11/30/2017 Reading Comprehension Ability of Grade VI Pupils of Kinangay Sur Elementary School

Reading Comprehension Ability of Grade VI

Pupils of Kinangay Sur Elementary School

Marylene N. Tizon
College of Arts and Science

Abstract

This descriptive study was confined only at determining the levels of the pupils‟
reading comprehension ability and in designing a lesson model to enhance pupils‟ reading
comprehension skills. The respondents were the 21 Grade VI pupils enrolled in the school
year 2010 – 2011 at Kinangay Sur Elementary School. A 42 – item test composed of 3
selections having 14 questions for each representing the four levels- literal, interpretative,
evaluative, and creative was administered. The test took the students 45 minutes to
answer. The questionnaires were checked and the scores were tallied using frequency and
percentage and were interpreted accordingly by levels. It was found out that more than the
majority of the Grade VI pupils were average in their over-all level of reading
comprehension ability. Majority of the pupils had average literal ability; however, their
higher level of thinking/ comprehension was very low as reflected in their lowest creative
ability, and lower interpretative and evaluative skills. Thus, their higher level of thinking/
comprehension must be enhanced. It is then recommended that teachers should use
methodologies, strategies and activities that will develop their pupils‟ reading ability most
particularly their higher comprehension skill. Moreover, DepEd administrators should
include in the curriculum in all grade levels the development of student‟s thinking abilities
by incorporating some reading materials in the all lessons even in grammar. The designed
lesson model should also be used to help improve students‟ higher order thinking skills.

1. Introduction

"Every man who knows how to read has it in his power to magnify himself, to
multiply the ways in which he exists, to make his life full, significant and interesting"
(Aldous Huxley).

Reading is the mother of all study skills. It is one of the most valuable skills a
person can acquire. Reading is a complex process. Thus, it can not be taught in isolation.
Moreover, reading is not merely an ability to recognize written or printed words, but it also
refers to putting meaning to what you read and drawing a unified thought of what is read.

Reading as a field of teaching is considered one of the important areas of teaching if

not actually the most important ever. It is said to be one of the most necessary academic
skills. Besides, it is a major pillar upon which the teaching/learning process is built. The
reading ability plays a central role in the teaching/learning success at all educational
stages. Having any difficulty in this skill will result in variety of consequences on all
subjects of study, since reading includes a variety of sub-skills.

Ozdemir (2009) stressed that reading is fundamental in getting knowledge as all the
lessons and learning activities are mostly based on the power of comprehensive reading;
indeed, it is really necessary to read comprehensively. In addition, reading comprehensively
really affects a learner‟s education and his life as a whole. Learning in any lesson depends
on understanding of the learning instrument of that lesson; thus, a learner who cannot
read comprehensively finds it difficult for him/her to be successful in his or her lessons.

Furthermore, Ono (2004) emphasized that reading has the potential to help English
language learners become better readers and make improvements in other aspects of their
English skills.

According to Al- Khateeb (2010:5)"reading comprehension is considered the real

core for the reading process; and a big process around which all other processes are
centered. Comprehension is the peak of the reading skills and the basis for all reading
processes. It is viewed by some researchers as the ultimate objective of the reading
process, since he who does not comprehend what he reads is considered as if he has not
read".

The skills such as acquiring the correct meaning, analyzing the author‟s point of
view and applying what one learns from reading to real- life situations are what constitute
reading comprehension.

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11/30/2017 Reading Comprehension Ability of Grade VI Pupils of Kinangay Sur Elementary School
Reading comprehension must be the basic consideration of all readers. The ability of
the readers to understand what they are reading; interpret ideas and inject meaning to
printed words is comprehension.

Thus, reading alone is not enough; there must be comprehension so that learners
may not only focus on the text but also on the interpretation of its deeper meanings.

The importance of reading comprehension is emphasized in the education

community; however, everyone may not realize how important reading actually is. Although
strong reading skills can help students do well in language arts and reading class, that is
only the beginning. Students have to use reading skills in every single subject they ever
study and in almost every aspect of life . It is so sad to note that students who struggle
with reading comprehension may fall so far behind in school that they have limited
opportunities as an adult.

Students are exposed nowadays to different ideas, people and products; and
viewpoints increase as rapidly as the changes in the society. Just about everyone in the
Philippines knows how to read. As a nation, almost everybody enjoys a high rate of literacy.
Unfortunately however, not every Filipino is a good reader who can derive meaning from a
written material and go on to analyze and apply that meaning. Thus, readers who can only
read facts and nothing more can never be called good readers.

A student, who can read comprehensively, can also be successful in all his or her
lessons. In mathematics lesson, when a learner encounters with a problem, understanding
this problem can help him/her to solve the problem. It is known that in the Philippines, the
university and high school entrance examinations have mostly questions based on testing
learners' ability whether they can read comprehensively and can come up with new
interpretations by making analysis and synthesis on the given data in the many research
tasks.

Teachers therefore have a very important role to play in helping their students get
most out of reading and become good readers. They need to introduce to them extensive
reading and provide them essential guidance as they read comprehensively. While teaching
reading comprehension, teachers must always keep in mind that the goal is to let the
students understand what the author meant.

Moreover, teachers must help students do well in their subject and pass the required
examination. At the same time, they can increase their students‟ competency in English
and help them become fluent readers in English by engaging them in extensive reading.
Thus, teachers in Kinangay Elementary School must be able to identify the level of their
students‟ comprehension skills so that they could plan for effective strategies or programs
that will eventually enhance their learners‟ critical thinking skills.

It is in the above premise that the researcher is encouraged to determine the

reading comprehension ability of the Grade VI pupils of Kinangay Sur Elementary School
during the school year 2010 – 2011.

One‟s fluency to speak and to listen with full comprehension is a global need of
communication. However, the importance of reading skill nevertheless is minimized with
this change in global perspective. Rather, it has increased the importance to develop
reading skill manifold. Nobody denies the importance of a properly learnt reading skill for
learning of other language skill.

Comprehension is a part of the communication process of getting the thoughts that

were in the author‟s mind into the reader‟s mind. It is thought a difficult process because
the transmission of an idea through several imperfect media is involved. For example, the
author must have a clear idea in his mind, and then reduce this idea to written language;
this will be printed; and finally the reader looks at the printed word and forms an idea.

Reading comprehension enables the reader to interact with the text in a meaningful
way. For many, there are doors to lifetime of reading recreation and enjoyment. Moreover,
the experiential and cultural background of the ESL reader has a strong effect onreading
comprehension and ESL learners, early in their development of English, can write English
and can do so for various purposes. ("Importance of Reading", 2009).

There are a lot of widespread studies on reading; the National Assessment of

Educational Progress (NAEP) study in 1995 confirmed that there is a tight correlation
between reading fluency and reading comprehension among fourth graders. In conclusion,
it emphasized that reading fluency is a neglected reading skill in many American
classrooms, affecting many students' reading comprehension.

Moreover, the low level of reading comprehension among American students reveals
issues with underlying reading proficiency. A wide variety of studies suggest that as many
as 85% of students testing low in core reading skills also have weak underlying cognitive
skills such as auditory and visual processing. Thus, for many students, successful reading
comprehension means a return to the basic mental tools that create a firm cognitive
foundation.

As cited in the article ("Importance of Reading", 2009), Hafiz & Tudor (1989)
investigated whether extensive reading for pleasure could affect an improvement in ESL
students‟ linguistic skills, with particular reference to reading and writing. The results
showed a marked improvement in the performance of the experimental subjects, especially
in terms of their writing skills.

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Du Boulay (1999) (cited in Khateeb, 2010) assures that weakness in the reading
ability constitutes one of the biggest problems that encounter students at all educational
levels. Thus,teaching reading is viewed as a teaching objective at the different educational
stages; and the key to success in other subjects of study.

A number of studies were cited in the article "Importance of Reading Comprehension

in Second Language Learning" (2009) and revealed significant findings. First, Pigada &
Schmitt (2006) explored whether an extensive reading program can enhance lexical
knowledge or not and assessed 133 words. They examined whether one month of
extensive reading enhanced knowledge of these target words' spelling, meaning, and
grammatical characteristics. The results showed that knowledge of 65% of the target words
was enhanced in some way. Spelling was strongly enhanced, even from a small number of
exposures. Meaning and grammatical knowledge were also enhanced, but not to the same
extent. Overall, the study indicated that much vocabulary acquisition is possible from
extensive reading than previous studies have suggested.

Second, Sewjee (2008) writes that may be reading has more important part to play
than speaking and listening for a learner as without reading he cannot achieve his goals.
While reading a book he can travel to all around the world while sitting in his place and can
make contact with all kinds of people and comes across all sorts of dialects. He learns to
distinguish between good and bad and acquires all kinds of information, which helps to be a
better speaker and a better writer.

Moreover, students‟ reading fluency is improved when they read extensively. They
could expand their vocabulary, knowledge and understanding of words they knew before.
Thus, reading can help students write better, as well as improve their listening and
speaking ability. They may develop positive attitudes toward reading in English and
increased motivation to study.

Indeed, reading comprehension is very vital for the learning process as it provides
students with the ability to understand, criticize and interact with the text; it expands
students' trends and experience ; it enhances their commonsense level; it deepens their
thinking and assists them to orientate and monitor themselves while reading; it helps
students comprehend a text self dependently and the teachers develop clear and
successive instructional procedures and it breaks the students' inaction by encouraging
them to get involved in the educational process more actively and effectively. Hence
utilizing strategies that improve reading comprehension level within the students is very
necessary.

Teaching thinking skills at all levels of education is needed. Teachers then should
provide students the atmosphere which gives them opportunities to have deep and
divergent thinking with real life issues. They should therefore use some good reading texts
in all even in grammar lessons; thus, a good lesson plan / model using some good reading
texts from books, magazines , newspapers, etc. should be used .

The Conceptual Framework

In this study as shown in Figure 1, there are four levels of reading comprehension
ability involved in this study. These are the literal, interpretative, evaluative and creative
levels. The lesson model is the output variable.

Acquiring reading skills is dependent upon the mastery of a wide variety of reading
skills such as the following levels or dimensions of comprehension – literal, interpretative,
evaluative and creative.

Literal Level produces knowledge of what the author said. The students decode
words, determine what each word means in a given context and recognize that there is
some relationship among words which represent what the author has said. At this level, the
learners are expected to identify the basic information and follow simple instructions; they
form ideas or meanings directly stated in the selection. These ideas are elicited by
questions beginning with what, when, where, who, etc.

Interpretative level or reading between the lines is applied to what the author said
in order to derive, infer, and imply meaning from a statement. Students look into
relationships among statements within the material they have read. The learners are
tasked to discern the implications of the episodes by inference and to conform ideas or
meanings indirectly or implicitly stated in the selection. How and Why questions are often
elicited that call for some reasoning, implications, conclusions, assumptions and
interpretation provided from reading the selection.

Critical or evaluative level refers to reading beyond the lines. The students give
reaction, judgment and evaluation of what is written. This involves how they can
distinguish the literal meaning of words from suggestions or intentions expressed in the
selection. It further calls for the reader‟s judgment on the wisdom, validity or propriety of
one‟s statement or literary output. It ultimately deals with the evaluation of what is read.

Moreover, critical Analysis or Critical Evaluation requires readers to evaluate or

weigh the facts, events, character‟s viewpoints, then make judgments about the worth of
these and the effectiveness of the way they are presented in the selection. It lets the
reader comprehend by making him analyze, compare and contrast, etc.

Application or creative level is the highest level of comprehension, for it requires the
exercise and application of creative talent and some practical or theoretical exercise. This
level develops the readers‟ talent to profit from the vicarious experiences gained through

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reading. It also allows the reader to create new ideas or new ways of expression with the
use of whatever understanding he got of the text. Thus, it challenges the learner to be like
an inventor in using what he got from the text to create new material as a proof of his
excellent comprehension of the text.

Figure 1 below done in schematic diagram depicts the conceptual framework of the
study.

Figure 1 Conceptual Framework of the Study

Statement of the Problem

This study aimed to determine the levels of the reading comprehension ability of the
21 Grade VI pupils officially enrolled during the school year 2010 – 2011 at Kinangay Sur
Elementary School, Clarin, Misamis Occidental.

Specifically this study sought to answer the following questions:

1. What is the level of the students‟ reading comprehension ability in terms of:
a. literal level

b. interpretative level

c. evaluative level

d. creative level

2. What lesson model can be designed to help improve students‟ reading

comprehension ability?

Significance of the Study

Reading comprehension is the crucial link to effective reading -- a strong factor in

the students‟ educational and professional lives. This study is deemed beneficial to the
following:

Students: They may be able to determine their reading performance and may
evaluate their strengths and weaknesses on reading.

Teachers: They may be guided on their teaching methodologies of teaching reading

which should not stress on accuracy of reading aloud but which fit to students‟
abilities and skills; they may be helped in promoting reading as a process of
acquiring meaning from text and may foster a flexible response to difficulties that
their learners might encounter in reading.

Parents: They may be able to help their children develop reading skills by constant
monitoring of their ability and spending time to have reading discussion at home
and helping the teachers in enhancing their children with intellectual development.

Dep Ed Administrators: The findings may serve as the bases for designing a lesson
model and enhancing reading instruction that will benefit the students. They may
also suggest the good books appropriate for the students.

La Salle University: The result of the study may encourage it more to enrich its
community outreach programs by sharing some materials such as books, magazines
and other library resources that will be very useful for the students to develop their
interest in reading.

Scope and Limitation

This study was confined only at determining the levels of the students‟ reading
comprehension ability and in designing a lesson model to improve students‟ higher
thinking/ comprehension.

The respondents were the 21 Grade VI pupils enrolled in the school year 2010 –
2011 at Kinangay Sur Elementary School.

The analysis was limited to the four levels of the pupils‟ reading comprehension
ability. The study output was a lesson model derived from the findings.

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A 42 – item test composed of 3 selections having 14 questions for each representing
the four levels- literal, interpretative, evaluative, and creative was administered.

2. Methodology

This chapter deals with the research methodology of the study which includes the
research method used, the respondents of the study, sampling technique, the instruments
used, scoring procedure, data collection technique and statistical treatment used in this
study.

Research Design

This study made use of descriptive approach / design. It aimed to determine the
levels of the 21 Grade VI pupils of Kinangay Sur Elementary School at Kinangay, Clarin,
Misamis Occidental.

The Respondents

The respondents of the study were the 21 Grade VI pupils officially enrolled in the
school year 2010-2011 at Kinangay Sur Elementary School, Kinangay, Clarin, Misamis
Occidental. These pupils are composed of 9 boys and 12 girls.

The Research Locale

This study was conducted at Kinangay Sur Clarin, Misamis Occidental. It is located
south of the second congressional district of the Province of Misamis Occidental and is 2.9
kilometers away from the town of Clarin.

With the collaborative effort of the DepEd and the barangay officials, Kinangay Sur
Elementary School was founded in 1947. This elementary school is an adopted school of
the Languages department for its community outreach program. It has a total population of
164 and is a child- friendly institution adopting the thrust of quality basic education and it
envisions to develop children to be morally upright, disciplined, respectful, and value
oriented. Moreover, it commits and dedicates to improve quality basic instruction by
providing wholesome relevant learning experiences and enhancing quality output.

The Data Gathering Instrument

The research instrument used in the study was a 42 – item reading comprehension
questionnaire. The test is composed of three literary selections. Each selection has four sets
of questions of different levels namely: literal, interpretative, evaluative and creative.

Research Procedure

The 42 – item test was administered to the 21 pupils by the researcher herself. She
explained to the students the purpose and importance of the test and she also made the
instructions very clear to them.

The questionnaire is composed of three selections having 14 questions representing

the four levels: literal, interpretative, evaluative and creative. The students were given
individual set of questionnaire and were asked to answer the comprehension questions
which measure their abilities.

The test took the students 45 minutes to answer. The questionnaires were checked
and the scores were tallied using frequency and percentage and were interpreted
accordingly by levels.

Scoring Procedure

The reading comprehension ability of the students was measured using the 42 –
item reading test composed of 3 selections. This would determine the ability of the
respondents to comprehend the selections given by answering the literal, interpretative,
evaluative and creative questions provided. All questions in each selection were encircled
by the respondents and their scores were interpreted as:

Literal Level Interpretative Level

Scores Equivalent Scores Equivalent

10- 14 High 9- 12 High

5–9 Average 5–8 Average

0–4 Low 1–4 Low

Evaluative Level Creative Level Over – all Reading Ability Level

Scores Equivalent Scores Equivalent Scores Equivalent

6–7 High 7–9 High 29– 42 High

4–5 Average 4–6 Average 15 – 28 Average

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2–3 Low 1–3 Low 1 – 14 Low

The Statistical Treatment

Frequency and Percentage distribution were used to determine the four levels of the
pupils‟ reading comprehension ability.

3. Results and Discussion

This chapter deals with the percentage, analysis and interpretation of the gathered
data. The data found in this chapter are arranged according to problems treated in this
study.

Problem No. 1: What is the level of the students‟ reading comprehension ability in
terms of:

a. literal level

b. interpretative level

c. evaluative level

d. creative level

Literal level shows the students ability to identify ideas and answer questions based
on knowledge category.

Table 1 reflects the literal level of comprehension of the students.

Table 1: Reading Comprehension Ability of the Students in Literal Level

Scores Level of Achievement Frequency Average

10 – 14 High 10 47.6

5–9 Average 11 52.4

0–4 Low 0 0

Total 21 100

As shown, 11 pupils or 52.4% achieved an average literal level of comprehension.

This finding is similar to Redondo (2004) who find out that majority of the students got
average scores in literal level. This result implies that the pupils really do well in their literal
ability as questions asked in this level are eliciting basic information, ideas or meanings
directly stated in the selection.

Interpretative level enables the students give judgment, inference and implications
on some indirectly or implicitly stated ideas.

Table 2 depicts the students‟ ability in the interpretative level.

Table 2: Reading Comprehension Ability of the Students in Interpretative Level

Scores Level of Achievement Frequency Average

9 – 12 High 0 0

5–8 Average 7 33.3

1–4 Low 14 66.7

Total 21 100

As illustrated in Table 2, a big percentage (66.7) of the students performed low in

their interpretative ability. This suggests that the students have the difficulty to
comprehend ideas or meanings which are embedded between or among the lines. Thus,
they lack the ability to interpret the meanings implied in the selection.

In evaluative level, the students give reaction, judgment and evaluation of what is
written.

Table 3 discloses the students reading comprehension ability in the evaluative level.

Table 3: Reading Comprehension Ability of the Students in Evaluative Level

Scores Level of Achievement Frequency Average

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6–7 High 0 0

4–5 Average 7 33.3

2–3 Low 14 66.7

Total 21 100

As depicted in Table 3, majority of the students achieved low in their ability to

evaluate and think critically as reflected in a high percentage of 66.7. This result shows
that students‟ ability to make sound judgment and to give correct evaluation is really poor.
They really could not make judgments and realize the worth of ideas and meanings the way
they are presented in the selection.

Creative level allows the reader to create new ideas or new ways of expression with
the use of whatever understanding he got of the text.

The students‟ evaluative reading ability is shown in Table 4 below.

Table 4: Reading Comprehension Ability of the Students in Creative Level

Scores Level of Achievement Frequency Average

7–9 High 0 0

4–6 Average 4 19

1 – 33 Low 17 81.0

Total 21 100

As illustrated in Table 4, more than the majority of the students achieved very
poorly in their creative ability as evidently supported with the very high percentage (81.0).
This is similar to Redondo‟s study (2004) showing that the students‟ evaluative level was
also poor. They lack the ability to create new ideas and to use what they have
comprehended from the text. They could not read well beyond the printed lines and going
further as to exceed the limits of knowledge and find new methods of demonstrating their
thoughts and explaining them. This very great number of students who perform poorly
simply implies that students‟ higher order thinking is not well enhanced.

Reading comprehension is a dynamic interactive process between the reader and

the reading material. It is a complex process which aims to demonstrate and correlate
thoughts to prior experiences.

The table below exhibits the Level of the reading comprehension ability of the 21
pupils.

Table 5: Over- all Level of Reading Comprehension Ability of the Students

Scores Level of Achievement Frequency Average

29 – 42 High 0 0

15 – 28 Average 19 90.5

1 – 14 Low 2 9.5

Total 21 100

As shown in Table 5, a very great percentage of 90.5 is achieved by the students in

their over- all level. It means that they have an average reading comprehension capacity.
Although students‟ over – all average level is high, it still should be noticed that only their
scores in literal level is high but the rest of the levels are very low. This further implies that
their knowledge ability is great but critical thinking skill is low. This impression is best
supported in Table 6 showing the summary of the students‟ levels of reading
comprehension.

Table 6: Summary of the Reading Comprehension Ability of the Students

Achievement
Literal Level Interpretative Level Evaluative Level Creative Level
Level

Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

High 10 47.6 0 0 0 0 0 0

Average 11 52.4 7 33.3 7 33.3 4 19.0

Low 0 0 14 66.7 14 66.7 17 81.0

Total 21 100. 0 21 100.0 21 100.0 21 100.0

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As clearly manifested in Table 6, the low creative ability of the students ranked the
first with the percentage of 81.0 and both low evaluative and creative abilities got the
second gathering same percentage of 66.7. This implies that the students have not
developed their higher order thinking. Their high comprehension ability needs to be
reinforced. They do not perform well in answering the questions elicited by how and why.
They do not have much skill in giving judgment and they could not generate ideas implicitly
stated in the selections. Their critical thinking should be improved

It was found out that the Grade VI pupils perform poorly in their evaluative and
creative abilities. Thus, there is a need of a lesson plan/ model that leads to student‟s
higher comprehension skills.

News media such as newspapers, magazines, television, and radio in the class help
promote critical reading and thinking and can encourage students to enhance critical
listening and reading skills.

Certainly, the researcher deems that designing a lesson model using reading text
from the newspaper will be beneficial to both the English teacher and the students to
enhance their higher comprehension/ thinking skills.

4. Summary, Conclusion and Recommendations

This chapter presents the summary, the conclusions drawn and the
recommendations formulated.

Summary

The study aimed to determine the levels of reading comprehension ability of the 21
Grade VI pupils enrolled during the school year 2010 – 2011 at Kinangay Sur Elementary
School, Kinangay, Clarin, Misamis Occidental.

The research instrument used in the study was the 42- item reading comprehension
test composed of 3 selections that determine the ability of the respondents to comprehend
the selections given by answering the literal, interpretative, evaluative and creative
questions provided.

The data gathered were statistically treated using the Frequency and Percentage
Distribution.

Findings

From the analysis of the data, the researcher found out:

1. More than the majority of the grade VI pupils are average in their reading
comprehension ability.

2. Majority of the pupils have average literal ability.

3. The pupils‟ higher level of thinking / comprehension is very low as reflected in

their lowest creative ability, and lower interpretative and evaluative skills.

Conclusion

After having analyzed the gathered data, the researcher concludes that the grade VI
pupils could do well using their literal ability but they perform very low in both creative and
evaluative abilities; thus, their higher level of thinking/ comprehension must be enhanced
by employing the lesson model designed in this study as it geared toward the maximum
use of students higher order thinking skills through its various activities.

Recommendations

Based on the findings and conclusion, the following recommendations are

presented;

1. Students should spend time to explore any reading materials especially those
that will enhance their thinking/ comprehension skill.

2. Teachers should use methodologies, strategies and activities that will develop
their pupils reading ability most particularly their higher comprehension skill. They
should also choose the strategies and good books most appropriate for achieving
their own teaching objectives.

3. The DepEd administrators should include in the curriculum in all grade levels the
development of student‟s thinking abilities by incorporating some reading materials
in the all lessons even in grammar. They should also see to it that the students are
provided with adequate opportunity to read and the appropriate and varied reading
sources.

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4. The lessons should be incorporated with good reading selections, effective
teaching procedures, reading comprehension activities and techniques that
introduce interesting topics, stimulate discussions, excite imaginative responses and
become springboard for well rounded, fascinating lessons.

5. The lesson model designed in this study should be used and be modified if it is
necessary to fit more on the students‟ level and capacity as this lesson model is
designed to focus on final products or performance and innovative activities that will
surely develop students higher order thinking skills.

6. Other research studies should be conducted using other grade levels, other
important variables and factors that lead toward better proposals for further
improvements of students‟ higher reading comprehension skills.

Lesson Model

Topic: Active and Passive Voices of the Verbs

I. Desired Learning Results:

Expected Lasallian
Graduate Attributes Of the module/lesson, the students are enabled to:
(ELGA)

1. Critical/logical
1.Pick out and classify all the verbs in the editorial;
thinker

1. Articulate and
2.Scrutinize the editorial by discussing why the Philippines is said
effective
to be lack of the innovative cutting-edge on technology;
communicator

2. Socially responsible
3.Design their own editorial cartoon illustrating their opinions;
individual

4. Make a print advertisement endorsing an

invention/product/medicine etc. from their own community or
any from the Philippines.

II. Final Products/Performances:

1. Design their own version of editorial cartoon in presenting the issue in the
editorial
2. Research from the internet or interview your community‟s head of the
Department of Trade and Industry about any new invention, product, medicine, etc.
that can be competitive for global economy. Get the necessary data about it. Then
design an advertisement to introduce and endorse it. Choose the appropriate verbs
that will highlight its features, effectiveness and ability. Present this print ad to the
class.

III. Valid Assessment:

Students will be evaluated based on initial journal responses, involvement in class

discussions and group editorial cartoon and their print advertisement.

IV. Learning Activities

1.WARM-UP/DO-NOW:
a. Showing an editorial cartoon, students respond to the following prompt
(written on the board prior to class): How does this cartoon impact your
understanding of the editorial?

b. Students then share how they conceive the idea presented in the editorial
cartoon.
2. GENRE APPRECIATION: As a class, read and discuss "Focus on Science", let them
pick out the verbs in all the independent clauses. Then focus on the following
questions for deeper understanding:
a. What is the weakness among the Filipinos that the editorial pointed out?

b. How is this weakness given proofs by the editor? Dou you see this
weakness as a hindrance? Why or why not?

c. Do you agree that we Filipinos are dependent to foreign technology?

d. What do you think is the role of education in making the Filipinos adept to
science and technology?

e. How can our government respond to this challenge on the Filipinos‟ lack of
innovative cutting-edge on technology?

f. How do you see yourself responding to this challenge?

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3. TOPIC DISCUSSION:
The students classify the verbs they listed. Then, as a class, elaborate what
are the verbs greatly used in the editorial and why is there a need to vary
the verbs to be employed in any composition.
Further Questions for Discussion:
a. How many verbs are there in the editorial?

b. How do you classify the verbs used in the editorial?

c. How do you differentiate active verbs from passive verbs?

d. Which of the verbs are dominantly used in the editorial?

e. What do you think are the reasons of the editor in using active verbs in
the editorial?

f. Why is there a need to use strong and powerful verbs in editorial?

Group the students; let them make their own version of editorial cartoon for
the editorial being discussed. Each cartoon should relate to the students'
opinions and feelings about that issue to be written in paragraph below the
editorial cartoon.
4. WRAP-UP/HOMEWORK:
Research from the internet or interview your community‟s head of the
Department of Trade and Industry about any new invention, product,
medicine etc. that can be competitive for global economy. Get the necessary
data about it. Then design an advertisement to introduce and endorse it.
Choose the appropriate verbs that will highlight its features, effectiveness,
and quality. Present this print ad to the class.

5. EXTENSION/ SUGGESTED ACTIVITIES:

a. On a cartolina, create a bulletin board display with the images / pictures of
some of the new inventions around the world and a paragraph about why
you chose each.

b. Write a script in which you imagine a scene alluded to in the news

coverage of this story.

c. Create a slogan using powerful verbs to encourage all the students to

develop their skills in science and technology.
6. MATERIALS:
-crayons

-student journals

- pens/pencils

- classroom blackboard / power point presentation

- paper / cartolina

- editorial cartoon and copies of the editorial " Focus on Science" (one per
student)

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