2. Most Essential Learning Competency (MELC)
Describe a written text as connected discourse. (ENII/RWS-IIIa-1)
Distinguishes between and among techniques in selecting and
organizing information. (ENII/RWS-IIIa-2)
OVERVIEW
This module is all about reading and teaching strategies, which
will be broken down into two lessons:
Lesson 1Text as Connected Discourse
Lesson 2 Techniques in Selecting and Organizing Information
3. Learning Objectives: By the end of this lesson,
you will be able to:
1. describe a written text as connected discourse;
and
2. distinguish between and among techniques in
selecting and organizing information.
4. _____1. It is generally considered
as written material, especially longer
pieces of writing as in a book, a
letter or a newspaper.
A. Composition C. Sentence
B. Paragraph D. Text
5. _____2. This means that the
overall text has meaning
A. Acceptability C. Coherence I
B. Cohesion D. Intentionality
6. _____3. This means that the
writer’s attitude and purpose can
be discerned.
A. Acceptability C. Coherence
B. Cohesion D. Intentionality
7. _____4. This means that the text can
be linked to preceding discourse
A. Acceptability C. Intertextuality
B. Informatively D. Situationally
8. _____5. Which of the following is
NOT an example of a text?
A. Advertisements C. Magazines
B. Books D. None of the
above
9. LESSON 1- TEXT AS CONNECTED
DISCOURSE
Text is generally considered as written material,
especially longer pieces of writing as in a book, a
letter or a newspaper. While discourse refers to a
formal and orderly and usually expression of thought
on a subject (merriam-webster.com)
10. ACTIVITY 2- WHAT’S ON ME?
Read and understand the given sample below and
find out whether this can be considered as text.
Choose the letter of the correct answer and write
them on your Answer Sheet. The full text can be
found in this website:
https://archive.org/stream/AnneFrankTheDiaryOfA
YoungGirl
11. Journal Entry: The Diary of a Young Girl by Anne Frank
Sunday, 21st of June year 1942
I get along pretty well with all my teachers. There are
nine of them, seven men and two women. Mr. Keesing, the
old fogey who teaches Math, was mad at me for the
longest time because I talked so much. After several
warnings, he assigned me extra homework. An essay on
the subject “A Chatterbox.” A chatterbox, what can you
write about that? I’d worry about that later, I decided. I
jotted down the assignment in my notebook, tucked it in my
bag and tried to keep quiet.
12. A. Comprehension Check Questions:
1. Who is speaking in the passage?
A. A student B. A teacher C. A principal D. A classmate
2. Tom is an old fogey. He must be the oldest fashioned man in the world.
FOGEY means…
A. conservative B. kindhearted C. liberated D. open-minded
3. Why is the speaker assigned to do A Chatterbox?
A. Because she was late
B. Because she was absent
C. Because she talked much
D. Because she didn’t submit her assignment on time
4. What do you think the speaker is doing?
A. Describing B. Entertaining C. Informing D. Narrating
5. What word/s is/are used to connect one sentence to another?
A. I B. There C. After several D. I’d
13. B. YES OR NO! Write YES if the statement is true to
the paragraph you have just read, and NO if the
statement does not apply.
______1. The paragraph is a written
statement.
______2. The paragraph imparts a
message.
______3. The paragraph tells us
information
______4. The paragraph made us conclude.
14. According to Jorgensen and Phillips, the following are the qualities of
a text:
1. Cohesion – the parts are connected.
2. Coherence – the overall text has meaning
3. Intentionality – the writer’s attitude and purpose can be
discerned
4. Acceptability – the text is recognized
5. Informativity – there is a quantity of new or expected
information
6. Situationality – the text’s topic is situationally and culturally
appropriate
7. Intertextuality – the text can be linked to preceding discourse.
15. Lesson 2 –Techniques in Selecting and
Organizing Information
In Lesson 1, you were taught what a written
text is. Now it is time to learn how to organize
information from the written text using various
techniques and strategies such as
brainstorming, graphic organizers, topic outline
and sentence outline.
16. ACTIVITY 3- GUESS ME! Let’s see how much you
know before we tackle the lesson. Below is a 5-item
multiple choice test. Choose the letter of your choice
and write your answers on your Answer Sheet.
1. This is a technique by which a group attempts to
find solution(s) to a specific problem by amassing
ideas spontaneously.
A. Brainstorming C. Sentence Outline
B. Graphic Organizer D. Topic Outline
17. 2. This a visual display that
demonstrates relationships between
facts, concepts or ideas. It guides the
learner’s thinking as they fill in and build
upon a visual map or diagram.
A. Brainstorming C. Sentence Outline
B. Graphic Organizer D. Topic Outline
18. 3. This is where you write down the words
that come to mind when you see another
word.
A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm
19. 4. This is the same as a word storm, except
that you don’t group according to how the
words are related to each other. It works
better as a technique to get creativity flowing
when you don’t want to bother with over-
thinking how words are related.
A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm
20. 5. These are collections of words
based on the kind of word you need
based on a specific topic or theme.
A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm
21. LESSON 2.1 BRAINSTORMING
Brainstorming is a technique by which a
group attempts to find a solution(s) to a specific
problem by amassing ideas spontaneously
(Osborn, 1953). It is a highly effective technique
for maximizing group creative potential, not
only to generate ideas but also to determine
which ideas are most likely to succeed in a
specific area of interest (Baumgartner, 2007).
22. Listing is a brainstorming technique many people
find useful. It means doing just what its name
suggests -- listing possible topics and then sub lists
of things you could say about each topic. A list could
consist of the main topic of regional dialects and
then sub lists would be regional dialects you know or
have experienced. Additional sub lists might be
particular words of each of those dialects, things you
have noticed about those dialects (i.e. New Yorkers
speak fast), what you think those dialects sound like,
etc.
23. 4 Brainstorming Techniques
That Will Help You Write
Creative Content
Brainstorming techniques can take a
few basic approaches. Once you
understand how they work, you can mix
and match them for the best results.
24. 1. Word Storm.
A word storm is where you write down the words that
come to mind when you see another word. You might
start with a word or two based on your project, and
begin writing down any word that comes to mind.
These words are then grouped together according to
how they are related to each other. You’ll quickly
create words that are associated or related, according
to categories. There is a Word Storm website that can
help you get started with word storm techniques.
25.
26. 2. Word association.
Word associations are the same as a word storm, except
that you don’t group according to how the words are related
to each other. It works better as a technique to get creativity
flowing when you don’t want to bother with over-thinking
how words are related. Start with a word or two, and write
down the first words that come to mind. Don’t over-think the
process; you should be surprised at the words that pop into
your head, particularly as you get warmed up. The goal is to
find those “hidden” words that people associate with a topic
that you don’t immediately think of.
27.
28. Mind mapping.
1.
Using a mind map is a way to visually organize data
and information. Mind mapping has proven popular,
particularly if you are better able to understand data
visually instead of as lists or outlines.
Organized around a central idea, a mind map works
like the branch of a tree. Ideas and then sub ideas
that are associated with the main idea branch off
from the central idea.
29.
30. 1.Word Banks
Word banks are collections of words based on the
kind of word you need based on a specific topic or
theme.
This kind of brainstorming technique works well
for copywriters who want to find a variety of words
that suit a specific project without repeating
themselves. You can also use it to build a bank of
words to keep on hand when writing your headlines.
31.
32. Activity 4. Write something!
Choose among the given sample of
brainstorming techniques and
think of a topic to brainstorm.
Write your output on your Answer
Sheet.
