CRITICAL READING

TE XT AND C ONTE XT C O NNE C T IO NS

 • understands the relationship of a
CONTENT
written text and the context in
STANDARD
which it was developed

• writes a 1000-word critique of a

PERFORMANCE selected text on the basis of its
STANDARD claim/s, context, and properties as
a written material
 • understands the relationship of a
CONTENT
written text and the context in
STANDARD
which it was developed

• writes a 1000-word critique of a

PERFORMANCE selected text on the basis of its
STANDARD claim/s, context, and properties as
a written material
The learner…
1. Explains critical reading as looking for ways of
thinking
2. Identifies claims explicitly or implicitly made in
a written text
a. Claim of fact b. Claim of policy c. Claim of value
3. Identifies the context in which a text was
developed
a. Hypertext b. Intertext
The learner…
4. Explains critical reading as reasoning
5. Formulates evaluative statements about a text
read
a.Formulates assertions about the content and
properties of a text read
b.Formulates meaningful counterclaims in response to
claims made in a text read
6. Determines textual evidence to validate assertions
and counterclaims made about a text read
ACTIVIT Y 1
B I G PA P E R –
BUILDING A SILENT
C O N V E R S AT I O N
INSTRUCTIONS
• An image/text will be given to your group.
• React on the image/text by writing your view on the
BIG PAPER.
• The other members can agree or disagree with your
view or they might have their own view to share.
• You are given ten minutes to write and react.
• MOST IMPORTANTLY, you are ONLY ALLOWED to
WRITE. No words should be spoken.
INSTRUCTIONS
•After ten minutes, you are given two minutes to
post your BIG PAPER.
•Still working in SILENCE, you are given ten
minutes to look at the work of other groups. You
are allowed to write comments or questions on
their BIG PAPER.
•Go back to your BIG PAPER and look at the
comments or questions of the other participants.
WHAT HAVE YOU
LEARNED FROM
THIS ACTIVITY?
CRITICAL
THINKING
Reading the LINES

Reading BETWEEN the LINES

Reading BEYOND the LINES

Reading the LINES

Reading BETWEEN the LINES

Reading BEYOND the LINES

FIRST, TRY A STEP-BY-STEP PATTERN
LITERAL
INFERENTIAL
CRITICAL
CRITICAL READING

Active Reading
and Study
 ACTIVITY 3:
DOUBLE – SIDED JOURNAL
• On the manila paper, draw a line that divides the paper into two
vertically. In the left column write, WRITER, and in the right
column, write READER.
• Read the TEXT (Hindi Dahil Matanda, TAMA). While reading the
text, write the lines, sentences from the text that you want to
highlight or that catch your attention on the left column.
• After reading, go back to the sentences that you have written on
the left column. Reflect upon it and compose a brief response.
W H AT D O G O O D
READERS DO
WHEN THEY READ:
1. GOOD READERS
ARE ACTIVE
READERS.
2. GOOD READERS TYPICALLY LOOK OVER
THE TEXT BEFORE THEY READ, NOTING
SUCH THINGS AS THE STRUCTURE OF THE
TEXT AND TEXT SECTIONS THAT MIGHT
BE MOST RELEVANT TO THEIR READING
GOALS.
3. AS THEY READ, GOOD
READERS FREQUENTLY MAKE
PREDICTIONS ABOUT WHAT
IS TO COME.
4. “READING” ITSELF HAS
COMMENCED, EVEN AFTER
THE “READING” HAS CEASED.
5. WHEN READING EXPOSITORY TEXT,
THESE READERS FREQUENTLY
CONSTRUCT AND REVISE
SUMMARIES OF WHAT THEY
HAVE READ.
6. WHEN READING
NARRATIVE, GOOD READERS
ATTEND CLOSELY TO THE
SETTING AND CHARACTERS.
7. GOOD READERS READ
DIFFERENT KINDS OF TEXT
DIFFERENTLY.
8. THEY EVALUATE THE TEXT’S
QUALITY AND VALUE, AND
REACT TO THE TEXT IN A
RANGE OF WAYS, BOTH
INTELLECTUALLY AND
EMOTIONALLY.
9. THEY MONITOR THEIR
UNDERSTANDING OF THE
TEXT, MAKING ADJUSTMENTS
IN THEIR READING AS
NECESSARY.
10. THEY THINK ABOUT THE
AUTHORS OF THE TEXT,
THEIR STYLE, BELIEFS,
INTENTIONS, HISTORICAL
MILIEU, AND SO ON.
11. WHEN READING EXPOSITORY
TEXT, THESE READERS FREQUENTLY
CONSTRUCT AND REVISE
SUMMARIES OF WHAT THEY
HAVE READ.
12. THEY DRAW FROM,
COMPARE, AND INTEGRATE
THEIR PRIOR KNOWLEDGE
WITH MATERIAL IN THE
TEXT.
13. GOOD READERS TRY TO
DETERMINE THE MEANING OF
UNFAMILIAR WORDS AND
CONCEPTS IN THE TEXT, AND
THEY DEAL WITH
INCONSISTENCIES OR GAPS AS
NEEDED.
14. GOOD READERS
CONSTRUCT, REVISE, AND
QUESTION THE MEANINGS
THEY MAKE AS THEY READ.
15. THEY READ SELECTIVELY,
CONTINUALLY MAKING
DECISIONS ABOUT THEIR
READING—WHAT TO READ
CAREFULLY, WHAT TO READ
QUICKLY, WHAT NOT TO READ,
WHAT TO REREAD, AND SO ON.
“FOR GOOD READERS, TEXT PROCESSING
OCCURS NOT ONLY DURING “READING”
AS WE HAVE TRADITIONALLY DEFINED IT,
BUT ALSO DURING SHORT BREAKS TAKEN
DURING READING, EVEN AFTER THE
“READING” ITSELF HAS COMMENCED,
EVEN AFTER THE “READING” HAS
CEASED.”
“THIS MEANS THAT GOOD
COMPREHENSION INSTRUCTION
INCLUDES BOTH EXPLICIT
INSTRUCTION IN SPECIFIC
COMPREHENSION STRATEGIES AND A
GREAT DEAL OF TIME AND
OPPORTUNITY FOR ACTUAL READING,
WRITING, AND DISCUSSION OF TEXT.”
SECOND, TRY
SOME
SCAFFOLDING
THIRD, BUILD ON
EXISTING WORKS.
RESEARCH IS KEY.
 RHOPALOCERA
With your six jointed legs,
you came out of the cocoon,
With wings, so large and scaly,
You went to your new journey.
Soon you’ll realize you’re
a very good flier.
While your veins support
your delicate wings,
Do your part in the garden.
LICE You make many heads itchy,
But do not land with mine.
Little insects that fly, lays on
human heads
I opened my dictionary and
But do they really fly? Or
saw,
just stays on your bed.
These little lice suck like
Scientist say they’re just
vampires
small, small flattened
They’re wingless insects
insects
though
I’m talking about the lice,
So these little lice don’t fly
lice that sound with lies.
at all.
Little lice, little lice,
Do you really fly?
FOURTH, MAYBE
WE SHOULD KEEP
IT SIMPLE.
ACTIVITY 4:
SIX – WORD POETRY
•Discuss among yourselves the issue on Martial
Law.
•After discussion, each member will construct a
response or a reaction to the issue in the form
of a six – word poetry.
•Post your output on the board.
ACTIVIT Y 5
REVERSED
FAIRY TALES
THE UNTOLD TALES
INSTRUCTIONS
•Come up with three major arguments
defending the fairy tale character you have
picked. ENSURE THAT THE ARGUMENTS
HAVE SUPPORT.
•Using a graphic organizer, make a guide of th
main points you want to share.
INSTRUCTIONS
•Post the graphic organizer.
•Present the arguments of the group.
•THE ADJUDICATING PANEL WILL DECIDE
WHO DEFENDED THE CHARACTER IN
THE BEST WAY POSSIBLE AND IN THE
MOST BELIEVABLE WAY.
ACTIVIT Y 6
SCALE OF MA AT
THE EGYPTIAN AFTERLIFE
PEDRO IS AN UPSTANDING CITIZEN. ONE
NIGHT, HE WAS MUGGED BY UNKNOWN
ASSAILANTS. WHILE HE WAS DEFENDING
HIMSELF, A GUN SHOT WAS HEARD. PEDRO
AND ONE OF THE ASSAILANTS WERE
STRUGGLING WITH THAT GUN. THE BULLET
KILLED AN INNOCENT KID NEARBY. PEDRO
WAS THEN SHOT BY ONE OF THE
ASSAILANTS AND HE DIED.
PEDRO BELIEVES IN EGYPTIAN AFTERLIFE.
NOW, HE FACES OSIRIS IN THE HALL OF
JUDGMENT. ANUBIS TAKES HIS HEART AND
STARTS WEIGHING IT WITH THE SCALE OF
MAAT AGAINST THE FEATHER OF TRUTH.
THE SCALE IS SHIFTING TO AND FRO
BECAUSE OF THE LIFE PEDRO TOOK (THE
CHILD). WHAT WOULD HAPPEN TO PEDRO?
WILL HE GO TO THE AFTERLIFE OR WILL
AMMIT DEVOUR HIS HEART?
 INSTRUCTIONS
•One group would act as the prosecution and one
group would act as the defense.
•The prosecution believes that PEDRO is guilty and
Ammit should eat his heart. The defense believes that
he is innocent and he deserves the after life.
•Choose three members of the group who would
represent the group
 INSTRUCTIONS
•Parliamentary style of DEBATE would be
followed.
•The other group will serve as adjudicating
panel. The adjudicating panel will choose who
would win the debate but they have to
explain why.
 Types
of Claims
WHAT IS WRONG WITH THE
FOLLOWING STATEMENTS?
•Energy drinks contain nothing to improve our
physical health.
•Firemen are more attractive than tennis
players.
•I think we need to elect the Supreme Court.
UNDERSTANDING CLAIMS
•Claims form the basis of any argument
•Categories for claims helps us understand
the purposes and special features of
argument
•Allows us to predict and anticipate
features of the type of argument presented
CLAIMS AND THESIS STATEMENTS
•Every thesis statement will make a
claim about your topic.
•Understanding the types of claims
you can make will lead to more
focused and effective thesis
statements.
TYPES OF CLAIMS

•Claims of fact
•Claims of value
•Claims of policy
CLAIMS OF FACT

• Questions answered by claims of fact:

– Did it happen?
– It is true?
– Does it exist?
– Is it a fact?
• Types of support
– Factual
– Inductive reasoning – cites examples and then draws probable
conclusions
– Analogies– comparisons
– Signs – past or present state of affairs
– Expert opinion
CLAIMS OF FACT

•Possible organizational strategies

–Chronological order
–Often stated near the beginning of the
argument
CLAIMS OF VALUE

•Questions Answered: value?

–Is it good or bad? –What values or criteria
–How bad? should I use to
–How good? determine its goodness
or badness?
–Of what worth is it? –Are my values different
–Is it moral or immoral? from other people’s
–Who thinks so? values or from the
–What do those people author’s values?
 CLAIMS OF VALUE

•Types of Support –Quotations from

–Appeals to values authorities
–Motivational appeals –Induction
–Analogies –Signs
• Literal –Definitions
•Figurative
 CLAIMS OF POLICY

•Questions Answered: problem?

–What should we do? –What concrete course of
–How should we act? action should we pursue
to solve the problem?
–What should future policy
be? •Claims of policy tend to
–How can we solve this focus on the future
 CLAIMS OF POLICY

•Types of support –Appeals to values

–Data –Literal analogies
–Statistics –Argument from authority
–Moral and commonsense –Definition
appeals –Deduction
–Motivational appeals
 CLAIMS OF POLICY

•Organization Strategies – Show how solution will

work
–Problem-Solution – Show how solution is
• Problem described in superior to any
sufficient detail so alternatives
audience will want a • Visualization of how
solution matters will be improved
• Solution is spelled out • Ends with action step
ACTIVITY 9
•CELLPHONE
MONOLOGUE
•An open letter from a gadget
addict to President Duterte