Senior High School

Supplementary Learning Material

Reading and Writing

Development Team of the Supplementary Learning Material

Writers: Patrick A. Matala, Vanessa R. Natulla, Joveth T. Tampil

Editors: Tammy C. Catubig, Genalyn M. Dispo
Reviewer: Maria Dinah D. Abalos,
Illustrator: Eldon Jay T. Balais
Propsero Luke Godfrey T. Caberte
Bernardino V. Vergara
Layout Artist: Jeffry M. Panes
Management Team: Francis Cesar B. Bringas
Isidro M. Biol Jr.
Gladys S. Asis
Maria Dinah D. Abalos
Donald D. Orbillos

Department of Education – Schools Division of Butuan City

Office Address: Rosal St., Brgy. Dagohoy, Butuan City

Telefax: 341-0022
Reading
and
Writing
Introductory Message

For the learner:

Welcome to the Reading and Writing Supplementary Learning Material (SLM).

The key goal is for you to develop critical learning and reading comprehension skills through
guided independent reading activities. It contains contextualized and authentic activities that
are anchored to your interest.

This SLM has the following parts and corresponding icons:

Come Aboard
This will activate your prior knowledge about the
topic.

Set Sail
In this portion, the lesson will be introduced to
you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.
Navigate This section provides a brief discussion of the
lesson. Also, this part comprises of three different
stages of activities.
First Wave- Guided exercises
Second Wave- Guided/ independent exercises
Third Wave- Independent exercises
Sail On
This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.

At the end of this SLM you will also find:

References This is a list of all sources used in developing this
SLM.
 BALANGAY: SAILING ON THROUGH ENGLISH

Grade 11/12 Quarter 2

The learner understands the relationship of a
Grade Level Standards written text and the context in which it was
developed.
MELC Explain critical reading as a form of reasoning.

LESSON 1.1

COME ABOARD

A. Feelmoji. Directions: Read each statement and indicate how you feel by
choosing an emoji. Draw your chosen emoji on a separate sheet of paper.

Happy Angry Sad Uninterested

1. Someone posted your picture in social media without permission.

2. Someone gets your things without permission.
3. Someone tells you hurtful words.
4. Someone tells you good words.
 5. Someone gives you gift.
B. Photocap. Directions: Match the following statement with its corresponding
picture. Write the letter of the picture on the blank.

A B C

D E

1. Anger is often viewed as harmful.

2. Our teeth are clenched and our hands are closed tight.

3. People are often guilty about feeling angry.

4. But, anger can be viewed positively.

5. Our teeth are clenched.

 SET SAIL

Read the story carefully, and do the tasks that follow.

Effects of Anger
(Expository)
(Taken from The Philippine Informal Reading Inventory Manual 2018)

Anger is often viewed as harmful. It does not only affect the person feeling this anger but
those around him or her. As these feelings get stronger, changes occur in our body. Our faces
turn red and carry a frown. Our teeth are clenched and our hands are closed tight. Our
breathing becomes heavy and this makes our heart beat faster. Our shoulder and neck
muscles become stiff and our blood pressure begins to rise. All these things happen because
our body is preparing for something. It is preparing for action. However, this action does not
have to be harmful.

People are often guilty about feeling angry. But, anger can be viewed positively.
Feelings of anger tell you that something is not right and that something needs to change. The
challenge lies in making sure that actions resulting from anger will help rather than harm.
Expressing our feelings can help others understand the source of our anger rather than fear its
consequences.
 NAVIGATE

Readers must understand critical reading for different purposes as they go to different
activities of the lesson.

Critical reading is a skill that requires application of certain processes, models, questions,
and theories that goes beyond just understanding the text to enhance clarity and
comprehension. This skill will be more developed as it is applied to different tasks or contexts.

A. First Wave

A.1 Directions: Distinguish the following statements as opinion or fact. Write O if the
statement expresses an opinion and F if the statement expresses a fact.

_____ 1. Anger is often viewed as harmful.

_____ 2. When someone is angry, our faces turn red and carry a frown.

_____ 3. There is always no good in expressing your anger.

_____ 4. When you are angry, you can express your message to solve issues.

_____ 5. Being angry is always a negative feeling.

A.2 Direction: Write the letter of the correct based on the story read

1. The following are body reactions when a person gets angry except one.
a. Face turns red.
b. Heart beats slower.
c. Teeth are clenched.
d. Hands are close tight.
 2. In the sentence, “Our shoulder and neck muscles become stiff,” which of
the following words is synonymous to stiff?
a. hard
b. soft
c. lenient
d. easy

3. In the sentence, “Our blood pressure begins to rise” which of the

following words is opposite to rise?
a. increase
b. upsurge
c. grow
d. fall

4. Which of the following is NOT a positive effect of anger?

a. It tells someone that something is not right.
b. It can cause positive solution to the problem.
c. It can help understand the source of anger.
d. It causes to open other issues

5. In paragraph 2, what positive trait about anger is shown?

a. being generous
b. being thoughtful
c. being honest
d. being respectful
B. Second Wave

Directions: Read each of the given statement. Choose a side and support
your claim in three of your own supporting reasons in a full short paragraph.

1. Anger causes troubles and dilemmas to life situations.

FOR AGAINST

__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
___________________________ ___________________________
__________________ __________________

UNDECIDED

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
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___________________________

__________________
 2. Expressing our feelings can help others understand the source of our
anger rather than fear its consequences.

FOR AGAINST

__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
___________________________ ___________________________
__________________ __________________

UNDECIDED

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
___________________________

__________________
C. Third Wave
Direction: Read and analyze the text. Then, answer the given questions that
follow.
 1. Explain how anger turns to understanding and reconciliation.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________.

2. What other positive behavior had been illustrated or featured in the

text?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________.

3. After reading the text, what are your learning insights and realizations?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
 __________________________________________________
____________________.

SAIL ON

Create an output that promotes the advocacy on expressing anger in a

positive way. Choose one from the following tasks.

Task 1- for the Slogan Writer: Write a slogan promoting the advocacy.
Task 2- for the Visual Artist: Make a poster promoting the advocacy.
Task 3- for the Poets: Write a poem promoting the advocacy applying poetic
devices (imagery, sounds, poetic contractions, repetition, tone).
Task 4- for the Picture Story: Apply the basic principle in photojournalism in
creating a picture story promoting the advocacy.

3 2 1

The output The output fairly The output does not

clearly demonstrates demonstrate
demonstrates substantive and substantive and
Slogan substantive and meaningful meaningful ideas in
meaningful ideas ideas in a a creative manner
in a creative creative manner.
manner.
Poster The poster clearly The poster fairly The poster does not
shows the shows the show the
idea/concept. idea/concept. idea/concept.
Presentation is Presentation is Presentation lacks
visually appealing visually appealing visual appeal or is
through effective through untidy.
use of lines, competent use of
strokes, or colors. lines, strokes, or
 colors.

The composition The composition The composition

clearly expresses fairly expresses does not express
ideas relevant to ideas relevant to ideas relevant to the
the topic. It is the topic. It is topic. It is not
Poem originally made originally made originally made and
and presents an and presents does not use
effective use of partially effective figurative language.
figurative use of figurative
language. language.

The output clearly The output The output does not

reflects the theme clearly reflects clearly reflect the
given. The the theme given. theme given. The
captured picture The captured captured picture
Picture Story demonstrates the picture fairly does not
basic principle of demonstrates the demonstrate the
photography. basic principle of basic principle of
photography. photography.
References:

Pado, Felicitas E, Leonor E Diaz, Maria Hazelle P Ongtengco, Marie Yvette C.

Alcazar, Ana Maria Margarita S Salvador, and Fe Josefa G Nava. The
Philippine Informal Reading Inventory Manual 2018. Pasig City: Department
of Education, 2018.