11 English for Academic and Professional Purposes Quarter 1 – Module 2: Text Structures
English for Academic and Professional Purpose – Grade 11 Self-Learning Module (SLM) Quarter 1 – Module 2: Text Structures First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Development Team of the Module Writers: Hazel Rose V. Corachea Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan Reviewers: Helen J. Ranan, Sally A. Palomo Illustrator: Reggie D. Galindez Layout Artist: John Arvin B. Genosa Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo Magno – Subject Area Supervisor Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor / Coordinator
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11 English for Academic and Professional Purposes Quarter 1 – Module 2: Text Structures
Introductory Message For the facilitator: Welcome to the English for Academic and Professional Purposes - 11 Self-Learning Module (SLM) on Text Structures! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills 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. Furthermore, 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 English for Academic and Professional Purposes - 11 Self-Learning Module (SLM) on Text Structures! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! 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 resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.
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Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References
This is a list of all sources used in developing this module.
The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know Structure is an important feature of academic writing. A well-structured text enables the reader to follow the argument and navigate the text. In academic writing, a clear structure and a logical flow are imperative to a cohesive text. Meaning is actually mapped onto the structure of language. In this module, you determine the way an author arranges information in his writing. Also, this helps you understand meaning and gather information while reading the text and consequently provides ideas that enable you to organize your thoughts as you write your own. After going through this module, you will be able to: use knowledge of text structure to glean the information you need. (CS_EN11/12A-EAPP-Iac-4)
Specifically, you are expected to: identify the text structure used in the academic texts; write essays and/or articles using specific text structure; and, use different text structures for blogging on important events, places, concepts and ideas.
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What I Know To be guided with your journey in this module, let us start by working on this pre - test. Directions: Read the passages and determine how each is mainly structured. Choose your answer from the list of words below and write the letter of your choice on the space provided before the number. a. cause - effect d. descriptive
b. compare - contrast e. question – answer
c. sequence f. problem- solution
________1. Apple’s newly unveiled flagship is the iPhone XS which comes hot of the heels of Sony’s latest contender, the Xperia XZ3. They’re both attractive, but which is best? Let’s take a closer look. Both phones are prone to cracks and scratches because of all that glass. But, they differ in water-resistant capacity. iPhone XS has IP68 rating allows them to be submerged for up to half an hour in up to 2 meters of water. While, the Xperia XZ3 has an additional IP65 rating which covers jets of water from any direction. With these, Japanese manufacturer Sony has struggled to gain a foothold in the smartphone market, while its American competitor iPhone has dominated. ________2. Since I made it to the honor roll every quarter this year, my mom is going to buy me a new phone for my birthday. So, I feel so excited whether to get an iPhone or a Galaxy. Getting one would give me a chance to go through my old music collection. That would be cool. It’s worth a shot. _________3. What type of plant is a corn? Corn belongs to a family of grass. It is a grass with seeds called kernels. Very few kernels grew on wild corn grass. It took thousands of years of choosing the corn grass plants with the biggest seeds, or kernels, to make what we enjoy today as corn on the cob. Now, we all know that corn is a grass. _________4. The foundation of every pizza is the crust, and good crust comes from good dough. In making a dough, start by adding your yeast sachet to a cup of warm water. Let the yeast activate, then add two cups of flour, two tablespoons of olive oil, two teaspoons of sugar, and a teaspoon of salt. Mix all of those together and wait half an hour for the dough to rise. Now, you’re ready to roll the dough out! ________5. The purpose of any artwork is to communicate a message - to comment, scream or sing about the world in which we find ourselves in. If there is no emotion behind the work, there is no driving force – nothing to direct and shape your decision making. So, why do you want to create an artwork? What is your purpose in doing such?
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________6. Thousands of people die each year in car accidents involving drugs or alcohol. Lives could be saved if our city adopts a free public vehicle service. By providing such a service, we could prevent intoxicated drivers from endangering themselves or others. _________7. Ice-cream is a delicious frozen treat that comes in a many different colors and flavors. Two of my favorite flavors are strawberry and chocolate. These flavors are delicious. I love the strawberry flavor for the granules of the fruit slowly melts in my mouth as I savor the taste. Also, chocolate flavor is mouth – watering for it gives you a bitter – sweet and creamy tastes. Even though more chocolate ice-cream is sold across the country than strawberry, each flavor tastes great inside of a milk shake. _________8. People of all ages benefit from regular physical activity. Physical activity leads to improved physical fitness. Consequently, it helps the body systems to function at their optimal efficiency associated with an individual’s ability to work effectively, to enjoy leisure time, to resist disease and to respond easily to emergency situations. _________9. Linux and Windows are both operating systems. Computers use them to run programs. Linux is totally free and open source, so users can improve or otherwise modify the source code. Windows is proprietary, so it costs money to use and users are prohibited from altering the source code. _________10. If you use too much effort in pitching the ball without rest, a serious elbow or shoulder may be on the horizon. If you complain of elbow or shoulder pain, see a physician familiar with sports injuries. But then, it is recommended to warm up properly by doing body stretching, running and gradual pitching to prevent injuries. Of course, do not play all year round because your body needs to recover from the physical demands of playing.
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Lesson
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Text Structures While most pieces of non- academic texts follow the same or similar general organizational patterns, different academic texts can have different text structures. An academic text may present a main idea and then details, a cause and then its effects, an effect and the causes, two different views of a topic, etc. Therefore, it is important that you can recognize common text structures found in academic texts. Recognizing common text structures found in academic texts helps you monitor your comprehension.
What’s In In your previous module, you have learned to differentiate language used in academic texts from various disciplines. You have understood that academic language represents the language demands of school (academics). Academic language includes language used in textbooks, in classrooms, on tests and in each discipline. It is different in vocabulary and structure from the everyday spoken English of social interactions. However, each type of communication both academic and social has its purpose and neither is superior to the other. Thus, academic language has unique characteristics of establishing ways in organizing writing which can affect how one reads in a text of specific discipline. Different genres, paragraph/sentence structures, level of text difficulty, purpose, intended audience, overall organization, and knowledge of resources for the text all affect how one writes and reads the text of specific discipline.
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Activity 1: Bring Down Your Memory Lane! Directions: Read the selection entitled ‘From the Autopsy Surgeon’s Report’. Pick – out at least five (5) academic terms used in the discipline and write their specific meaning. Write your answers in the table. From the Autopsy Surgeon’s Report Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s hair was used for the constriction ligature. Local marks of the ligature were readily discernible: there were some abrasion and a slight ecchymosis in the skin. But, I found no obvious lesion in the blood vessels of the neck. Cyanosis of the head was very slight and there were no pronounced hemorrhages in the galea of the scalp. I should judge that very great compression was effected almost immediately, with compression of the arteries as well as of the vein, and that the superior laryngeal nerve was traumatized in the effect of throwing the victim into profound shock. The lungs revealed cyanosis, congestion, over aeration, and sub pleural petechial hemorrhages.
Academic Term
Specific Meaning (Operational Meaning in the Discipline)
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What’s New
With your learning experiences in Module 1, you have learned that understanding the meaning of words as used in context is very important in gleaning information. Now, I am sure that you want to learn some other ways of understanding and appreciating academic texts. With that, let us gain knowledge on how thoughts are organized in academic texts. Let us begin our learning journey in Module 2! Activity 1: Pick me out! Direction: Pick out the signal words from the list and classify them accordingly using the boxes below. and according to
similarly for example
consequently to start with
so or
Compare - Contrast
Problem - Solution
Cause - Effect
Descriptive
Sequence
Question - Answer
finally to address
How do you classify the signal words? Indeed, you are encouraged to think about the meaning of signal words in the activity. Don’t you know that signal words play an important role in organizing your thoughts? All words are powerful, but some words have superpower. Consider words and phrases indicate connections of ideas like however, in addition, in contrast, as a result, furthermore, specifically, currently, while, eventually, in the same way, later, next, and on the contrary. These are signal words and they are sentence superheroes which help you in understanding and organizing academic texts.
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Thus, you have to take note that in reading academic text you have to slow down when you see signal words and think about what is coming next. The same advice applies when you write, but be careful – not all signal words are equal even those in the same category. To reinforce these ideas, let us learn how signal words help in understanding someone’s thoughts and organizing your own.
What is It Have you ever wonder how are the thoughts in academic texts organized? Now, let us learn how academic texts are structured. Common Text Structures Text structure is how information in a text is organized. Being able to identify the structure of a text can greatly increase students' comprehension of the material being read. According to Taylor (1992), students who are taught to identify the structure of expository and narrative texts have been found to have better comprehension than students who have not received such instruction. The following are the six basic structures that are commonly found in textbooks and/or academic texts. 1. Compare-Contrast Structure. This type of text structure examines the similarities and differences between two or more people, events, concepts, ideas, etc. The selection below uses compare and contrast sentence structure. Example: Most mobile phones sold today have an operating system that is either designed by Apple or Google. Both of these operating systems allow users to connect to application stores and download applications. However, one major difference between these two operating systems is that Apple makes the iOS operating system powering their iPhones and iPads. In other words, the iOS operating system only appears on products created by Apple. On the other hand, Google makes the Android operating system that can be found on many different mobile phones and tablets like Samsung, Sony and LG. So, which operating system do you prefer - Android or iOS? Obviously, the sample text presents a compare - contrast structure. How do the signal words help in developing the structure of the text? How are the similarities and differences of mobile phone’s operating system elaborated? Analyze the graphic organizer that follows to further understand the structure of the text.
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Apple Apple makes the iOS operating system powering their iPhones and iPads. It only appears on Apple products.
Google Google makes the Android operating system that can be found on many different mobile phones like Samsung, Sony and LG.
Apple and Google operating systems allow users to connect to application stores and download applications.
2. Cause-Effect Structure. This structure presents the causal relationship between a specific event, idea, or concept and the events, ideas, or concept that follow. An action and its results are explained. Example: In the Philippines, it is the brown race that constitutes the majority and the white or mestizo is the minority. It follows, therefore, that the mean and measure in judging beauty is the Malay skin, hair, eyes, nose, lips, body, and stance. As a result, film producers and directors consciously build up stars whose dominant features are Malay like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla. If the text uses cause – effect structure, what do you think is the cause? How about the effect? Have you spotted some signal words which help to elaborate the causal relationship of ideas? The causal relationship presented in the text is simplified in the following graphic organizer: Cause
Effects The mean and measure in judging beauty is the Malay skin, hair, eyes, nose, lips, body, and stance. Film producers and directors consciously build up stars whose dominant features are Malay like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla.
In the Philippines, it is the brown race that constitutes the majority and the white or mestizo is the minority.
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3. Sequence Structure. This text structure gives readers a chronological order of events or a list of steps in a procedure. Example: Egg is good for our health. One of the simplest recipe for egg is omelette. It sounds like an expensive dish but actually it is very affordable and easy to cook. To make an omelette like a pro, precook the toppings such as minced onions and garlics, shred cheese, sliced tomatoes and other fresh herbs. Next, crack the eggs into a bowl and add a splash of water. The steam from the water makes the omelette light and fluffy. Then, whisk the egg-water mixture vigorously with a fork until the whites and yolks are completely blended. After that, heat the pan and add enough oil or butter in it. Pour the egg mixture into the hot pan and let the egg set along the edges. After few seconds, sprinkle the precooked toppings. Don’t forget then to season with salt and pepper. That’s it! You have made the perfect omelette for breakfast. How is the text mainly structured? Yes, you are right! The text uses sequence structure. It presents the list of steps on how to make a perfect omelette for breakfast. Take a look in the following graphic organizer to learn sequence structure in details.
Precook the toppings.
Whisk the egg-water mixture until the whites and yolks are blended.
Crack the eggs into a bowl and add a splash of water.
Sprinkle the precooked toppings.
Don’t forget then to season with salt and pepper.
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Heat the pan and add enough oil or butter in it.
Pour the egg mixture into the hot pan and let the egg set along the edges.
4. Descriptive Structure. This type of text structure describes something in order of space and how something looks. It features a detailed description of something to give the reader a mental picture. Example: Galileo was a thoughtful youth and doubtless carried on a rich and varied reverie. He had artistic ability and might have turned out to be a musician or painter. When he had dwelt among the monks at Valambros, he had been tempted to lead the life of a religious. As a boy, he busied himself with toy machines and he inherited a fondness for mathematics. All these facts are of record. Can you picture out the subject described in the text? How is the subject being described? To answer these questions, let us study the following graphic organizer:
He was a thoughtful youth and doubtless.
He tempted to lead a religious life.
Galileo
He had an artistic ability. He might have turned out to br musician or painter.
He busied himself with toy machines and inhereted fondness for Mathematics.
5. Problem-Solution Structure. This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution. Example: Dr. Ramos doesn’t want the eagles to vanish. These Philippine giant birds are disappearing at an alarming rate. Dr. Ramos thinks that we should demand the government to plan for immediate action in the preservation of this specie. He also thinks that we should donate to Save the Eagles. Our donations will help to support and empower those who are fighting the hardest to preserve the eagles. With this, we can make a difference. We owe it to our helping and caring hands to do something.
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Based on the text, what is the problem discussed? What are the recommendations drawn to address the problem? The graphic organizer below shows the specific problem and solutions presented in the text:
Solutions *Dr. Ramos thinks that we should demand the government to plan for immediate action in the preservation of this specie.
Problem Eagles are disappearing at an alarming rate.
*He also thinks that we should donate to Save the Eagles.
6. Question - Answer Structure. This text structure starts by posing a question then goes on to answer that question. Example: Why do we have schools? Schools deal important role in the society and they have three main functions. First, students learn skills that will help prepare them for society. Writing, reading, and mathematics are essential in global market and workplace and individuals likely learn these skills in schools. Second, schools serve communities by providing safe havens for students in temporary living situations. Third, schools provide a conducive environment for children to engage in productive activities during many days of the year while their adult caretakers may be working. These are the reasons why we have schools in our society. Looking closely at the text, have you seen some signal words used in this structure? Have you found these signal words - first, second and third? These signal words are used to enumerate the answers of the question posted. Do the details in the text support and provide answers to the question? Check out the graphic organizer on the next page to help you find answer with the latter.
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Answer 1: Students learn skills that will help prepare them for society.
Question: Answer 2: Why do we have schools?
Schools serve communities by providing safe havens for students in temporary living situations.
Answer 3: Schools provide a conducive environment for children to engage in productive activities during many days of the year while their adult caretakers may be working.
At this stage, you should have several ideas on the common text structures used in academic texts. Keep in mind these ideas because you are going to use your knowledge on text structures for enhancing your skills in gleaning information.
What’s More Eventually, you are ready to prove your understanding about the topic and this can be realized by getting involved in the following activities. Activity 2: Spot the clues! Directions: Read the text below. Circle the signal words used and determine the text structure applied in the text. Working on a computer may be easier and safer than working in a mine. However, it doesn’t come without risks. Using a computer for a long time can lead to poor eyesight, muscle loosening, back pain, and injuries to the hands and wrists. If you find yourself working or playing on a computer quite regularly, take a few steps to prevent these problems and you’ll thank yourself later. To address this, taking frequent breaks when you are computing for a long time is recommended. Specifically, you have to get up, walk around, stretch your hands and wrists, and straighten your back every once and a while. Undeniably, it can be hard to pull yourself away from your computer once you get into a zone, but your body will thank you later if you do. Thus, make your health a priority and don’t worry so much about what is happening on that little screen.
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What is the structure used in the text?____________________________________________ Why do you think so? ____________________________________________________________ __________________________________________________________________________________ ________________________________________________________________________________ It seems that you did it like a pro. So, challenge yourself for another one. Let us continue! Activity 4: Read to find out! Direction: Read the text entitled Studying for a Test and answer the questions that follow. Write your answers on the space provided. Studying for a Test Believe it or not, as important as it is, many students do not know how to study for a test. Well, studying for a test is easy. The first that you must do is take out your notes. Open your notes up to the section that you are supposed to review. Read what you wrote in your notebook. When you are done, close your notebook and see if you remember the ideas that you were studying. Still don’t remember? Open your notebook back up a try again. Source: www.ereadingworksheets.com
1. What does the author want to convey to the readers? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________ 2. How does the author present his ideas? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________ 3. What are the signal words used in the text? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________ 4. How do the signal words help in organizing the author’s ideas?
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 17
You’re doing great! How do you find the activities? Do they help you learn more about the lesson? Indeed, the activities help you understand more about academic text structures.
What I Have Learned Let us sum up the salient points discussed in this module. So, get ready to figure them out! Activity 5: Match to know! Direction: Match the group of words in Column A to their meanings in Column B. Write only the letter of your choice in the space provided. Column A ______1. Compare – Contrast ______2. Cause – Effect ______3. Sequence ______4. Problem – Solution ______5. Descriptive ______6. Question – Answer
Column B a. explains how to do it or how it happens b. specifies only the consequences of the action c. starts by posing a question then goes on to answer that question d. Shows what is in common and what is different e. gives the reader a mental picture f. discusses advantages and disadvantages g. presents the action and its result h. suggests appropriate actions to address certain issue
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What I Can Do Obviously, you are aware that our lives and our ways of living have drastically changed when the COVID-19 pandemic came unexpectedly. Share your thoughts and experiences about it. Try structuring your own text. Activity 6: Structure your essay! Direction: In the space provided, write an essay/article about COVID – 19 pandemic using a specific text structure of your choice. You may use a separate sheet if necessary.
Please be guided by the suggested criteria for scoring. Criteria for Scoring: Appropriate Use of Text Structure………20 pts. Mechanics………….…………...................15 pts. Creativity and Presentation……….…......15 pts. Total………………………….............………50 pts.
________________________________________________ Title
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Assessment Check your skills on identifying text structures by answering the activity below: Directions: Read the passages below and determine how each is mainly structured. On a sheet of paper, answer the questions that follow and put the information from each passage in an appropriate graphic organizer. Feel free to make changes of the graphic organizer if necessary. Passage 1 Earthquakes happen all over the world in areas called seismic zones. Seismic zones occur where the plates of crust covering the Earth’s surface meet each other. Inside the Earth, the mantle is always moving, which in turn moves the plates. These plates push against each other, building up tension between them. When the tension between plates becomes too great, they grind against each other, causing the Earth’s surface to tremble and shake. Passage 2 I have noticed that a lot of people are confused about mobile data and Wi-fi. Some people think that they’re the same thing. Both mobile data and Wi-fi allow you to connect to the internet. However, there are some important differences between them. Mobile data is provided by the mobile phone company. Whereas, Wi-fi is comes through cable or phone lines. Mobile data gives you internet access anywhere that your phone can get a signal. But, you can only get Wi-fi access when you are near a router. Customers are usually given a nearly unlimited amount of Wi-fi data, like an all-you-can-eat buffet. On the other hand, mobile data is often sold in limited portions, like an expensive restaurant. It is important to know which you are using so that you aren’t charged additional fees for going over your mobile data plan limits. Passage 3 In the center of Luna’s Spoliarium painting are fallen gladiators being dragged by Roman soldiers. At the left side, spectators ardently await their chance to strip off the combatants of their metal helmets and other armory. In addition, emotions are featured on the left and the right side presents a sober mood. It can be seen also in the right side; an old man carries a torch perhaps searching for his son while a woman weeps the death of her loved one. Passage 4 The first step of changing oil in a car is to gather supplies. After you have collected all of the tools and supplies, prepare your vehicle. Start the car and let it run for one to two minutes to warm the oil and the engine. Then, find a flat surface to jack the vehicle from the center under the engine. Next, locate the oil filter and oil drain plug. Put on work gloves to protect your hands and position an oil drain pan under the engine then remove the plug the rest of the way.
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Passage 5 What is an ice cream headache? It is when a painful sensation resonates in your head after eating something cold (usually ice cream) on a hot day. This pain is produced by the dilation of a nerve in the roof of your mouth. The nerve center is overreacting to the cold by trying to heat your brain. It is an ice cream headache when you feel those sensations which have turned many smiles to frowns. Passage 6 Some students have poor attendance. The school has tried many ways of addressing this such as teachers have sent letters and/or have talked to parents immediately, school has scheduled parent/ teacher/ guidance counsellor/ school prefect of discipline conferences with students who are habitually absent. Hopefully, this will help more students get to school every day. 1. Which passage is cause - effect? Put information from the passage in the graphic organizer. Passage Number: ____________________________
Effect Cause
Effect
2. Which passage is sequence? Put information from the passage in the graphic organizer. Passage Number: ____________________________
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3. Which passage is problem-solution? Put information from the passage in the graphic organizer. Passage Number: ____________________________ Solution
Problem
Solution
4. Which passage is compare-contrast? Put information from the passage in the graphic organizer. Passage Number: ____________________________ What is being compared and contrast?
Differences
Similarities
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5. Which passage is descriptive? Put information from the passage in the graphic organizer. Passage Number: ____________________________
Thing/Place/Event being Described
Detail
Detail
Detail
6. Which passage is question- answer? Put information from the passage in the graphic organizer. Passage Number: ____________________________ Answer
Answer
Question
Answer
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Answer
Additional Activities You have come this far. Let us celebrate by working with another fun - learning activity. What a relief! Activity 7: Let’s Blog! Directions: Using different text structures, make a video blog or article blog featuring the most influential persons or important events, places, concepts and ideas in your field of interest. If you want to do a video blog, add sub – title in the video to determine the text structures used. Post your blog in Youtube and send the link of the video to your teacher for assessment. If you prefer to do an article blog, write it in a separate paper and attach it here. Or, you may submit a copy of article blog to your teacher in any platforms applicable.
Choose only one from the following possible topics for your blog: 1. Make a blog featuring your day at home coping the challenges brought by the COVID -19 pandemic (for Academic Track Students) 2. Do a research and feature in a blog your favorite local artist (for Arts and Design Track Students) 3. Inspire others by sharing in a blog your home workouts that you do to keep healthy and fit while staying at home (for Sports Track Students) 4. Make a review blog on the specifications of cars or mobile phones from famous brands, or you may do a cooking tutorial blog (for TVL Track Students)
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Indicators/ Scale Organization
Ideas
Conventions
Graphics
4 The content of the blog has excellent formatting and very organized presentation of information. The blog communicates relevant information appropriately and effectively to the intended audience. All of the writing is done in complete sentences. Capitalization and punctuation are correct. The graphics go well with the text and there is a good mix of text and graphics.
Rubrics for Scoring 3 The content of the blog has appropriate formatting and well - organized presentation of information. The blog communicates relevant information appropriately to the intended audience. Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct. Most of the graphics go with the text but few create distractions.
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The content of the blog has observed random formatting and some organized infromation.
The content of blog’ format organization information confusing to viewer/reader.
the and of are the
The blog communicates irrelevant information, or communicates inappropriately to the intended audience. Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct.
The blog communicates irrelevant information, and communicates inappropriately to the intended audience. Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are incorrect.
Few of the graphics go with the text and most of them create distractions.
The graphics do not go with the accompanying text.
Clearly, you have actively engaged in various tasks that help you improve your understanding of the target concepts, and at the same time, develop your skills in reading and writing academic texts. Definitely, you are now ready to embrace your next learning journey. Congratulations!
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1. 2. 3. 4. 5. 6.
Cause – Effect Compare – Contrast Descriptive Sequence Question – Answer Problem – Solution
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1. 2. 3. 4. 5. 6.
d g a h e c
What I Have Learned
Assessment
finally to start with
according to Question - Answer
Sequence
consequently, so
for example Descriptive
Cause - Effect
similarly
to address Problem - Solution
Compare - Contrast What’s New
1. b 2. a 3. e 4. c 5. e 6. f 7. d 8. a 9. b 10. f
A. Spot the Clues Signal Words However To address this Specifically Undeniably Thus
What I Know
What’s More
Answer Key
References Book Sources DepEd Teaching Guide in English for Academic and Professional Purposes DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature DepEd English 9 Learner’s Material, A Journey through Andlo – American Literature DepEd Physical Education and Health 10 Learner’s Material Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext Online Sources Mira Pak, with help from Judy Lombardi, Carolyn Burch, and Bonnie Ericson. Literacy Matters: Text Structure, http://www.literacymatters.org/content/te xtinyto.htm#geningo Structural Clues in Nonfiction - PDF Content Area Literacy: Understanding Text Structure, http://score.rims.k12.ca.us/score_lessons/content_area_lite racy/pages/understanding_text_struct.html https://www.ereadingworksheets.com/text-structure/ Other Sources DepEd Curriculum Guide in English for Academic and Professional Purposes
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DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address:
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