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Reading and Writing, Skills, Quarter 3 – Module 1:, Patterns of Development in, Writing across Disciplines

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Reading and Writing, Alternative Delivery Mode, Quarter 3 – Module 1: Patterns of Written Texts across the Disciplines, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of, the Government of the Philippines. However, prior approval of the government agency or office, wherein the work is created shall be necessary for exploitation of such work for profit. Such, agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,, trademarks, etc.) included in this module are owned by their respective copyright holders., Every effort has been exerted to locate and seek permission to use these materials from their, respective copyright owners. The publisher and authors do not represent nor claim ownership, over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Faye Maida Llagas, Rosalina C. Castañeda, Charisel Jeanne H. Casala, Ana Rose I. Colarina,, Maria Monica M. Angeles, Emerson T. Armero, Romel S. Ladislao, Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro, Desiree D. Vista, Jayson B. Agarin, Reviewers: Rex D. Bibal, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H., Marquez, Jhonathan S. Cadavido, Illustrators: Rhodora B. Crisologo, Jayson K. Latade, Layout Artist: Victoria P. Gabiano, Mark Joseph O. Torres, Management Team:, , Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Elaine T. Balaogan,, Daisy Z. Miranda, Doris DJ. Estalilla, Buddy Chester M. Repia, Elvira B. Catangay, Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Henry P. Contemplacion, Jackie Lou A. Almira, , Printed in the Philippines by ________________________, Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected], i

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Reading and Writing, Skills, Quarter 3 – Module 1:, Patterns of Development in, Writing across Disciplines, , ii

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Introductory Message, For the facilitator:, Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM), Module on Distinguishing between and among Patterns of Development in Writing, across Disciplines!, This module was collaboratively designed, developed and reviewed by educators both, from public and private institutions to assist you, the teacher or facilitator in helping, the learners meet the standards set by the K to 12 Curriculum while overcoming their, personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners into guided and independent, learning activities at their own pace and time. Furthermore, this also aims to help, learners acquire the needed 21st century skills while taking into consideration their, needs and circumstances., In addition to the material in the main text, you will also see this box in the body of the, module:, , Notes to the Teacher, This contains helpful tips or strategies that will help you in, guiding the learners., As a facilitator you are expected to orient the learners on how to use this module. You, also need to keep track of the learners' progress while allowing them to manage their, own learning. Furthermore, you are expected to encourage and assist the learners as, they do the tasks included in the module., , For the learner:, Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM), Module on Distinguishing between and among Patterns of Development in Writing, across Disciplines!, The hands are one of the greatest assets of the human body. No other beings in the, world has hands that can grasp, hold, move, and manipulate objects like human hands., Through our hands, we may learn, create and accomplish. Hence, the hand in this, learning resource signifies that you as a learner is capable and empowered to, 3

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successfully achieve the relevant and essential competencies and skills at your own, pace and time. Your academic success lies in your own hands!, This module was designed to provide you with fun and meaningful opportunities for, guided and independent learning at your own pace and time. You will be enabled to, process the contents of the learning resource while being an active learner., This module has the following parts and corresponding icons:, What I Need to Know, , This will give you an idea of the skills or, competencies you are expected to learn in the, module., , What I Know, , This part includes an activity that aims to, check what you already know about the, lesson to take. If you get all the answers, correct (100%), you may decide to skip this, module., , What’s In, , This is a brief drill or review to help you link, the current lesson with the previous one., , What’s New, , In this portion, the new 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., , What is It, , This section provides a brief discussion of the, lesson. This aims to help you discover and, understand new concepts and skills., , What’s More, , This comprises activities for independent, practice to solidify your understanding and, skills of the topic. You may check the, answers to the exercises using the Answer, Key at the end of the module., , What I Have Learned, , This, includes, questions, or, blank, sentence/paragraph to be filled in to process, what you learned from the lesson., , What I Can Do, , This section provides an activity which will, help you transfer your new knowledge or skill, into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your, level of mastery in achieving the learning, competency., 4

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Additional Activities, , In this portion, another activity will be given, to you to enrich your knowledge or skill of the, lesson learned. This also tends retention of, learned concepts., , Answer Key, , This contains answers to all activities in the, module., , At the end of this module you will also find:, , References, , This is a list of all sources used in developing, this module., , The following are some reminders in using this module:, 1. Use the module with care. Do not put unnecessary mark/s on any part of the, module. Use a separate sheet of paper in answering the exercises., 2. Don’t forget to answer What I Know before moving on to the other activities, included in the module., 3. Read the instructions carefully before doing each task., 4. Observe honesty and integrity in doing the tasks and checking your answers., 5. Finish the task at hand before proceeding to the next., 6. Return this module to your teacher/facilitator once you are through with it., If you encounter any difficulty in answering the tasks in this module, do not hesitate to, consult your teacher or facilitator. Always bear in mind that you are not alone., We hope that through this material, you will experience meaningful learning and gain, deep understanding of the relevant competencies. You can do it!, , What I Need to Know, This module exposes students on how to develop their writing ability through the use of, the patterns of developing paragraphs. The learner will be able to critique a chosen, sample of each pattern of development focusing on information selection, organization,, and development., This contains the use of appropriate devices in connecting ideas to identify the pattern, employed in the sample paragraph as well as to develop unified thoughts through, writing., The module is divided into eight lessons, namely:,  Lesson 1 – Narration, 5

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, , , , , , , , Lesson, Lesson, Lesson, Lesson, Lesson, Lesson, Lesson, , 2, 3, 4, 5, 6, 7, 8, , –, –, –, –, –, –, –, , Description, Definition, Exemplification/Classification, Comparison and Contrast, Cause and Effect, Problem-Solution Essay, Persuasion, , After going through this module, you are expected to:, 1., 2., 3., 4., , familiarize yourself with the different writing patterns in paragraph development;, identify the transitional words and phrases used in the different writing patterns;, write a short paragraph using certain writing pattern; and, distinguish the uses and the differences of each writing pattern., , What I Know, Choose the letter of the best answer. Write your answers on a separate sheet of paper., 1. If you were to tell a story, which pattern of paragraph development would you use?, A. Description, C. Narration, B. Definition, D. Problem- Solution, 2. Which written text involves sensory images to figure out something?, A. Description, C. Narration, B. Definition, D. Problem Solution, 3. When giving the full meaning of a certain topic, which pattern is applicable?, A. Description, C. Narration, B. Definition, D. Problem Solution, 4. What pattern presents the reasons and possible results of an event?, A. Description, C. Narration, B. Cause and Effect, D. Problem Solution, 5. What pattern shows similarities and differences of two subjects in a paragraph?, A. Comparison and Contrast, C. Narration, B. Cause and Effect, D. Problem Solution, 6. What section mentions an overview of the problem, the why of the problem, and, who should be concerned about the problem., A. introduction, C. middle section, B. conclusion, D. exposition, 6

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7. Which text focuses on presenting points of view and seeks on encouraging its, readers to accept a particular argument or act in a way?, A. Persuasive, C. Cause and Effect, B. Problem-solution, D. Comparison and Contrast, 8. Which pattern of development would best suit a text that aims to discuss the, taxonomy of a group of fossils that were recently discovered by a paleontologist?, A. Comparison and Contrast, C. Narration, B. Classification, D. Problem Solution, Fill in the blanks with the correct transitional devices. Write the letter of the correct, answer on your answer sheet., a. So, e. Where, , b. Due to, f. Second, , c. First, g. Lastly, , d. When, h. Similarly, , During my younger years of being a diligent worker, I would spend at least 10, hours working in the office and I would even bring home some paper works. Until, one, day, I was brought to the hospital 9. ______________ I experienced more anxieties. My, attending physician told me that I collapsed 10. ______________ stress. 11. __________,, I started to follow my doctor’s advice. 12. ________ to spend at least three times a week, for exercise. 13. Another is to take stock of internal stressors I could control. 14., _____________ is to use meditation techniques whenever I felt overwhelmed and to make, sure that I got sufficient rest. Lastly, is to take time to do things I enjoy., , 15., , _____________, to develop some hobbies during leisure time to divert attention from, stressors and eventually, to establish a more balanced life., , 7

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Lesson, , 1, , Narration, , Developing one’s reading and writing skills is not easy. There are learners who can read, but are not able to express themselves in writing well. You have a lot of ideas in mind, but sometimes you may find it hard to organize these ideas coherently, however, the, good thing is that there are many ways on how you can write effectively., In this lesson, you will learn one way of developing your paragraph. This is through, Narration., , What’s In, We have learned in our previous lesson that written text as connected discourse is, formed from spontaneous discreteness that predetermined its connectedness. It means, that the text itself does not have meaning and its meaning can be determined by their, connectedness. We also learned techniques in selecting and organizing information by, identifying relevant and irrelevant ideas or information., After learning these skills in organizing information, you must learn some writing, patterns on how you can develop paragraphs., , What’s New, Read the set of events and rewrite the following details on your answer sheet to create, a coherent story., 1. Finally, the old lady crossed the street safely and Juan was able to reach school, on time., 2. One morning, Juan is in a hurry going to school., 3. Then, he thought of helping the old lady even though he will be late in school., 4. Suddenly, he saw an old lady, carrying a full of basket, crossing the street., Then,, 1., 2., 3., , answer the follow-up questions:, What words are used to signal the correct sequence of the events?, How do you think the ideas were able to relate to one another?, What do we call these words?, 8

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4. How do these words help to create a story?, 5. What kind of paragraph were you able to create using the given details?, , What is It, Writing a paragraph involves deep understanding of how one can achieve well-focused, and unified ideas in a composition. For example, when students are asked to come up, with a summary of a story, they tend to chop parts of the story and put it in their, summary. If that is so, it leads to create unrelated details that do not contribute in the, oneness and clarity of one’s summary., It is important to use strategies developing ideas using a particular pattern. One of, these is through narration. A narrative text contains the plot which gives direction in, making a story., In developing narration, sequential presentation of events plays an important role., Signal words help to create unified thought and to show the transition of events to the, next. This leads us to focus on the use of the action words in the story. It also helps to, move the story and makes the story interesting., The chronological ordering of events helps to show the reader how the story moves., Most of the common transitional words are first, next, then, after and suddenly., Moreover, it is also important to give specific details in pointing out the direction of the, story., , What’s More, Read the paragraph and answer the following questions on a separate sheet., Being a transferee is never easy. At first, I was hesitant to come but my mother, told me that I would find new friends in Masayahin Senior High School. I would, never forget the day I first entered this school, I felt so shy and nervous. I did not, know anyone for I was a new Grade 11 student. When I entered my first class, looking for a chair to sit in, a boy sitting beside the window sill asked me, “Are you, new in this school?” and I answered shyly, “Yes.” Then, he offered me the vacant, seat beside him. He was Jasper, an old student in that school. We got along with, each other well in our class. We worked on our assignments and school projects. ,, he slept in our house doing our research work. After a year, we both realized that, in many ways we had a lot of similarities in terms of interests in life. In the end,, we became best of friends., 9

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1., 2., 3., 4., 5., , Where and when did the story happen?, What transitional devices are used to indicate the chronological order of time?, What event happened first?, What does the paragraph tell?, What sequence is presented in the story?, , What I Have Learned, Choose the best word/group of words that will complete the statements., Chronological Ordering, , Narration, , Transitional Devices, , Sequence, , Plot, , 1. _________ is a writing pattern that is used to tell story., 2. A narrative text contains the _________ which gives direction in the story., 3. _________are words or phrases that help carry a thought from one sentence to, another, from one idea to another, or from one paragraph to another., 4. Most of the common transitional words to show _________ of events are first, next,, then, after and suddenly., 5. The _________of events helps to show the reader how the story moves., , Additional Activities, In a short paragraph, narrate how something originated in your place/community., Use the score guide below:, 5 points, 3 points, 1 point, , All transitional devices are appropriate; the narration was very clear., Some transitional devices are appropriate; the narration was clear., No transitional devices used in the narrative; the narration is unclear., , Notes to the Teacher, You may use different rubric to assess learners’ writing tasks., , 10

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Lesson, , 2, , Description, , In this lesson, you will learn another way of developing your paragraph through giving, description., , What’s In, People love to read and listen to story and the use of appropriate transitional devices in, telling stories are noteworthy. Likewise, you have previously learned that in writing a, narrative, the plot gives direction in making the story. However, it is not only the plot, that will help you to develop your writing skills. The use of description is also important, to help you create a vivid picture of what you are trying to express through written text., , What’s New, On a separate sheet, complete the table by supplying words or phrases that best, describe the given subjects. Use any of your senses to provide appropriate descriptions., Subject, Example:, beauty queen, concert, beachside, adobo, , SIGHT, long-legged, beautiful, , HEARING, soft voice, , SMELL, heavenly, scent, , TASTE, , Now, let us answer the following questions., 1. What kind of words is used to describe the given words?, 2. How do these words help create a vivid description of the given words?, 3. What kind of paragraph can you develop using the given details?, , 11, , TOUCH, silky skin

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What is It, According to Dayagbil & et al, 2016, the use of description plays an important role to, elucidate the nature of people, places and things. A series of detailed observation about, the subject can help you create a good descriptive paragraph. This involves the use of, adjectives and adverbs in the paragraph., The kind of words we used to describe how your subject looks, sounds, feels, smells or, even tastes like are called sensory languages. It also concerns how you will arrange the, details to provide an image of the scene, the person or the object you are trying to, describe in your text., There are two types of description. First is objective description, where the writer, presents impartial and actual picture of the subject without biases and excluding, personal impression of the subject just like when you give your description of an, experiment in class. Second is subjective description, where the writer gives personal, impression of what is observed. This is often used in making fiction stories. For, instance, when you are asked to write about a place you visit during summer vacation,, you tend to give your personal judgment of how you experience the place., , What’s More, Read the paragraphs below. Tell whether the description is subjective description or, objective., 1. Sampaloc Lake is an inactive volcanic maar on the island of Luzon, the, Philippines. It is the largest of the Seven Lakes of San Pablo, Laguna. Nearly half, of the lake's depth has a shallow depression at the bottom, indicating its volcanic, origin. It is approximately 104 hectares and 3.5 kilometer boardwalk. The lake, is behind San Pablo City Capitol and at the foot of the Doña Leonila Park., 2. Sampaloc Lake is one of the best tourist spots in San Pablo. It is where you can, bring your friends and loved ones for picnic and bonding. Most of San Pableños, jog around the lake and do ride bicycles not only to have morning good exercise, but also have fresh air. You can witness the beauty of nature for it is surrounded, with mountains., , 12

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What I Have Learned, Choose the best word or group of words that will complete the statements., Objective, , Subjective, , Description, , Sensory languages, , Modifiers, , 1. ____________ is a writing pattern of developing paragraph using detailed, observation about the subject., 2. ____________ are used in writing descriptive paragraph., 3. ____________ can be in a form of word, phrase or clause., 4. ____________description presents impartial and actual picture of the subjects, without biases., 5. ____________ description gives the personal impression of the writer., , What I Can Do, In a paragraph, describe the picture using your sensory languages., , Here is the score guide:, 5 points, 3 points, 1 point, , Appropriate modifiers are used to describe the picture., Modifiers used do not fit the picture being described., Inappropriate modifiers are used resulting to failure to provide, acceptable description., , 13

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Additional Activities, Create a poem by completing the lines with appropriate modifiers., , NATURE, God made the world ___________., We see ____________ land and ___________ seas., It is a _______________ creation., The love of God is ______________., , Notes to the Teacher, You may use different rubric to assess learners’ writing tasks., , Lesson, , 3, , Definition, , In this lesson, we will focus on the three different types of definitions: formal definition,, informal definition, and extended or expanded definition., , What’s In, Previously, you have learned the first two patterns of development: narration and, description. The descriptive text portrays events and brings a scene or object to life, in the imagination of the reader. Meanwhile, a narrative text tells story or events in, chronological order. Now, let’s move on to another pattern which is called definition., 14

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What’s New, Read the definition paragraph below then answer the given questions., An estimated 50 years old, giant Crocodylus, porosus is a saltwater crocodile. It was the, largest crocodile caught alive in Buhawan of, Agusan del Sur. According to residents, it is, known to attack people and had eaten animals., The biggest crocodile was given the name of, “Lolong” after the name of Ernesto “Lolong”, Goloran, who is one of the veteran hunters from, the Palawan Crocodile and Wildlife Reservation, Center, who led the hunt., Dr. Adam Britton, an Australian zoologist and crocodile expert, measured Lolong at 6.17, m (20 ft. 3 in). And in June 2012 Lolong was officially certified by the Guinness Book of, World Records as the “world’s largest crocodile in captivity”., According to the experts of the National Geographic Channel, Lolong breaks the record, of the previous record-holder with a measurement of 5.48 m (18 FT 0 in)., , 1. What is being defined in this paragraph?, 2. Do the supporting points help you understand the definition better? Are there, facts, reasons, examples, and details that make it even clearer?, 3. What transition words are used between supporting points?, , What is It, Definitions provide concise but exact meanings of unfamiliar words and explain special, meanings for familiar words. They are often used to explain technical words and, concepts. What to define always depends on the needs of the reader and the purpose of, communication. It can be done in either of the two distinct methods of definition., First, informal definition as either denotation or connotation. Denotation is the, dictionary meaning of the word. For example: Rose is a family of prickly shrub with, pinnate leaves and showy flowers. Meanwhile, connotation is the secondary meaning, of a word and not necessarily included in the dictionary. Rather it is how a writer, 15

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understands a word based on their own personal or consensual experiences. In the, example: A dozen of pink roses is usually given to their beloved ones. Instead of literally, referring to flowers, love and romance are connoted., Second, formal definition consists of three principal parts: the species (WORD) n +, Genus (CLASS) + Differentiae. The WORD is the name of the object, process, or concept, defined. This is usually followed by “is” and “are” and the CLASS or general group to, which the objects belongs. For example: Skimming (species) is a reading technique (class), of allowing the eyes to travel over a page very quickly, stopping only here and there to, gain an idea (differentiae)., For the expanded or extended definition, the following are common methods used in, paragraph development would be of great help (Filomena T. Dayagabil, Ethel L. Abao,, and Remedios C. Bacus, Critical reading and writing for Senior High School. Quezon, City: Lorimar Publishing, 2016, 43:, Methods, Examples, By stating its, San Pablo City is one of the oldest towns in the Philippines and, characteristics today, it is known as one of the first-class cities in the province of, Laguna. It is also called the City of Seven Lakes namely: Bunot, Lake, Calibato Lake, Mohicap Lake, Palakpakin Lake, Pandin, Lake, Sampaloc Lake, and Yambo lake. These seven freshwater, lakes are crater form of a steam-blast eruption from Mt. Cristobal., By function, In this time of global crisis, everyone is responsible for their, actions, such as following the precautionary measures given by, the health experts to avoid the spread of the virus., By what it is, Far from the normal situations that we had before, the pandemic, not, makes each one of us skip buying unnecessary items., By what it is, Jollibee and McDonalds both offer savory chicken and delicious, similar to, pasta that children love., By Examples, The opening of the classes for School Year 2020 -2021 amidst, the pandemic is a great challenge to the Department of, Education. They continue researching different alternative ways, of teaching and learning to be implemented in schools such as, online learning, modular learning, and lastly learning from TV, shows and radio programs., By origin of, Writers around the world define literature in different ways. The, word or, origin of the word literature is derived from the Latin word Litera, etymology, which means letter., By its effect, Due to the global pandemic, specifically COVID-19, the world, embraces the new normal. People have become more conscious, about sanitation and hygiene. They now learn physical distancing, in public places. And, most of the people stay at home either, working or developing new hobbies and exploring new things., , 16

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What’s More, Analyze how the writer creates a shared concept and what different expanded definition, methods are used in the paragraph. Write your answer on a separate sheet of paper., You may follow the template below:, Method used, , Sentence/s, , Bimetallic Components, 1Bimetals, , are components made up of two separate metallic units, each occupying a, distinct position in the component. 2Bimetal rods or wires (also called clad metal,, duo- or dual-metal) are made of dissimilar metals. 3The rod core a cylindrical body, made of one metal, is surrounded by a concentric, cylindrical sleeve of another metal., 4Some fibrous metals may also be regarded as bimetallic; for example, rods made by, unidirectional solidification of some eutectic compositions containing a metallic (or, nonmetallic) compound of fibrous filaments embedded in an almost pure metallic, matrix. 5The structure of present-day Nb-SN superconducting core can be even more, complex. 6It is multimetallic-containing more than two dissimilar metals. 7The two, elements of a bimetallic product are usually intimately interlocked, so that they, function in unison., 8Bimetal, , rods or wire stems make it possible to, combine, properties, of, dissimilar metals. For example:,  9Aluminum-clad steel wire combines the, strength of, steel with, the electrical conductivity and corrosion, resistivity, of, aluminum.,  10Superconductor core clad with copper sleeves, combines superconductivity at cryogenic, temperatures with assurance against failure, when a local temporary rise in resistance or, temperature occurs., 11Although, , the number of desired bimetallic combinations for practical use is, virtually unlimited, manufacturing difficulties restrict the number of bimetallic, combinations actually in use., Based on Betzalel Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion, of Bimetal Rods,” Journal of Engineering for Industry, 1983, 293-30, , 17

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What I Have Learned, Using the semantic map below, write all your key learning from the lesson., , What I Can Do, Define “COVID-19” using the rules you have learned. You may also choose to use the, outline below to help you in writing a good definition paragraph. Write your answer on, a separate sheet of paper., Topic sentence: COVID-19 is_________________________________________,  First (supporting Point#1) + (Fact, reason, or detail),  In addition (supporting point #2) + (Fact, reason, example or detail),  Finally, (supporting Point #3 + (Fact, reason, example or detail),  Conclusion: In the end, COVID 19 is_____________________________, The following score guide may be used to rate your output., Description, Clear topic sentence, Evidences and examples are specific, and accurate, Mechanics of writing are observed, Total, , Highest point, 5 points, 3 points, 2 points, 10 points, , 18, , Your Score

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Additional Activities, Write a definition paper about the meaning of maturity. Make sure to have a good thesis, statement and introduction, coherent discussion of supporting details, and sound, conclusion. The previous rubric may also be used to score your output., , Notes to the Teacher, You may use different rubric to assess learners’ writing tasks., , Lesson, , 4, , Exemplification and, Classification, , In the previous lessons, you have learned the differences between and among narrative,, descriptive, and definition paragraphs. Now, you will familiarize yourself with two of the, most common patterns of paragraph development – exemplification and classification., , What’s in, As you unravel the unique patterns of development in writing exemplification and, classification paragraphs and how to incorporate them in your own writing, you must, first begin to learn how to identify the basic parts of these patterns – topic sentence,, classifications (types, categories), examples (illustrations) and transitional expressions., These can be used in writing other papers with different purposes other than telling a, story, describing something or defining a concept., , 19

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What’s New, Read the passage carefully. Once finished, copy on a separate sheet and fill out the table, with the appropriate words that match the headings below:, Humans are often harmed by pollution. The presence of the hazardous, substances brought about by these three major types of pollution: land, air and, water gravely affects our health. For instance, a person may acquire skin problems, and other deformities from the toxic wastes present in the land that we live in such, as garbage, pesticides, heavy metals and other chemicals. Air pollution caused by, toxic gases, solid and liquid particles or aerosols, and other hazardous air, pollutants adversely contaminate the air that we breathe. Long-term exposure to, air pollutants has been linked with diseases of the heart and lungs, cancers and, other health problems. Lastly, water pollution observed in our primary water, sources like oceans, rivers, and lakes is caused by the presence of industrial, wastes, sewage and waste waters, chemical fertilizers and pesticides to be specific., Infectious diseases can be acquired through contaminated water and can cause, cholera, jaundice, liver damage and stomach illness in people., Topic Sentence:, Classification, , Pollution, , Examples of Hazardous Substances, a.__________________________________, 1._________________ b.__________________________________, c.__________________________________, d. __________________________________, 2. Air, a. .__________________________________, b.__________________________________, c.__________________________________, 3., __________________, , a.__________________________________, b.__________________________________, c.__________________________________, d. __________________________________, e. __________________________________, , Transitional, expressions:, Study the accomplished table. How can you say that the words and phrases that, you have just written all exemplify that of the (a) topic sentence, (b) classification,, (c) examples and d) transition words?, , 20

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If you were able to justify your answers, then, you are now ready to learn more, about the characteristics and features of exemplification and classification as, patterns of development in writing., , What is It, Exemplification (or illustration) is the most common and effective pattern to explain, an idea or point. In developing this kind of paragraph, the writer develops a general, statement –the topic sentence, with one or more examples to support it., Here are some transitional expressions in writing effective exemplification, paragraphs: for instance, namely, to be specify, to clarify, to illustrate, for example, in, short,as an example., On the other hand, classification is used when a writer needs to sort out or arrange, subjects to groups or categories based on their common and shared characteristics., Here are some transitional expressions in writing effective classification, paragraphs: classified as, one kind, the last group, another kind, another, final type,, the first category, are categorized as, the next part., Remember that you can use both exemplification and classification in developing a, paragraph by simply identifying categories on a particular subject and providing, examples or illustration to explain and clarify meaning., , What’s More, Read the excerpt that follows. You may take down notes as you read it. After reading, the excerpt, you need to do the following:, , 1. Indicate the pattern of paragraph development used and illustrate it by, using any appropriate type of graphic organizer to visually display the, ideas or concepts presented., 2. Using your graphic organizer, write your improved version of the, paragraph by using the appropriate transitional expressions., , 21

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An excerpt from Appassionato, “Passion is visceral. It stands outside traditional thinking. It ignores conventions, like distance, time, and social acceptance. It dares into uncharted waters. It is, used to be primarily associated with romantic love. Today, thanks to authors like, Tom Peters and Nancy Austin (A Passion for Excellence), passion’s boundaries, have been extended to embrace work, entrepreneurial endeavours, corporate, success.”, Source: Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and, Writing Skills Quezon City: Rex Publishing Inc, 2016, 101-103, , What I Have Learned, Reflect on what you have learned today by completing the diagram below:, , Write INSIDE the, , Write some, , circle the most, , questions or, , valuable learning, , clarifications, , that you gained, , OUTSIDE the, , from the lesson., , circle., , What I Can Do, Choose at least one from the situations below., Writing Task 1: You are the editor-in-chief of your school’s publication. The school, paper adviser requires you to write a 2-3 paragraph opinion article about the COVID-19, pandemic for a special edition paper., You need to take side and be specific in explaining your point of view by proving clear, examples and illustrations to support your arguments., 22

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Writing Task 2: You are one of the business proprietors at your school’s on-going, Business Expo. An interested customer sent you an e-mail asking about the different, types of products you sell., You need to respond to the e-mail in 2-3 paragraphs indicating the classification of your, products. To encourage your customer to avail, your message must contain the product’s, category, specific features and prices., Here is the rubric for your writing task:, Criteria, , Descriptions, , Paragraph Structure, , Clearly states the main idea to capture the, reader’s attention, adds concrete and, interesting details and brings closure to the, paragraph written., Effectively uses a high degree of appropriate, transitions to show development from one, sentence to another, Has no spelling, punctuation and, grammatical errors, Total, , ( Topic Sentence,, Supporting details and, Conclusion), , Transitional, Expressions, Grammar and, Punctuation, , Total, Score, , Your, Score, , 5 pts., , 5 pts., , 2 pts., 12 pts, , Additional Activities, Write an exemplification or a classification paragraph on any suitable subject or topic, in your respective context/locality. Make sure to include a topic sentence, supporting, details, conclusion and transitional expressions in your written text. The same rubrics, will be used in assessing your output., , 23

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Lesson, , 5, , Comparison and Contrast, , Sometimes, you’ll be asked by your teachers to perform tasks which would require you, to make intelligent choices. School writing activities may require you to do comparison, and contrast, in which you focus on similarities and differences of ideas. By assigning, you such writing activities, you are encouraged to make connections between text and, ideas and engage you in critical thinking., , What’s In, Classification as pattern of development of writing makes you associate similar things, or process by grouping them into classes or categories. Try this! Choose the word/s that, do/does not belong on each line then write a category name for each group (i.e. rose,, banana, sun flower, daisy = banana/flowers)., 1., 2., 3., 4., 5., , German Shepherd, Golden Retriever, Persian Siamese, Siberian Husky, on land, by water, by air, by bus, carrot, cabbage, radish, onion, jazz, rock, pop, ballet, Coins, Dollar, Yen, Franc, , Each item gives you a hint over a certain category. That’s similar to our previous, lesson about exemplification and classification. However, although these words belong, to the same group, each of them have similarities and differences, which will be the, focus of this lesson on comparison and contrast., , What’s New, Using the Venn diagram, jot down words and phrases showing similarities and, differences between Junior High School and Senior High School., 24

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Junior High School, , Senior High School, , What is It, Comparison in writing discusses elements that are similar while contrast in writing, discusses elements or ideas that are different. A compare-and-contrast essay, then, analyzes two subjects comparing them, contrasting them, or both. However, its purpose, is not to simply state the obvious but rather to illustrate subtle differences or, unexpected similarities between two subjects., As a writer, you should help the readers see how these two ideas are similar or different, by showing them its advantages and disadvantages so they are able to weigh the pros, and cons before they make judgment or decision. Take a look at this example., Source: Jenn, Kepka, Oregon Writes Open Writing Text. 2015, accessed, https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and-contrast/, , May, , 21,, , 2020,, , My sisters are as different as yin and yang in terms of personality, appearance, and intelligence. Tina, the middle child in the family, prefers staying at home than going, out with her friends. She is slim, petite and has dark skin. As she is not sociable, she, finds friends with the characters from the books she reads most of the time. In addition,, she is very clever in subjects like Math and Science which made her graduate with, Highest Honors from Senior High School. In contrast, my youngest sister, Joni, is the, opposite. She has an outgoing and friendly personality. There is never a dull moment, as she is always ready with stories to tell. She is tall with a round plump face and fair, skin. Being the youngest in the family, she is often asked to perform during family, gatherings since she sings and dances well. My sisters may be different from each other, but they adore one another., There are two common ways to organize comparison/contrast paragraph or essay. The, Block Method is used to compare and contrast two subjects one at a time. You may, begin by saying everything you have to say about the first subject you are discussing, 25

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then move on and write everything about your second subject. If you are writing a short, paragraph or essay, you might be able to fit all of your points about each item. However,, if you would want to address one subject at a time, you may use Point-by-point, comparison., Some cohesive devices you can use in showing similarities are likewise, similar to,, same with, like, in the same manner. To show contrast, cue words such as: on the other, hand, however, while, different with, in contrast and the like., Source:, Williams,, Madalyn., February, 21,, 2017,, accessed, May, 20,, 2020, https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the-point-by-point-method/, , What’s More, Create compare-and-contrast paper outline using either Point-by-point or Block Method, by comparing or contrasting Junior High School and Senior High School. Be guided by, the rubric below., Description, Has a clear and strong-hook topic sentence, Evidences and examples are specific, Has no errors in grammar, spelling and, punctuation marks, Total, , Highest point, 5 points, 3 points, 2 points, , Your Score, , 10 points, , What I Have Learned, , Complete the following statements to summarize what you have learned in this lesson., , , , , A compare-and-contrast writing analyzes two subjects by __________., The purpose of writing a comparison or contrast essay is not to state the obvious, but __________., The two main organizing strategies for compare-and-contrast writing are:, __________ and __________., 26

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What I Can Do, Write a five (5) to seven (7) sentence paragraph based on the outline you created, regarding the similarity/difference of Junior High School and Senior High School., Description, Highest point, Your Score, Has appropriate quality of well-organized points, 5 points, to support the topic, Uses specified format/style, 3 points, Grammar, spelling and punctuation marks are, 2 points, correct, Total, 10 points, , Additional Activities, Brainstorm an essay topic leaning towards comparison or contrast. Choose one among, the three items then come up with at least one similarity and three differences. The, rubric in “What’s More” segment may still apply to this activity., , , , , Cell phone units and brands, Fast food chains and fine dining restaurants, Enrolling in college or getting employed after Senior High School, , 27

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Lesson, , 6, , Cause and Effect, , Reasons and results are two things that interest readers. Thus, it is important for, writers like you to learn how paragraphs of this kind should be developed., , What’s In, We have learned in our previous lesson that the use of comparison and contrast in, developing paragraph is very effective when you want to show similarities and difference, between two ideas. Although a comparison and contrast essay is set to demonstrate, both similarities as well as differences, sometimes it only shows similarities, and at other, times, only differences., The next pattern of paragraph development focuses on how you can state details, through giving reasons or results of a topic., , What’s New, Read the passage carefully. Then, complete the diagram below., Discoveries and invention of devices are always welcome until we, humans, find a way, to abuse its benefits and be adversely affected by it. This was the case when Wilhelm, Roentgen discovered x-ray and within five years, the British Army was using a mobile, x-ray unit to locate bullets and shrapnel in wounded soldiers in the Sudan. TV was also, invented with positive thoughts in mind – there would be no national borders, education, and communication would be worldwide, etc. However, we are now trying to overcome, its physiological and psychological adverse effects on human beings., (Excerpt: Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse, 2019.), , CAUSE, , EFFECT, , 28

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Answer the following questions on a separate sheet., 1. What is the main idea of the text?, 2. What states the cause of the idea?, 3. What states the results of the idea?, , What is It, Cause and Effect is a text development pattern which explains why something happens., It also states what results a particular event produces. It usually gives a statement, emphasizing the cause and another emphasizing the effect., The following guide questions can be used for cause-effect development:,  Why did it happen?,  What caused it?,  What does it cause?,  What are its effects?,  How is it related to something else?, Further, in developing your texts you can use signal words like as a consequence of, as, a result of, because, because of, now that and since to express cause while accordingly,, consequently, hence, so, therefore, and this resulted in to signify effects., , What’s More, Put a, 1., 2., 3., 4., 5., , check (✓) if the item is suited for a cause-and-effect text or a cross (x) if not., How to play drums, Impact to technology in education, Importance of daily reading habit, Increased drop-out rate in a school., The act of kindness, , What I Have Learned, Complete the given statements to sum up your learning for this lesson., 1. Cause and effect is a text development pattern explains ___________ something, happens and states ___________results a particular event produces., 2. ___________focuses on: why did the topic happen; what caused it; what does it, cause; what are its effects; and, how is it related to something else., 3. Signal words used in introducing cause include: _______________________, 4. Signal words used in introducing effect include: _______________________, 29

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What I Can Do, Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced thousand others., Write a five-sentence paragraph that explains why there were so many casualties even, when they were warned of a storm surge. Use cause and effect pattern of development., The rubric below may be used in this output., 5 points, , 3 points, , The paragraph states, cause and effect and all, transitional devices are, properly used., , The paragraph states, cause and effect but, few transitional devices, are used., , 1 point, The paragraph states, no cause and effect and, it uses inappropriate, transitional devices., , Notes to the Teacher, You may develop and use different rubric in checking the writing outputs, of the learner., , Additional Activities, Reflect on the quote: “Working out of cause and effect is eternal” (Deepak Chopra)., Develop a cause-and-effect paragraph to express your insights about this. The previous, rubric may still be used for this writing task., , 30

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Lesson, , 7, , Problem-Solution, , In this lesson, you are expected to plan, structure, and write interesting and meaningful, paragraphs applying the problem-solution pattern in your essays about different topics,, issues or recent developments in various fields., , What’s In, With your previous learning about cause-and-effect pattern of development, you can, readily write a full-blown essay addressing any issue that interests you. After answering, the “why” and the “what happened”, we now move on to the “how” – how will we do, things and how can we resolve issues or concerns around us. This time, you will apply, the problem-solution pattern of development., , What’s New, Read the essay below. Identify the problem/s and solution/s cited in the passage, Healing a Child’s Stitches and Burns, By Emerson T. Armero, There can be no doubt that a large number of CIFL or children in conflict with the, law may commit more juvenile crimes despite the intense effort of teachers, the barangays,, the police and the guidance offices. This poses a huge challenge to government authorities, and the whole society as well since these minors are protected by law and should not be, harmed by all means., Basically, while being interrogated upon, these child offenders do not take their case, seriously. They sometimes treat their offense as a practical joke similar to an amusing, snapchat or a tiktok moment. Others consider their waywardness as part of their growing, up years – their being young, wild and free. And they blend with the other CIFL regulars,, thereby establishing an organization of future gangsters. Unfortunately, they are not given, the chance to reform their character because they cannot go to jail and should be with their, parents’ custody within 24 hours. Additionally, some of them turn to substance abuse., There might be two doable solutions to overcome the problem mentioned in the, previous paragraphs. The first step would be to give them the opportunity to intensely, rehabilitate and provide educational programs suited to their needs and abilities which will, prepare them in the harsh realities of life. It is also equally important that they get the full, support and encouragement of their parents and fellow learners., It is reasonable to conclude that education still paves the way for CIFL learners to, mend their ways. Furthermore, it is still everybody’s responsibility to help them change, to, motivate them to change and stay away from temptations that may inevitably arise., 31

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What is It, A problem/solution essay presents a problem, usually discussing several aspects of the, problem, then concludes by discussing solutions to the problem. The problem may be, addressed in the following ways:, Effects only, Causes and, effects, Extended, example, , , , , , , , Describe the problem only in terms of its effects., Use examples., Outline the causes of the problem., Discuss solutions in terms of preventive measures., After a topic sentence, illustrate the problem by using an, extended example (through a story or an anecdote from your, introduction)., , The solutions may be presented in various ways and you have to think about which way, would be the most appropriate for the particular problem you are discussing., Here are some ways to present solutions:, Preventive, measures, A series of, steps, , Advice, A choice of, solutions, ,  Ways to prevent the problem from occurring in the first place,  For example: How to prevent Covid-19,  Suggest the easiest and most obvious solution first, but if that, doesn’t work, try something else, etc.,  For example: if you have a neighbor who does not wear mask nor, practice social distancing, you might first talk to him/her; if that, doesn’t work, arrange for a mediator; etc. (a last resort might be, to call the police).,  Give some advice and helpful hints.,  Include solutions that have already been tried, have been, unsuccessful, and new solutions which you are proposing., , The following transitional devices can also help you develop your text., Introduction, , , , , Nowadays…, It is a common trend that…, Society is becoming, increasingly concerned, about…, , Middle Section/, Body,  For instance…,  Such as/like…,  Namely…, , 32, , Conclusion,  In conclusion…,  To conclude…,  To sum up…

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What’s More, Choose a specific problem in your place and try to propose solutions for it. Write your, insights in a short paragraph following the problem-and-solution pattern of, development. Make use of correct transitional devices in your text. Be guided by the, rubric below., 5 points, , 3 points, , The paragraph states, cause and effect and all, transitional devices are, properly used., , The paragraph states, cause and effect but, few transitional devices, are used., , 1 point, The paragraph states, no cause and effect and, it uses inappropriate, transitional devices., , What I Have Learned, Arrange the following steps in developing a problem-and-solution text., _____ Brainstorm to identify several solutions., _____ Gather supporting information., _____ Define the problem to be solved., _____ Decide how to organize your writing., _____ Write a thesis statement., _____ Support your thesis with examples and details., _____ Write a strong conclusion., , Additional Activities, , List down the top three problems of millennials today. Then propose possible solutions, to each of your identified problem. You can use this as a springboard in writing a, problem-solution text., , 33

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Lesson, , 8, , Persuasive, , After this lesson, you are expected to learn the type of paragraph development that, focuses on presenting points of view to persuade or encourage your readers., , What’s In, , By this time, you should have learned seven different patterns of paragraph, development. The latest of which is the problem-solution text, which focuses on either, a problem or solution in a particular area or situation. It a type of text expressed as a, dilemma or concerning issue (problem) and something that was, can be, or should be, done to remedy this issue (solution or attempted solution)., The last pattern of paragraph development featured in this module focuses on how you, can state details through presenting your views and encouraging your target readers to, accept your argument., , What’s New, Complete the table below after reading the paragraph., Is iPhone 11 worth spending extra money on it? One of the company’s recent, novelties is the iPhone 11 – a newer and more advanced version of the most, popular phone in the world. However, the previous model – iPhone XR – seemed, to have been satisfying people’s needs just fine as well. So, what is the difference?, ISSUE, , ARGUMENT, , Now, answer the following questions:, 1. What is the main idea of the text?, 2. What issue has been presented in the text?, 3. What does the text want us to do?, 34, , EVIDENCES

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What is It, Persuasive text can be in the form of an argument, discussion, exposition, review or, even an advertisement., In developing your own persuasive text, a writer must first state the issue. This will, serve as a background information about the topic. Then, it should be followed by a, clear, strong and specific argument., An argument is one’s claim or position that can either support or reject the issue, previously stated. Arguments shall be supported with a well-researched evidences,, which will give details on how and why it supports the argument. Evidences can be, factual, logical, statistical or anecdotal in nature. It can also explain counter-arguments, not because the writer wants to prove which claims are wrong or right but to enlighten, the readers about other positions., Lastly, a conclusion restating the main argument of the text will be the end of the text., This will be your final statement to persuade your readers., Some, , , , , , , guide questions in constructing a persuasive text include:, What is the issue?, What is your position or opinion?, What is the opposing position/opinion?, What are some reasons for your position/opinion?, What are some cases or examples that support this?, , What’s More, Read the text below and identify the issue, the argument/s and conclusion., When we consider the ubiquity of cellphones, iPods, personal computers and the, internet, it’s easy to see how science (and the technology to which it leads) is woven into, the fabric of our day-to-day activities. When we benefit from CT scanners, M.R.I. devices,, pacemakers and arterial stents, we can immediately appreciate how science affects the, quality of our lives. When we assess the state of the world, and identify looming, challenges like climate change, global pandemics, security threats and diminishing, resources, we don’t hesitate in turning to science to gauge the problems and find, solutions., And when we look at the wealth of opportunities hovering on the horizon—stem, cells, genomic sequencing, personalized medicine, longevity research, nanoscience,, brain-machine interface, quantum computers, space technology—we realize how crucial, it is to cultivate a general public that can engage with scientific issues; there’s simply, 35

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no other way that as a society we will be prepared to make informed decisions on a, range of issues that will shape the future. (from "Argumentative Essay," Literary Devices,, last modified May 22, 2020, https://literarydevices.net/argumentative-essay/.), , What I Have Learned, Complete the statements to sum up your key learning for this lesson., 1. __________ is a type of paragraph development that focuses on presenting points of, view, 2. An __________ serves as a background information about the topic., 3. An __________ is one’s claim or position that can either support or reject the issue, previously stated., 4. Arguments shall be supported with a well-researched __________., 5. A __________ restating the main argument of the text will be the end of the text., , What I Can Do, Choose an item or a product that you frequently use. Develop a persuasive text by, making a transcript for product advertisement. The rubric below may be used for your, output., 5 points, 3 points, 1 point, The paragraph states, The paragraph states, The paragraph states no, persuasive text and it, persuasive text and it, persuasive text and it, uses appropriate, little uses appropriate, does not use appropriate, arguments and, arguments and, arguments and, evidences., evidences., evidences., , Additional Activities, Write a persuasive text to encourage incoming senior high school to choose the strand, you are enrolled in. The rubric in the previous activity may still be used for this writing, task., , Notes to the Teacher, You may use different rubric to assess learners’ writing tasks., 36

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Assessment, A. Choose the correct transitional devices. Write your answers on a separate, paper., a. So, e. Where, , b. Due to, f. Second, , c. First, g. Lastly, , d. When, h. Similarly, , During my younger years of being a diligent worker, I would spend at least 10, hours working in the office and I would even bring home some paper works. Until, one, day I was brought to the hospital 1. _________ I experienced more anxieties. My attending, physician told me that I collapsed 2. _________ stress. 3. ________, I started to follow my, doctor’s advice. 4. ______ to spend at least three times a week for exercise. 5. Another is, to take stock of internal stressors I could control. 6. ________ is to use meditation, techniques whenever I felt overwhelmed and make sure that I got sufficient rest. Lastly,, is to take time to do things I enjoy. 7. _________, to pursue some hobbies and pleasures, to live a more balanced lifestyle., Choose the letter of the correct answer. Write your answers on your answer sheet., 8. Which text focuses on presenting points of view and seeks on encouraging its, readers to accept a particular argument or act in a particular way?, A. Persuasive, C. Cause and Effect, B. Problem-solution, D. Comparison and Contrast, 9. Which written text involves sensory images to figure out something?, A. Description, C. Narration, B. Definition, D. Problem Solution, 10. What pattern shows similarities and differences of two subjects in a paragraph?, A. Comparison and Contrast, C. Narration, B. Cause and Effect, D. Problem Solution, , 37

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11. When giving the full meaning of a certain topic, which pattern is applicable?, A. Description, C. Narration, B. Definition, D. Problem Solution, 12. If you were to tell a story, which pattern of paragraph development would you, use?, A. Description, C. Narration, B. Definition, D. Problem- Solution, 13. What pattern presents the reasons and possible results of an event?, A. Description, C. Narration, B. Cause and Effect, D. Problem Solution, 14. In this section, you need to mention an overview of the problem, the why of the, problem, and who should be concerned about the problem., A., Introduction, C. conclusion, B., middle section, D. exposition, 15. Which would best suit a text that aims to discuss the taxonomy of a group of, fossils that were recently discovered by a paleontologist?, A. Comparison and Contrast, C. Narration, B. Classification, D. Problem Solution, , 38

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Assessment, 1. E, 2. B, 6. G, 7. H, 11. B, 12. C, , 3. A, 8. A, 13. B, , 39, , 4. C, 9. A, 14. A, , 5. F, 10. A, 15. B, , Lesson 6: What's More, 1. x, 2. ✓, 3. ✓, 4. ✓, 5. x, , Lesson 4: What's New, Topic Sentence: Humans are often harmed by pollution, Classification:, 1. Land, 2. Air, 3. Water, Example of Hazardous substances:, 1. a. garbage b. pesticides c. heavy metals d. other chemicals, 2. a. toxic gases, b. solid and liquid particles or aerosols, c. other hazardous air pollutants, 3. a. industrial wastes b. sewage c. waste waters d. chemical fertilizers, e. pesticides, Transitional Expressions: For instance, such as, lastly, to be specific, like, and, Lesson 3: What’s more, Method used, By example, By stating characteristics, By explanation of use or function, , Sentence/s, Sentence 4, Sentence 8-9, Sentence 10, Sentence 8, Sentence 3, Sentence 7, , Lesson 2: What's More, 1. Objective – type of volcano, exact location, approximate size, 2. Subjective – best tourist spots, can witness the beauty of nature, Lesson 1: What's More, 1. Masayahin Senior High, during his first class in Grade 11., 2. At First , Then, After a year, In the end, 3. I entered the class and Jasper offered me a seat., 4. a story, 5. in chronological order, What I know, 1. C, 6. A, 11. A, , 2. A, 7. A, 12. C, , 3. B, 8. B, 13. F, , 4. B, 9. E, 14. G, , 5. A, 10. B, 15. H, , Answer Key