Literary Texts

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH
Leyte Park Hotel, Tacloban City

July 7 – 16, 2018
Reading for and
Analyzing Textual
Details in
Literary Texts
MARIAN NALDA-RAMOS
Notes were taken from the lecture of Dr. Edison Angeles Fermin, the resource
person on this topic during the NTOT, from the session guide provided by the
DepEd, other researches by the presenter.
REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

7 ENGLISH
July 7 – 16, 2018
Whether the weather be good or
whether the weather be bad!
We’ll be together
whatever the whether,
Whether we LIKE it or NOT!

7 ENGLISH
July 7 – 16, 2018
OBJECTIVES:
At the end of the session, the participants
must have:
1. read closely a literary text

2. identified the processes involved in reading closely;
and
3. demonstrated strategies in teaching reading –
before, during, and after reading.

7 ENGLISH
July 7 – 16, 2018
Activity 1: Hugot na Hugot
Create a “hugot line” reflecting

on the title of the short story,
“Why Women Wash the Dishes?”
(5 minutes)

7 ENGLISH
July 7 – 16, 2018
Why read?

7 ENGLISH
July 7 – 16, 2018
Objectives in Reading a Literary
Text
1. To become familiar with the elements and features

of literary texts used in the course.
2. To explore a process for reading a literary texts,

using a range of strategies for before, during, and after
reading.

7 ENGLISH
July 7 – 16, 2018
KEY LEARNING POINTS
Reading for and analyzing textual

details is a critical competency as it directs
the attention of the reader to the text itself
and its meaning to the world.

7 ENGLISH
July 7 – 16, 2018
Students learn to analyze textual
detail as a key to discovering meaning.
Students read, analyze, and compare
texts. Students also learn how to
summarize and explain what they have
learned from their reading,
questioning, and analysis of texts.

7 ENGLISH
July 7 – 16, 2018
“A text is a language in
use. It is not a grammatical
unit, like a clause or a
sentence, and it is not defined
by its size.” Holliday and
Hassini, 1976

7 ENGLISH
July 7 – 16, 2018
A text is best regarded
as a semantic unit, a unit not
of form but of meaning.

7 ENGLISH
July 7 – 16, 2018
What is textual detail?

7 ENGLISH
July 7 – 16, 2018
Textual detail is a term used in
linguistics to refer to any passage –
spoken or written, of whatever length,
that does form a unified whole.

7 ENGLISH
July 7 – 16, 2018
Regarding a Text as a Meaningful Whole
What it What it
contains conveys
(textuality) (intertextuality)

7 ENGLISH
July 7 – 16, 2018
What are considered as textual details?
1. Physical details – presented in a variety

of ways and for a variety of purpose and
audiences.
2. Linguistics details – tools are organized

using language form that are well- chosen and
well- arranged.

7 ENGLISH
July 7 – 16, 2018
3. Structural design – tools may come
in recognition patterns.
4. Semantic details – tools, like the

themes, topics and threads that make
the literary text meaningful.

7 ENGLISH
July 7 – 16, 2018
Reading Strategies
1. Before Reading
2. During Reading
3. After Reading

7 ENGLISH
July 7 – 16, 2018
Activity 2: Pre-reading Activity
“Why Women Wash the

Dishes .”

7 ENGLISH
July 7 – 16, 2018
Read silently and mentally. Answer the following
guide questions: Set A Questions:
1. What story clues are in the title?
2. Is this story real or make believe?
3. If this text is real, what will you Iearn?
4. What will the main character need or want?
5. Why do you want to read this story?
6. How do you picture the setting?

7 ENGLISH
July 7 – 16, 2018
Activity 3: Reading Activity
“Why Women Wash the

Dishes .”
Silent Reading (15 minutes)

7 ENGLISH
July 7 – 16, 2018
After reading, answer the following questions:
Set B Questions:
1. What will happen next in the story?
2. How do you feel about the main character?
3. Why does the character act or feel a certain way?
4. Does the story or text make sense?
5. How will the story most likely end?
6. How does the story or text remind you of your life?

7 ENGLISH
July 7 – 16, 2018
Set C Questions:
1. How did the story or text make you feel?

2. What do you like or dislike about the story?
3. What is the main part of the story or text?
4. How have your feelings about the character
changed?
5. How are the character’s feelings or actions differ at

the end of the story?
6.What is the author trying to tell you?

7 ENGLISH
July 7 – 16, 2018
Activity 4: My Way
List down the strategies in reading

literary text that you do – before
reading, during reading, and after
reading
Group reporting (12 minutes)

7 ENGLISH
July 7 – 16, 2018
What teachers do
Before (Let the students)
 Brainstorm related ideas and themes
 Recall previous experiences
 List questions
 Increase background knowledge
 Determine a purpose for reading
 Predict the content
 Skim, scan, and sample the text to make
informed predictions
 Identify and pre-teach unfamiliar vocabulary
and concepts

7 ENGLISH
July 7 – 16, 2018
What teachers do
During Reading
(Let the students)
 Use “think-aloud” strategies for pausing and
thinking
 Demonstrate how to use a graphic organizer
 Let students visualize the concepts they have
learned
 Help them make inferences
 Let them “read between the lines.”

7 ENGLISH
July 7 – 16, 2018
What teachers do
After (Let the students)
 Let the students retell or paraphrase what they
have read
 Note similarities and differences
 Organize information
 Suggest possible diagrams or graphic
organizers to show connections

7 ENGLISH
July 7 – 16, 2018
Before Reading During Reading After Reading
 Let the students  “Use think-aloud”  Let the students
brainstorm related strategies for pausing retell or
ideas and themes and thinking paraphrase what
 Let the recall previous  Demonstrate how to use they have read
experiences a graphic organizer  Note similarities
 List questions  Let students visualize the and differences
 Increase background concepts they have  Organize
knowledge learned information
 Determine a purpose  Help them make  Suggest possible
for reading inferences diagrams or
 Predict the content  Let them make graphic organizers
 Skim, scan, and inferences to show
sample the text to connections
make informed
predictions
 Identify and pre-
teach unfamiliar
vocabulary and
concepts

7 ENGLISH
July 7 – 16, 2018
Read for Textual Details
In Expository Texts
MARIAN NALDA-RAMOS

Milka Hotel/Leyte Park Hotel, Tacloban City
July 7 – 16, 2018
OBJECTIVES
At the end of the four - hour session period,
the participants are expected to:
1. read closely for textual details
2. define expository writing
3. identify and cite specific textual evidences
4. distinguish textual significant evidences in
the different patterns of expository writing

5. analyze significant details in expository
texts
6. evaluate textual analysis
7. write an expository essay

July 7 – 16, 2018
PRIMING ACTIVITY
Arrange the following

sentences to form a correct
paragraph.
Three Types of Planet

July 7 – 16, 2018
People often think all planets are alike, but there are
actually three types of planets in the solar system. The
terrestrial planets are made of rock and metal and are closest
to the sun. These include the midsize planets Mercury, Venus,
Earth, and Mars. They rotate slowly and don’t have many
moons. Farther from the sun are the planets called gas giants,
Jupiter, Saturn, Uranus, and Neptune. They are called gas
giants because they are formed from gases such as hydrogen
and helium. Gas giants rotate fast and have many moons.
Finally, planetoids are objects made up of rock and ice and are
too small to be true “planets.” Planetoids sometimes even get
pulled into a planet’s gravitational field and become moons
themselves. Whether they are terrestrials, gas giants, or
planetoids, the planets in the solar system are fascinating.
REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN

ENGLISHLeyte Park Hotel, Tacloban City
July 7 – 16, 2018
1. What is the passage about?
2. What textual details signify the pattern of the
passage? How do these details contribute to the
soundness and effectiveness of the
passage/essay?
3. What cue words are evident in the passage?
4. How would you describe the passage?
5. To what academic writing do these passages
belong?

July 7 – 16, 2018
1. What is an Expository
Writing?
2. How do we analyze
significant textual details in
an expository writing?

July 7 – 16, 2018
Expository writing is writing that
seeks to explain, illuminate or
'expose' (which is where the word
'expository' comes from). This type of
writing can include essays,
newspaper and magazine articles,
instruction manuals, textbooks,
encyclopedia articles and other forms
of writing, so long as they seek to
explain.
July 7 – 16, 2018
HOW DO WE ANALYZE
EXPOSITORY WRITING?

July 7 – 16, 2018
A. THESIS
-One or two sentences that sum up the main
point of the entire essay
-Usually found in the first paragraph
-it should cover exactly what the writer will
discuss throughout the essay

July 7 – 16, 2018
“The life of a typical American
Teenager is characterized by time
spent socializing, browsing the
internet, and attending school.”
Purdue Online Writing Lab

July 7 – 16, 2018
“WITHOUT LOGICAL
PROGRESSON OF
THOUGHT, THE READER IS
UNABLE TO FOLLOW THE
ESSAYS ARGUMENT ”

July 7 – 16, 2018
B. STRUCTURE
-Organization and the structure is a crucial
aspect in expository analysis
-It has to have a clear introduction, body
paragraphs, and conclusion
-The transitions between different paragraphs
and points are logical and fluid

July 7 – 16, 2018
C. EVIDENCE
-every part of expository writing should
support the thesis statement
-examples are details that can be factual,
statistical, textual or anecdotal
-they must directly corroborate the preceding
reflection and interpretation provided by the
author

July 7 – 16, 2018
D. TONE
-The tone is the author’s attitude toward
the subject or the audience
-Can be determined by word choice,
imagery, emphasis and style.
-A writer’s tone can help a reader
determine how objective

July 7 – 16, 2018
DESCRIPTION
The author
describes a
topic by listing
characteristics,
features,
attributes,
and
examples

July 7 – 16, 2018
• for example
• characteristics
CUE • for instance
WORDS/ • such as
SIGNAL
WORDS • is like
• including
• to illustrate

July 7 – 16, 2018
SEQUENCE
Steps
described
in the
order they
occur

July 7 – 16, 2018
CHRONOLOGY
In
order
of time

July 7 – 16, 2018
first second third
CUE later next finally before
WORDS/ then later after
SIGNAL when previously since
WORDS now
actual use of dates

July 7 – 16, 2018
COMPARISON AND CONTRAST
Information is
presented by
detailing how
two or more
events,
concepts,
theories, or
things are alike
and/or
different

July 7 – 16, 2018
however nevertheless
on the other hand but
CUE similarly although also
WORDS/
SIGNAL in contrast different alike
WORDS same as either/or
in the same way just like
just as likewise yet where
in comparison as

July 7 – 16, 2018
PROBLEM and SOLUTION
Author
states a
problem
and
solution(s)

July 7 – 16, 2018
• problem is
CUE • dilemma is
WORDS/ • if/then
• because
SIGNAL • so that
WORDS • question/answer
• puzzle is solved

July 7 – 16, 2018
CAUSE and EFFECT
Explains
reasons
why
something
happened
Or
explains
the effects of
something

July 7 – 16, 2018
if/then as a result
therefore because
CUE consequently since
WORDS/ reasons why so that
SIGNAL for hence
WORDS due to this thus
led to

July 7 – 16, 2018
Popular Sports
Football and baseball are two of the most
popular sports in the country. They have many
things in common. For one, they are both team
sports, and they both require players to advance
to an end or “home” point on the playing field.
However, football requires players to carry
the ball to the end zone, whereas in baseball, it is
the defending team that controls the ball while it
is in play.

July 7 – 16, 2018
The Magic Blanket
One day while walking home from school,
he found a magic blanket. When he covered
himself with it, he turned invisible. At first he
used his power to play all kinds of tricks on
people.He’d turn invisible and hide things, or
move a cup when someone was pouring juice
to make a mess.He had a lot of fun.But then
one day, he found that he couldn’t take the
blanket off. He was just stuck invisible. He quit
playing tricks on people, hoping that he’d be
able to take the blanket off and rejoin society,
but it didn’t work. He is still invisible
somewhere right now, and he is very lonely.
July 7 – 16, 2018
Studying for a Test
Believe it or not, as important as it is, many
students do not know how to study for a test.
Well, studying for a test is easy. The first
thing
that you must do is take out your notes.
Open your notes up to the section that you are
supposed to review. Read what you wrote in
your notebook. When you are done, close your
notebook and see if you remember the ideas
that you were studying. Still don’t
remember? Open your notebook back up and
try again.
July 7 – 16, 2018
Low Test Scores
Many students have been getting low scores
on tests and this is upsetting to parents,
teachers, and students. Low test scores show
that teachers aren’t teaching effectively or
that
students aren’t learning. Either way it’s an
issue with which we are concerned. I propose
the following: any teacher who is giving a test
should open up their classroom for study groups
the night and morning before the test.
Maybe by giving students extra opportunities to
study,
REGIONALwe can improve
TRAINING students’
OF TEACHERS ON CRITICALtest scores.
CONTENT IN ENGLISH
July 7 – 16, 2018
Eligibility
Being involved in after school sports and
clubs is not a right. It is a privilege.
Therefore, students have to meet eligibility
requirements. If students have any “D”s or
“F”s, they are not allowed to play. Also, if
students have behavior issues in class, they
cannot be on the team or in the club. Lastly,
students need to keep good attendance. If
students miss school, they most certainly cannot
come to practice. Being on a team is a lot of
responsibility. If students are not proving to
be responsible, they will not be permitted to be
in clubsTRAINING
REGIONAL or teams.
OF TEACHERS ON CRITICAL CONTENT IN ENGLISH
July 7 – 16, 2018
Deviled Eggs
Pop out (remove) the egg yolks to a

small bowl and mash with a fork. Add
mayonnaise, mustard powder, vinegar, salt
and pepper and mix thoroughly. Fill the
empty egg white shells with the mixture
and sprinkle lightly with paprika.
Cover lightly with plastic wrap and
refrigerate for up to one day before
serving.
July 7 – 16, 2018
Fewer Toads
Though toads are still around, they no
longer are as common in some areas as they
were a few decades ago. The growing use of
insecticides has reduced their numbers. The
chemical sprays usually do not harm toads, but
cut down the animals’ food supply. Thereby, the
toads do not have enough food to survive.
There are fewer toads in many areas populated

by humans.
July 7 – 16, 2018
Answers
:
1. Comparison and Contrast
2. Chronological
3. Sequence
4. Problem and Solution
5. Cause and Effect
6. Sequence
7. Cause and Effect

July 7 – 16, 2018
July 7 – 16, 2018
ACTIVITY (30 mins)
1. Divide participants into 5 groups
2. Analyze the significant details in
the essay assigned to the group
3. BE READY TO PRESENT TO THE
CLASS

July 7 – 16, 2018
Group Activity
From the given passage,

identify the following:
a. Thesis
b. Structure
c. Evidence
d. Tone

July 7 – 16, 2018
Write an expository essay using the
following topics:
1. Describe yourself to someone who has never met you.
2. Explain the main reasons why you think students drop
out of school.
3. How can bullying be prevented?
4. What is climate change?
5. Differences between the lives of teenagers of today
and a century ago.
6. How to prevent yourself from getting sick.

July 7 – 16, 2018
• NTOT MATTERS\NTOT FOR ENGLISH GRADE 7\
FERMIN-NTOT-April_25\._Mrs Chong.mp4
If your actions inspire children to
dream more, learn more, do more
and become more, you are indeed
worthy of the title
“TEACHER”.
- Robert John Mechan -

July 7 – 16, 2018
References:
Fermin, Edison Angeles, Lecture on Read for and Analyze Textual
Details during the National Training of Trainers at Oasis Hotel,
Tanza, Cavite, April 23 – May 2, 2018
Session Guide 3B, National Training for Trainers 2018

https://www.engageny.org
https
://www.engageny.org/file/90706/download/guiding-questions-ha
ndout.pdf
Reading.pdf
Tagay, Lourna V., et al 2013.Journeying Through Literature and

Langauge with Philippine Loterary Texts. Makati City , Philippines:
Saleshana Books

July 7 – 16, 2018
REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISHLeyte
Park Hotel, Tacloban City
July 7 – 16, 2018

Literary Texts

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Literary Texts

Uploaded by

Copyright:

Available Formats

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH

Leyte Park Hotel, Tacloban City

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

1. read closely a literary text

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

Create a “hugot line” reflecting

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

1. To become familiar with the elements and features

2. To explore a process for reading a literary texts,

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

Reading for and analyzing textual

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

1. Physical details – presented in a variety

2. Linguistics details – tools are organized

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

4. Semantic details – tools, like the

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

“Why Women Wash the

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

2. Is this story real or make believe?

3. If this text is real, what will you Iearn?

4. What will the main character need or want?

5. Why do you want to read this story?

6. How do you picture the setting?

“Why Women Wash the

Silent Reading (15 minutes)

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

1. What will happen next in the story?

2. How do you feel about the main character?

3. Why does the character act or feel a certain way?

4. Does the story or text make sense?

5. How will the story most likely end?

6. How does the story or text remind you of your life?

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

1. How did the story or text make you feel?

5. How are the character’s feelings or actions differ at

6.What is the author trying to tell you?

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

List down the strategies in reading

Group reporting (12 minutes)

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN GRADE

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH

the different patterns of expository writing

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH

Arrange the following

Three Types of Planet

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH

REGIONAL TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH