Reading and Writing

Module 2 Week 3-4

Text as a Reader-Writer Subject

At the end of this module, I can
• Distinguish between and among techniques in
selecting and organizing information.
• Distinguish the different uses of graphic organizer.
 Use a graphic organizer in analysing a text.

Essential things to remember for the FIRST MODULE

A text is a connected discourse, which means that all ideas in the text must be related in the sense that they would
express only one main idea, or that the text must have unity by combining all ideas to emphasize a central idea. For
a writer to achieve unity in the text being written, the following must be achieved:
The ideas must be organized in a particular way and must have an introduction, a body, and a conclusion.
The ideas must be properly connected with cohesive or transitional devices such as conjunction and signal
words.
The use of language must be concise and appropriate.
The punctuation, spelling, and format must be correct.
Reading-Writing Connection
In module 1, you have learned that both the reader and the writer are concerned with text. Considering that
you will be dealing with the process of reading and writing in this module, it is just right for you to start
something common between them—the subject. A subject is something that is acted upon. Both the reader
and writer act upon the text they read and write.

Thing about your reading and writing experience in the classroom. In what ways are reading and writing
connected?

Reading and Writing are similar and at the same time different in many ways. Study
the table below
PROCESS READING WRITING
Stage 1 Pre-reading strategy Prewriting strategy: Generating
Before Previewing ideas
Activating prior knowledge
Stage 2 Comprehension and critical Drafting
During reading strategy:
Communicating with the Evaluating the author’s argument Considering the audience and
reader/writer purpose
Stage 3 Assessing reading skills: Assessing writing skills: Reading
After Writing about a reading text the draft
Checking the effectiveness of
reading/writing

THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES

 As you may have noticed from the table, both reading and writing have a process. In the different stages of
each of the process, both reading and writing are done. Stage 1 requires the reader and writer to activate
their prior knowledge—information acquired through experience—which is important for the reader
to be able to relate to the ideas in the reading materials and for the writer to be able to generate useful ideas
to write about. During the actual reading and writing (stage 2), both reader and writer attempt to
communicate with their audience which is essential for the reader’s understanding of the text and for the
achievement of writer’s writing purpose. In stage 3, the effectiveness of the tasks performed is evaluated
through comprehension checking for reading and editing writing.

Techniques in Selecting and Organizing Information in Reading and Writing

Acquiring skills in reading and writing means that you should practice using techniques in selecting and
organizing information from the text that you read and for the text that you write. The use of graphic
organizers is useful reading technique. In writing, on the other hand, you should be familiar with the
different patterns of development and their conventions, which have the same components as the graphic
organizer.

GrApHic ORganIZer
You have learned from MODULE 1 that a text is organized in a particular way. This means that every
reading material that you will be encountering must have a particular structure. This must be good news for
you because trying to understand the structure itself could be a technique in comprehending what you have
read. You will only have only to arrange the ideas in the order they are presented to you in the text, and the
best part is that you will do this using charts. What could be an easier way to understand things but through
seeing pictures, right? These pictures—or charts—are called graphic organizers. Graphic Organizers are not
used only for writing purposes. But they are very helpful in making clear the connection between and
among a writer’s ideas. Here is a list of organization patterns used by writers with the corresponding graphic
organizers that readers can use to check if they have understood the organization if ideas of a text that has
that pattern.

• Time Pattern Organizer – this pattern is used when ideas in a text need to be arranged in chronological
order such as in stories and procedures. For texts with this pattern, you may use the following
graphic organizer:
Event 1/ Step 1
Description or details of instruction
s
Event 2/ Step 2
Description or details of instruction

Event 3/ Step 3
Description or details of instruction

• Space Pattern Organizer – this pattern is commonly used in descriptions to show how an object of
description appears in
space (e.g., from top to bottom, left to right, etc.). For this patterns, you may use the graphic
organizer below:
TOPIC:
Where in Space hearing sight smell taste touch
e.g., TOP
e.g., Bottom

• Listing Pattern Organizer – this pattern is used when the author provides a series of details that does
not require any order.
THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES
 For this pattern, you may use the graphic organizer below.
TOPIC:
Detail 1:
Detail 2:
Detail 3:
Detail 4:
Detail 5:

• Classification Pattern Organizer – this pattern is used when the author divides a group into subgroups
or smaller groups. You may create a graphic organizer that looks like the one below.
TOPIC
Classification 1 Classification 2 Classification 3

Characteristics Characteristics Characteristics

Examples Examples Examples

• Comparison and Contrast Pattern Organizer- This pattern is used to show the similarities and
differences of two or more subjects. Whenever you read a text that uses the comparison and contrast
pattern, you may use the graphic organizer called Venn diagram as shown below. Put the similarities of
the subject in the overlapping area, and the distinctive qualities or differences in the non-overlapping
area.

• Cause and Effect Pattern Organizer – this pattern is used when the author intends to express why
something happened or what resulted the form a particular event that happened. In taking notes on text
using the Couse-and-Effect pattern.
Cause
Cause Cause

Effect

• Generalization and Example Pattern Organizer – This pattern I used when the author explains a
general idea and discusses it in specific terms using examples. You may use the graphic organize below
for this pattern.

General Ideas Statement

Explanation
Example

THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES

 • Definition Pattern Organizer – this pattern is used when the author provides a meaning of new or
difficult word. As a reader, you may find useful the graphic organizers below:
Terms

Definition Antonyms

Synonyms Examples non-examples

Reminders: Any text copied from Mr. Google will be marked zero. Plagiarism is a sin.
Encode your answer for activities 3 and 4.

ACTIVITY 1: Read the story Pasilyo 8, Antonio Maria Nieva, and answer the following question below.

PASILYO 8
Antonio Maria Nieva

One day along Pasilyo 8, in an entresuelo that passed for home for Bianong and Estela, for Ikong,
Tenteng and Miniang and the baby called Biik, one day the katsa curtains shut out the sky. Bianong touched a
lapad to his lips, and the baby cried from hunger, and Ikong was terrified of his father, and Tenteng and Miniang
lay as still as death, and Estela, and Estela, and Estela …

Somewhere in the morning a radio came to life, and Aling Upe a door away was berating her
SigueSigue-Sputnik son, and still farther on, the puto vendor was singing, Puuuuuuuuto! Itoy Bayag, the
kubrador, was collecting the early bets for Jai-alai, working his way down from the far end of the Pasilyo, and at
exactly 12 noon, he was going to poke his head through the door to ask if Bianong had any sondo to bet with,
which was not likely, and also to see if by any chance Estela was not wearing anything under her cotton shift.
Bianong touched the lapad to his lips. A fly buzzed and alighted on his arm, and he banged the table with his
fist. The baby cried harder, and Ikong cringed, and Tenteng and Miniang lay unmoving.

The morning reeled in Bianong’s mind, and reeled before his eyes, and he was groping more irritated
because it would not stand still long for him to think, and how could a man think clearly in all this when there
was no milk for Biik and not even any aspirin for Tenteng and Miniang?

Poor Bianong, poor Estela, poor Ikong, and Biik, and Tenteng and Miniang. Poor Estela who had to
work all night so her family could eat, and Bianong, ay, what a burden he was the lazy carabao. The fishwives
clucked their tongues, and straddled the edge of his vision, safely beyond reach, mocking him. Bianong touched
the lapad to his lips then shook his fist at them. He wanted to kill them, kill them, kill, kill them, but Pareng Isko
merely laughed. He slapped his knee and winked at Mareng Estela when she emerged with a platter of
pinapaitang aso, and winked at Pareng Bianong as they touched their lapads together, Pareng Isko saying , ―
tagay,‖ and Bianong saying, ―tagay,‖ and when their Marka Demonyo was empty, he called Ikong and sent him
out to Aling Upe’s for more.

Bianong was a jeepney driver. Boundary: 50 pesos a day. He worked tenhours at the wheel, with only a
quick lunch and quicker coffee with pandesal and a slice of cheese later in the afternoon, and yet he could make
no more than 20 pesos at the end of the day. No matter how he tried to figure it out. Ten pesos for him and ten
for Estela. Ten, ten, ten, pesos, pesos, pesos. He did not see the bus turning the corner, but an old woman
vending Marlboro/Hope/Philip cigarettes nearby did, and she screamed.

He wanted to retch. He felt terrible. His head swam and the pisong pansit that he had eaten earlier at

THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES

Aling Upe’s was rising, and now it was spilling out, and he closed his mouth, trying to force it back, but could
not swallow, and it came in spite of himself, dribbling down in gobs of noodle/tokwa/shreds of pork/bile/saliva
over the front of his shirt, and he retched again, and again. The sun’s glare was blinding him.

Diyoskodiyoskodiyosko. Why couldn’t he move? Where was everybody?

EMERGENCY WARD, Philippine General Hospital: The nurse-on-duty logged the patient’s admission
at 5:30 p.m., and paged a resident surgeon who was at the time wolfing down an egg sandwich with Coke at the
Medical Personnel Canteen and thinking of his dinner-date with the new student nurse. He swore, as his name
came over the PA system., and was still swearing under his breath as he hurried to Emergency, leaving a third of
his sandwich unconsumed.

They prepared him for surgery, cutting away the shirt with the vomit still damp on it, and then his pants,
and after it, his briefs; and after swabbing him with alcohol, they wheeled him under the lights at the
amphitheatre. Estela, wringing her hands, accompanied them, and Pareng Isko accompanied her, his gaze
transfixed upon her swaying buttocks, up to the swinging door where the NO ADMISSION sign barred them.
PAreng Isko glared balefully at the attendant who was shouldering them out. Estela was going to be hysterical
again, but Pareng Isko held her hand, saying there, there, Mare, Pareng Bianong is all right, and moving his free
hand up and down her back, up and down, until the tenseness left her and she was beginning to feel a pleasant
tingle; and all the while, under the other, Bianong was dreaming of Estela.

She had come to him after class behind the densest gumamela stand on the muni green old Intramuros,
back where it was darkest, and they had lain together on the grass, seeking each other out with trembling hands,
and afterwards just lying there into the early hours, despite the mosquitoes and the dampness, despite sometimes
the drizzle. And what if there had been clandestine spectators?

Bianong touched the lapad to his lips, and the baby cried from hunger, and Ikong looked bleakly at him,
and Tenteng and Miniang lay as unmoving as before.

He dragged himself from the bench and on to the wooden papag where Tenteng and Miniang lay. He
brushed a strand of hair off Miniang’s forehead. Tenteng whimpered. Their fever had not abated. The morning
heat was oppressive, and Estela’s absence intruded upon Bianong’s mind with the persistence of a knife turning
in his belly. He had not had anything but gin for nearly two days, and all he could scrape up for the children was
a cellophane packet of soda crackers, courtesy of Aleng Upe – I’m giving this, you understand? For the children
– who had told Ikong to tell his father, Bianong, that their credit was definitely, for the last time, and finally,
closed until further notice because their debts were already up to here (hand rising, palm down to neck level).
Biik refused to nurse at his milk bottle which held plain tapwater sweetened with panutsa, squalling his protest
over this rank deception till it tore at Bianong’s nerves. He buried his head in his hands. Tenteng and Miniang
could not eat anything at all. The comatose twins looked like waxen dolls and were hot to the touch, and
Bianong found himself thinking, what if they suddenly melt? Should he call the doctor? Would Doctor Bangloy
accept gin in lieu of the five-peso consultation fee? Bianong thought it was funny, but he did not laugh. The
twins were too still, their silence frightened him; it reminded him too much of long hospital corridors smelling
of alcohol, and 50 watt bulbs and masked surgeons, and giggling nurses, and scalpels, and clamps, and a
darkness shot through with screams and screeching wheels, and screams, and screams.

He wanted to scream, and found out he couldn’t, nor even move; he was drifting weightless in a false
dawn of shifting shadows, always that murkiness. It was cold. What were they doing to him? Where was Estela?
Was he never going to wake up? Tch- tch, the doctor replied through his surgical mask, and the OR nurse
handed him a cotton swab. He was working on the kneecap now, thinking whether it was not too late to call up
the girl at her boarding house. Bianong dreamed listlessly of crispy pata.

Doc washed up and headed for the phone in the nurses’ station outside the operating room where Isko
was rubbing EStela’s clammy hand to dispel the fear. She smelled good. It was 10:30 p.m.

All of Pasilyo 8 thought it was a great joke that Bianong could no longer drive a jeepney. How could he?
His lower extremities ended in stumps below the knees. The moment she heard he was back, Aling Upe had
materialized before his doctor to collect. Bianong remonstrated and flung silent imprecations after her and
THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES
snapped at Estela who had been after him to do something, sell cigarettes, sweepstakes tickets, sago – couldn’t
he even think of anything? she tearfully demanded of Bianong. There was no more rice, Estela was pleading.
Think of the children and the monthly rental. But Bianong could not think of anything at all without getting
furious. The room stifled him, the heat, - Estela. Bianong clenched his fist and banged the table. Ikong shrank
back in fright. The lapad was empty, and Bianong scowled the wrath of heaven.

Estela had found work in a soda fountain of dubious route at the Avenida on Pareng Isko’s
recommendation. Pare was a personal friend of the manager. Nothing was wrong with Estela working, Pareng
Isko assured, nudging Bianong. Bianong must use his brains and not be too emotional. After all, there were so
many expenses to be paid,hindi ba? Tagay! Isko winked at Bianong and stabbed a fork into the pansit that he
had brought along for pulutan. It was good of Pareng Isko to show concern, Bianong agreed. Isko was kind. He
gave Ikong a whole peso, and Tenteng and Miniang 50 centavos each, and Mareng Estela, a fat wink when
Bianong was not looking.

Bianong blinked back the tears. He had known it all along, right from the Day of the Accident, but he
played blind, refusing to admit that Isko’s trivialities were more than what they were. Now the tears were
streaming down his face; whore, whore, whore, he shouted, his voice a hurt lament in the drift of morning
sounds. He was strangling Estela. Confess, he snarled; his fingers curled around her neck and tightened until it
distended into a lapad. He hurled the empty bottle from him and the scene dissolved into another morning on
Pasilyo 8 when he sat on the doorsteps, smoking a cigarette while he awaited Estela and wondered why she did
not come home.

At eight o’clock, he saw the two of them. Estela and Pareng Isko, saw how their shoulders touched as
they walked down the alley. Aling Upe was looking curiously at him from behind her small counter, while her
son and his barkada snickered. He saw all this, the brethren of Pasilyo 8 expectant; Bianong knew they were
relishing it and he deliberately spat on the ground to show them that he knew it. Pareng Isko was loaded down
with bulging paper bags, grinned a good morning. Bianong mechanically waved them in; Estela bent to give
him a dutiful peck at the forehead, and Bianong scrutinised her sourly. It was Big Night, Estela said, and that
was the reason for her lateness. Pareng Isko, of course, happened to be drinking with his friend, the manager, so
he decided to accompany her home. Pareng Isko was unloading the bags and unwrapping a lapad. Tagay, he
said, lifting the lapad to his lips, after which he handed it to Bianong, whose head was beginning to ache. The
liquor burned his throat at first, gradually settled in his stomach, an expansive warmth that filled him with
lassitude. Estela said nothing.

She had decided to say nothing to Bianong about her father’s younger brother in Cagayan. He didn’t
even know she had an uncle named Pepe. She thought it best to tell Bianong about it only when she came back.
Now she had the money. Three hundred pesos in 20-peso bills that Tiyo Pepe himself had grudgingly counted in
her presence. He was shrewd trader. Pay it back when you have money, Tio Pepe reminded in the bus station.
The envelope of peso bills was tucked securely in her bra.

What Estela was thinking as she rode back to Manila on the bus: a cigarette stand, home-cooked lumpia
for Ikong to peddle in the afternoon to jeepney drivers at the corner stop, milk for Biik, a bottle of cough syrup
for Tenteng and Miniang who needed it- she wondered if they were all right. She had been three days gone. At
the junction near Angeles, the bus rode into a bumpy stretch and the driver geared down to a crumbling crawl at
the tail-end of the straggle of cargo trucks and cars and jeepneys following an arrow. The sign advised
DETOUR, Estela mentally filling out the word. It was painted sloppily on a slat of plywood nailed to a utility
post. Workers had torn up a section of the highway and were lowering culverts into an excavation gouged across
it. A Cola billboard bounced past, a bleak storefront, a roadside tire-vulcanizing shop that brought a whiff of
burnt rubber, Estela watched dispiritedly from her seat.

The sun was just stealing upon the scarred table when Bianong raised his head, his eyes puffed and his
breathe heavily; midnight sat on his brain, a clot of stygian fears that pulsed and skittered. He was only vaguely
aware that Biik was still yowling.

THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES

 The sun, sun, sun was cold, cold, cold. Somebody was hammering somewhere, the nails pounding into
his head. Bianong clapped his hands to his ears. The darkness undulated sluggishly before him and Bianong
fought back his nausea.

Estela, Biik, Tenteng, Miniang, Ikong. The boy crouched in a corner, poised for flight; he edged warily
forward at Ikong at both shoulders, and looked at him for a long time, and embraced him. Ikong squealed and
Bianong squeezed him tighter and touched the blade to his neck and held it there until the shoulders subsided. `
He lay the limp body on the bed, briefly patting the boy’s cheek; and then he took Biik, and hugged him, and
touched the blade to his neck; after Biik, Tenteng ang Miniang, one after the other, hugging them and touching
the blade on their necks; and his nausea erupted, and he fell upon himself in a dull rage, twisting the cold steel
again and again so he could feel it, the wrenching fulfillment and the excruciation, as it should be felt.

And it was one day along Pasilyo 8, Itoy Bayag, the jai-alai kubrador, poked his head through the door
of an entresuelo at 12 noon, and came upon the darkness, and stumbled back, muttering:
Diyoskodiyoskodiyosko …

ACTIVITY 1.1: READING COMPREHENSION (5pts. each question) (Deadline September 16,
Wednesday)
Criteria:
Ability to expound ideas/thoughts about the question------3pts.
Clarity of answers to each given question---------------------2pts.
5pts.

Answer the given questions before. Elaborate your answers.

1. What is the setting of the story? Cite an answer from the story you read.
2. Who are the main characters in the story? Describe their characteristics.
3. What does ―Marka Diyablo‖ symbolize in the story? How does it affect Bianong?
4. Why did Bianong kill his children and his own self? What might have been his thoughts for doing
such?
5. If you were to change the ending of the story, what would it be and why?

ACTIVITY 2: VOCABULARY
Use a Graphic Organizer in determining unfamiliar words you have encountered in the story.
ACTIVITY 3: PLOT OF THE STORY (50 points) (Deadline: September 18, Thursday)
Criteria:
Appropriateness of graphic organizer used-------------------------------25pts.
Nearness of the summary’s over-all message to the original text----25pts.
Reminder: Any text copied from Mr. Google will be marked zero. Plagiarism is a sin.
By using a Graphic Organizer summarize the events of the story. Use the appropriate organizer on this
activity. You can also search for other samples of a Graphic Organizer.

ACTIVITY 4: DIGGING UP THE STORY’S THEME (25 points) (Deadline: September 21, Monday)
One significant theme of the story is the extreme poverty experienced by the characters. Give your
insights/thoughts regarding it by writing a three-paragraph essay.
Criteria:
Organization of thoughts using transitional devices----------------- 5
Coherence and Cohesion------------------------------------------------ 5
Observance of the Use of Well-written text-------------------------- 5
THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES
 Content of the written essay-------------------------------------------- 10

REFLECTIVE LEARNING LEARNING SHEET No.1

Name: ________________________________________________ Grade & Section: ______________
 Properties of a well-written text
 Ogganization
Directions: Reflect on what you have learned after taking up this lesson by completing the chart below.
What were your thoughts or ideas about the What new or additional ideas did you learn
Properties of a Well-Written Text, after taking up this lesson?
Organization, and the Story Pasilyo 8prior to
the discussion of this lesson?
I thought I learned

TEACHER’S CONTACT DETAILS:

Teacher: RITZ FERRER VALDEZ
Cellphone Number: 09057163094
FB/Messenger : Ritz Ferrer Valdez
E-mail Address: ritzvaldez12@gmail.com

REFERENCES:
Diwa Senior High School Series, Reading and Writing Skills.

THIS MODULE IS IN COURTESY OF MR. MARC HAROLD FLORES