused on
the main idea and the supporting idea in a text?
Note: Relate student’s responses to the lesson.

Effective readingrequires a critical eye approach to texts: evaluating what

you are reading for not just what it says, but how and why it says so. Effective
reading is when you evaluate the sources and understand how and what you are
reading. Being an effective reader often involves being able to assess your own
habits, working towards improving your critical reading skills.
Critical reading means you reflect on what the text says, what the text
describes or argued and interpretation of the text.
One of the critical reading strategies that isespecially helpful to understand
the contentand structure of a reading selection is to apply summarizing.
A summary is a short version of a longer original source written in one’s
own words. Its main goal is to present a large amount of information in short and
cohesive sentences that includes only the most essential ideas of the original text.
Summarizing synopsizes a selection's main argument in brief. Thus it
teaches readers how to discern the most important ideas in a text, how to ignore
irrelevant information, and how to integrate the central ideas in a meaningful way.

Summaries can be presented as written narratives or essays, detailed

graphic organizers, or through classroom discussion.
A summary can be used:
• to sum up bulk of information
• to present information concisely and cohesively.
• to state only the main and most essential points without detailed
explanation of the original text.
Guidelines for summarizing a passage
1. Begin by reading or listening to the text selection.
2. Take note of important keywords, main points or arguments and topic
sentences.

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 3. Form a brief outline of the passage, and use it to write a summary of the
passage.
4. Use your own words/language to convey ideas.
5. Use key words or phrases to identify the main points from the text.
6. Write in simple and understandable English.
7. The summary must be objective and written in third person
8. Rephrase long phrases with single words
9. Write a rough draft, edit, adjust the length and finalize.
10. Follow the original organization of the passage for accuracy.
Take note that summaries are not a place for…
▪ Reader’s opinions
▪ Background knowledge
▪ Personal information
▪ Technical Language use
▪ Irrelevant and unnecessary information from the text
▪ Examples, and illustration and quotations from the text

Remember: Summary contains only the major ideas and necessary information.

Main Idea and Key Points

The main idea is what the text is about. Key points are arguments or information
that is used to support the main idea.
Key points may be developed or elaborated with supporting details.
Your summary should only include main ideas and key points, not supporting
details.

Possible questions to ask and answer when reading a text

• What issue is the writer focusing on?
• Does the writer take a clear stand on this issue?
• What is the writer’s thesis (if there is one)?
• What is the writer’s purpose for writing?
• Who is the audience for this writing?
• What is the writer’s tone?
• What evidence does the writer use to support the essay’s thesis/central
argument? Does the writer include enough evidence?
• Does the writer consider, address and/or refute opposing arguments?

You may mark up the text for easy comprehension and distinction of
ideas
• Underline key ideas – for example, topic sentences.
• Box or circle words or phrases you want to remember.
• Place a checkmark or a star next to an important idea.
• Place a double check mark or star next to an especially significant idea.
• Put a question mark near unfamiliar reference or a word you need to look up.
• Number the writer’s key supporting points or examples.
• Use different color highlighters.

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 • Don’t be afraid to write your thoughts in the margins or on a separate sheet
of paper (like the dialogic journal).

Example 1
Original Text
“The movement toward education by computer is developing fast. Massive Open
Online Courses, called MOOCs, are changing how people learn in many places. For
years, people could receive study materials from colleges or universities and take
part in online classes. But such classes were not designed for many thousands of
students at one time, as MOOCs are.” (MOOCS Are Moving Forward , Voice of
America, learningenglish.voanews.com)
Inappropriate summary: Justification/Explanation
“Computer education is growing fast. The inappropriate summary is almost as
MOOCs are influencing how we study. long as the original text, which is a
People received materials from characteristic of a paraphrase. A
universities for a long time to be able to summary needs to be concise/short.
take classes online. MOOCs are the only
ones thousands can take at a time.”
Appropriate summary: Justification/Explanation
According to a Voice of America article, a Contains the main idea and the key
fast-growing MOOCs movement allows ideas from original text.
thousands to take online classes at once,
changing how we learn.
Note: The appropriate summary keeps the original main idea and it is much
shorter than the original text.
Example 2
Original Text
If it’s a 1953 copper penny, it could be worth as much as sixty thousand
dollars. In 1953, most pennies were made out of steel since copper was needed for
World War II, so the 1953 copper penny is ultra-rare. Another rarity is the 1965
double die penny. These pennies were mistakenly double stamped, so they have
overlapping dates and letters. If it’s uncirculated, it’d easily fetch $35,000 at an
auction. Now that’s a pretty penny.

Inappropriate summary: Justification/Explanation

This text is about pennies. ▪ This response is too short.
▪ It does not include key ideas.
The 1953 copper penny is worth a lot of ▪ Too much unnecessary stuff.
money. Copper was hard to get during ▪ Main idea is not clear.
the war so there aren’t many of them.
The 1965 double die penny is worth a lot
too. These pennies were stamped twice
on accident.
Appropriate summary: Justification/Explanation
This text is about two very rare and • Includes key information.

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valuable pennies: the 1953 copper penny • Doesn’t include unnecessary
and the 1965 double die penny. information
• Is a complete sentence.

ACTIVITIES

Activity 1. Sum it up
Directions: Read the passage below, look for the main idea, keywords, and
supporting details about the topic and fill in the table. Then write a 1-sentence
summary on the line.

Original Text
When one hears the term “reality” applied to a television show, one might expect
that the events occurred naturally or, at the least, were not scripted, but this is not
always the case. Many reality shows occur in unreal environments, like rented
mansions occupied by film crews. These living environments do not reflect what
most people understand to be “reality.” Worse, there have been accusations that
events not captured on film were later restaged by producers. Worse still, some
involved in the production of “reality” television claim that the participants were
urged to act out story lines premeditated by producers. With such accusations
floating around, it’s no wonder many people take reality TV to be about as real as
the sitcom.
Main Idea Keywords Supporting details

Summary
__________________________________________________________________________________

Original Text

A group of teachers conducted an action research to determine the effectiveness of

using immediate Feedback Assessment Technique (IF-AT) in improving the written
test scores of grade 12 students in Discipline and Ideas in Social Sciences. The
results of the quantitative data analysis based from the pre-test and post-test
depicted that using IF-AT has significantly improved the written test scores in
Discipline and Ideas in Social Sciences. Likewise, the end-of-lesson assessment
(ELA’s) after the discussion of each chapter lesson asserted that comprehension in
the lesson took place. Moreover, the positive responses of the respondents based
on their reflection notes and the focus group discussion showed their
appreciation, excitement and acceptance of the use of IF-AT as an effective tool to
improve or increase their written test scores

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 Main Idea Supporting Ideas/Details Examples/Evidences

Summary
_________________________________________________________________________________
______________________________________.

Activity II: In other words!

Directions: Read each passage and…
1. Accurately summarize the text in your own words
2. Your summary must describe all key ideas from the text.
3. Do not include opinions or personal information in your summary.
4. Highlight or underline key ideas in each passage.

Original Text Summary

1. Mr. Jacob and writer James Mill joined forces
to tell the story of the students in their book,
“Auspicious Sons.” The book says Korea sent
one hundred twenty boys to America to learn
about developments that could help modernize
their country.” (American Documents the
Country’s First Exchange Students from Korea,
Voice of America, learningenglish.voanews.com)

2. Illiteracy poses a big problem in many of the

world’s poorest countries. Even in richer nation
like Australia, many children struggle with
reading and writing. But in numerous cities
across the country in Australia, the Experienced
Groups of Volunteers are helping young learners
to read. The 50 volunteerswork with learners
from the impoverished areas.
3. The emergence of COVID-19 in China at the
end of 2019 has caused a large global outbreak
and is a major public health issue. This virus is
highly infectious and can be transmitted
through droplets and close contact. The human
to the human spreading of the virus occurs due
to close contact with an infected person exposed
to coughing, sneezing, respiratory droplets or
aerosols These aerosols can penetrate the
human body (respiratory system) via inhalation
through nose or mouth (Phan et al., 2020; Riou
and Althaus, 2020).

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 WRAP-UP

Activity III.3-2-1: Be able to write3 things that you’ve learned; 2 things you want
to know more about; and 1 question that you have about summarizing.

Three things I have learned about summarizing

1.
2.
3.
Two things I want to know more about summarizing
1.
2.
One question I have from the lesson discussed about summarizing
1.

VALUING

Activity VI. My Takeaway: To summarize what you have learned, fill in the table
and state briefly the importance of summarizing in the following areas of a student
like you.

1. Academic Writing

2. Conducting a research Study

3. Story Telling

POSTTEST

1. What should you include in your summarized text?

a. evidences and examples
b. main ideas and key points
c. supporting details
d. personal opinion and knowledge

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 For questions 2-4, Choose which best expresses the main idea of this
text.

2. “Soon the lives of the common people will be as luxurious as those of the well-
off due to innovative inventions that have been made. Technological
advancement such as steam powered machines is making the difference.”
A. technology will bring many conveniences to people in the future.
B. steam-powered machinery has provided comfort and luxury
C. new inventions are making life better for people of all classes.
D. social classes are being erased by new discoveries.

3. The outbreak of the new coronavirus infection, COVID-19 was initiated from
the Hunan seafood market in Wuhan city of China in December 2019, and
within a couple of months it has turned out to be a global health emergency.
As per the latest update of WHO on 18 April 2020, the outbreak of COVID-19
had spread in more than 200 countries. (Wang et al., 2020b).”
a. The global emergency outbreak of Covid-19 disease originated in
Wuhan, China later last year.
b. The corona virus initiated in the market of Wuhan China and spread all
over the world.
c. The global pandemic caused by Covid-19 has triggered health emergency.
d. In December 2019, a virus was found out in Wuhan China and infected
people in the world

4. In Africa, music is usually performed outdoors. There is spontaneous music

making as well as performances by social and music groups at ceremonies and
feasts. There is no written music or music notation. African music tradition, like
folklore and history, is transmitted orally. Music is a social activity in which
almost everyone participates. Clearly, African music has several interesting
characteristics.
A. In Africa, music is usually performed outdoors.
B. There is no written music or musical notation.
C. African music has several interesting characteristics.
D. In Africa, music making is spontaneous

5. What is the main idea in the passage in number 4?

A. Music in Africa
B. African music
C, Music at ceremonies and feast
D. African tradition

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 KEY TOCORRECTION

References
Center for Writing. “Critical Reading Strategies.” writing.umn.edu
http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf

Chakraborty, Indranil, PrasenjitMaity. “COVID-19 outbreak.”ScienceDirect

https://www.sciencedirect.com/science/article/pii/S0048969720323998

Help Teaching.“Test Maker.”HelpTeaching.com.

https://www.helpteaching.com/questions/Summarizing?pageNum=11.

Mexus Education.Summary Writing. Filmed June 25, 2002

https://www.youtube.com/watch?v=Z2OGUQ5A44Q

Oldenburg, Dustin. “Post reading strategies.” Dustinoldenburg.weebly.com

https://dustinoldenburg.weebly.com/post-reading-strategies.html

Purdue Online Writing Lab. “Basic-level paraphrase and summary writing.”

Owl.purdue.edu.https://owl.purdue.edu/owl_exercises/esl_exercises/parap
hrase_and_summary_exercises/

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SkillsYouNeed. “Critical and reading strategy.” skillsyouneed.com
https://www.skillsyouneed.com/learn/critical-reading.html

Oxford Online English. “How to Summarize a Text in English - Improve English

Comprehension.” youtube.com.Filmed August 9, 2019. Accessed June 12,
2020 https://www.youtube.com/watch?v=Z2OGUQ5A44Q

https://www.youtube.com/watch?v=Z2OGUQ5A44Q

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