READING AND WRITING

QUARTER 3: LESSON 1
 ACTIVITY: BY PAIR

PAIR
SENTENCES
PAIR SENTENCES
Directions: Construct sentences by comparing and
constructing the images that the teacher has given you.
Make sure you use the transition devices below to
highlight similarities and differences.
Ex: Similarity: Both cats and dogs are friendly.
Difference: Dogs love to bark but cats love to scratch.
PAIR SENTENCES
Directions: Construct sentences by comparing and
constructing the images that the teacher has given you.
Make sure you use the transition devices below to
highlight similarities and differences.
Ex: Similarity: Both cats and dogs are friendly.
Difference: Dogs love to bark but cats love to scratch.
Share It To The Class!
 WHAT IS ESSAY?

According to Bow Valley College, an essay

is a formal piece of writing which is usually
short and deals with single subject (2020).
 WHAT IS ESSAY?
Writing an essay allows you to understand specific
ideas and hones your ability to explain concepts in
your own words. Moreover, essays are usually written
in discursive style which enables you to present
evidences and arguments to address a specific issue
or inquiry. Thus, it encourages you to filter out and
arrange your ideas in a well thought manner (Claudio,
2005).
1. Introduction
1. Introduction
1. Introduction
2. Body
2. Body
3. Conclusion
3. Conclusion
Comparison and contrast essays may
be written in two methods or styles:

⮚ Subject-by-Subject Format
⮚ Point-by-Point Format.
 Subject-by-Subject Format/Block
method
•Presents all information about one subject before moving
on to the other
•Can be used when the subjects have many differences or
are complex
•Can help avoid the list-like feel of the point-by-point
method
•Can help the author present the full picture for one subject
before moving on to the next
 Subject-by-Subject Format/Block
method
Example:
Title: Online Learning vs. Traditional Classroom Learning

Education has evolved significantly over the

years, offering students a variety of ways to

INTRODUCTION
learn. Two prominent methods are online
learning and traditional classroom learning.
While both aim to provide quality education,
they differ in several aspects, including
accessibility, interaction, and flexibility. This
essay will compare and contrast these two
methods to highlight their unique features and
determine their effectiveness.
Title: Online Learning vs. Traditional Classroom Learning

Online learning has gained popularity due to its

accessibility and convenience. Students can attend classes

Subject 1: Online Learning

from anywhere in the world, provided they have an
internet connection. This eliminates the need for
commuting and makes education accessible to those in
remote areas. Interaction in online learning is often

BODY
limited to virtual platforms, such as discussion boards or
video calls. While this allows for global connections, it can
lack the personal touch of face-to-face interactions. Online
courses are typically self-paced, allowing students to learn
at their own speed. This is particularly beneficial for
individuals juggling work, family, or other commitments.
Title: Online Learning vs. Traditional Classroom Learning

Traditional classroom learning, on the other hand,

offers a more structured approach. Physical attendance

Subject 2: Traditional
Classroom Learning
is required, which can be challenging for those who live
far from schools or universities. However, it provides
access to campus resources like libraries and labs. Face-

BODY
to-face interaction with teachers and peers fosters a
sense of community and allows for immediate feedback
and clarification of doubts. Classroom learning follows a
fixed schedule, which helps students maintain discipline
but may be inconvenient for those with other
commitments.
Title: Online Learning vs. Traditional Classroom Learning

Both online and traditional classroom

Conclusion
learning have their advantages and drawbacks.
Online learning offers unmatched flexibility
and accessibility, while traditional classroom
learning provides structured, interactive
environments. Ultimately, the choice between
the two depends on individual preferences,
learning styles, and circumstances.
 Point-by-Point Format

•Presents a side-by-side analysis of the two topics

•Can be used when the subjects have a few paragraph
features
•Can help readers avoid losing track of the main ideas
•Can help readers more closely compare and contrast the
two topics.
Title: Online Learning vs. Traditional Classroom Learning

Education has evolved significantly over the

INTRODUCTION
years, offering students a variety of ways to learn.
Two prominent methods are online learning and
traditional classroom learning. While both aim to
provide quality education, they differ in several
aspects, including accessibility, interaction, and
flexibility. This essay will compare and contrast
these two methods to highlight their unique
features and determine their effectiveness.
Title: Online Learning vs. Traditional Classroom Learning

Online Learning: Students can access lessons

Point 1: Accessibility
from anywhere in the world, provided they have an
internet connection. This makes education
accessible to those in remote or underserved areas.

BODY
Traditional Classroom Learning: Requires
students to be physically present, which can be
challenging for those living far from schools.
However, it provides access to campus-specific
resources, such as libraries and labs.
Title: Online Learning vs. Traditional Classroom Learning

Online Learning: Interaction is primarily

Point 2: Interaction
virtual, often through discussion boards, emails, or
video conferencing. While it allows for global
connections, it can feel impersonal and lacks the

BODY
immediacy of in-person communication.
Traditional Classroom Learning: Face-to-face
interaction fosters a sense of community and allows
students to engage directly with teachers and
peers, enabling immediate feedback and richer
discussions.
Title: Online Learning vs. Traditional Classroom Learning

Online Learning: Offers unparalleled

Point 3: Flexibility
flexibility, as most courses are self-paced,
allowing students to balance education with

BODY
work or personal commitments.
Traditional Classroom Learning: Follows a
fixed schedule, which helps instill discipline
and routine but may be restrictive for those
with other obligations.
Title: Online Learning vs. Traditional Classroom Learning

CONCLUSION
Both online learning and traditional
classroom learning have their merits and
limitations. Online learning excels in flexibility
and accessibility, while traditional classroom
learning offers structured environments and
stronger interpersonal connections. The best
choice depends on individual needs, learning
preferences, and personal circumstances.
GET 1 WHOLE SHEET OF PAPER
Activity 2: Developing Body of Paragraphs

Directions: Write a comparison and contrast essay

using the two formats. Below are two introductory
paragraphs. Each includes the thesis statement
which contains the parallel structures that will guide
you in constructing your body paragraphs logically.
The content for the middle section has already been
indicated for your reference.
 Vacationing in the Mountains or at the Beach
People are always looking forward to their vacation period.
There are many options where to choose. I think that the two most
common places people choose for taking a vacation are the
mountains and the beaches. Both places offer a variety of fun
activities. The beach offers activities that the mountain cannot offer
and vice versa. The mountain and the beach are totally different. The
purpose of this essay is to contrast the climate, types of activities and
locations of beaches and mountains.

Method: Block Writing Outline

Paragraph 2: Mountain – talk about 1) climate 2) types of activities 3)
location
Paragraph 3: Beach – talk about 1) climate 2) types of activities 3)
location
 Consuming Fresh Foods Instead of Canned Foods
Eating is an activity that we as humans do at least two times a
day. We live in a world where the variety of food is immense, and we
are responsible for what we eat. We decide what we are about to
eat and how it will affect our bodies. The purpose of this essay is to
compare and contrast the differences between eating fresh foods
instead of canned foods. The three main differences are flavor,
health benefits, and cost.

Method: Point-by-Point Outline

Paragraph 2: First difference between fresh food and canned foods is flavor
Paragraph 3: Second difference between fresh food and canned foods is health
benefits
Paragraph 4: Third differences between fresh food and canned foods is cost
Paragraph 5: Conclusion
Compare and Contrast Essay Quiz (Multiple Choice with Answers)
Instructions: Choose the best answer for each question. Each question is worth 1 point.

1. What is the main purpose of a compare and contrast essay?

a) To tell a story
b) To explain the causes of an event
c) To highlight similarities and differences between two subjects
d) To argue a specific opinion
2. Which organizational structure involves discussing all the points about one subject before moving to the next subject?
a) Point-by-point method
b) Block method

3. Which of the following is an appropriate topic for a compare and contrast essay?
a) The process of photosynthesis
b) Books vs Cellphone
c) A biography of Leonardo da Vinci
d) The history of the printing press

4. Which organizational structure alternates between similarities and differences for each main point?
a) Block method
b) Point-by-point method
5. Which of the following is NOT a feature of a strong compare and contrast essay?
a) Clear and logical structure
b) Balanced discussion of similarities and differences
c) Irrelevant details
d) A strong thesis statement

6. Which of the following best describes the point-by-point method of organizing a compare and contrast essay?
a) Discuss all points about one subject before moving to the other
b) Discuss similarities first, then differences
c) Alternate between similarities and differences for each main point
d) Introduce both subjects at the beginning and summarize them in the conclusion

7,8,9. What are the three main parts of an essay?

a) Introduction, Discussion, Ending
b) Introduction, Analysis, Conclusion
c) Introduction, Body, Conclusion
d) Introduction, Overview, Closing

10. What is the main purpose of the introduction?

a) To summarize the entire essay
b) To present all the arguments and evidence
c) To grab the reader’s attention and introduce the topic
d) To restate the thesis
11. Where is the thesis statement typically located in an essay?
a) At the beginning of the body paragraphs
b) At the end of the conclusion
c) At the end of the introduction
d) In the middle of the essay
12. What is the function of the conclusion in an essay?
a) To introduce new arguments or evidence 15. Which part of the essay typically answers the
b) To add irrelevant information question, “What is this essay about?”
c) To summarize the main points and restate the thesis a) Body paragraphs
d) To provide the thesis for the first time b) Conclusion
c) Introduction
13. What is a common feature of an effective introduction? d) Title
a) A detailed explanation of every argument
b) A question or a hook to engage the reader
c) A hook, background information, and a thesis statement
d) A summary of the conclusion

14. What is the best way to start a conclusion?

a) With a new piece of evidence
b) By summarizing the main ideas
c) By asking a question
d) With a detailed background
READING AND WRITING
QUARTER 3: LESSON 2
 Activity 1.
Write this question on the board:

"What makes a text enjoyable,

clear, and effective to read?"
Properties of a
Well-Written
Text
 Properties of a Well-Written Text:

✔Organization
✔Coherence and Cohesion
✔Language Use
✔Mechanics
these properties make a written piece not just grammatically correct but also effective and meaningful
Organization
- It refers to the logical arrangement of ideas in a text. It
ensures that the introduction, body, and conclusion are
properly structured and flow seamlessly.

Importance: A well-organized text helps readers follow the

message easily and keeps their attention focused.
Organization

How to Achieve:
• Use clear headings or sections.
• Arrange ideas in a logical sequence (e.g., chronological, cause-
effect, or importance).
• Provide an introduction to set the context and a conclusion to
summarize.
Organization
Example:
Poor Organization:
• "The team completed the project yesterday. The budget
was discussed last week. We started in March.“
Improved Organization:
• "We began the project in March. Last week, the budget
was finalized. Finally, the team completed the project
yesterday."
Example of Organization:
Topic: The Benefits of Exercise
•Introduction: Exercise improves both physical and mental health.
•Body:
• Physical Health: Strengthens the heart and muscles, reduces
disease risks.
• Mental Health: Boosts mood and reduces stress through
endorphins.
•Conclusion: Regular exercise leads to a healthier and happier life.
This structure keeps ideas clear and easy to follow.
Coherence and Cohesion
Definition:
• Coherence: Refers to the logical connection of ideas, making
the text easy to understand as a whole.
• Cohesion: Refers to the grammatical and lexical links
between sentences and paragraphs.

•Importance: These qualities create unity and make the text flow
smoothly. Coherence deals with the clarity of ideas, while
cohesion connects sentences and paragraphs.
Coherence and Cohesion
How to Achieve:
• Use transition words (e.g., "furthermore,"
"however," "therefore").
• Maintain a consistent focus or theme.
• Repeat key terms or use synonyms to maintain
topic connection.
Coherence and Cohesion
Example:
Without Coherence and Cohesion:
• "The weather was cold. Winter is harsh. Snow fell
heavily."
With Coherence and Cohesion:
• "The weather was cold because winter had arrived.
Snow fell heavily, blanketing the ground in white."
MORE EXAMPLES:

1. Using Transition Words

Example:
I woke up late this morning. As a result, I missed the school bus. Fortunately, my dad gave
me a ride, so I arrived on time.
2. Logical Flow of Ideas
Example:
I love playing basketball. It helps me stay active and healthy. Moreover, it teaches me
teamwork and discipline. Because of this, I always look forward to our practice games.
3. Cause and Effect
Example:
Mark studied hard for his test. As a result, he got the highest score in class.
4. Sequencing Ideas
Example:
First, I gather all the ingredients. Next, I mix them together. Finally, I bake the cake in the oven.
Language Use

- Refers to the appropriate use of words, tone, and

style to suit the audience and purpose of the text.

•Importance: Proper language use ensures that the

text is engaging, professional, and easy to understand.
Language Use

•How to Achieve:
• Match vocabulary and tone to the audience
(e.g., formal for reports, casual for blogs).
• Avoid clichés, slang, or overly complex words in
formal writing.
Language Use
•Example:
Inappropriate Language:
• "The data in this report totally rocks!"
Appropriate Language:
• "The data in this report demonstrates
significant progress."
MORE EXAMPLES:

Plain: The cake was tasty.

Descriptive: The cake had a rich, creamy frosting and a soft, fluffy texture.

Vague: The weather was bad yesterday.

Precise: It rained heavily with strong winds yesterday.

Formal: Please ensure that you submit your assignment before the deadline.
Informal: Don’t forget to turn in your homework on time!
Mechanics
- Refers to the technical correctness of the text,
including grammar, punctuation, spelling, and
formatting.

•Importance: Proper mechanics enhance readability

and credibility. Errors can distract or confuse readers.
Mechanics

•How to Achieve:
• Proofread thoroughly for typos and errors.
• Follow formatting guidelines for the
document type (e.g., APA, MLA).
Mechanics
•Example:
Incorrect Mechanics:
• "The teams goals were reached, however the budget
was exceeded."
Correct Mechanics:
• "The team’s goals were reached; however, the budget
was exceeded."
Mechanics
•Example:

“A woman, without her man, is nothing.”

“A woman: without her, man is nothing.”

Incorrect: their going to the park later, would you like to join?
Correct: They’re going to the park later. Would you like to join?
GET 1 WHOLE SHEET
OF PAPER
Activity Title:
"Spot the Difference: The Four Properties in Action“

Direction: Students will analyze text samples, identify

issues related to the five properties, and give
improvements.
 What property is How can this be
violated? improved?
"The conclusion of the project
exceeded expectations. We began
planning in January. The budget
meeting was held in March."

"The team nailed it! They were

super duper happy about the
results."

"The team worked late hours. An

award was given to the team.
Everyone felt tired."

"The report, was finalized yesterday

however it still needs to be
proofread."
ANSWERS!!!
 What property is How can this be
violated? improved?
"The conclusion of the project "We began planning the project in
exceeded expectations. We began January. The budget meeting followed
planning in January. The budget Organization in March, and the conclusion exceeded
meeting was held in March." expectations."

"The team nailed it! They were

"The team performed exceptionally well
super duper happy about the Language Use and were very pleased with the results."
results."

"The team worked late hours to meet

"The team worked late hours. An Coherence and the deadline. Their hard work paid off
award was given to the team.
Everyone felt tired." Cohesion when they received an award, even
though they felt tired afterward."

"The report, was finalized yesterday

"The report was finalized yesterday;
however it still needs to be Mechanics however, it still needs to be proofread."
proofread."
PERFORMANCE TASK
By pair: Write a short paragraph/script promoting a
new product. Present it to the class this Wednesday.
QUARTER 4
READING AND WRITING
QUARTER 4: LESSON 1
Learning Competency
➢ Identifies the context in which a text is developed

Learning Objectives:
At the end of this module, you should be able to:
1. Define hypertext and intertext.
2. Determine whether a concept uses hypertext or intertextuality.
3. Adhere to the importance of hypertext and intertext in daily
lives.
Explore!

1.Which of the gadgets above do you have?

2.How do these gadgets help you in obtaining information?
Hypertext
Hypertext
- is a nonlinear way to present information and is
usually accomplished using “links”. Such links help
the readers navigate further information about the
topic being discussed and may also lead to other
links that can direct the readers to various options.
- also allows the readers to create their own
meaning out of the material given to them and
learn better associatively.
Hypertext
- is text displayed on a computer display or other
electronic devices with references to other text that
the reader can immediately access.
- Hypertext documents are interconnected by
hyperlinks, which are typically activated by a
mouse click, keypress set, or by touching the
screen.
Hypertext
- makes a dynamic organization of information
possible through links and connections (called
hyperlink).

Source:
https://commons.deped.gov.ph/documents/f8c8d53f-
3d35-4dbd-b857-cc170784e090
The term hypertext was coined by Ted Nelson in 1963.
Hypertext allows readers to access information
particularly suited to their needs.
Why hypertexts?
• In a hypertext system, the reader is free to navigate
information by exploring the connections provided.
• Hypertext is very different way of presenting information
than the usual linear form.
• Text no longer flows in a straight line through a book.
Instead, it is broken down into many smaller units (lexias, to
borrow a term from literary criticism), each addressing a
few issues.
Source:
https://commons.deped.gov.ph/documents/f8c8d53f-3d35-4dbd-b857-cc170784e090
Intertext
Intertext or intertextuality
- is technically defined as a process of text development
that merges two more processes such as imitation and
creation in doing a text.
- It involves imitation because the author as highly
influenced by another author produces his own version
of the text consciously or unconsciously incorporating
the style and other characteristics of the text done by
that author.
For example, intertextuality is seen in the local legend of folk hero
Bernardo Carpio. Many versions of this tale exist, but local folklore
says he is a giant who is the cause of earthquakes. In Greek
mythology, there is also Poseidon, who is the god of sea and
earthquakes. Many cultures also attribute natural disasters to
legendary figures.
 Intertextuality has
rooted from the work of
a Swiss linguist
Ferdinand de Saussure
(1857-1913).
Meanwhile, the term
itself was first used by
Bulgarian-French
philosopher and
psychoanalyst Julia
Kristeva in the 1960s. Julia Kristeva
Ferdinand de Saussure (1857-1913)
Intertextuality is said to take place using four
specific methods namely:

Retelling
Pastiche
Quotation
Allusion
Retelling
- is the restatement of a story or re-expression of a narrative.
- A new version of an old story with changes in setting or characters.

Example: Frozen (2013)is a

retelling of Hans Christian
Andersen’s The Snow
Queen, but with a modern
twist—Elsa isn’t a villain,
but a misunderstood queen
with ice powers.
Pastiche
- is a text developed in a way that it copies the style or other
properties of another text without making fun of it unlike in a
parody.
- A playful imitation of another story or style.

Example: Shrek (2001) is a pastiche of

classic fairy tales, mixing characters like
Pinocchio, the Gingerbread Man, and
the Three Little Pigs in a humorous way.
Quotation
- is the method of directly lifting the exact statements or set of
words from a text another author has made.
- Directly using words from another well-known work.

Example: In Spider-Man: No Way

Home (2021), Aunt May tells
Peter Parker, "With great power,
comes great responsibility," a
famous quote from the original
Spider-Man comics and movies.
Allusion
- In this method, a writer or speaker explicitly or implicitly pertains
to an idea or passage found in another text without the use of
quotation. Simply, an indirect reference to another story or
character.
Example:
Harry Potter – The three-
headed dog Fluffy is an
allusion to Cerberus, the
guardian of the
underworld in Greek
mythology.
Let’s test you understanding!

Directions: Below are descriptions of

different stories. Identify whether it is
Intertext or Hypertext.
A novel retelling Romeo and Juliet in
a modern setting with characters
communicating via text messages.

INTERTEX
T
A website that allows readers to click
on different links to explore various
endings of the same story.

HYPERTEX
T
A book that references multiple
classical myths and legends to create
a new narrative.

INTERTEX
T
A movie that reimagines the events
of The Odyssey in a futuristic setting,
keeping key themes intact.

INTERTEX
T
A digital story where readers can
choose a character’s path by clicking
on different hyperlinks.

HYPERTEX
T
A blog-based novel where readers
can click on links that lead to
background information about the
characters.

HYPERTEX
T
A play that directly alludes to Hamlet
and incorporates some of its famous
lines into new dialogue.

INTERTEX
T
An interactive storytelling app where
the plot changes based on the
reader’s choices.

HYPERTEX
T
A short story that includes excerpts
from famous poems and historical
texts to enhance its themes.

INTERTEX
T
A digital article that contains
hyperlinks to external sources,
allowing readers to explore related
content.

HYPERTEX
T
Directions: Read each item carefully. Choose the letter of the best answer
and write it on your activity notebook.
1. Who coined the term ‘intertextuality’ in 1960s?
A. Ferdinand de Saussure B. Laurent Jenny
C. Julia Kristeva D. Graham Allen

2. It is a text developed in a way that copies the style or other properties

of another text without making fun of it unlike a parody.
A. allusion B. pastiche C. quotation D. retelling

3. Norse mythology of Europe was the inspiration of Victor Magtanggol,

an action-fantasy series of GMA Network. What text development was
used in crafting this story?
A. hyperlink B. intertext C. analysis D. context
4. Which of the following is not an example of intertextuality?
A. The song Love Story by Taylor Swift was described as one of the
modern versions of Romeo and Juliet due to its lyrics.
B. Clueless was the basis of Iggy Azalea’s music video Fancy.
C. Harry Potter was originally written by J. K. Rowling.
D. None of the above
5. Intertextuality is important because .
A. It allows the writer to reshape a text to be in a better form.
B. It enables the readers to see how original the text is.
C. It is way of showing creativity.
D. It promotes originality.
6. Which of the following is not a characteristic of hypertext?
A. Text flows in a straight line through a book.
B. It acts as a bridge between two basic, opposite, and complementing elements: free and
shortcut.
C. In a hypertext system, the reader is free to navigate information by exploring the
connections provided.
D. Hypertext is very different way of presenting information than the usual linear form.

7. Which of the following does not describe hypertext?

A. It allows readers to access information particularly suited to their needs.
B. It permits the readers to create their own meaning out of the material given to them and
learn better associatively.
C. It is a text displayed on a computer display or other electronic devices with references to
other text that the reader can immediately access.
D. It is a linear way to present information and is usually
accomplished using “links”.
8. Which of the following statements is not true about hypertext?
A. All textual information is easily presented in a linear form.
B. A hypertext environment gives the learner control over paths of learning.
C. Hypertext allows readers to analyze information from multiple perspectives.
D. As the learner uses hypertext, they determine the focus or center of
investigation by choosing to move outside the limits set up by the author's
navigational structure.
9. Which of the following statements is true?
A. Hypertext is usually read in a linear manner.
B. A link may stock the reader to only a brief sentence, to a paragraph, or to
whole pages of new text.
C. User follows a link from its source to its destination, usually by clicking on
source with the mouse.
D. Hypertext refers to "links" on a computer screen that, when inactivated, will
bring the reader immediately to a new site of text, audio and video.
10. In 1963, the term hypertext was coined by?
A. Ned Nelson
B. Ted Jackson
C. Ted Nelson
D. Ned Jackson
Answers!!!
Directions: Read each item carefully. Choose the letter of the
best answer 4. Which of the following is not an example of intertextuality?
and write it on your activity notebook. A. The song Love Story by Taylor Swift was described as one
1. Who coined the term ‘intertextuality’ in 1960s? of the modern versions of Romeo and Juliet due to its lyrics.
A. Ferdinand de Saussure B. Clueless was the basis of Iggy Azalea’s music video Fancy.
B. Laurent Jenny C. Harry Potter was originally written by J. K. Rowling.
C. Julia Kristeva D. None of the above
D. Graham Allen

2. It is a text developed in a way that copies the style or other 5. Intertextuality is important because .
properties of another text without making fun of it unlike a A. It allows the writer to reshape a text to be in a better form.
parody. B. It enables the readers to see how original the text is.
B. allusion C. It is way of showing creativity.
C. pastiche D. It promotes originality.
C. quotation
D. retelling 6. Which of the following is not a characteristic of hypertext?
A. Text flows in a straight line through a book.
3. Norse mythology of Europe was the inspiration of Victor B. It acts as a bridge between two basic, opposite, and
Magtanggol, an action-fantasy series of GMA Network. What complementing elements: free and shortcut.
text development was C. In a hypertext system, the reader is free to navigate
used in crafting this story? information by exploring the connections provided.
A. hyperlink B. intertext C. analysis D. context D. Hypertext is very different way of presenting information
than the usual linear form.
7. Which of the following does not describe hypertext?
A. It allows readers to access information particularly suited to 9. Which of the following statements is true?
their needs. A. Hypertext is usually read in a linear manner.
B. It permits the readers to create their own meaning out of B. A link may stock the reader to only a brief sentence,
the material given to them and learn better associatively. to a paragraph, or to whole pages of new text.
C. It is a text displayed on a computer display or other C. User follows a link from its source to its destination,
electronic devices with references to other text that the reader usually by clicking on source with the mouse.
can immediately access. D. Hypertext refers to "links" on a computer screen
D. It is a linear way to present information and is usually that, when inactivated, will bring the reader
accomplished using “links”. immediately to a new site of text, audio and video.

8. Which of the following statements is not true about

10. In 1963, the term hypertext was coined by .
hypertext?
A. Ned Nelson
A. All textual information is easily presented in a linear form.
B. Ted Jackson
B. A hypertext environment gives the learner control over paths
C. Ted Nelson
of learning.
D. Ned Jackson
C. Hypertext allows readers to analyze information from
multiple perspectives.
D. As the learner uses hypertext, they determine the focus or
center of investigation by choosing to move outside the limits
set up by the author's navigational structure.
GROUPWORK:
Create Your Own Intertextual Pieces

Objective:
To create examples of the four methods of
intertextuality: Retelling, Pastiche, Quotation,
and Allusion. Each group will work together to
produce an original work using one of these
methods.
GROUP 1: Retelling
Choose a famous story (fairy tale, myth, historical event,
or classic literature) and create a fresh, simplified version
of it, making sure the essential elements remain intact.

CABAG, JOHNSTIFF
SUNGAHID, JOJU ELMAR JIM
MARTINEZ, ELJANE
GROUP 2: Pastiche
Select a popular genre (e.g., superhero films, detective
noir, or romance novels) and write a short scene mimicking
the style, tone, or tropes of that genre, using their own
characters and plot.

CATOLICO, ROY
GARCIA, JEANEDEL
ORGANIZA, RHEAME
GROUP 3: Quotation
Choose a famous quote from literature, film, or history.
Then, write a short story, poem, or dialogue in which the
characters reflect on or incorporate that quote
meaningfully.

MAMBALISE, NAOME
SEPTIMO, ELIZABETH
MANTANAS, CHARLYN
GROUP 4: Allusion
Choose a well-known cultural reference (like a myth,
biblical story, or literary classic) and craft a story or scene
that hints at that reference without directly naming it.

SENCIL, MARK LESTER

VERTUDAZU, JASMIN
ELEOBIDO, DANIEL
Instructions:
1.Form Small Groups
Divide the class into small groups (3-4 people per group). Each group will be assigned one of
the four methods of intertextuality: Retelling, Pastiche, Quotation, or Allusion. If you have a
larger group, you can break the group into smaller teams and assign multiple methods.

2. Discuss and Plan

Each group will:
•Retelling: Choose a famous story (fairy tale, myth, historical event, or classic literature)
and create a fresh, simplified version of it, making sure the essential elements remain
intact.
•Pastiche: Select a popular genre (e.g., superhero films, detective noir, or romance novels)
and write a short scene mimicking the style, tone, or tropes of that genre, using their own
characters and plot.
•Quotation: Choose a famous quote from literature, film, or history. Then, write a short
story, poem, or dialogue in which the characters reflect on or incorporate that quote
meaningfully.
•Allusion: Choose a well-known cultural reference (like a myth, biblical story, or literary
classic) and craft a story or scene that hints at that reference without directly naming it.
3. Write and Create
Within 15-20 minutes, groups will write a short piece (1-2
paragraphs) based on their assigned method. Encourage
them to be creative and use their imagination.

4. Present to the Class

After the writing time is up, each group will present their
piece to the class. They should briefly explain which
method they used and how they applied it in their work.
Intertextuality Quiz:
Methods in Action
Intertextuality Quiz: Methods in Action
Question 1:
You come across a modern novel that tells the story of a young woman who, after a series of personal struggles, finds herself on a
transformative journey. While the plot and setting are fresh, the novel constantly references the classic story of Cinderella, where the
protagonist faces hardship, finds love, and experiences a fairy-tale ending.
Which intertextual method is this an example of?
A. Retelling B. Pastiche C. Quotation D. Allusion

Question 2:
In an animated movie, the main character is an eccentric detective who uses clever wordplay and refers to a famous line from Sherlock
Holmes: “Elementary, my dear Watson.” This line is used as a signature catchphrase throughout the movie.
Which intertextual method is being used?
A. Retelling B. Pastiche C. Quotation D. Allusion

Question 3:
In a postmodern novel, the author imitates the writing style of Edgar Allan Poe, mimicking his dark and gothic tone. The new story may not
exactly mirror Poe's characters or plotlines, but the language, mood, and structure clearly reflect his influence.
Which intertextual method does this represent?
A. Retelling B. Pastiche C. Quotation D. Allusion
Question 4:
A film about a rebellious hero includes several references to The Matrix, including scenes with characters dressed in black coats and dark
sunglasses, performing slow-motion action sequences in a virtual world. The film's plot does not follow the same story, but the references are
clear.
Which intertextual method is being used here?
A. Retelling B. Pastiche C. Quotation D. Allusion
5. A popular TikTok creator makes a series of short videos that modernize classic fairy tales like Cinderella, Little Red Riding Hood, and Beauty and
the Beast, but sets them in a high school. The characters now deal with issues like prom, social media influence, and school drama. What type of
intertextuality is being used here?
A. Retelling B. Pastiche C. Quotation D. Allusion

6. A new Instagram meme trend involves users creating short videos that combine old-school Vine humor, with TikTok trends, and music from
early 2000s pop songs. What intertextual method are they using?
A. Retelling B. Pastiche C. Quotation D. Allusion

7. In a viral Twitter post, a user quotes the famous line from The Office: “I’m not superstitious, but I am a little stitious.” The quote is used to react
to a personal situation. What type of intertextuality is this?
A. Retelling B. Pastiche C. Quotation D. Allusion

8. A Gen Z influencer posts a TikTok where they are wearing a red hoodie and standing by a basketball hoop, with the caption, “It’s like I’m
living in a ‘Stranger Things’ episode.” What type of intertextuality is being used?
A. Retelling B. Pastiche C. Quotation D. Allusion

9. A fashion influencer posts a selfie on Instagram wearing oversized sunglasses and a colorful outfit with the caption, “Channeling my inner 80s
vibes today,” evoking the look of the 1980s. What type of intertextuality is this?
A. Retelling B. Pastiche C. Quotation D. Allusion
10. A TikTok trend uses modern slang and memes to tell the Romeo and Juliet story with a “friends-to-lovers” twist. The characters communicate
via DMs, and instead of a family feud, they’re battling against their TikTok clout. What type of intertextuality is being used?
A. Retelling B. Pastiche C. Quotation D. Allusion
READING AND WRITING
QUARTER 4: LESSON 2
In love, which is more important,
WORDS or ACTION?
Explain.
 ASSERTIONS
vs
COUNTERCLAIMS
According to Joey F. Valdriz (2016), assertions
are declarative sentences that claim something
is true about something. It is a sentence that is
either true or false. It must be noted that one’s
formulated assertions should be stable all
throughout. This can only be achieved when it
is duly supported with pieces of evidences.
COMMON TYPES OF ASSERTIONS

1. FACT- This is a statement that can be proven objectively

by direct experience, testimonies of witnesses, verified
observations or the results of the research.

Example:
The sampaguita’s roots are used for medicinal
purposes, such as an aesthetic and sedative.
COMMON TYPES OF ASSERTIONS

2. CONVENTION- It is a way in which something is

done, similar to traditions and norms. This depends on
historical precedent, laws, rules, usage and customs.

Example:
Sampaguita belongs to the genus Jasminium of the
family bleaceae.
COMMON TYPES OF ASSERTIONS

3. OPINION - This is based on facts but is difficult to

objectively verify because of the uncertainty of producing
satisfactory proofs of soundness.

Example:
The popularity of sampaguita flowers is most evident
in places worship.
COMMON TYPES OF ASSERTIONS

4. PREFERENCE- It is based on personal choice;

therefore they are subjective and cannot be objectively
proven or logically attached.

Example:
Sampaguita are the most beautiful and most fragrant
of all flowers.
Moreover, skills in making inferences and drawing
conclusions are very important in deriving these
evaluative statements such as making assertions.
According to Padilla, et al (2017), inference is a skill
wherein a reader “reads between the lines” to gather
valuable information and evidences. When evidences
are not duly provided, the writer has to look for clues
and suggestions as stipulated by the writer and link it to
their experience.
Building Inference Skills
(Bazerman, 2000 as cited by Padilla, et al, 2017)
Inferences are conclusions drawn from evidences and reasoning.
Inferences have indicators for conclusions and reason as shown in
some of them that appear in the following table.
 Formulating
Counterclaims
According to Bell High School, Bell CA, there are quite a
number of simple steps in order to formulate counterclaims
effectively:

1. Write your counterclaim: You need to write a sentence that

contradicts the claim.

Example:
Claim: Everyone should eat chocolate ice cream.
Counterclaim: Some people are allergic to chocolate.
2. Explain your counterclaim: The more real you make
your opposition, the more right you will seem when
you prove it.

Example:
People who are allergic will want to avoid
eating chocolate ice cream.
3. Support you counterclaim with credible pieces of
information. With this, one must cite the source and at the
very least stipulate/ include three reasons or pieces of
evidences.

Example:
These people have to avoid eating chocolates as
allergies can trigger a life-threatening reaction as anaphylaxis
(Mayo Clinic).
Points to Remember
1. Make the counterclaim real
Do not misrepresent people whom you disagree with as this will weaken
you as it appears that you fear the truth. Remember to bring up a counterclaim
that expresses a valid objection. Moreover, as you write your counterclaims, do
not forget to attack ideas not people.
2. Never write counterclaim that you cannot support.
Bringing up the opposing viewpoint and then failing to show why you are
right will cause your audience to doubt your credibility.
3. Make it clear that you do not agree with the claim
You need to be sure of your standpoints as well as supporting ideas so
you will not sound simply contradicting yourself.
4. Do not repeat your supporting evidences.
This can only be made possible when you are well-read and well
acquainted about your topic.
DETERMINING TEXTUAL EVIDENCE
In performing both formulation of assertions and
counterclaims, it is very important for the learner to
support their standpoints with “textual evidence.” Textual
evidences are specific parts of the text that validate their
assertions and counterclaims. This is vital in the exercise
of their critical thinking skills.
 TASK 1:
Every Claim Has A
Counterclaim
 TASK 2:
CRITIQUE THIS!
Read:
Should Public Schools Begin the Day with Silent Prayer Time? The approach in which it
is done can be different. If a teacher says, “Alright, now you have five minutes to say your
prayers to God, and then we start the class,” then it can be seen as imposing religious beliefs;
some children might not believe in God, some might believe in many gods, so such a phrase
could be fairly called intrusive. However, this “prayer time” can be introduced in a different
way. A teacher might say, “Alright, children, now you have five free minutes. You can say your
prayers, or meditate, or simply think about something good, and then we begin class. But no
talking!” In this case, there is no inculcation, since children have a number of alternatives of
what to do in the allotted time (FRU).
In connection with this, it is important to mention why this “prayer time” (or
meditation time, or positive thinking time—call it as you will) is valuable. Any prayer is a set of
positive affirmations and images; the same refers to meditation or imagining something
pleasant. Researchers have long ago proved the fact that positive thinking has invigorating
effects on the human body; in particular, positive thinkers enjoy an increased life span, lower
rates of stress, a better psychological condition, physical well-being, better coping skills, and so
on (Mayo Clinic). Considering this, it is unclear how it would harm children’s’ mental condition
or cognitive capabilities if they had regular short sessions of positive thinking—in any of its
forms.
 Moreover, modern public schools in the U.S. provide education to children belonging
to numerous religious confessions, ideological systems, and with different cultural
backgrounds. The discussed time before classes would be a chance to show children what
tolerance is in practice; children would learn how to respect the views of people surrounding
them. This would also help to make children in classes more closely-knit, respecting, and
friendly to each other (IFR).
Although there are numerous opponents of so called “prayer time” in public schools,
in fact there is nothing bad about it. When introduced properly, and children have
alternatives to what to do during this time (for example, meditate or think about something
pleasant), such sessions can positively affect them. Children would learn to respect beliefs
other than theirs, and would learn what tolerance is in practice. Besides, they would enjoy all
the benefits of positive thinking, such as an increased life span, a better psychological and
physical condition, better coping skills, and so on.

References:
Friedkin, Sam. “Surviving in Pluralistic Environment: How to Not Offend Anyone.” FRU. N.p., n.d. Web. 26 May 2015.
“Positive Thinking: Reduce Stress by Eliminating Negative Self-talk.” Mayo Clinic. N.p., n.d. Web. 26 May 2015.
“Teaching Tolerance on Practice.” IFR. N.p., 12 July 2012. Web. 26 May 2015. Source:
https://academichelp.net/samples/academics/essays/persuasive/silentprayer-time.html
READING AND WRITING
QUARTER 4: LESSON 3
PRETEST
Multiple Choice. Select the letter of your choice from the given choices. Write the CAPITAL
LETTER of your answer before each number.

1. It is a document used by a person to present his/her backgrounds and skills in

accomplishing something.
A. Email B. Letter C. Memo D. Resumé
2. It is a type of resumé that focuses on person's work history arranged according to dates.
A. Chronological B. Combination C. Functional D. Targeted
3. It is a type of resumé that focuses on a person's skills and experiences and not his/her work
history.
A. Chronological B. Combination C. Functional D. Targeted
4. It is a type of resumé that highlights a person's skills and traits and provides a chronological
listing of his/her work experiences.
A. Chronological B. Combination C. Functional D. Targeted
5. It refers to a person's resumé that is customized and specific to the position he/she wants to
obtain. His/her work history, abilities, and education are reflections of the Job requirements.
A. Chronological B. Combination C. Functional D. Targeted
6. It is an integrated analysis and synthesis of scholarly articles related to the topics/ issues
included in your paper. It critically describes, summarizes, and evaluates updated information
from learning sources.
A. Literature review B. Book Review C. Research Report D. Project Proposal
7. It is a part of a letter that contains the return address (usually 2-3 lines/spaces) with date
on the last line.
A. Body B. Complimentary Close C. Greeting D. Heading
8. It is "a systematic investigation of materials and sources to establish facts and reach new
conclusions." The key to a good research report is the phrase "systematic investigation."
Thus, researchers follow certain processes to reach valid conclusions and discoveries.
A. Literature review B. Book Review C. Research Report D. Project Proposal
9. It is the main part of the letter that highlights your interest or intention and reason in writing
the letter.
A. Body B. Complimentary Close C. Greeting D. Heading
10. It is an essential part of the letter which is equivalent to saying "goodbye" in conversation.
A. Body B. Complimentary Close C. Greeting D. Heading
11. It gives essential information about the book by describing its account critically. Thus, it
provides a summary of the content and assesses the value of it to potential readers.
A. Literature review B. Book Review
C. Research Report D. Project Proposal
12. It describes a stand or position on a particular issue, and the viable reasons for taking
that position-- based on facts offering a concrete basis for arguments. It is crafted to appeal
a specific audience.
A. Literature Review B. Position Paper
C. Project Proposal D. Research Report
13. Which of the following is the best steps in making a memo?
A. Draft, pre-write, refine and revise B. Pre-write, draft, revise and refine
C. Project Proposal D. Research Report
14. Which type of memo is needed to communicate information about tips and guidelines
to stop the spread of COVID-19?
A. Directives B. Dress Code C. Financial D. Inquiry
15. Which type of memo is needed to require female employees to wear skirts and male
employees to wear suits in attending the Flag Ceremony every Monday?
A. Directives B. Dress Code C. Financial D. Inquiry
Pretest answers!
Book Review
Have you experienced writing a book review?

• Book review gives vital information about the book.

• It is a descriptive and critical account of a book.
• It provides a summary of the content and assesses
the value of it to potential readers.
Book review is different from book report. Book report is an objective
summary of the main ideas and arguments the book presents.
The following are STEPS IN WRITING A BOOK REVIEW:
1. Analyze and evaluate the book critically.
2. Compare its content to similar texts and genres appropriately
3. Be consistent with your stance and stick with it throughout
your review.
4. Review the book as a whole to see the big picture of it,
rather than resorting to its summary only.
5. Provide viable recommendations to potential readers
whether the book is worth reading or not.
Dos in Writing a Book Review:

1. Past Tense - is used in writing a review

about a book you have already read.

2. Emotive Language - is employed showing

your passionate stance or opinion about the
book. Your audience will thank you for it.

3. Active and Passive Voices - are used in

recounting the content of a book.
Elements of Book Review
1. Title
Often, the title of the book review will correspond to the title of the text
itself. However, some questions should be raised to validate on the
relevance of the title:
a. How does it fit into the purpose of the work as a whole?
b. Does it convey a message, or reveal larger themes explored within the
work?
2. Author
Discussing who the author is and what he/she had written before,
especially if it relates to the current work being reviewed, is worth doing.
Such discussion includes the author's style and what he/she is best
known for and the awards the author received.
3. Genre
Identify the genre that the book belongs to, such as: fiction,
nonfiction, poetry, romance, science-fiction or history.
4. Book Jacket/Cover
Comment on the artwork contained by the book's cover which may
contain interesting details related to the text that contributes to or
detracts from the work as a whole.
5. Structure or Format
Examine how the book is organized. Is it written in sections or
chapters? Does it contain a table of contents, index, glossary, etc.?
Does it contain graphics and other figures? Find other interesting
aspects of the book.
Activity 2. BY FOUR
Examine how the
following book
review is written
based on the
standards and
guidelines you
learned from the
lesson. Write your
answer below.
Sample of Book Review:

My Thoughts About Lullabies by Lang Leav (Book Review #85)

Imagine reading a book that will literally lull you to sleep. This book is one of those. I am
saying it in a god way though.

Since it's love month, I decided to delve into another Lang Leav book. Lullabies is Lang
Leav's second poetry book, with Love and Misadventure being the first one. I read, enjoyed
and reviewed that book and made it to my list of the best books I enjoyed last year. I am
not a fan of poems, but Lang Leav's works connected to me in a way that I find distinct. I
didn't find it hard to immerse and connect myself to her works which is my primary concern
with other poem collections.

Lullabies is a comforting read that provokes emotions. Using a familiar tone and style that
he used in her first book, her new one offers a more in-depth discussion of the universal
language that is spoken by the world, that is love. One of the reasons why I believe, I didn't
find it hard to connect to her books is because of its use of language and writing style that
even those who isn't into poetry can enjoy. She writes poems concisely using simple but
elaborate language that flows in it's own rhythm.
The book is thicker than the first one and features illustrations by Leav herself. The book has three
parts: "Duet," "Interlude" and "Finale" with illustrations accompanying each. The book has a wide array
of romantic tales that a variety of people can appealing, to. The poems are open to interpretations
depending on what the readers are currently feeling. It has poems about desires, yearnings, losses of
people about love. From love's beginning, to blossoming, the climax, the denouement and the
aftermath, the book provokes emotion. The author works wonder with words, and she knows how to
put her feelings into it. It is very imminent how she writes from the heart and captures different
emotions very well. appealing, wont's be a surprise if you find yourself reading a poem that you feel
was written for you.

"Lullabies" is good, but I still consider "Love & Misadventures" as better. They follow the same style
and structure and both are uniquely appealing, but I find the latter as more cohesive in structure that
the former but nonetheless that opinion does not diminish the fact that this book is a gem. It offers a
unique story if read in order but can also be explored by reading random bits of it. Nostalgic at times, it
is relatable to those who have fallen in love and brokenhearted.

There are some poems in each collection that veers away from the traditional rules to tell her tales
showing how the author is taking the risk which I love from the author. It is also noticeable how this
book has more prose weaved into it which could mean that the author is giving the readers a peak to
her next works, a novel probably. I'll definitely look forward for the author's next book.
Source: https://bongbongbooks.wordpress.com/2016/02/15/my-thoughts- about-lullabies-by-lang-leav-book-review-85/
Literature Review
Literature review is an integrated analysis and
synthesis of scholarly articles related to the
topics or issues included in your paper. It
critically describes, summarizes, and evaluates
updated information from learning sources.
The following figure shows the kinds of
learning sources.
Before writing a literature review, it is very significant to pick a topic that
you find compelling and is relevant to the course. The topic should be
relatively narrow, not broad, so that it does not overwhelm the writer. It
is also imperative to find relevant literature, use keywords or phrases
closely associated with the topic. Search with one or two phrases
enclosed by quotation marks ("Edsa Revolution", "Edsa Revolution
economic impact", "Edsa Revolution economy").

Moreover, evaluating Literature is deemed essential in determining

which ones seem to make the most important contributions to the
scholarship on the topic. Hence, such move is very helpful in organizing
the material later when composing the review. The next figure will help
you understand on how to evaluate the literature.
Organizing a Literature Review
Literature review is organized into three parts:
1. Introduction defines and identifies the topic by establishing the reason/s for the
literature review. It explains the criteria used in analyzing and comparing articles
and points to general trends in what has been published about the topic.
2. Body. This part groups articles into thematic clusters, or subtopics and proceeds in
a logical order from cluster to cluster. Moreover, it emphasizes the main findings or
arguments of the articles in the student's own words and keeps quotations from
sources to an absolute minimum.
3. End. Summarizes the major themes that emerged in the review and identifies areas
of controversy in the literature. It pinpoints strengths and weaknesses among the
articles and provides some insight into the relationship between that topic and the
larger field of study or discipline.
Structure of a Literature Review

Chronological Grouping
---means to group the material according to when it was
published or the subthemes the material addressed a certain
issue.

Thematic Grouping
---means sections might be organized around particular
subthemes within the essay's topic
Activity 3. Examine how the Literature Review is written based on the standards and guidelines you learned
from the lesson. Write your answer in a ½ crosswise.

The study of democracy and democratization has dominated the field of comparative politics. Scholars
have varied in their approach on how to define and measure democracy; however, the most recognized definition
of democracy belongs to Schumpeter (1976) which states that democracy "is that institutional arrangement for
arriving at political decisions in which individuals acquire the power to decide by means of a competitive struggle
for the people's vote." Dahl's (1971) notion of democracy poses an ideal form of the government, unachievable
by today's standards. In sun defining democracy, although important, presents a variety of challenges.
Various measures of democracy have been posited by scholars Przeworski, Alverez, Cheibud, and
Limongi (2000) argue that democracy is a dichotomous variable, existing only if (1) a chief executive is elected;
(2) the legislative is elected; (3) there is more than one political party; and (4) a change in power has occurred.
Other scholars, however, asserts that universal and equal suffrage are essential in the conceptualization of
democracy (Rueschemeyer, Stephens, and Stephens 1992). This dichotomous notion of democracy, although
useful in distinguishing countries from authoritarian regimes, ignores the transitionary nature of democratic
governance (Lipset 2006). Marshall and Jagger's (2003) Polity IV measure consider the progressive nature of
democracy, while other scholars utilize a measure od democratic political rights (Freedom House 2005). The
choice of measure, however, strictly depends on the questions being asked.
Source: https://people.unica.it/fulvioventurino/files/2018/06/ISHIYAMA_2012_Comparative-politics_Principles-of-democracy-and-democratization.pdf
READING AND WRITING
QUARTER 4: LESSON 4
 WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED
TERM
AFTER THE LESSON

1. RESUME

2. APPLICATION FOR
COLLEGE ADMISSION

3. APPLICATION FOR
EMPLOYMENT

4. EMAIL

5. MEMO
½ CROSSWISE