English Analysing Themes and Ideas Presentation Beige Pink Lined Style.pptx

ppt

1. Karunungang Bayan CARMI F. LACUESTA – Guro sa Filipino Bugtong , Sawikain , Salawikain Kasabihan , at Tanaga

2. Tukoy -Hula Bumili ako ng alipin, mataas pa sa akin. 1 2 3 Tukuyin kung ano sagot sa mga bugtong na nasa ibaba . 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

3. Bumili ako ng alipin, mataas pa sa akin. 1 2 3 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

4. Bumili ako ng alipin, mataas pa sa akin. 1 2 3 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

5. Bumili ako ng alipin, mataas pa sa akin. 1 2 3 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

6. Bumili ako ng alipin, mataas pa sa akin. 1 2 3 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

7. Tukoy -Hula Bumili ako ng alipin, mataas pa sa akin. 1 2 3 Tukuyin kung ano sagot sa mga bugtong na nasa ibaba . 4 Pinihit ko si kaibigan, bumukas ang daanan. Isda ko sa Maribeles, nasa loob ang kaliskis. May hita ay walang binti, may ngipin ay walang labi . .

8. Karunungang Bayan Ang mga karunungang -bayan ay isang sangay ng panitikan na nagpapahayag ng mga kaisipan at paniniwala , sumasalamin sa iba’t ibang karanasan ng mga tao na nasa iisang kultura . Ginagamitan ito ng malalalim at matatalinghagang salita upang mapatalas ang kaisipan . Sadyang matatalino ang ating mga ninuno kung saan naipamamalas nila ito sa pamamagitan ng mga karungang -bayan na nakikita naman natin hanggang sa kasalukuyan .

9. Ang karunungang -bayan ay hango rin sa karanasan ng mga matatanda at nagbibigay ng payo tungkol sa kagandahang-asal at mga paalala . Ito ay isang hudyat na ang mga Pilipino noon pa man ay may mataas na pagpapahalaga sa paglinang sa kaugalian at paghasa sa kinagisnang kultura . May iba’t ibang uri ang karunungang -bayan na makatutulong sa pagtukoy ng dangal ng ating lahing pinagmulan gayundin sa pagwawasto ng sariling pag-uugali at kilos. Ang mga ito ay ang salawikain , sawikain , kasabihan bugtong at tanaga .

10. BUGTONG Ito ay isang pahulaan sa pamamagitan ng paglalarawan . Binibigkas ito ng patula at kalimitang maiksi lamang .

11. Mga Halimbawa Baboy ko sa pulo , Balahibo’y pako . Walang hininga ay may buhay , Walang paa ay may kamay , Mabilog na parang buwan , Ang mukha’y may bilang .

12. Mga Halimbawa Tinabas na , tinabas pa. Halamang hindi malanta-lanta . Kung kailan mo pinatay , saka pa humaba ang buhay

13. SAWIKAIN Ang sawikain ay mga salitang patayutay o idyomatiko na ginagamit upang maging maganda ang paraan ng pagpapahayag. Naiiwasan ang makasakit ng loob sa kapwa-tao kapag gumagamit ng mga patalinhaga na salita o sawikain sa pakikipagkomunikasyon.

14. Mga Halimbawa kapilas ng buhay asawa Busilak ang puso Malinis na kalooban Pag- iisang dibdib Bahag ang buntot Itim na tupa kasal duwag Masamang anak

15. SALAWIKAIN Ang salawikain ay isang maikli ngunit makabuluhang pahayag na karaniwang may matulaing katangian. Mga pahayag na nagbibigay ng magagandang aral at gabay sa pamumuhay, sa asal, at sa pakikipagkapwa. Ito ay nakaugalian nang sabihin at nagsisilbing batas at tuntunin ng kagandahang-asal ng ating mga ninunong naglalayong mangaral at umakay sa mga kabataan sa pagkakaroon ng kabutihang-asal.

16. Mga Halimbawa Ubos-ubos biyaya , Bukas nakatunganga . Pangaral hinggil sa pagtitipid Gaano man katibay ang piling abaka, Wala ring lakas kapag nag-iisa. ( Paalaala hinggil sa pagkakaisa ) Kung walang tiyaga , walang nilaga ( Paalaala hinggil sa pa titiyaga )

17. Summary Analysis A summary is usually a short description that restates the topic or content of the text. It is used to give the reader an overview of what the story or article is about. It provides a brief account of what is covered in the text (main points only) and is written in a short, clear and concise way, without delving into specific examples. An analysis is a more detailed and in depth exploration of the text. It aims to deconstruct a text by examining its parts and commenting on how they work together to achieve a purpose. The writer evaluates, examines and interprets the content, drawing their own conclusions and providing specific examples to illustrate their points. Summary Vs. Analysis Before we delve into themes and ideas, it's important to understand the difference between summarising a text and analysing a text. The "what" of the text. The "how" of the text.

18. Summary Analysis A summary is usually a short description that restates the topic or content of the text. It is used to give the reader an overview of what the story or article is about. It provides a brief account of what is covered in the text (main points only) and is written in a short, clear and concise way, without delving into specific examples. An analysis is a more detailed and in depth exploration of the text. It aims to deconstruct a text by examining its parts and commenting on how they work together to achieve a purpose. The writer evaluates, examines and interprets the content, drawing their own conclusions and providing specific examples to illustrate their points. Summary Vs. Analysis Before we delve into themes and ideas, it's important to understand the difference between summarising a text and analysing a text. The "what" of the text. The "how" of the text.

19. As previously mentioned, the easiest way to start identifying themes and ideas is to ask: What is the text about? What topics or issues does it explore? We might begin by writing down singular words or short phrases e.g. war, growing up, homelessness, bravery or environmentalism. Then, we need to turn these into statements - that is, we write them as a series of specific ideas rather than as a single word. Start with a keyword to help you build a phrase. Your statement should not identify any examples from the text (i.e. specific characters/people, settings/places, or plot features/events) but rather focus on the broader idea about people, society or the world that the text conveys. To be successful, you should be able to use the phrase "The text conveys the idea that..." before your theme statement to form a complete sentence. Identifying Themes & Ideas

20. Adding Complexity It is rare for a text to centre around one theme or idea; often there are multiple. Some might be more dominant or obvious than others. These themes and ideas might interact and/or rely on one another in order to form a complex story or investigation. For example, a coming of age narrative novel for an adolescent audience might explore themes of bravery, family relationships, friendship, coping with change and maturity. An informational feature article for an audience of parents on the topic of standardised testing might explore ideas about education, student stress, academic success and differences in individual abilities and learning needs. It's also important to note that different readers can read the same text and identify different themes or ideas due to their personal context. These ideas may not always be deliberately intended by an author, but a reader might interpret them based on their personal reading of the text.

21. Development of Ideas Considering the fact that themes and ideas can be quite complex, it's important to consider how they develop throughout a text. Beginning Middle End How does the author introduce the theme or idea? What comments are made about the theme early on in the text? Consider the opening paragraphs of an article or the opening chapters of a novel. How are the themes or ideas developed further through the body of the text? Do they stay the same or evolve? Consider the use of narrative elements in literature or evidence provided in informational texts. How do the themes or ideas conclude at the end of the text? Is there a final stance taken or is it left open ended? Consider if there's a moral or message to a literary text or if an informational text has a balanced or one sided argument.

22. Making Inferences Another important thing to consider is that although some texts can state themes or ideas explicitly (such as an author of an informational text stating their argument or a character in a literary text directly stating an idea directly through dialogue), many texts infer these themes more subtly and it is up to you to draw inferences based on what is available. To clarify, an inference is a conclusion reached based off evidence and reasoning. This requires you to 'read between the lines' to extract a theme or idea based on the textual elements or information available to you. This might take the form of conclusions, predictions, critical judgements or interpretations. As humans, we do this naturally every day but the study of texts in English is an active and reflective process whereby you not only need to identify the ideas but consider how you came to reach them. You might compare this to mathematics where you are not only required to calculate a correct answer but you also must 'show your working out' in order to achieve full marks. English is no different.

23. Citing Textual Evidence The final step after identifying your themes or ideas is to cite strong and thorough textual evidence to support your analysis. This requires you to identify specific examples or elements of the text that have influenced your interpretation of these ideas. Remember, in upper school we avoid paraphrasing examples as this can be too general. Instead, we look for explicit evidence such as direct quotations from the text to illustrate our analysis. We should also go a step further and comment on the textual conventions, language features, structural features or stylistic choices that are shown through each specific quotation.

24. Literary Texts Informational Texts The textual evidence you provide might include: examples of narrative conventions such as characterisation, setting, point of view, plot events or symbolism language features such as descriptive language, figurative language, lexicon and connotation structural features such as flash back, foreshadowing, prologue or epilogue The textual evidence you provide might include: evidence supplied by the author including facts, statistics, expert opinion, personal anecdotes or case studies language features such as rhetorical question, inclusive language, repetition or hyperbole structural features such as cause and effect, problem-solution, compare and contrast Conventions & Language Features These will differ depending on whether the text you are discussing is literary or informational.

25. Your Turn In this course, we will be reading, summarising and analysing a range of literary and informational texts. Identifying multiple themes or ideas and analysing their development over the course of a text is a central skill that we will need to achieve success in the course. You will also need to be able to cite strong and thorough textual evidence to support the text's explicit ideas as well as your own inferences drawn from the text. Now, let's put these skills into practice by completing some analysis activities. Good luck!

26. Elements Used: