USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Using open-ended tools in facilitating language learning involves providing students with
interactive, flexible resources that encourage critical thinking, creativity, and active participation
in language development.
Purpose Graphic Organizer
To compare and contrast two or more Venn Diagram
concepts
To describe a concept Frayer Model, Bubble Diagram, Concept Map
To make decision T Chart
To show causes and effects Fishbone Map, Inductive Tower
To show sequence (as in a process) Flow Chart
To identify basic components Story Map, 5Ws Chart

Instructions:
Refer to the Curriculum Guide for your assigned grade levels and construct directions specifying
where each of the following graphic organizers would be most suitable for use. Identify the
relevant learning competencies and specific lessons associated with each organizer.

1. Venn Diagram
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner identifies the context in which a text was
developed
a. Hypertext
b. Intertext
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare long bond paper and a pen, pencil, marker, or crayons.
2. Draw two overlapping circles on your paper. Label one circle “Hypertext” and the
other “Intertext.” This visual representation will help you compare and contrast these two
concepts.
3. In the overlapping section of the Venn diagram, list the characteristics that both
hypertext and intertext share.
4. In the non-overlapping sections of the Venn diagram, list the unique characteristics of
each concept.
5. Provide specific examples of hypertext and intertext.
6. You can do research to deepen your understanding of each concept, but the use of Al
tools for generating text or completing this task is strictly disallowed. Keep your
sentences concise and comprehensive.
 7. You can use different colors for each section to make your diagram easy to understand
and visually appealing.
8. At the back of your paper, list all the books, articles, sources, or websites you
referenced.

2. Frayer Model
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner identifies claims explicitly or implicitly made in
a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare long bond paper, ruler, and a pen, pencil, marker, or crayons.
2. Select one of the following types of claims to focus on:
• Claim of Fact: A statement that asserts something is true or false and can be
verified with evidence.
• Claim of Policy: A statement that argues for or against a specific course of
action or change in policy.
• Claim of Value: A statement that expresses a judgment about the worth,
morality, or importance of something.
3. Use your ruler to draw a large square and divide your paper into four equal sections.
Label each section as follows:
• Definition: A formal explanation of the chosen claim type.
• Facts and/or Characteristics: Key features or attributes of the claim type.
• Examples: Specific examples of the claim type from written texts.
 • Non-examples: Examples of statements that are not the chosen claim type.
4. Fill in the Frayer Model.
5. You can do research to deepen your understanding of the selected type of claims, but
the use of Al tools for generating text or completing this task is strictly disallowed. Keep
your sentences concise and comprehensive.
6. You can use different colors for each section to make your model easy to understand
and visually appealing.
7. At the back of your paper, list all the books, articles, sources, or websites you
referenced.

3. Bubble Diagram
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner identifies properties of a well-written text
a. organization
b. coherence and cohesion
c. language use
d. mechanics
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board and a pen, pencil, marker, or crayons.
2. In the center of your board, draw a large bubble labeled “Properties of a Well-Written
Text.”
3. Around the central bubble, draw four smaller bubbles, one for each of the following
properties:
• Organization
 • Coherence and Cohesion
• Language Use
• Mechanics
4. Draw lines connecting each of the smaller bubbles to the central bubble.
5. Around each smaller bubble, draw even smaller bubbles representing specific aspects
of each property.
6. In each sub-bubble, write a brief definition or provide examples of the specific aspect
of the property.
7. You can do research to deepen your understanding of each property, but the use of Al
tools for generating text or completing this task is strictly disallowed.
8. You can use different colors for each property and sub-bubble to make your diagram
easy to understand and visually appealing.
9. At the back of your board, list all the books, articles, sources, or websites you
referenced.

4. T Chart
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner identifies the unique features of and
requirements in composing texts that are useful across disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board, ruler, and a pen, pencil, marker, or crayons.
2. Use your ruler to draw a large “T” on your board. The vertical line will be your
dividing line, and the horizontal line will form the top of the chart.
3. Label the left column “Academic Texts” and the right column “Unique Features &
Requirements.”
4. In the left column, list the five types of academic texts you want to compare:
• Book Review or Article Critique
• Literature Review
• Research Report
• Project Proposal
• Position Paper
5. In the right column for each type of academic texts, list the unique features and
requirements that distinguish it from the other types. Provide brief examples for each type
of academic texts.
6. You can do research to deepen your understanding of each type of academic texts, but
the use of Al tools for generating text or completing this task is strictly disallowed. Keep
your sentences concise and comprehensive.
7. You can use different colors for each type of academic texts to make your chart easy to
understand and visually appealing.
8. At the back of your board, list all the books, articles, sources, or websites you
referenced.

5. Fishbone Map
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner distinguishes between and among patterns of
development in writing across disciplines
a. narration
b. description
c. definition
d. exemplification / classification
e. comparison and contrast
f. cause and effect
 g. problem – solution
h. persuasion
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board, ruler, and a pen, pencil, marker, or crayons.
2. Draw a large fishbone on your board. The spine of the fishbone will be the main line,
and the ribs branching off will represent the different categories.
3. At the head of the fishbone, write “Effective Writing.”
4. The main bones branching off the spine will represent the different patterns of
development:
• Narration
• Description
• Definition
• Exemplification/Classification
• Comparison and Contrast
• Cause and Effect
• Problem-Solution
• Persuasion
5. Under each pattern of development, provide specific features or characteristics that
contribute to its effectiveness in writing.
6. At the end of each smaller bone, add examples of how this feature is used in writing.
7. You can do research to deepen your understanding of each pattern of development, but
the use of Al tools for generating text or completing this task is strictly disallowed. Keep
your sentences concise and comprehensive.
8. You can use different colors for each pattern of development to make your map easy to
understand and visually appealing.
9. At the back of your board, list all the books, articles, sources, or websites you
referenced.
6. Inductive Tower
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner identifies properties of a well-written text
a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board, ruler, and a pen, pencil, marker, or crayons.
2. In the center of your paper, draw a large rectangle labeled “Properties of a Well-
Written Text.”
3. Below the central rectangle, draw four smaller rectangles, each representing one of the
key properties:
• Organization
• Coherence and Cohesion
• Language Use
• Mechanics
4. Draw lines connecting each of the smaller rectangles to the central rectangle,
symbolizing their connection to the overall concept of well-written text.
5. Below the four rectangles, draw another four rectangles, representing the definition of
each property.
6. Finally, below each definition rectangle, draw several even smaller rectangles. These
will represent the most basic elements or components of each property. For example,
under “Mechanics,” you might list:
• Punctuation
• Capitalization
• Spelling
7. You can do research to deepen your understanding of each property, but the use of Al
tools for generating text or completing this task is strictly disallowed.
8. You can use different colors for each property to make your tower easy to understand
and visually appealing.
9. At the back of your board, list all the books, articles, sources, or websites you
referenced.
7. Flow Chart
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner describes a written text as connected discourse.
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board, ruler, and a pen, pencil, marker, or crayons.
2. Begin your flowchart with a box labeled “Written Text.” This is the foundation of your
analysis.
3. From “Written Text,” draw arrows to represent the key elements that contribute to
connected discourse. These elements might include:
• Sentences: How do sentences connect to each other?
• Paragraphs: How do paragraphs build upon each other?
• Ideas and Arguments: How do the main ideas and arguments in the text connect and
develop?
• Cohesion and Coherence: What makes the text feel unified and easy to follow?
4. Employ standard flowchart symbols to represent different aspects of the process.
• Rectangles: Represent steps or processes, such as identifying key ideas.
• Diamonds: Represent decision points, such as analyzing how sentences connect.
• Arrows: Show the flow of information and relationships between elements.
5. Within each of these symbols, you could add more details about their unique
characteristics.
6. You can do research to deepen your understanding of each element, but the use of Al
tools for generating text or completing this task is strictly disallowed. Keep your
sentences concise and comprehensive.
7. You can use different colors for each symbol to make your chart easy to understand
and visually appealing.
8. At the back of your board, list all the books, articles, sources, or websites you
referenced.
8. Story Map
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner distinguishes between and among patterns of
development in writing across disciplines
a. narration
b. description
c. definition
d. exemplification / classification
e. comparison and contrast
f. cause and effect
g. problem – solution
h. persuasion
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare ⅛ illustration board, ruler, and a pen, pencil, marker, or crayons.
2. Imagine you’re writing an essay about the importance of narration as a pattern of
development in writing. You will then create a story map that outlines the key elements of
your essay.
3. Use your ruler to divide your board into two columns and ten rows.
4. In the left column, write the following elements in order, one per row:
• Title of the Story
• Author
• Setting
• Characters
• Plot
• Exposition
• Rising Action
• Climax
• Falling Action
• Resolution
5. In the right column, answer the following questions, using your own experiences with
writing:
• Title of the Story: Choose a title that reflects the importance of narration in your
writing.
 • Author: Write your name as the author.
• Setting: Where and when does your essay take place? This could be a general
setting like “the writing process” or a more specific one like “a classroom where
you are learning about writing.”
• Characters: This could be you as a writer who uses narration effectively or a
writer who doesn’t use narration.
• Plot: What is the overall story you want to tell about narration?
• Exposition: Introduce the concept of narration and its importance in writing.
• Rising Action: Explain how narration helps you to engage readers by creating a
sense of connection and drawing them into the story.
• Climax: Explain the power of narration to convey meaning and create a lasting
impact on the reader.
• Falling Action: Summarize the key benefits of using narration in writing.
• Resolution: Conclude with a strong statement about the importance of narration
as a pattern of development.
• Conflict: What is the main challenge your essay addresses?
6. You can do research to deepen your understanding of the importance of narration, but
the use of Al tools for generating text or completing this task is strictly disallowed. Keep
your sentences concise and comprehensive.
7. You can use different colors for each row to make your map easy to understand and
visually appealing.
8. At the back of your board, list all the books, articles, sources, or websites you
referenced.

Title of the Short Story [Insert Story Title, Aligned with CG]
Author
Setting
Characters
Plot
Exposition

Rising Action

Climax

Falling Action

Resolution
9. 5Ws Chart
Subject: Reading and Writing Skills
Grade Level: 11
Learning Competency/ies: The learner distinguishes between and among patterns of
development in writing across disciplines
a. narration
b. description
c. definition
d. exemplification / classification
e. comparison and contrast
f. cause and effect
g. problem – solution
h. persuasion
Language Domain: Reading Comprehension/Writing and Composition
Directions:
1. Prepare long bond paper, ruler, and a pen, pencil, marker, or crayons.
2. Imagine you're writing an essay about the importance of narration as a pattern of
development in writing. You will then create a chart that outlines the key elements of
your essay.
3. Use your ruler to draw a table with two columns and six rows on your paper.
4. Label the top of the left column “Event” and the top of the right column “Descriptions
and Narrations.” And in the left column, write the following questions in order, one per
row:
• What happened?
• Who was there?
• Why did it happen?
• When did it happen?
• Where did it happen?
5. For each row, answer the corresponding question using your own experiences with
writing and your understanding of narration.
6. You can do research to deepen your understanding of the importance of narration, but
the use of Al tools for generating text or completing this task is strictly disallowed. Keep
your sentences concise and comprehensive.
7. You can use different colors for each row to make your chart easy to understand and
visually appealing.
8. At the back of your paper, list all the books, articles, sources, or websites you
referenced.

Event: Descriptions and Narrations

What happened?

Who was there?

 Why did it happen?

When did it happen?

Where did it happen?

References (if any):

English-CG-Grade-1-10-01.30.2014.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_Reading-and-Writing-CG.pdf
https://www.scribd.com/document/481361337/Reading-and-Writing-Skills-PIVOT
https://www.scribd.com/document/414350613/Types-of-Claims
https://www.smartdraw.com/flowchart/flowchart-symbols.htm

Declaration of AI Use (What AI? For what purpose?):

QuillBot: Paraphrasing and grammar/spelling checking
Gemini: To simplify complex or unfamiliar concepts and vocabulary expansion