Reviewer in English 10- First Quarter  Example: If I knock that glass over (cause),

the water will spill.(effect)

Mrs. Daisy Magsino Tapay
Lesson 1: Textual Aids

 Textual aids are educational instruments,

which could be written texts, or printed
texts and other ways of emphasizing the
essential phrases, thoughts, graphs, and /
or images.
 These are tools and materials that provide Flow Diagram
support and facilitate understanding of
texts. These aids are, most of the time,  It is a diagram of the sequence of
graphical outlines or images that give a movements or actions of people or things
general idea of a certain topic. involved in a complex system or activity.
 Simple examples of textual aids are  Is a sequence chart that shows series of
highlighted words, charts, graphs, diagrams, events in order. If you have a concept that
maps, tables etc. has steps or has a certain order of sequence
 Textual aids refer to written texts, prints then it can be shown through this kind of
and some other way of writing for an textual aid organizer
important word, graphs or even pictures to  Purpose: It uses a set of basic symbols to
stand out from the other. represent various functions and shows the
Importance of Textual Aids sequence and interconnection of functions
 They help students to memorize, with lines and arrows.
remember, and learn important words or
ideas more quickly and easily.
Kinds of Textual Aids
 Cause and effect diagram Venn Diagram
 Flow diagram
 It shows all possible logical relations
 Venn diagram
between a finite collections of different
 Graphic organizers
sets. It consists of multiple overlapping
 Concept maps
closed curves, usually circles, each
Cause and Effect Diagram representing a set.
 Is used to identify, classify, categorize, and
 This examines why something happened or
recognize, similarities and differences of
might happen by organizing potential
two or more subjects, ideas, thoughts,
causes into smaller categories.
and/or concepts.
 It can also be useful for showing
relationships between contributing factors.
It is also referred to as Fishbone Diagram
or Ishikawa Diagram.
 Take note: A cause is an action or event that
makes something else (the effect) happen.
  Purpose: It helps to represent visually the Conceptual Graphic Organizer (Concept Map)
similarities and differences between two
 It is a visual organizer that can enrich
students’ understanding of a new concept.
Most concept maps engage students in
answering questions such as “what is it?’
 Are general organizer or textual aids that
can show the central thought with its
matching characteristics.
concepts.  These are actually helpful and excellent for
brainstorming, refreshing stock knowledge,
Graphic Organizer
and/or generating alternative expressions.
 It is a visual and graphic display that depicts  This kind of map can also be used to show
the relationship between ideas, facts, or or rank the hierarchical relationships as the
terms within a learning task. most significant concept or concepts
 Are visual displays that have key content should be placed at the top.
information. These textual aids actually
provide learners with structure for abstract
concepts
 These kinds of textual aids are usually
created and designed for those who have
trouble organizing information and
thoughts. These are meant to help those Sequential Graphic Organizer
students to visualize ideas that are
organized.  It is a graphic organizer that helps students
 Purpose: is to help students by simplifying to see the sequential relationship between
information and by stimulating thinking events in a text.
skills.

Categories of Graphic Organizer

 Arranged accordingly the way they

arranged the information
 hierarchical
 conceptual Cyclical Graphic Organizer
 sequential  This organizer shows how items are related
 cyclical to one another in a repeating cycle.
 They help students to identify the main
Hierarchy Chart events in a cycle, how they interact, and
how the cycle repeats.
 It allows students to see the big picture
(concept at the top) as well as the topics
(underneath) and then the facts (bottom)
at a glance. It can also be used for
classifying topics and attributes.
 Lesson 2: Literary Selection: Don Quixote; Elements of Short Story
Cat in the Rain
 Setting- is the time and the place where the
Ernest Miller Hemingway story occurs.
 Was born on July 21, 1899, in Cicero (now in  Characters- are the people, animal, or
Oak Park), Illinois. He served in World War I things that take part in action of the story.
and worked in journalism before publishing  Plot Diagram
his story collection In Our Time.  Plot- all the events that happen in a story.
 He was renowned for novels like The Sun  Exposition- story background, meet
Also Rises, A Farewell to Arms, For Whom characters, see settings.
the Bell Tolls, and The Old Man and the Sea.  Rising Action- events leading to the climax.
 He was noted both for the intense  Climax- most intense part; turning point
masculinity of his writing and for  Falling Action- event after the climax that
adventurous and widely publicized life. His helps to reach a decision.
succinct and lucid prose style exerted a  Resolution- problem is solved;
powerful influence on American and British denouement.
fiction in the 20th century.
Exposition
LITERARY BACKGROUND
 The part of the story, usually near the
Cat in the Rain
beginning, in which:
 is a short story by American author Ernest  The characters are introduced
Hemingway(1899-1961), first published by  The background is explained, and
Richard Hadley in the short story collection  The setting is described.
In Our Time.
 The story is about an American man and Conflict
wife on vacation in Italy.
 Problems the characters face in the story.
 According to the book Hemingway’s Cats,
Hemingway wrote the story as a tribute to Rising Action
his wife Hadley. The couple had been
married a few years, and lived in Paris  This part of the story begins to develop the
where she was left alone for hours at a time conflicts. A building of interest or suspense
while her husband worked. She asked for a occurs.
cat but he told her they were too poor. Climax
When she became pregnant, he wrote Cat
in the Rain.  Is the most “intense” or exciting part of the
plot for the protagonist. This tends to be
Short Story the turning point.
 A short story is a piece of prose fiction that Falling Action
can be read in one sitting and focuses on a
self-contained incident or series of linked  All loose ends of the plot are tied up.
incidents, with the intent of evoking a single  The conflicts and climax are taken care of.
effect or mood.
Resolution  Reading Path: There are multiple reading
paths which are determined by the reader.
 Is at the end of the story. It is when you
 Content: Typically includes digital texts
learn what happens to the characters after
 Efficiency: It allows readers to find more
the conflict is resolved.
efficiently
Theme  Examples: Flowcharts, Concept maps,
Graphs, Graphic Organizers, Encyclopaedia,
 The Main Message Telephone directories
 What the author wants you to learn or
know. Transferring non-linear text to linear text:
 A broad idea about life.
 Spend five (5) minutes reading the non-
 Usually not stated, must be inferred.
linear text.
Point of View  Make sure you understand axes.
 Make sure you follow lines on graphs.
 The view from which the story is told  Focus on the key information.
 Who is telling the story?  If there are two graphs, compare.
 Author? Narrator? Character?  Think about the time period. Consider
the tenses.
Tone
 Vary your vocabulary.
 The Author’s attitude about the text.  Organize the information clearly.

Mood Lesson 4: Cases of Pronouns

 How it makes you feel. Subject Forms Object Forms Possessive

Forms
Lesson 3: Linear and Non-Linear Text
Singula Plura Singula Plura Singula Plural
Linear Text:
r l r l r
 Definition: Refers to the traditional text
that can be read from the beginning to the I We Me Us My, Our,
end. Mine Ours
 Reading Path: There is only one reading You You You You Your, Their,
path which is decided by the author. Yours Theirs
 Content: Typically includes printed texts
 Efficiency: It may take time to find the He They Him Them His Their,
information readers are searching for. Theirs
 Examples: Novels, Poems, Short Stories,
She They Her Them Her, Their,
Textbooks, Newspaper articles.
Hers Theirs
Non-Linear Text:
It They It Them Its Their,
 Definition: Refers to a text that does not Theirs
need to be read from the beginning to the
end.
Subject Forms  is used to emphasize an action or an
activity. It is formed by adding do, does or
 are used as subject of the sentence or
did to the base form of the verb.
subject complement
 Subject- The subject is the person, object, Pronouns Present Form Past Form
place or idea being spoken of or is the doer of
the action. Do or Does Did
 Subject complement- The subject
I Do Did
complement refers back to the subject and
it follows a linking verb. We Do Did

Object Forms You Do Did

 The direct object is a word that completes They Do Did

the meaning of a transitive verb. It receives
the action of the verb and answers the He Does Did
questions whom or what. She Does Did

 The indirect object tells to whom or for It Does Did
whom the action is done.


Object of the Preposition

 The object of the preposition is a pronoun

that follows a preposition.


Possessive Pronouns

 Possessive pronouns are pronouns that Lesson 6: Compound Personal Pronouns

show possession or ownership.
Person, Singular Plural

Gender
Lesson 5: Emphatic Forms of Verb
First Person Myself Ourselves
Emphasis in writing and speaking is essential
not only to get the reader’s interest but also to help Second Person Yourself Yourselves
readers easily glean the main points from the text. At
times, there are ideas that you want your readers or Third Person- Himself Themselves
listeners to take notice of. This can be achieved through Masculine
the use of emphasis which can be done in a variety of
ways. One of these is through the use of verbs. In this Third Person- Herself Themselves
module, you will learn how to achieve emphasis in Feminine
writing and speaking through using emphatic forms of
verbs. Third Person- Itself Themselves
Neuter
Reflexive and Intensive Pronouns televisions. We can now watch classic literature as
stories are digitized into movies and films. In this
 Reflexive and intensive pronouns are lesson, you will be brought into the world of a
pronouns formed by adding self or selves to classic story retold in a film.
certain form of personal pronoun.
Author Introduction
 Henri Ren Albert Guy de Maupassant (Aug
5, 1850 - Jul 6, 1893) was a popular French
author who wrote under the pen name Guy
de Maupassant. He is considered one of the
fathers of the modern short story as well as
one of its finest practitioners. His prolific
and deeply admired body of work
influenced a great number of writers
including William Somerset Maugham, O.
Henry, Anton Chekhov, Kate Chopin and
Henry James.
 He was a popular writer during his lifetime
and had the good fortune to see that his
stories were widely read. As a young man
he fought in the Franco-Prussian War. He
drew heavily on that experience and that
war provides the setting for many of his
stories which often depict the tragedy and
suffering of innocent civilians caught in
war's path. He also found inspiration in the
not-so-admirable behavior of the
bourgeoisie, and made them targets of his
Lesson 7: Getting Information: Explicit and Implicit biting pessimism and skewering pen.
Information

Lesson 8: The Necklace

Technology has revolutionized how stories are
told. What was once impossible is now a reality as
we watch stories unfold in the screens of our
 • Analytical listening is a kind of listening that
Literary Background enables a listener to recognize biases,
 "The Necklace" or "The Diamond Necklace" prejudices, and facts from mere opinions,
(French: La Parure) is an 1884 short story by and generalizations that are unsupported.
French writer Guy de Maupassant. It is This prevents a listener to get into troubles
known for its twist ending (ironic ending), of misunderstanding and
which was a hallmark of de Maupassant's miscommunication.
style. The story was first published on 17 Bias
February 1884 in the French newspaper Le  Is a statement that expresses prejudice
Gaulois. or partially against a thing, an issue or
 The story has been adapted to film and even a person.
television several times. There are at least Fact
three film versions of Maupassant’s story  Is any statement that can be clarified,
available in English. The first, a silent film investigated or verified.
from 1909, was directed by D. W. Griffith Generalization
and runs eleven minutes. A 1980 version  Is a statement made or given by a part
runs twenty minutes and is distributed by of a group. It can be supported or
Britannica Films. A 1981 production runs unsupported.
twenty-two minutes and is distributed by What to do to be able to listen attentively:
Barr Entertainment.  Listen and analyze the persuasive language
used. Are there words or details carefully
Film Adaptation chosen to describe or provide information?
 A film adaptation is the transfer of a  To determine biases, listen well and ask
work or story, in whole or in part, to a yourself if the speaker omits something. Is
feature film. A common form of film there information that should have been
adaptation is the use of a novel or a cited but is not there?
short story as the basis of a feature film.  Be discerning and listen well if there are
Other works adapted into films include words that are too sweeping or general.
non-fiction (including journalism),  Be attuned to words or propaganda style
autobiography, comic books, scriptures, that is used by the speaker.
plays, historical sources and other films.  Make sure that the generalization to be
supported must be based from a sufficient
Lesson 9: Analytical Listening number of people
By nature, human beings convey information mostly  Ensure that the generalization has been
through word of mouth. Historically, oral information is one tried, sampled, or experienced at a
of the means that our people used to enrich our culture. Today, considerable amount of time, various
we hear information orally from various sources like radios,
podcasts, audio-streaming sites, and the likes. Whatever the
scenarios or situations.
source of oral information is, it is important that we have well-  Ask yourself about the underlying motive or
developed listening skills to understand and make good use of agendum for such statement.
it. Being an intelligent listener requires listening with
 Listen more to materials or articles that are
understanding. It implies analyzing the spoken words that you
receive as information. Through analytical listening, you can derived from scholarly or credible sources.
use oral information in an effective way. Find out the credentials of the person who
has provided the details or the information.

Analytical Listening
  Is a source of information for someone. It is
anything that may inform a person about
something or may provide knowledge to
somebody. Information Sources maybe
observations, peoples speeches,
documents, pictures, organizations, and
others.
PRIMARY SOURCES
 They are original materials on which other
research is based. They give first-hand
information.
 If you watched a car crash, your information
about it is first-hand information.
 EXAMPLES: poems, diaries, court records
interviews, surveys, original,
research/fieldwork, researches published,
in scholarly/academic journals.
SECONDARY SOURCES
 They are sources that describe or analyze
primary sources. They give second hand
information.
 What you read in the papers or hear from
people about it is secondary information.
 EXAMPLES: dictionaries, encyclopaedias
textbooks books and articles that
interpret, review, or synthesize original
research/fieldwork.
TERTIARY SOURCES
 They are sources used to organize and
locate secondary and primary sources.
 EXAMPLES:
 indexes- give information such as author, title
of a book, article, publisher and date of
publication, volume number and page number
Lesson 10: Comparison and Contrast of
 abstracts –summarize the primary and
Information Sources
secondary sources
Information is almost everywhere nowadays. With just a  databases- online indexes of abstracts or digital
simple click of a button, we can now access information from copy of the source
across sources. Televisions, magazines, radios, and internet
are some of which we consult for information on a daily basis.
As information becomes more and more accessible, it
becomes essential that we evaluate these sources by
comparing and contrasting them against each or one another.

Information Source
 different ways of persuasion to influence
readers.
Guidelines on Writing Persuasive Texts
 State the main idea.
 State your claim or stand.
 Establish the supporting details.
 Use facts, data, or statistics to substantiate
your claim.
 Give clear and logically sensible examples.
 Write complete sentences and pay attention to
conventions of good writing: punctuation,
grammar, spelling, punctuations.

PARTS OF A PERSUASIVE TEXT

Lesson 11: Persuasive Essay

 Persuasive essay intends to convince readers to

believe in an idea or opinion and to do an
action.
 Criticisms, reviews, reaction papers, editorials,
proposals, advertisements, and brochures use