RWS-Final-PPT. week 4pptx.pptx-READING AND WRITING SKILLS

Reading and writing skills are the fundamental abilities to understand and produce written language, crucial for communication, learning, and success in all aspects of life. Reading involves decoding and comprehending written text, while writing involves conveying thoughts through text with proper grammar and organization.

1. Dear God, We thank You for the school that we have. We pray to You that this may serve as a safe place for all of us to learn, have fun, and build strong friendships. Thank you to the teachers who teach us. Thank you for the friends – the people we can learn new things with. And thank you for the beautiful day you give us to learn, to serve others, and to remember the Truth of Your Glory! In Jesus’ name. Amen.

2. CLASSROOM RULES Listen attentively Participate in the class activity. Raise your hand if you want to answer. Stop doing irrelevant things during our discussion.

3. MECHANICS Divide the students into two groups. Each team has 2 members. One is called a guesser -- the one who guesses the word and give questions. The other is the responder -- the one who answers the questions. The teams play one at a time. Players are seated facing each other. In three minutes, the guessers must be able to guess the correct and exact word or words as many as they can. To guess the word, the guesser asks his fellow player questions that can give clues to the word. The question should only be answerable by yes or no or may be.

4. LEARNING TASK 1: HOW WELL DO YOU KNOW?

5. Instruction : Read the statements carefully. Identify which statement belongs to implicit or explicit information.

6. It was dark and stormy. The trees were swaying wildly outside Anne’s window as she prepared for bed and the gutters were overflowing. Explicit Information Implicit Information The trees were swaying wildly outside Anne’s window as she prepared for bed and the gutters were overflowing. It was dark and stormy.

7. There once a boy named Peter Pan, and he magically never grew older. All children, except one, grow up. Implicit Information Explicit Information All children, except one, grow up. There once a boy named Peter Pan, and he magically never grew older.

8. It would be a shame if you were hurt. It would be a shame if something happened to you. Explicit Information Implicit Information It would be a shame if something happened to you. It would be a shame if you were hurt.

9. I want you to be home by eight. Be home by eight. Implicit Information Explicit Information Be home by eight. I want you to be home by eight.

10. If you don’t show more appreciation. I’ll review my options . Explicit Information Implicit Information If you don’t show more appreciation. I’ll review my options. If you don’t give me a pay rise, I’ll leave. If you don’t give me a pay rise, I’ll leave .

11. 1. What are the two kinds of information? 2. What do you think is the difference between Explicit and Implicit information?

12. To properly evaluate the ideas you have gathered while reading, you must be able to know the different kinds of information which are explicit information and implicit information. Two Kinds of Information: Explicit Information is the information stated in the text. Readers can see the piece of information stated in the given passage. Implicit information is the information not directly presented in the text. As readers, we need to read between the lines to understand the details that the writer is trying to tell us.  

13. LEARNING TASK 2: LET THE BATTLE BEGIN

14. Direction: The students will work as a team to defend which one is better, the implicit information or the explicit information. The students will be given 5 minutes to prepare for the debate.

15. LEARNING TASK 3: NAME THAT CLAIM!

16. Direction: Analyze the following statements from different well-known personalities and identify if their statement is a statement of fact, statement of value or statement of policy.

17. “Transmission remains very high, vaccination coverage remains very low in too many countries, and the relaxation of many public health and social measures is allowing continued transmission, with the risk of new variants emerging .” Dr. Tedros Adhanom Ghebreyesus ( World Health Organization)     Statement of Fact

18. “The main purpose of life is to live rightly, think rightly, and act rightly .” - Mahatma Gandhi (Indian Lawyer) Statement of Value

19. “School that will have an expansion of face to face classes must be located in areas under alert levels 1 and 2 based on the periodic risk assessment by Department of Health .” - Secretary Leonor Magtolis Briones (Department of Education) Statement of Policy

20. “We are talking of peace. These are things that break peace, but I feel the greatest destroyer of peace today is abortion, because it is a direct war, a direct killing – direct murder by the mother herself.” - Mother Teresa (Founder of the Order of the Missionaries of Charity) Statement of Value

21. “Every official and employee should be given what they are due so that, in return, I could demand their best and top notch service for this commission. - Chairman Saidamen Pangarungan (Commission on Elections) Statement of Policy

22. OBJECTIVES Determine the difference between implicit and explicit information. Recognize the different types of claim in a written text. Formulate claims based on the situations and pictures presented. 01 03 02

23. CLAIMS 1. Central idea. 2 . What the writer tries to prove in the text by providing details, explanations, and other types of evidence. 3 . A sentence that summarizes the most important thing that the writer wants to say as a result of his/her thinking, reading, or writing.

24. LEARNING TASK 4: SCAVENGERS HUNT

25. Instructions: The class will be divided into 3 groups. Each group will pick one claim to present in front of the class. Provide at least 5 examples.

26. GROUP 1

27. Claims of Written Texts Claims of Fact P ieces of information which are grounded on reliable authority such as science or history. It relate to statements that can be easily verified and not dependent on a person's preference. A sserts that a condition has existed, is existing, or will exist and is based on facts or data .

28. And , to verify whether these statements are claim of fact or not, ask these questions: Is it debatable? Is it verifiable ? Is it specific? Can it be solved objectively?

29. Types of factual claims (generally "objective") Factual / historical The oldest known disease in the world is leprosy Relational - causal connections Generally, obesity causes health problems. Predictive The earth is warming rapidly.

30. GROUP 2

31. Claim of Policy C alls for some form of action. It states what the reader should or ought to do about a particular situation/topic. A sserts that specific policies should be instituted as solutions to problems. It argue that certain conditions should exist.

32. It almost always "should" or "ought to" or "must" are included in this claim. Claims of Policy are specific statements on procedures or laws that need to be modified based on certain issues or conditions. Most of the time, claims of policy ask for plans of action to solve current problems.

33. EXAMPLES OF CLAIMS OF POLICY • The mayor should suspend the classes today. • The government should legalize medicinal marijuana. • Local Malls should not open during the general community quarantine.

34. GROUP 3

35. Refer to statements that appeal to a person’s taste and morals or the sense of what’s good and what’s bad. This type of claim weighs the values according to which is more desirable. Claim of value deals with topics concerning moral, philosophical, or aesthetic aspects. Claims of Value involve judgments and evaluations. Claims of Value

36. It judges whether something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We judge the worth of something. It attempts to prove that some things are more or less desirable than others.

37. EXAMPLES OF CLAIMS OF VALUE   • Cheating is not good. • Buying a house is a lot better than building it. • The government is doing a great job during the Covid-19 pandemic.

38. LEARNING TASK 5: THE HALL OF “CLAIMER” CHALLENGE

39. Direction: The class will be asked to make a claim based on the given pictures.

40. Claim of Fact

41. GROUP 2: Claim of Policy

42.   GROUP 3: Claim of Value

43. LEARNING TASK 6:

44. The class will work as a team. Each group must identify what type of claim is presented in the slide. There must be one participant for each item who will write the answer on the board or paper in CAPITAL LETTERS. Once the timer is done, the participant of each group will raise their answer. Each correct answer is equivalent to 2 points. There will be no extension time will be given for those who do not have answers.

45. 1. Honesty is the best policy. claim of value

46. 2. Staying late at night can cause obesity. claim of fact

47. 3. Smoking can lead to respiratory infection. claim of fact

48. 4. Be kind for everyone has a hard battle to win. claim of value .

49. 5. Social media makes every youth share common goals. claim of fact

50. 6. Extra Judicial Killings lessen the crimes in our community. claim of fact

51. 7. All students must be strictly prohibited to bring any gadgets at school. claim of policy

52. 8. Barkada Kontra Droga would eradicate drug addiction in the community. claim of fact

53. 9. Zero Waste Management should be strictly implemented in the school campus. claim of policy

54. 10. To compete globally, the Department of Education adapted the K to 12 curriculum. claim of fact

55. FINAL TASK: 6 LESSONS LEARNED FROM X

56. learned that….. 1. 2. 3.

57. THANK YOU GOD BLESS! Please keep this slide for attribution