ENGLISH REVIEWER 1ST QUARTER

WEEK 1 HOW ARE CHARACTERS

DEVELOPED?
CHARACTERIZATION - through ACTIONS
- refers to how the author or director reveals - through SPEECH
the traits or personality of the character - through APPEARANCE
- through OTHER CHARACTERS’
Characters can be… COMMENTS
Static or flat - relatively uncomplicated and - through AUTHOR’S COMMENTS
do not change - through ACTION IN THE STORY
Dynamic or round - complex characters
that undergo development PLOT
- order in which things move and happen in
Characterization is done in two ways… a story
Direct characterization is when the writer
directly describes the personality and traits CHRONOLOGICAL ORDER
of a character. - story relates events in the order in which
Indirect characterization shows things that they happened
reveal the personality of a character.
FLASHBACK
When you want to better understand the - used when the story moves back in time
character, use the acronym S.T.E.A.L
FORESHADOWING
S.T.E.A.L - planting of cues to indicate outcome of
- Speech story
What does the character say? How does the
character speak?
- Thoughts
What are the character’s personal thoughts?
How does the character feel?
- Effect On Others
What is the character’s effect on other
people? How do others react to the
character?
- Actions
What does the character do? How does the
character behave? CLIFFHANGER
- Looks - technique that leaves viewers or readers
What does the character look like? How wanting for more
does the character dress?
SENTIMENTALITY
CHARACTER DEVELOPMENT - often used in soap operas, having natural
- change that a character undergoes from the concern or emotion for another person;
beginning of a story to the end excessive or inappropriate emotion, which
- process of creating this persona, then should be avoided at all costs
changing and adapting it in correlation to the
events of a story
ENGLISH REVIEWER 1ST QUARTER

TYPES OF PLOT - does not follow the common and usual

sequential reading pathway because
PROGRESSIVE understanding the visual elements depends
- has a central climax followed by on the type and mechanism
denouement Examples: pictures, diagrams, tables,
EPISODICAL graphs, graphic organizers, illustrations,
- has one incident or short episode linked to among others
another by a common character or unifying
theme Textual aids that we often see in print
materials help readers easily identify the
SETTING main idea of a text. Textual aids are just one
- Time among the many other tools we use to
- Place further understand a text’s meaning.
- Context
What are types/forms of textual aids?
TYPES OF SETTING
- Backdrop setting David Ausubel
- integral setting proponent of:
• Meaningful Learning Theory
SETTING AS: • Use of Graphic Organizers in learning
- Antagonist
- Illuminates characters - He believed that when students use
- Symbolism Advance Organizers, they can bridge the gap
between learning new information and
WEEK 2 information they already know (previously
existing schema into new schema)
TEXTUAL AIDS
- “text features” Advance Organizers
- visual elements on a page that stand out EXPOSITORY
from the main text COMPARATIVE
- seen in both linear and nonlinear texts TEXT
Examples: titles, bold/italic print, diagrams, NARRATIVE
maps, chart, table GRAPHIC

Linear Texts Expository Advance Organizer

- written text that follows the sequential - give students a broad idea of the lesson’s
reading pathway purpose before the lesson begins
- most common type of text read from left to - used when the material presented is
right, or right to left, or top to bottom, etc. unfamiliar to the students
Examples: novels, short stories, news - used to present new or detailed information
articles, essays, script, report, research, as opposed to making connections with
abstracts, among others previously introduced information
Example: teacher explains the outcomes or
Non-linear Texts learning targets by presenting it in a bulleted
- text combined with visual elements way
ENGLISH REVIEWER 1ST QUARTER

Comparative Advance Organizer In using a Venn Diagram, make sure that

- also known in other cited works as the differences are aligned in terms of the
analogies focus or idea being talked about. Avoid
- comparisons of two things that are alike in cluttered ideas in a Venn Diagram.
some way
- Research has shown that it helps students WEEK 3
to realize that a new topic relates to
something familiar. Spoken texts
Example: comparing a new lesson to a - include oral stories, interviews, dialogues,
common knowledge or significant human monologues (e.g. campaign rally speeches,
experience oration), phone conversations, discussions,
role plays, or any other piece of spoken
Text Organizers language
- can consist of guided notes, verbal
directions, or pre-questioning techniques
- can assist students while taking notes
during the presentation of lecture material
- reduce the quantity of information students
must write, but keep students engaged
Example: outlines, PowerPoint slides, fill in
the blank pre-questioning

Narrative Advance Organizer

- presents new information in the format of a
story
- use stories to activate background Characteristics of spoken texts
knowledge allowing students to make  less complex than written language
connections to things they already know  has shorter, less complex words and
- uses a personal connection to inspire phrases, fewer use of subordinate
learning clauses
Example: telling a story about the post
 expressed in active language
World War II in order for students to
 more verb phrases, more lexical
understand why English for Specific
repetition, more active verbs, more
Purposes emerged
predicative adjectives (i.e. “statistics
are misleading” versus “misleading
Graphic Organizers
statistics”
- highlight and focus on just the important
aspects and they also show relationships
Characteristics of spoken texts
between necessary information.
- structure information visually or in pictures  variation in speed
- usually one-page forms with lots of blank  loudness (for emphasis) or quietness
areas so they’re easy for students to skim (for dramatic effect)
before the lesson  use of gestures and effective body
Examples: Venn Diagram, mind map, language
concept map, fish bone, among others  variation in intonation
 appropriate use of stress
 rhythm and pitch range
ENGLISH REVIEWER 1ST QUARTER

 pausing and phrasing