ENGLISH 2: READING AND WRITING

November 29, 2018

Assignment Task/Activity

Directions:

1. Research and download one (1) video/s from YouTube on your assigned
reading approach that demonstrates in a classroom setting and dramatize
it in class with your group on what you have understood/learned from the
watched video;
2. Write a reflection paper on a 1 long bondpaper based on the assigned
reading approach by your teacher;
3. Evaluation tool/rubric shall be provided by your subject earlier or on the
scheduled date of the presentation;
4. Submit all videos with labels of assigned reading approach and name/s of
each group in one folder to be consolidated by each group leader and to
be forwarded to MS. DAWNEIL PLAZA AND MR RYSAN ENGROVA
only. See example: phonics approach-group 1;
5. Designated leader in each group and members are encouraged to
participate and to interact in the group/individual activity;
6. Presentation of each group and submission of assignment is slated on
December 5, 2018 Tuesday;
7. Please find your group members and assigned reading approach via font
style/size below.
8. Please photocopy this learning material/guide and place it on your
Compenduim;
9. Please follow all directions.

ANDOY, JORDAN L.
ARNIEGO, CHRISTIAN JASON A.
AGUHOB, EVEN B. - - - - - Basal Reading Approach
ASTILLERO, JAMES R.
BAGON, MARK ANGELO H.
AJOS, KARYL EUNICE B. - - - - Literature-Based Reading
Approach
BETACURA, JANDEL U.
ENGROVA, RYSAN G.
AJOS, KYLA BIANCa JM B. - - - - Phonics Approach
FADRIQUELA, JOHN LAURENCE G.
GALVANO, JERICHO U.
DUBLAS, JOAN V. - - - - Linguistic Approach
LAURENTE, ALMER CRIS C.
LEYES, DOMINIC
MALACASTE, KIMBERLY O. - - - - Whole Language Approach
PAJARILLAGA, JESSIE JR. B.
PESADO, JERALD D.
MANTILLA, MYLENE N. - - - - Language Experience Approach
RANARA, FRANCIS IAN C.
VASQUEZ, CHARLES A.

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ENGLISH 2: READING AND WRITING

MESIAS, LEA V. - - - - Individualized

Reading Approach.

VASQUEZ, JAMES P.
VILLAMOR, ALGEVIN I.
NAVARRO, PRINCESS ALEXA C. - - Phonics Approach
PLAZA, DAWNEIL JEAN P.
RONQUILLO, CLARENZ M.
VILLAMON, JASMINE IVY L.
YUBAL, MARIEL CHRISTINE S. - - - Literature-Based Reading Approach

May this learning journey be fruitful and successful. God bless you
all and Thank You.

Prepared by:

ANGELITO TIMCANG PERA, LPT

Academic Coordinator/Subject Teacher

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ENGLISH 2: READING AND WRITING

November 29, 2018

Assignment Task/Activity

Directions:

1. Research and download one (1) video/s from YouTube on your assigned
reading approach that demonstrates in a classroom setting and dramatize
it in class with your group on what you have understood/learned from the
watched video, hence, no duplication of video/s;
2. Write a reflection paper on a 1 long bondpaper based on the assigned
reading approach by your teacher;
3. Evaluation tool/rubric shall be provided by your subject earlier or on the
scheduled date of the presentation;
4. Submit all videos with labels of assigned reading approach and name/s of
each group in one folder to be consolidated by each group leader and to
be forwarded to MS. PRINCESS CHEWON C. PARK AND MR.
MACASINAG, JAYLORD only. See example: phonics approach-group
1;
5. Designated leader in each group and members are encouraged to
participate and to interact in the group/individual activity;
6. Presentation of each group and submission of assignment is slated on
December 5, 2018 Tuesday;
7. Please find your group members and assigned reading approach via font
style/size below.
8. Please photocopy this learning material/guide and place it on your
Compendium;
9. Please follow all directions.

ALVIZO, AL JOSEF G.
DAGSA, ROWIL G.
ZARAGOZA, CHRISTINE S. - - - - Literature-Based Reading Approach

RAMIREZ, DONALD JR. N.

SAMBLINGO, MARK DAVE
TARAY, JILLY CARE D. - - - - Basal Reading Approach

ARREZA, GLORY KRIS ARFEL T.

CABUGA, HANASHA L.
SINGCOL, CATHERINE JOY M - - Linguistic Approach

CRISOSTOMO, JAY ANNE V.

ENGALAN, AILEEN
RAMOS, DIA MAE E. - - - - - Whole Language Approach

ENGALLA, JOVIE MIA MARRIE N.

LUGDUBAN, IRA HARVEY C.
PELIGRO, BRITNEY PEARL - - - - Language Experience Approach

MATLIH, ELIZABETH A.
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ENGLISH 2: READING AND WRITING

PARK, PRINCESS CHEWON C.

SINGCOL, MARK GIL J. - - - - Phonics Approach

ARIATE, MARK ALVIN S.

CASIO, FREDERICK MATT M.
MANZAN, CAMILACIM E - - - - Individualized Reading Approach.

CAYAO, KURT L.
GALGO, JECKY D.
HAMBONGGANA, CHRISNILYN I. - - Basal Reading Approach

PANDAC, MARIELLE D.
PUYALES, JOHN FRANCIS
EQUIBAL, MEL-ANN E. - - - - Linguistic Approach

SABALO, REY ADRIAN C.

SINGCOL, JeffORD O. - - - - Whole Language Approach

CONSUEGRA, CLINT JAY D.

MACASINAG, JAYLORD
VILLANUEVA, MARY JOY C. - - - Literature-Based Reading Approach

May this learning journey be fruitful and successful. God bless you
all and Thank You.

Prepared by:

ANGELITO TIMCANG PERA, LPT

Academic Coordinator/Subject Teacher

November 16, 2018

SEATWORK IN ENGLISH 2

Directions: On your 2 sheets of long bondpaper, copy and answer that follows:

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ENGLISH 2: READING AND WRITING

ACTIVITY NO. 1 ( 100 points)

1. What is reading approach?

2. What are reading approaches/theories and define each of them?

3. How very significant are reading approaches in understanding the context of reading? Cite relevant
examples to further support your answer/s.

3. Who are the famous proponents/theorists of reading approaches and their major contributions in
each reading approach?

4. Draw/illustrate using any of the graphic organizers that you are very familliar with in presenting
some salient points of reading approaches and write 5 sentences and more that explain in general
view on your illustrated/drawn graphic organizer.

ACTIVITY NO. 2 ( 100 points)

1. What is reading model?

2. What are reading models and define each of them?

3. How very significant are reading models in understanding the context/structure of reading? Cite
relevant examples to further support your answer/s.

3. Who are the famous proponents/theorists of reading models and their major contributions in each
reading model?

4. Draw/illustrate using any of the graphic organizers that you are very familliar with in presenting
some salient points of reading models and write 5 sentences and more that explain in general view
on your illustrated/drawn graphic organizer.

Please photocopy this seatwork for your reference/guide and to be attached/appended on your
answer/activity sheets. Research all answers via internet or library resources and submit your
seatwork/activity sheets from 10:00-11:00 am /2:00-3:00 pm or earlier to MS. PRINCESS
CHEWON C. PARK AND MS. JOVIE MIA MARRIE N. ENGALLA.

Thank you very much and God bless you.

Very truly yours,

ANGELITO TIMCANG PERA,LPT

Academic Coord.,/Language Teacher
December 5, 2018

SEATWORK IN ENGLISH 2

Directions: On your 2 sheets of long bondpaper, copy and answer that follows:

1. In your opinion, what is a theorist? Cite relevant examples to support your answer/s.

2. Why do you think that theory/ies of reading is/are significant in the pedagogy and
psychology in teaching reading/reading instruction? Cite examples or experiences to
support your answer.

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ENGLISH 2: READING AND WRITING

3. Enumerate all alphabetical order all the theorists of reading and explain in 2 or more
sentences their significant contributions to reading instruction/teaching reading. Theorists
are found on your piece of hand out/s.

4. Draw/illustrate using any of the graphic organizers that you are very familliar with in
presenting/explaining some salient points of significant theorists in the study of reading
or reading instruction/teaching reading. and write 5 sentences and more that explain in
general view on your illustrated/drawn graphic organizer.

5. How very significant are findings/contributions of theorists of reading in understanding

the concept of reading instruction/teaching reading? Cite relevant example/s or
experience/s to support your answer/s.

6. Of all the theorists of reading you have learned, who do you think has brought a
significant impact in your life as a student in English 2: Reading and Writing? Cite
example/s to support your answer.

Please photocopy this seatwork for your reference/guide and to be attached/appended on

your answer/activity sheets. Research all answers via our hand out/learning guide and
submit your seatwork/activity sheets from 9:00 am to 10 am only to MS. PRINCESS
CHEWON C. PARK AND MS. JOVIE MIA MARRIE N. ENGALLA.

Thank you very much and God bless you.

Very truly yours,

ANGELITO TIMCANG PERA,LPT

Academic Coord.,/Language Teacher

January 15, 2019

Class Schedules: Wed-8:40 am-9:40 am, Thu 3:00-4:00 pm, Fri. 10:00 am-
11:00 am, 2:00-3:00 pm
ABM, CSS AND GAS students

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ENGLISH 2: READING AND WRITING

ENGLISH 2 STUDENTS

All reports/oral presentations shall be suspended due to the emergency

leave of your subject teacher. Hence, all reports/oral presentations
shall commence on January 21, 2019. Please be informed on your
activities in relation to English 2: Reading and Writing, viz:

 Write your own English poem on a 1 whole sheet legal-sized

bondpaper in free verse or rhyme scheme regarding your personal
experiences. Your poem shall compose 10 stanzas with 5 poetic
lines. Apply all necessary literary devices and metaphorical
language in your own constructed poem. Submit your output and
have it officially signed by Ms. Engalla ( January 16, 2018-8:40
am-9:40 am only);

 Write your own English essay on a 1 whole sheet legal-sized

bondpaper based on its theme “English as Medium for International
Understanding and Cultural Diversity” Your own/ original essay
shall compose 800 words and more that anchored on the theme and
shall also reflect personal experiences. Submit your output and
have it officially signed by Ms. Matlih ( January 17, 2018-3:00-
4:00 pm only);

 Draw/illustrate a comic strip on legal-sized bondpaper 2 or more

pages in a simple, attractive and creative way that centered on
Significance of English Language in the 21st Century Learners. In
other words, your comic strip will show different conversations,
people involved, scenarios relevant to its theme/central idea.
Submit your output and have it officially signed by Mr.
Macasinag( January 18, 2018-10:00-11:00 pm only);

 Write your own/original oratorical speech on a legal-sized that

centered on “ENGLISH: Connecting World and Diversity”. Your
speech shall compose 700 words and more that significantly
reflects facts and your personal experiences with respect to
English Language. Hint: Begin with greetings before you begin
with speech proper. Submit your output and have it officially
signed by Ms. Camilacim ( January 18, 2018-2:00-3:00 pm only);

Please refer your above schedules in submitting your output/s and

all your output be placed and attached properly on your folder shall
be officially signed by your classmates who are assigned to collect
your output. Late output/s shall be deducted the points. Please
follow all the directions presented in your whole-week activities.

Photocopy this activity guide and be placed on your folder for your
ready information and reference. Thank you.

Very truly yours,

ANGELITO TIMCANG PERA, LPT

Academic Coordinator/Subject Teacher

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