READING AND

WRITING
2ND SEM- 1QUARTER- WEEK2- DAY1
 OBJECTIVE:
Techniques learned in
selecting and
organizing
information.
Brainstorming List.
LISTING/BULLETING HOW TO USE
IT:
In this technique you jot down
lists or words or phrases under
Step 1- for this technique,
a particular topic. You can base you simply jot down
your list on thoughts (phrases, words,
questions, etc) that comes
- the general topic to mind.
- one or more words from your Step 2- once down with the
particular thesis claim possible topics, write sub
lists of things you could say
- a word or idea that is the about each topic. It is a
word association activity.
complete opposite of your
original word or idea.
 CLUSTERING
Cluster diagrams can be used
to facilitate a brainstorming
session or structure idea
generation and even to help
with exploring new topics.
 Step 1- pick your Step 3- Brainstorm
topic interest to around each of the
explore. This should sub-topics and
be placed in the write down related
middle of the
diagram.
HOW TO ideas around
them.

Step 2- brainstorm USE IT: Step 4- add as many layers

as you want. However, use
around this main idea
color-coding to emphasize
and come up with sub-
each branch of thought.
topics and write down This will make it easier for
related to it. Place you to read and
them around the understand the cluster
center. diagram.
FREEWRITING
Freewriting is a brainstorming
activity in which the writer writes
anything they can about a topic, in
continuous prose, with the goal
that one idea will lead to another.
The advantage of this technique is
that it might enable you to
generate ideas when the other
methods fail.
 HOW TO USE IT:
Step 1- write the Step 4- after you
Step 3- write as
topic at the top of have run out of
much as you can
ideas, reread your
your paper. about the topic. passage and
Include as many circle/highlight the
Step 2- you can
either have a time
supporting facts, little gems,
limit (3 minutes, 5 details, and discoveries, and
minutes, 10 examples as you insights, or the ideas
Step 5- group the
minutes), or a space can, but do not which seem useful.
related ideas
limit (1 whole page, worry if you do not together, then use
2 whole pages), have many at this them to write an
until you reach stage. outline.
your goal.
 HOW TO USE
CUBING IT:
Step 1- select a topic
Shows how items that can either be an
issue, idea, event,
are related to one problem, person, scene.

another in a
Step 2- start the
repeating cycle cubing process
DESCRIBING
ask yourself questions that will
make you think of the
characteristics that make this
topic unique. How would you
describe this topic, challenge or
issue including characteristics,
defi nitions and parameters.
COMPARE

delve into what this

topic is similar to
diff erent from in the
external environment.
ASSOCIATE
what does the topic at hand
make you think? What can it be
related to? How could this topic
connect to other related topics
or issues?
 ANALYZE
look at the smaller parts of
the overarching topic. What
smaller parts make up the
whole? Is it possible to break
down the issue?
APPLY
how is it used? Who
uses it?
ARGUE
support your position of
supporting or not
supporting the topic.
READING AND
WRITING
2ND SEM- 1QUARTER- WEEK2- DAY2
 OBJECTIVE:
Techniques learned in
selecting and
organizing
information.
Brainstorming List.
GRAPHIC ORGANIZERS
Graphic Organizers are visual tools to
support comprehension. Using graphic
organizers is a strategy that supports
comprehension by focusing on specifi c
concepts being studied. This increase both
short and long- term memory. Here are
other benefi ts of using graphic organizers.
 01. 02. 03. 04.
•makes it •help develop •help recall •promotes
easier to cognitive skills prior self
comprehend such as knowledge learning
information by brainstorming, about a
breaking down
critical and subject and
larger or
creative quickly
complex
thinking, connect it to
concepts or
categorizing and new
ideas into
prioritizing
smaller and information
simplier parts. content,
reflection, etc.
 HOW TO USE
CYCLE GRAPH IT:
Step 1- identify the
Shows how items steps in the process
are related to one or event

another in a Step 2- Using a cycle

chart, arrange these
repeating cycle steps in sequential
order, creating a loop of
events
PROBLEM-SOLUTION
Expressing as a dilemma or
concerning issue and something
that was, can be, or should be
doe to remedy this issue
 HOW TO USE IT:
Step 1- Step 3- brainstorm
identify the at the possible Step 5- you can
problem and solutions along then make
write it in the with the pros and
suggestions to
problem box cons relating to
improve the
Step 2- write them
Step 4- select the
selected solution
down why you best possible
further
think it is a solution, then list
problem in the down all it's
fi rst place possible
consequences
 CAUSE AND EFFECT
Examines why
something happened or
might happen by
organizing potential
causes into smaller
categories
 HOW TO USE IT:
01. 02. 03.
Step 1- identify Step 2- fill in the Step 3- provide

the main event, shapes to the the information

which fills the left, which on the shapes to

represent the the right, which
central
caused that are the effects of
selection of the
helped the event the chosen
map
happen event.
PIE GRAPH
Display relative
proportions of multiple
classes of data
 HOW TO USE IT:

Step 1- Step 2- Step 3- make

identify the considering sure you
categorical that the whole include the
pie is 100%, numerical
data you
divide the value or the
would add
whole in the percentage of
on your percentage of each part of
graph each category your pie graph
READING AND
WRITING
2ND SEM- 1QUARTER- WEEK2- DAY3
 OBJECTIVE:
Techniques learned in
selecting and
organizing
information.
Brainstorming List.
SENTENCE OUTLINE
A sentence outline lists complete sentences, plus it
shows you exactly what you need to include in your
sub-topic. Instead of a mini-topic, it is somewhat a
mini-thesis of the main topic. It is much easier to
understand since the full text for each supporting
topic is already written out. It expresses the
complete and actual idea of the supporting topics in
order to support the main topic. A sentence outline is
often used while discussing complex topics that
require a thorough explanation about the main topic.
BENEFITS OF
WRITING A
SENTENCE
OUTLINE
INCLUDE:
 CLARITY
if you can't write in clear
sentence summarizing the
paragraph's points, you certainly
can't write a clear paragraph
FLOW OF ARGUMENT
it is much easier to quickly
judge wherether the present
order of paragraphs really
makes an argument in the
most eff ective way
 EFFICIENCY
revision of the plan of paper is
much easier and quicker if you
have only to delete or re-order
sentences. Doing this on the
completed draft involves much
more work
 WRITING TO LENGTH
with a sentence outline, you
can easily judge how long the
manuscript would be and
modify it to keep essential
material within the prescribed
length.
LET'S EXPLAIN A
FEW TERMS:
 INTRODUCTION
the introduction prepares your
readers on the purpose of your
paper as it provides the context of
your argument. You may start by
discussing one specifi c topic, and
provide a enough context such as
defi nition of terms.
 THESIS
the thesis is the idea that you
are trying to prove, or the
central argument of your
paper. Thus, the entire paper
should refl ect your thesis. The
thesis statement will usually
be at the end of your
introduction.
TOPIC SENTENCES/MAJOR
POINTS
these sentences are the claims
related to your thesis. These
are the building blocks of your
paper toward its conclusion.
SUPPORT SENTENCES/MINOR
POINTS
these sentences prove your
topic sentences. Minor points
develop the nuances of your
major points but may not be
signifi cant enough to warrant
extended attention on their
own
 CONCLUSION
your conclusion will refl ect back on
the rest of your work. You may
briefl y mention your topic
sentences and restate your thesis.
In an informal outline, you may not
want to include conclusion in your
outline.
 WRITING TO LENGTH
with a sentence outline, you
can easily judge how long the
manuscript would be and
modify it to keep essential
material within the prescribed
length.