Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

READING AND
WRITING SKILLS
Reading and Thinking
Strategies across Text Types

Quarter 1- Week 1
Module 1
Most Essential Learning Competency:
Compare and contrast patterns of written texts across
disciplines.

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 HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will disturb
you while enjoying the lessons. Read the simple instructions below to successfully
enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of
this module.
2. Write on your notebook the concepts about the lessons. Writing enhances
learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after completing the
lessons in the module.
• Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
• Looking Back to your Lesson - This section will measure what learnings and
skills did you understand from the previous lesson.
• Brief Introduction - This section will give you an overview of the lesson.
• Discussion - This section provides a short discussion of the lesson. This aims
to help you discover and understand new concepts and skills.
• Activities - This is a set of activities you will perform with a partner.
• Remember - This section summarizes the concepts and applications of the
lessons.
• Check your understanding - It will verify how you learned from the lesson.
• Post-test - This will measure how much you have learned from the entire
module.

Lesson
Selecting and Organizing
1 Information

EXPECTATIONS
You will distinguish between and among techniques in selecting
and organizing information. Specifically, this module will help you to:
• Justify the choice of a certain technique to make a cohesive presentation;
• Practice brainstorming techniques;
• Illustrate the different types of graphic organizers;
• Explain the difference between a topic and a sentence outline;
• Make a cohesive presentation using different graphic organizers

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 PRETEST

Directions: Choose the letter of the best answer.

1. Carlo and his groupmates are coming up with a project proposal to help curb the
spread of the COVID-19 disease in their barangay. He facilitated the discussion
and a lot of ideas were generated from his groupmates. After careful analysis, the
group selected the most appropriate project the group will enact. What technique
in generating and selecting information is involved in this situation?
a. Outlining c. Summarizing
b. Brainstorming d. Using Graphic Organizer
2. The teacher orders the class president to prepare a graphical list of their newly
elected class officers. What is the most appropriate graphic organizer should the
class president use?
a. A network tree to show the hierarchy within the organization
b. A problem-solution map to outline the challenges faced by the officers
c. A sequential episodic map to illustrate the voting process they undertook
c. A descriptive or thematic map to show the names and functions of the
officers.
3. What is NOT a correct description of outlining?
a. Outlining shows the relationship among ideas in your writing
b. Outlining constructs an ordered overview of your writing
c. Outlining presents your material in an illogical form
d. Outlining defines boundaries and groups
4. Which is not a basic feature of an outline?
a. Subordination c. Parallelism
b. Multiplication d. Coordination
5. The following describe the importance of carefully choosing the techniques in
organizing information, EXCEPT:
a. It clarifies or simplifies complex information
b. It helps to recognize patterns and compare perspectives
c. It helps to avoid the messy but important work of surfacing key insights
or conceptual understanding
d. It constructs understanding through an exploration of the relationship
between concepts

LOOKING BACK TO YOUR LESSON

Using the Venn Diagram below, compare and contrast your life before and
after the imposition of the Community Quarantine due to the COVID-19 pandemic.
Use separate sheet if necessary.

Life before quarantine Similarities Life during quarantine

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 BRIEF INTRODUCTION
Information may be selected and organized to achieve a particular purpose.
By using helpful learning tools and techniques to select, organize, or simplify
complex information, you facilitate understanding through an exploration of the
relationship between concepts.
While you are working on a particular technique in selecting and organizing
information, it is best to ask yourself, “What are you doing?” and “Why are you doing
it?”. Answering these questions will help you identify the most appropriate
mechanism to organize your ideas to achieve or show your intended purpose.

DISCUSSION
Use of strategies in selecting and organizing information like brainstorming,
using graphic organizers, and outlining facilitates cognitive processes and improves
comprehension. As vital tools for active learning and deeper understanding of
content, it is important to be able to break down bigger ideas into smaller, simpler
representations that are easily comprehensible. The following are some techniques
that aid in selection, organization, and retention of concepts and their relations.

1. BRAINSTORMING – Brainstorming is a technique to generate ideas within a

group or individual setting. It provides a quick means for tapping the ideas and
concepts of an individual or of a group then helps establish patterns and develop
relationship among these concepts. Tools in brainstorming:

a. Idea list - Start by listing down broad topics then go on by identifying related,
narrower topics.

Topic Narrower Topic Even Narrower Topic

Global health COVID-19 global Effects of COVID-19 in
issues pandemic business and economy,
travel and tourism,
education

b. Concept map – Begin by writing the main concept at the middle and then
adding more branches for its subtopics. Explore more topics by adding more
branches.
Tiredness
Prevention Symptoms
Wash hands
often COVID-19
Keep safe Fever Dry cough
Stay home distance

2. OUTLINING – Outlines serve as a road map or blueprint when writing. It helps

organize the ideas as it shows the hierarchical relationship or logical ordering of
information. There are two ways to write your outline:
a. Topic outline – uses words or phrases as headings, without punctuation
b. Sentence outline – uses full sentences

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There are four principles in creating an effective outline:
a. Parallelism – putting the words in the same grammatical order (parallel
grammatical structure)
b. Coordination – arranging ideas according to their value or importance; ideas
of the of the same relevance or value are labeled in the same way;
c. Subordination – arranging ideas in levels of significance: major and minor
d. Division – separating the kinds of points you are making by using a consistent
basis of division and distinction

Format of a traditional outline: Example of a topic outline:

Thesis: Thesis: Effects of COVID-19

I. (Main Idea 1) I. Economy
A. (Supporting Detail 1) A. Travel and tourism
1. Sub-detail1 1. Suspension of domestic and
2. Sub-detail2 international flights
B. (Supporting Detail 2) 2. Closure of hotels and resorts
1. Sub-detail1 B. Business
II. (Main Idea 2) 1. Closure of business establishments
A. (Supporting Detail 1) II. Education
1. Sub-detail1 A. Adoption of alternative delivery modes
B. (Supporting Detail 2) 1. Transition to online or blended learning
1. Sub-detail1 B. Change in academic calendar

3. USING GRAPHIC ORGANIZERS – Graphic organizers are visual and graphic

displays that show the relationships among concepts or ideas. There are many
different kinds of graphic organizers depending on the type of information being
organized. Some are given below:

ACTIVITIES
ACTIVITY 1. Using Brainstorming Tools
1. The World Health Organization reports that the healthcare system in the
Philippines is “fragmented” (WHO, 2018). An unequal access to health care
services are experienced by the poor. Create an idea list of ways on how the

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 government could reduce health inequities and provide more access to quality
healthcare services among the poor and disadvantaged group.
2. You are planning to write an essay about the most urgent health-related
concerns in your barangay. This as the main topic, create a concept map that
illustrates the causes, effects and preventive measures against every concern
identified.
ACTIVITY 2. Outlining and Using Graphic Organizers
1. With Mental Health during the Pandemic as the main thesis, create a topic
outline that has this three main ideas: nature and importance of mental health,
symptoms of failing mental health, and strategies in protecting one’s mental
health during the pandemic.
2. Using any graphic organizers, make a visual representation of how important
getting reliable information is during the pandemic and how to acquire them.

CHECK YOUR UNDERSTANDING

Make a research and trace the development of COVID-19 situation in the
Philippines by creating a timeline of important events from the time the first case of
the disease was recorded in the country until the situation today.

POST-TEST
Directions: Match the items in column A with the given descriptions in column B.
____ 1. Brainstorming A. A principle of separating ideas using a consistent
____ 2. Graphic organizers distinction
____ 3. Outlining B. Process of generating ideas from an individual or group
____ 4. Parallelism C. A method usually used in writing to categorize points
____ 5. Subordination and organize paragraphs
D. A principle in arranging ideas based on their level of
significance
E. Tool used in visually representing ideas
F. Use of same grammatical form of words

Lesson
Patterns of Development in
2 Writing

EXPECTATIONS
You will distinguish between and among patterns of development in writing
across disciplines specifically:
Narration Description
Definition Cause and Effect
Process Analysis Comparison and Contrast
Problem and Solution

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 PRE-TEST

Directions: Match the patterns of development in column A with the phrases or

signal words commonly associated with them in column B.
___ 1. in the same way, unlike A. Cause and effect
___ 2. refers to, it means that B. Description
___ 3. meanwhile, before C. Definition
___ 4. adjacent to, in front of D. Sequence
___ 5. for the reason that, due to (the fact) E. Comparison and Contrast
F. Narration

LOOKING BACK TO YOUR LESSON

Question: Reflect on what you have learned in Lesson 1. Why is it important to
carefully select and organize information whenever you are writing?
Answer:__________________________________________________________________________
__________________________________________________________________________________

BRIEF INTRODUCTION

As a writer, it is important to arrange your ideas in a text according to your

purpose in writing. Are you narrating an event, showing cause and effect, defining a
term or comparing or contrasting items? Your purpose suggests a method of
organization or logical arrangement known as the pattern of development. It could
be a way of logically organizing the whole text or a just an individual paragraph.

DISCUSSION
There are different patterns by which ideas are developed. Some of the major ones
are discussed below:
1. Narration – refers to a sequential telling of a story or recounting of a series of
events
2. Definition - Explains an idea, term or phrase using distinguishing
characteristics or synonyms. It is used to set working generalizations that help
control the meaning and scope of important terms or ideas (Perelman, et al.,
n.d.)
3. Description – similar with narration for having many specific details,
description “emphasizes the senses by painting a picture of how something
looks, sounds, smells, tastes, or feels. Description is often used to establish a
mood or atmosphere” (Bedford, Freeman and Worth, 2019, p.2).
4. Comparison and contrast – compares two things to highlight their subtle
similarities and differences. The author's intent is to describe a connection
between two things by showing their distinguishing and shared attributes
(Bohaty, 2015).
5. Sequence – describes steps, events, processes, or procedures. There are three
types of Sequence: steps, timeline, and cycle. Regardless of the type, the author
is putting information in an order (Bohaty, 2015, p. 40).

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6. Cause and effect – shows the linkage of causation – how events are influenced
or caused by another. “The author's intent is to tell us how an event always
leads to an outcome. The event is the cause and the outcome is the result. The
relationship is between the cause and the effect” (Bohaty, 2015, p. 40).
7. Problem and solution - divides information into two main sections, one that
describes a problem and one that describes a solution. Here, the author’s
intent is to discuss or propose a solution to a problem. The relationship
between the problem and the solution is explored (Bohaty, 2015).
Reference; Bohaty, J., et al. (2015) Text Structure Strategies for Improving Expository Reading Comprehension.
Retrieved from: https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590. 14 July 2020

ACTIVITIES
1. Read additional notes on patterns of development or text structure in the
following sites. Make sure to read the given sites and be ready for an online
discussion facilitated by your teacher:
a. Text Structure Strategies for Improving Expository Reading Comprehension
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590
b. Paragraph Development
http://www.mit.edu/course/21/21.guide/para-dev.htm
c. Patterns of Organization
http://faculty.washington.edu/ezent/impo.htm#PSP
2. Look for text or paragraphs from old newspapers or magazines that employ the
patterns of development discussed. Provide one example for every pattern and
label each one. Make a clipping and paste it on a separate sheet.
3. Write a minimum of one paragraph employing each of the text structures
discussed (one pattern, one paragraph). Be guided by the following prompts:
a. Narration – narrate how you prepared for the opening of classes this year
b. Definition – make a definition of the different classifications of community
quarantines in the Philippines
c. Description – describe how COVID-19 affected the mobility of people
d. Comparison and Contrast – note the similarities and differences in the local
educational setup before and after the global pandemic
e. Sequence – explain how to properly wash your hands following the
guidelines of the authorities like WHO and DOH
f. Cause and Effect – note the possible reason behind the continuous increase
of COVID-19 cases in the country
g. Problem and Solution – What are some problems in modular and blended
learning approach in education? Propose possible solutions for each.

CHECK YOUR UNDERSTANDING

Answer the following briefly and concisely on a separate sheet of paper.
Why is it important for students to learn how to comprehend and write
according to text structure/ pattern of development?

POST-TEST
Answer the following briefly and concisely on a separate sheet of paper.
Define each of the patterns of development discussed and give appropriate
topics you may write using each one.

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 REFLECTIVE LEARNING SHEET
Reflect on what you have learned after taking up this lesson by completing the
prompts below.

I thought …..

What were your thoughts or ideas

about the strategies across text
types prior to the discussion of
the lesson?

I learned that …..

What new additional ideas did

you learn after taking up this
lesson?

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 References:
Electronic Resources
https://www.slideshare.net/aliciamargaretjavelosa/properties-of-a-wellwritten-
text-reading-and-writing
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-
text-88147656
https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf
http://www.free-short-stories.org.uk/very-short-stories/the-hare-and-the-
tortoise.htm
http://salvadori.blogspot.com/2009/03/exercise-on-connectives.html?m=1

Development Team of the Module

Writer: Sedfrey Aldrich Obar, Master Teacher II

Editor: Dr. Roniko C. Natividad, Master Teacher II
Reviewer: Vicente M. Victorio Jr.-EPS
Management Team: Maria Magdalena M. Lim-Schools Division Superintendent-Manila,
Aida H. Rondilla-Chief Education Supervisor Lucky S. Carpio-EPS and Lady Hannah C
Gillo, Librarian II-LRMS

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PRE-TEST:
1) B 2) A 3) C 4) B 5) C
2)
POST-TEST:
1) B 2) E 3) C 4) F 5) D