English 8

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English – Grade 8
Quarter 3 – Module 16: Utilizing Coping Reading Strategies in Processing
Informative Text
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Belinda L. Eustaquio
Editor: Marilisa T. Lopez
Reviewers: Richelle Asaytono, Rowena D. Roxas
Layout Artist: Belinda L. Eustaquio
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, EdD
Chief - School Governance and Operations Division

Education Program Supervisors

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Liza A. Alvarez (Science/STEM/SSP)
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Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City

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 English 8
Quarter 3
Self-Learning Module 16
Utilizing Coping Reading Strategies in Processing
Informative Text

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Introductory Message

For the Facilitator:

Welcome to English 8 Self-Learning Module on Utilizing Coping Reading

Strategies in Processing Informative Text!

This Self-Learning Module is collaboratively designed, developed and reviewed

by educators from the Schools Division Office of Pasig City headed by its Officer-in-
Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in
partnership with the City Government of Pasig through its mayor, Honorable Victor
Ma. Regis N. Sotto. The writers utilize the standards set by the K to 12 Curriculum
using the Most Essential Learning Competencies (MELC) in developing this
instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to English 8 Self-Learning Module on Utilizing Coping Reading

Strategies in Processing Informative Text!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional learner module in English 8. All the activities

provided in this lesson will help you learn and understand coping reading strategies
in processing informative text.
Specially, you will learn to:
1. determine different reading strategies;
2. cope reading difficulties by using strategies;
3. utilize reading strategies to comprehend text easily.

PRETEST

For a start, answer this activity. Say TRUE, if the statement is correct and say
FALSE, if it is not.

1. ACTIVATING PRIOR KNOWLEDGE is a reading strategy that allows readers to

work their way up from an existing schema, instead of starting a new one.

2. When coming across to unknown word, readers use other words in the text that
are usually in the same sentence or nearby sentences that provide clues to the
meaning of the unfamiliar words.

3. It would be better to memorize the text if someone asks you to retell the story you
have read.

4. Draw pictures in your mind or create mental images as you read a text to visualize
the characters, the setting, and the actions by the help of the descriptive words
that appeal to your five senses such as sight, taste, touch, smell, and hearing
which were utilized by the author.

5. Determining the author’s purpose will help readers predict the content or focus
of the text.

RECAP

In our previous lesson, you have learned to use parallel structures with
aspects of verbs. What is parallel structure? Parallel structure in writing is also called
parallelism. Parallelism means using the same pattern of words to show that two or
more ideas have the same level of importance.

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 LESSON

https://image.shutterstock.com/image-vector/set-five-human-senses-vision-600w-760328011.jpg

The icons above represent your 5 senses and these are taste, sight, touch,
smell and hearing. Read and imagine the poems’ meaning using these 5 senses.
My Tree
By Jack

The sun is setting in the horizon Some birds fly over the setting of the
The evening breeze begins to blow sun
I climb up my tree into its mighty As the night blanket of night starts to
branches merge
As the stars in the east start to glow I feel different
A few leaves fall swirling in the breeze One with nature up here in the wind
They silently dance in my eyes or wild
As the wind carries them along And free as if I am connected to the
As the sunlight begins to die universe
The crickets begin to chirp me a small leaf hanging from my tree
The moonlit creature start to emerge

Can you tell what senses do these lines from the poem appeal?
1. The sun is setting in the horizon.
2. The evening breeze begins to blow.
3. As the stars in the east start to glow.
4. They silently dance in my eyes.
5. The crickets begin to chirp.

What you did was called visualization. A strategy used to cope reading
difficulties. You used the sense of sight on the first line. The words breeze and blow
made you think it’s cold then therefore you used your sense of touch/feeling. While
on number 3 you used your sense of sight. On number four, the word silently
appealed to your sense of hearing. The word chirp on number 5 appealed to your
sense of hearing as well. Nowadays, a lot of learners like you are having a hard time
analyzing what you are reading.

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 Reading is a process that involves recognizing words, leading to the
development of comprehension. According to research, reading is a process that
connects the meaning between the text and its reader. The reading process involves
three stages.

Three Stages and Strategies to Cope Reading Difficulties

I- PRE-READING STAGE allows the readers to activate background knowledge,

preview the text, determine the author’s purpose and ask questions.
STRATEGIES:

1. Connect prior knowledge or activate schemata

Think about what you already knew and use your schemata or the knowledge
that you have accumulated for the past years to understand a certain text. To
do this relate the text to your personal experiences, compare it to other texts,
and to the world around you. Now read this poem and try to connect yourself
into the text.
“Oh No To Stress” Grow taller like the sacred fig tree,
By Kumarmani Mahakul
Dropping the drops of joy, you
No pill is discovered to heal your drink wisdom,
stress, Like the tender leaves you’ll be
This is you, who can heal by inner green and soft,
power, God’s grace heals stress, instantly
Watch the beautiful nature and you trust.
green plants,

Good readers apply what they already knew to their reading to understand
something new. Take for instance the poem, “Oh No To Stress” In order to
understand the poem you used your schemata on the word stress to understand the
excerpt. Your prior knowledge will aid you in analysing the poem better.

2. Preview the text

It is a pre-reading skill by which the readers try to gather as much information
about the text which can assist them in making predictions before reading it. This
allows the readers to have general picture of the text by surveying the text quickly
before reading it carefully. You can scan the whole text to get an idea what is the text
all about. We do this a bit fast.

3. Determine the author’s purpose

Identifying the author’s purpose is an important part of reading
comprehension. That’s because knowing why an author wrote a text is the key to
know what to remember when you’ve read the last page. It’s sort of like setting a
purpose for comprehension.

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 In general, there are 3 basic reasons for an author to write something:

to persuade – The author shares their opinion with the reader.

to inform – The author presents facts to the reader.
to entertain – The author amuses the reader.
In the example above, the author is trying to inform readers that there is no
cure for stress other than getting away with it in your own volition. The author is
also persuading the stressed person to enjoy and grow. And so, that is how we
determine author’s purpose.

4. Ask questions
This is done before reading and you may find answers during, and after
reading. Questions given or formulated before reading will guide you in
understanding the text further or it will help you to focus on a certain factor.

Here are some of the examples:

I wonder…? I was confused when…?
I am not sure why…? Why did…?
How does…? Where…?

II- DURING READING the readers make inferences or read between the lines and
visualize.
STRATEGIES:

1. Make inferences or read between the lines

As you read, think about what has already happened, and guess what will
happen next. In our poem we can infer that a person will feel better as long as he
won’t give up.

2. Visualize
Draw pictures in your mind or create mental images as you read the text. To
do this, imagine or picture out the characters, the settings, and the actions by the
help of the descriptive words that appeal to your five senses such as sight, taste,
touch, smell, and hearing which were utilized by the author. Going back to our
example, we can visualize the stressed person sitting on a bench and enjoying the
scenery outside, breath fresh air and read books to grow his knowledge to cope with
this feeling.

II - AFTER READING allows the readers to retell or evaluate the story.

STRATEGIES:
1. Retell
Getting the main idea, understanding text structure, and identifying the 5W’s
of the story will make retelling easy. Here is a representation:

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Five-finger retelling: Each finger represents a part of the retelling: who
(characters/key figures), what (conflict/key events), where (setting), when (setting),
and why (resolution/motives). As a visual support, here is an anchor chart that
shows a hand with each finger labelled.
When you retell remember to
paraphrase or re-write words using
your own words.

Here is another text to read.

Cope with stress
Center for Disease Control and
Prevention
Everyone—adult, teen, and
child experiences stress. Stress is
a reaction to a situation

where a person feels threatened

(https://www.teacherspayteachers.com/Product/Five-Finger-Retell-Graphic-Organizer-
2001694) or anxious. Stress can be positive
(e.g. preparing for a wedding) or
negative (e.g. dealing with a natural disaster). Learning healthy ways to cope and
getting the right care and support can help reduce stressful feelings and symptoms.

After a traumatic event, people may have strong and lingering reactions. These
events may include personal or environmental disasters, or threats with an assault.
The symptoms may be physical or emotional. Common reactions to a stressful event
can include: disbelief, shock, and numbness, feeling sad, frustrated, and
helplessness, difficulty concentrating and making decisions , headaches, back pains,
and stomach problems , smoking or use of alcohol or drugs. On the other hand there
are ways to cope with stress. First, Take care of yourself by eating healthy, well-
balanced meals, exercising on a regular basis, getting plenty of sleep, giving yourself
a break if you feel stressed out. Second, talk to others. Share your problems and how
you are feeling and coping with a parent, friend, counsellor, doctor, or pastor. Third,
avoid drugs and alcohol. These may seem to help, but they can create additional
problems and increase the stress you are already feeling. Forth, take a break. If news
events are causing your stress, take a break from listening or watching the news.
And Lastly, recognize when you need more help. If problems continue or you are
thinking about suicide, talk to a psychologist, social worker, or professional
counsellor.

If you will retell what in the text are, you have probably this,

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 Everyone experiences stress where a person feels unsettled, distracted,
nervous, lonely, and worst unproductive at work when something comes up.
According to the text it would be better to overcome it by doing these suggested
ways on how to cope with stress. These are the following: Love yourself,
socialize with others, don’t drink or use prohibited drugs, get away on the thing
that stresses you and lastly ask for help if needed.

2. Evaluate
Comprehension is an intentional, active, and interactive process that occurs
before, during and after a person reads a particular piece of writing. This involves
encouraging the reader to form opinions, make judgments, and develop ideas from
reading.
Is the text really helpful in overcoming stress? If not, what other ways on
coping stress you want to include? With your suggestions the person involved will
surely feel better.
GUIDED PRACTICE

Identify and circle the most appropriate reading strategy that must be utilized
in each text.
1. “A tree that looks at God all day and lifts her leafy arms to pray.” To understand
this line better, what strategy will you use?
A. visualizing B. making inference
C. previewing the text D. connecting prior knowledge

The answer is A. visualizing.

2. If you call a gypsy a vagabond, I think you do him wrong, for he never goes a
travelling but he takes his home along. When dictionary is not available and you
need to understand these lines on your own, what strategy should you use?
A. retelling B. evaluating C. visualizing D. activating schemata

The answer is D. activating schemata.

3. Reading the title, “The Tree”. The strategy that you should use is ___________.

A. retelling B. evaluating C. making inference D.previewing the text

The answer is D. previewing the text.

4. The poem talks about his belief that no humanity is capable of making something
better than what God has made. What strategy is used in this part?
A. retelling B. evaluating C.asking question D. making inferences

The answer is A. retelling.

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5. When you question the author by saying, “What is your reason in writing a poem
that tells people that nothing is more beautiful than God’s creation? What
strategy is used?
A. Retelling B. visualizing
C.previewing the text D. determining the author’s purpose

The answer is D. determining the author’s purpose.

ACTIVITIES

Read and visualize the texts or poems to accomplish the given tasks.

ACTIVITY 1- VISUALIZING

FREEDOM WALK but I’m not giving up

BY CHARLISE F
I feel like I could walk

Freedom: All night for freedom.

They say we’ll never get it. Cops yell and block the roads

I believe when people hear And order people to go back

the colored side of the story- Groups of Caucasians

“INJUSTICE ANYWHERE IS AN INSULT Chant in our faces

TO JUSTICE EVERYWHERE.” And hold up signs,

They chant and throw objects But all I can say is,

“KEEP WALKING,”

What have you visualized about the poem? Draw it in the box.

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ACTIVITY 2- RETELLING
The Obstacle In Our Path

There once was a very wealthy and curious king. This king had a huge boulder
placed in the middle of a road. Then he hid nearby to see if anyone would try to
remove the gigantic rock from the road.
The first people to pass by were some of the king’s wealthiest merchants and
courtiers. Rather than moving it, they simply walked around it. A few loudly blamed
the King for not maintaining the roads. Not one of them tried to move the boulder.
Finally, a peasant came along. His arms were full of vegetables. When he got near
the boulder, rather than simply walking around it as the others had, the peasant put
down his load and tried to move the stone to the side of the road. It took a lot of effort
but he finally succeeded.
The peasant gathered up his load and was ready to go on his way when he
saw a purse lying in the road where the boulder had been. The peasant opened the
purse. The purse was stuffed full of gold coins and a note from the king. The king’s
note said the purse’s gold was a reward for moving the boulder from the road.

To retell the story, use the retelling hand picture above as your guide and
write your answer inside the box.

ACTIVITY 3- CONNECTING PRIOR KNOWLEDGE

Here is another activity! Connect the text, “Freedom Walk by Charlise F” to

your prior -knowledge. Use the sample Anchor Chart below to complete the task.
Relate the word freedom to your personal experience about Covid-19 on TEXT TO
SELF. Relate the experience of the blacks to this line, “Man is unjust but God is
just; and finally, justice triumphs” by Henry Wadsworth Longfellow on TEXT TO
TEXT. And lastly connect the condition of the child to the experience of George
Floyd Jr.

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 The word freedom reminds me of the thing we

The text reminds me of the line from the poem of

Henry Wadsworth Longfellow, “Man is unjust,
but God is just; and finally, justice triumphs.” In
this world blacks are

This poem reminds me of a viral video about a

black American, George Floyd Jr., who was

https://images.app.goo.gl/W1EjYaShGjcXbrRN8

WRAP-UP

In a 5-sentence paragraph, summarize what you have learned in this lesson.

In this lesson, I have learned coping reading strategies to be used in 3 stages such
as ______________, ___________________, and __________________. The first stage
requires the readers to __________________, _________________,_________________,
and ___________________. In the second stage the readers can ___________________
and _______________________________________________________ to make reading
_______________________________. The last stage, readers must
_______________________________ and __________________________ to show
that____________________________________________________________________________
________________________________________________________________________________
_________________________________________. Learning these coping strategies helps
me in _________________________________________________________________.

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 VALUING

Arrange the jumbled letters to create an acrostic poem about the importance
of reading.

gnaerid
sehrneci
seifilpma

dna
spoleved
S’reader
tionginamai

POSTTEST

You have learned the different reading strategies that can help you
comprehend text easily. Now, read the poem below and utilize those strategies taught
to you in order to answer the 5-item question efficiently.
I Am the Black Child
By Mychal Wynn

I am special, ridicule cannot sway me

I am strong, obstacles cannot stop me
I hold my head high, proudly proclaiming my uniqueness
I hold my pace, continuing forward through adversity
I am proud of my heritage
I am confident that I can achieve my every goal.
I am becoming all that I can be
I am the Black Child, I am a Child of God

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1. Using your prior knowledge, the word black is referring to whom?
A. African B. American C. Caucasian D. Filipino

2. What is the purpose of the author in writing the poem?

A. Entertain B. inform C. influence D. persuade

3. What is the best prompt question before reading the poem?

A. Why is the child called black?
B. Where is the setting of the poem?
C. What is the writer trying to tell us about the black child?
D. Who should be blamed on the mind set of other people about blacks?

4. Infer what future lies ahead for the black child?

A. Successful B. terrible C. unfortunate D. unhappy

5. Visualize the poem and identify which picture best describes the child in the
poem.

A B C D

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WRAP-UP-In this lesson, I have learned coping reading strategies to be used in 3 stages such as pre-reading, during reading, and after
reading. The first stage requires the readers to connect their prior knowledge, preview, determine the author’s purpose and a sk
questions about the texts. In the second stage the readers can infer and visualize to make reading enjoyable and meaningful. The last
stage, readers must retell and evaluate the text to show how they comprehend it.
POSTTEST
1. A
2. B
3. C
4. A
5. A
ACTIVITY 3
TEXT TO SELF The word freedom reminds me of the thing we enjoyed before Covid-19 hit the
country. Now, I feel like the freedom that I usually enjoy was taken away by this
virus.
TEXT TO TEXT
The text reminds me of the line from the poem of Henry Wadsworth Longfellow,
“Man is unjust, but God is just; and finally, justice triumphs.” In this world
blacks are often oppressed but I believe God is watching and will surely punish
abusers when the right time comes. Oppressed people may not get the justice
they deserve today but God will deliver it someday.
TEXT TO WORLD This poem reminds me of a viral video about a black American, George Floyd Jr.,
who was killed by some police officers which led to the movement of what we call,
“Black Lives Matter”.
ACTIVITY 2
There was a king who put a big boulder in the middle of the road to test his people. A lot of people passed by and just
ignored the boulder while some were putting the blame on the king. After a while a peasant appeared and saw the boulder.
He hardly pushed it off the road and a purse full of gold appeared on his line of sight. The gold was his reward according
to the note left by the King .
PRETEST
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE
KEY TO CORRECTION
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20399955&psig=AOvVaw1vBQ8Uf6_dGz41DStK-
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