READING

AND
WRITING
SKILLS
CORE KTO12
 UNIT I: THE READING PROCESS

●Nowadays, Filipino students carry the burden of such a great

expectation: to acquire the necessary knowledge and skills to
navigate and succeed in an increasingly globalized,
demanding, and changing environment.
●Understanding English, especially through developing the
essential skills of reading and writing, can only happen
effectively if we begin where the students are.
 UNIT I: THE READING PROCESS

●Studying a language like English is an adventure. You will

discover many things as you develop communicative skills in
reading and writing. Though at times it may seem moments
that you will be mystified by some ideas before you learn
them.
 UNIT I: THE READING PROCESS

●But you do not have to be daunted. Studying English – and

excelling in it – can be achieved by going back to the basics.
●Improving your reading skills is the first step.
 Introducing the Reading Process and Reading
Strategies

“A reader lives a thousand lives before he dies...

the man who never reads lives only one.”
-George R.R. Martin
 Enduring Understandings:

● Reading is an activity that challenges our beliefs, inspires our

imagination, and expands our understanding of the world.
● Reading involves a complex interaction between the text and the
reader. The reader’s interpretation is shaped by his of her prior
knowledge, experiences, and attitudes.
● Reading is an indespensible skill that requires continuous practice,
development, and refinement.
 Essential Questions:

● What are the characteristics of an efficient and

active reader?
● Which reading strategies can help me increase my
comprehension of the text?
● How can I effectively apply reading strategies to
improve my understanding of the text?
 OBJECTIVE:

● APPLY EFFECTIVE READING STRATEGIES

IN COMPREHENDING A TEXT/
 INTRODUCTION

● Does the act of reading not amaze you? The fact

that you are able to decipher the written symbols
on this page, get meaning from, and putting
meaning into them, is no small wonder. But
reading intelligently is not just a matter of knowing
what is written in the book.
 INTRODUCTION

● To read intelligently means you are able to read

actively and critically. You do not only understand
what the text says and mean but are also able to
evaluate its content.
 INTRODUCTION

● Reading is an important skill for high school

students to master because many of their
requirements in school are reading-based.
 INTRODUCTION

● Therefore, learning how to maximize this skill will

be indespensible to your success as a student. But
have you really considered just how many skills
you actually apply when you read something?
 INTRODUCTION

● Take a moment and write down on your paper as

many actions as possible that can be associated
with reading.
WHOA!
WARM-UP
JABBERWOCKY
 JABBERWOCKY
’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.

“Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
 JABBERWOCKY
He took his vorpal sword in hand;
Long time the manxome foe he sought—
So rested he by the Tumtum tree
And stood awhile in thought.

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
 JABBERWOCKY
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.

“And hast thou slain the Jabberwock?

Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.
 JABBERWOCKY

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
-Lewis Carroll
 Discussion Questions

1. Did you understand the poem? Why or why not?

2. What happened in the poem? What is the poem
about?
3. How did you make sense of the poem? Would you
say it is nonsense? Why or why not?
4. Who is talking to the boy?
 Discussion Questions

5. What is a Jabberwock?
6. What weapon is used to kill the Jabberwock?
7. What were your impressions of the poem before
reading? How about after reading? What caused the
changes?
Reading can be defined as a cognitive
process of decoding symbols to derive
meaning from a text. It is always an
interaction between the text and the
reader.
What is reading anyway?
Applying
Effective
Reading
Strategies

01 02
Pre-Reading During-Reading
Strategies Strategies
 Pre-Reading Strategies
Getting an Overview of the Text

At times, it may be good idea to

survey the text as a whole before delving
deeper into each part. Whenever you want to
get the gist of the content, you use previewing,
skimming, and scanning.
 A. Previewing

Previewing means looking at the readily visible parts of the text, like
titles and subtitles and also visuals and graphs, pictures, and charts.

● To preview the text properly, identify first your purpose for reading.
● Next, examine the titles and subtitles of the text.
● Afterwards browse the introduction and conclusion of the text.
● Finally, look at the visual elements of the text.
 B. Skimming and Scanning

Skimming the text means you look for the main point of the reading
and identify the ideas that develop it.

● Skimming effectively means physically moving your eyes rapidly

along the page and tracing your finger along the lines of the text to
speed up your reading.
 B. Skimming and Scanning

Skimming the text means you look for the main point of the reading
and identify the ideas that develop it.

● This skill also involves quickly going through beginning and

concluding sentences of paragraphs because these usually talk about
the topic of the text.
 B. Skimming and Scanning

Scanning the reading means looking for specific information.

● To scan the text effectively, you need to have an idea of the details you
are looking for. The instructions of your teacher or questions about the
text may help you in knowing what to read.
● You do not have to read every word; just read until you locate the
details you are searching for.
 C. Recalling Background Knowledge

As you read, you make sense of the sense of the text by seeing how it fits
with what you already know.

● Your backround knowledge is informed by your experience; thus, the

more you connect new knowledge and information to what you
already know, the more your comprehension will increase.
 During-Reading
Strategies
A. Using Context Clues

Context clues are words, phrases, and

sentences that surround an unfamiliar word
that can help you recognize the meaning of an
unknown word because the text gives you
information about it.
 Most Common Types of Context Clues

1. 2. 3.
Synonyms Antonyms Examples

4. Explanations 5.
and Definitions Situations
 1. Synonyms

Synonyms are used when the text has words or phrases that are similar in
meaning to the unknown word.

● Alice envisaged the Jabberwock in her mind. She imagines its sharp
claws and jaws and the shivered in fright.

● The narrator in the poem was euphoric at his son’s victory for he cried
out triumphantly when the boy came home.
 2. Antonyms

An antonym is a word that reveals the opposite meaning in

relation to the unkown word.
● When you see words like “although,” “but,” “despite,” “instead,” “in
contrast,” “unlike,” “however,” “eventhough,” “on the contrary,” and
“conversely,” these usually precede antonyms because these are used
to show contrasting ideas.
 2. Antonyms

● The boy in the poem surreptitiously set out to find the

monster. He did not tell anyone about his plans because he
did not want them to worry.

● The Jabberwock relentlessly pursued by the boy, unlike

the others who gave up easily when they heard how
terrifying the creature was.
 3. Examples
Examples are specific details in a text that are used to clarify the
meaning of a word.
● There are many eccentric creatures in the forest such as mome raths and
borogoves.

● Only a few weapons are truly nifty in hunting monsters like the vorpal sword.

● The boy’s father was ecstatic when he found out that the Jabberwock was
conquered by his son. His behavior included laughing, cheering, and hugging
his son.
 4. Explanations and Definitions

Explanations may be given as clues to describe an

unknown term. When phrases like “because” or “that is”
follow a word, these may be explanations.

Definitions may follow an unfamiliar word. Terms

like “is,” “means,” “is defined as,” and “refers to” are used
with definitions.
 4. Explanations and Definitions

● Humpty Dumpty told Alice that “brillig” means the same thing as
four o’ clock in the afternoon because that is when people started
broiling things for dinner.

● Hearing someone “outgrabe”–which means he is whistling,

bellowing, and sneezing all at once – can be a funny sight.

● Alice thought that “toves” were curious creatures since they were
part-badger, part lizard, and part corkscrew.
 5. Situations

The situation in which a word is used can also

be helpful in determining the meaning of that
word. The meaning of a word may change
depending on its context or how and where it
is used.
 5. Situations

● The boy wondered if he should have brought some back up

in case he could not take on the Jabberwock by himself.
● The hero’s conquest of the Jabberwock is an exemplary
case of bravery.
● The hero is lucky that the murder of the Jabberwock does
not merit a case in court!
 During-Reading
Strategies
B. Using Connotation and Denotation
Denotation is the basic, precise, literal
meaning of the word that can be found in a
dictionary.
Connotation, meanwhile, is the
positive, negative, or neutral feelings,
attitudes, ideas, or associations with a word.
 During-Reading
Strategies
B. Using Connotation and Denotation
These shades of meaning are
affected by social overtones,
emotional meanings, or cultural
implications.
 Denotation and Connotation

Father
Denotation: a male parent
Connotation: association: positive
-feeling: love and respect

Daddy
Denotation: a male parent
Connotation: association: positive
feelings: love, familiarity, childhood
 Denotation and Connotation

Connotations, therefore, portray more multifaceted

definitions of a word whether these are positive, negative, or
neutral.
● Positive connotations are generally favorable
associations toward a word.
● Negative connotations, meanwhile, tend to have
unfavorable feelings or ideas toward a word.
● Neutral connotations bring up objective or unbiased
associations toward a word.
 Positive, Negative, Neutral Connotations

Examples:
1. House, Home, Shanty
2. Tita Jennifer says: He is thrifty. Tita Joanna says: He is
stingy.
3. Tita Jennifer says: He is very focused on his job. Tita
Joanna says: He is very obsessed with his job.
 Lesson 2
Evaluating Written Texts by
Analyzing Claims
“Extraordinary claims require
extraordinary evidence.” – Carl Sagan
 Enduring Understandings:

● Critical Reading is an active and reactive process.

● Critical reading is the foundation of good writing.
● Analyzing a writer’s claims helps us become critical thinkers.
● Analyzing claims helps us appreciate diverse perspectives on a topic.
● Good claims are always backed up by reliable evidence.
 Essential Questions

● What are the benefits of becoming a critical reader?

● How does critical reading improve my writing?
● How can I effectively distinguish among claims of fact, policy, and
value?
● Why do we need sufficient, relevant evidence, and sound reasoning
to support claim?
 Objectives

● Explain critical reading as looking for ways of thinking.

● Identify claim of fact, policy. And value explicitly or implicitly made
in a written text.
● Write a 1000-word critique of a selected text on the basis of its
claim, context, and properties as a written material.
 Introduction

Picture this: Your phone vibrates, signaling a new message. You open
the message. It is from an unknown number, but what catches your
attention is its content: You have just won PHP 100,000 from a contest!
The only thing you need to do to claim your prize is to provide your
personal information, along with some credit card details.

Would you do it?

 Introduction

 It is dangerous to believe everything you are told without questioning

any aspect. This is precisely why critical thinking, especially as
applied to reading is a necessary skill to develop.
 Effective reading entails a deeper, more analytical sort of
engagement.
 CRITICAL READING
 Whenever you read something and
you evaluate claims, seek
definitions, judge information,
demand proof, and question
assumptions, you are thinking
critically. This type of reading goes
beyond passively understanding a
text.
BUT WHY SHOULD YOU READ
CRITICALLY?
 Reading critically means you are thinking critically.

 By reading critically, you find out the author’s view on something,

ask questions, evaluate the strengths and weaknesses of the author’s
argument, and decide to agree or disagree with it.
 Some techniques to help you develop critical reading skills.

1.
Keeping a 2. 3.
reading Annonating Outlining
journal the text the text

5.
4. Summarizing Questioning
the text the text
 1. Keeping a reading journal

 A reading journal is similar to keeping a diary, except you are writing

your feelings and ideas in reaction to your reading assignment.

 This process allows you to develop your impression of the text and
connect them to your personal experiences. This allows you to better
relate to the essay and understand the author’s ideas.
 1. Keeping a reading journal

 “We have attained our freedom, but our spirit is still bound by the
shackles forged from the frailties of our own nature. We owe it to
ourselves and our posterity to strike them down.”
 2. Annotating the text

 Annotating the text simply means making notes on your copy of the
reading.
 This includes highlighting or underlining important passages and
writing notes, comments, questions, and reactions on the margins.
 2. Annotating the text

 “The Filipino today is soft, easy going.”

 3. Outlining the text

 Creating a rough outline of the text will also be helpful in getting to

understand it more critically.

 By locating the thesis statement, claims, and evidence, and then

plotting these into an outline, you can see how the writer
structures, sequences, and connects his or her ideas.
 3. Outlining the text

 Creating a rough outline of the text will also be helpful in getting to

understand it more critically.

 By locating the thesis statement, claims, and evidence, and then

plotting these into an outline, you can see how the writer
structures, sequences, and connects his or her ideas.
 4. Summarizing the text

 Summarizing the text is similar to outlining, in that you need to get the
gist. A summary consists of getting the main points of the essay and
important supporting details.

 Usually, locating the thesis statement and topic sentences are helpful
in creating your summary. The supporting details in a paragraph and
succeeding paragraphs may be used to develop or clarify the writer’s
point.
 5. Questioning the text

 Questioning the text involves asking specific questions on points that

you are skeptical about. These may be topics that do not meet your
expectations or are not aligned with your personal vies. Alternately,
you should also take note of things that you found impressive.
 5. Questioning the text

What type of audience is addressed?

What are the writer’s assumptions?
What are the writer’s intentions?
How well does the writer accomplish these?
How convincing is the evidence presented?
 5. Questioning the text

How reliable are the sources? Are they based on

personal experience, scientific data, or outside
authorities?
Did the writer address opposing views on the
issue?
Is the writer persuasive in his/her perspective?
Identifying and
Analyzing
Claims
Determining Explicit and Implicit
Information
 Determining Explicit and Implicit Information

Critical reading also means that you are able to

distinguish the information that is clearly stated
(explicit) in the text from the ideas that are
suggested (implicit). This will help you make
inferences about what you read.
How can you tell whether something is implicit or
explicit?
 Explicit information is clearly written and explained in the
text so the reader will not be confused.

 Implicit information is something that is implied but not

stated outright in the text.

 An inference is a conclusion that you make on explicit

information and your reasoning and background
knowledge.
 Defining Claims

 Knowing how to identify explicit and implicit information

will help you in one of the most important skills needed in
critical reading: evaluating the claims made by an author.
This involves going back to the text to recognize the
writer’s arguments and evidence so you can begin judging
the writer’s work.
 Defining Claims
 Whenever you read something, you find yourself looking for the
writer’s point or position regarding the chosen topic. That point is
also known as the claim, or the central argument or thesis statement
of the text.

 This claim is what the writer tries to prove in the text by providing
details, explanations, and other types of evidence. As such, it is
usually found in the introduction or in the first few paragraphs of the
text.
 The following are the characteristics of good
claims

1. A claim should be argumentative and debatable.

2. A claim should be specific and focused.

3. A claim should be interesting and engaging.

4. A claim should be logical. It should result from reasonable

weighing of the support provided.
Here are some questions to help you determine the writer’s
claim while you are reading a text:

1. What is the author’s main point?

2. What is the author’s position regarding it?

Distinguishing Between the Types of Claim

Now that you know the characteristics of a good claim, you

will be introduced to the different types of claim that a writer
can make: fact, value, or policy. You can usually determine
this by examining the type of questions they answer about the
text.
 Claims of Fact

 State a quantifiable assertion or a measurable topic. They assert that

something has existed, exists, or will exist based on the data.
 They rely on reliable sources or systematic procedures to be
validated; this is what makes them different from inferences.
 Claims of Fact

 Claims of fact usually answer a “what” question. When determining

whether something is a claim of fact, the following questions are
useful:
 Is this issue related to a possible cause or effect?
 Is this statement true or false? How can its truthfulness be verified?
 Is this claim controversial or debatable?
 Claims of Value

 Assert something that can be qualified.

 They consist of arguments about moral, philosophical, or aesthetic
topics.
 They make judgments based on a certain standards on whether
somethings is right or wrong, good or bad, or something similar.
 Claims of Value

 Claims of value attempt to explain how problems, situations, or issues

ought to be valued. To discover these explanations, you may ask the
following questions:
 Claims of Value

 Which claims endorse what is good or right?

 What qualities should be considered good? Why?
 Which of these values contend with others? Which ones are more
important, and why? Whose standards are used?
 What are some concrete examples of such values?
 Claims of Policy
 Posit that specific actions should be chosen as solutions to a particular
problem.
 You can easily identify a claim of policy because they begin with
“should,” “ought to,” or “must.”
 Claims of policy because they defend actionable plans, usually
answer “how” questions.
 The following questions will be useful in evaluating a claim of
policy:
 Claims of Policy

 Does the claim suggest a specific remedy to solve the problem?

 Is the policy clearly defined?
 Is the need for the policy established?
 Is the policy the best one available? For whom? According to whose
standards?
 How does the policy solve the problem?
 IDENTIFYING THE CONTEXT OF TEXT
DEVELOPMENT

 Context is defined as the social, cultural, political, historical, and

other related circumstances that surround the text and form the terms
from which it can be better understood and evaluated.
 Knowledge of the text’s context helps in appreciating the text’s
message more deeply. In discovering a reading’s context, you may
ask questions like:
 IDENTIFYING THE CONTEXT OF TEXT
DEVELOPMENT

 When was the work written?

 What were the circumstances that produced it?
 What issues does it deal with?
 INTERTEXTUALITY

 Another important technique in analyzing the context of a text’s

development is defining its intertextual link to another text.
 Intertextuality is the modeling of a text’s meaning by another text.
 It is defined as the connections between language, images, characters,
themes, or subjects depending on the similarities in language, genre,
or discourse.
 HYPERTEXT
 Is a relatively new way of reading a text online.
 Is a nonlinear way of showing information.
 Hypertext connects topics on a screen to a related information,
graphics, videos, and music – information that is not simply related to
text.
 This opens up the reader to a wider horizon of information or to a
new direction.
 CRITICAL READING AS REASONING

 Becoming a good critical reader means that you are able to logically
evaluate the claims of the writer, Any writer would want the reader to
consider – and possibly agree with – the claims that he or she puts
forward. In expository writing, assertions become the primary
channel for a reader to assent to a claim.
 Identifying Assertions

 Assertions are declarative sentences that claim something is true

about something else. Simply put, it is a sentence that is either true or
false.
 For example: The sampaguita’s roots are used for medicinal purposes,
such as an anesthetic and a sedative.
 There are four types of assertion, which are classified according of
the degree of certainty they can be judged as true or false.
 Assertion of Fact

 This is a statement that can be proven objectively by direct

experience, testimonies of witnesses, verified observations, or the
results of research.
 Because statements of fact can be double-checked for accuracy, there
is a general agreement about the truth they posit.
 Assertion of Fact

 The sampaguita’s roots are used for medicinal purposes, such as an

anesthetic and a sedative.
 This statement is a fact because it can be directly verifies by
experience or reliable research reports.
 Assertion of Convention

 A convention is a way in which something is done, similar to

traditions or norms.
 Conventions depend on historical precedent, laws, rules, usage, and
customs. Thus, their truthfulness is verified by how commonly held
definitions and beliefs are interpreted.
 Assertion of Convention

 Something to note about conventions is that they may sound factual

due to them being derived from customs, but because they are
socially accepted ways of doing things, they cannot be verified
objectively by measurements.
 Assertion of Convention

 The sampaguita belongs to the genus Jasminum of the Family

Oleaceae.
 This statement is a convention because it is based o a classification
system made up by scientists and is acceptable to the scientific
community.
 Opinion

 Opinions are based on facts, but are difficult to objectively verify

because of the uncertainty of producing satisfactory proofs of
soundness.
 Opinions result from ambiguities; the more ambigous a statement, the
more difficult it is to verify. Thus, they are open to disputes.
 Opinion

 The popularity of sampaguita flowers is moste evident in places of

worship.
 The above statement is an opinion because it is based on an
observation that needs to e proven by studies and repeated
observation; there are too many factors involved that akes explicit
judgment difficult.
 Preference

 Preferences are based on personal choice; therefore, they are

subjective and cannot be objectively proven or logically attacked.
 Preference

 Sampaguitas are the most beautiful and most fragrant of all flowers.
 This statement is a preference because it says a lot about the type of
flowers that the writer likes, instead of objectively comparing the
qualities of sampaguitas to that of other flowers.
 FORMULATING COUNTERCLAIMS

 The ability to analyze an argument is essential to understanding the

text more deeply, but understanding the claim is not only facet of the
argument.
 You must also learn how to analyze the counterclaims and evidence
provided by the text.
 FORMULATING COUNTERCLAIMS

 Being able to recognize and formulate counterclaims in reaction to an

argument is a characteristic of a good critical reader.
 Counterclaims are claims made to rebut a previous claim. They
provide a contrasting perspective to the main argument.
 The ff. questions will help you formulate a
counterclaim

 What are the major points on which you and the author can disagree?
 What is their strongest argument? What did they say to defend their
position?
 What are the weaknesses or shortcomings in their argument?
 Are they any hidden assumptions?
 Which lines from the text best support the counterclaim you have
formulated?
 DETERMINING TEXTUAL EVIDENCE

 To better evaluate the author’s argument, you should be able to

determine the evidence from the text.
 Evidence is defined as the details given by the author to support
his/her claim.
 Evidence can include the following:

 Facts and statistics (objectively validated information on your

subject);
 Opinion from experts (leading authorities on a topic, such as
researchers or academics); and
 Personal anecdotes (generalizable, relevant, and objectively
considered).
 The ff. are some questions to help you determine
evidence from the text:

 What questions can you ask about the claims?

 Which details in the text answer your questions?
 What are the most important details in the paragraph?
 What is each one’s relationship to the claim?
 How does the given detail reinforce the claim?
 The ff. are some questions to help you determine
evidence from the text:
 What details do you find interesting? Why?
 What are some claims that do not seem to have supporrt? What kinds
of support could they be provided with?
 What are some details that you find questionable? Why do you think
so?
 Are some details outdated, inaccurate, exaggerated, or taken out of
context?
 Are the sources reliable?
 The ff. the characteristics of good evidence:

 Unified;
 Relevant to the central point;
 Specific and concrete;
 Accurate; and
 Representative or typical.
 MAYBE YOU NEED TO DIVIDE THE CONTENT

MERCURY VENUS
Mercury is the closest planet to the Sun and Venus has a beautiful name and is the second
the smallest one in the Solar System—it’s only planet from the Sun. It’s terribly hot—even
a bit larger than our Moon. The planet’s name hotter than Mercury—and its atmosphere is
has nothing to do with the liquid metal, since it extremely poisonous. It’s the second-
was named after the Roman messenger god, brightest natural object in the night sky after
Mercury the Moon
A PICTURE ALWAYS
REINFORCES THE
CONCEPT
Images reveal large amounts of data, so
remember: use an image instead of long
texts. Your audience will appreciate that
A PICTURE
IS WORTH A
THOUSAND
WORDS
AWESOME
WORDS
Key words are great for catching your audience’s attention
REINFORCE THE CONCEPT USING INFOGRAPHICS!

Despite being red, Mars is a

cold place, not hot. It’s full
of iron oxide dust

Venus has a beautiful name,

but it’s terribly hot, even
hotter than Mercury

Mercury is the closest planet

to the Sun and is only a bit
larger than our Moon
IF YOU WANT TO MODIFY THIS GRAPH, CLICK ON IT, FOLLOW
THE LINK, CHANGE THE DATA AND REPLACE IT

MARS MERCURY
Despite being red, Mars is a Mercury is the closest planet
cold place, not hot to the Sun

VENUS NEPTUNE
Venus has a beautiful name, Neptune is the farthest planet
but it’s terribly hot from the Sun
INFOGRAPHICS MAKE YOUR IDEA UNDERSTANDABLE…
Saturn is the ringed one. It’s composed
mostly of hydrogen and helium

Neptune is the farthest Venus has a beautiful

planet from the Sun and name and is the second
the fourth-largest by planet from the Sun. It’s
diameter very hot

Mercury is the closest planet to the Sun

and the smallest one in our Solar System
… AND THE SAME GOES FOR TABLES

MASS DIAMETER SURFACE

(earths) (earths) GRAVITY
(earths)

MERCURY 0,06 0,38 0,38

MARS 0,11 0,53 0,38

SATURN 95,2 9,4 1,16

 THIS IS A MAP

MARS MERCURY
Despite being red, Mars is Mercury is the closest
a cold place, not hot planet to the Sun

VENUS NEPTUNE
Venus has a beautiful Neptune is the farthest
name, but it’s terribly hot planet from the Sun
 A TIMELINE ALWAYS WORKS FINE
MARS VENUS
Despite being red, Mars is a Venus has a beautiful name
cold place, not hot. It’s full of and is the second planet from
iron oxide dust the Sun

Mercury is the closest planet Neptune is the farthest planet Saturn is the ringed one. It’s
to the Sun and is only a bit from the Sun and the fourth- composed mostly of
larger than our Moon largest by diameter hydrogen and helium
MERCURY NEPTUNE SATURN
DO YOU PREFER THIS GRAPH?

35%
32%

23%

10%
 HOW ABOUT THE PERCENTAGES?

MARS VENUS NEPTUNE MERCURY

Despite being red, Mars Venus has a beautiful Neptune is the farthest Mercury is the closest
is a cold place, not hot name, but it’s terribly planet from the Sun planet to the Sun
hot
4,498,300,000
Big numbers catch your audience’s attention
 333,000.00
earths is the Sun’s mass

24h 37m 23s

is Jupiter’s rotation period

386,000 km
is the distance between the Earth and the Moon
 SOMETIMES, REVIEWING CONCEPTS IS A GOOD IDEA

MARS VENUS MERCURY

Despite being red, Mars is a cold Venus has a beautiful name and is Mercury is the smallest planet in
place, not hot. It’s full of iron oxide the second planet from the Sun our Solar System
dust

JUPITER SATURN NEPTUNE

Jupiter is a gas giant and the biggest Saturn is a gas giant, composed Neptune is the fourth-largest planet
planet in our Solar System mostly of hydrogen and helium in oour Solar System
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