3Q RWS Module 1 Lesson 1 & 2 (Week 1) PDF

Reading and Writing  Reading and Writing Quarter 3 (Week 1) Self-Learning Module 1 (Lesson 1 & 2) Patterns of Development in Writing: Narration & Description Activities to be submitted: Quarter 3 Lesson 1 Activity 2 page 5 Post test Lesson 2 Activity...

Reading and Writing  Reading and Writing Quarter 3 (Week 1) Self-Learning Module 1 (Lesson 1 & 2) Patterns of Development in Writing: Narration & Description Activities to be submitted: Quarter 3 Lesson 1 Activity 2 page 5 Post test Lesson 2 Activity 2 page 12 Post test LESSON 1 EXPECTATIONS This is your self-instructional learner module in Reading and Writing. All the activities provided in this lesson will help you learn and understand: Patterns of Development in Writing: Narration. Specifically, you will learn the following: 1. determine the construct of a narrative; 2. analyze the given narrative paragraph; and 3. apply the structure into your own narrative. PRETEST Directions: Write TRUE if the statement is correct and FALSE if otherwise. Write your answer in your paper/ answer sheet. 1. Narration is giving and sharing arguments. 2. The conflict in the story is the problem to be solved. 3. The setting of the story is the time and place. ___________ 4. The theme us the central idea or truth in the story. ___________ 5. The plot signals the protagonist and the antagonist. ___________ RECAP It is really true that when we share our thoughts to others through social networking sites or verbally to our friends (with a face mask), the feelingof sadness diminishes. It uplifts our love to hear stories and glaze our eyes in sharing ours. It gives us consolation to move on and live the kind of life we have; life that is challenge d by this virus, COVID-19. We engage ourselves in telling our own stories for it shows how we acted. This storytelling or narrating of experiences will be re-examine in this lesson. Brace yourself with those events to tell your own story! 1  LESSON The development of story is successful in its objective through the use of variety of patterns to better understand the material. It reflects our thinkingand explores the vast ideas that we have. Structuring your ideas will start when you formulate your topic sentence. Then linking some details to supportyour topic sentence. In linking these supporting sentences, the use of transitional devices is essential. In this lesson, one pattern of development inwriting will be explored. Narration is one pattern of development in writing. It is basically a skill of chronologically telling a story of events or experience that signaled by transition devices. The transitions like first, then, soon, after, and suddenly maintain coherence and show movement of actions. The use of these devices predicts that the sentences that followed are all supporting thetopic sentence. The description of the details answers the how, when, where, and why’s questions. It creates world based on the writer’s imagination. (Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D.2016) Every narrative contains elements namely; setting, character, plot, conflict, and theme. Setting serves as background of a story for it gives the place and time elements. A story links an incident or series of incidents that take place somewhere or some time. Each story has main and subordinate characters. They must speak and act naturally, like people we know. They appear in our imagination and we start to understand their actions. They startto create their own place in our thoughts as we read the story. At times, we empathize with their feelings and actuations within the characters can be protagonist, antagonist, static or flat, dynamic, round, antihero, and foil. The plot covers the series of incidents that occurs in the story. It becomes clear and forceful if the narration captures the interest and enriches the imagination of the readers. The sequence of events can be categorized as linear (the events are chronologically arranged-beginning, middle, and end), modular (not following one linear narrative), and episodic (one episode can stand alone). The conflict elevates the reader’s emotion untilit reaches solution. It is the problem that needs to be resolved. Revealing some truth about life is its main function. This 2 significant truth about life that a story attempts to communicate to its readers is called theme, most importantand least explicit. It shows that reading narratives entertains and gives us profitable experiences. You have to bear in mind the following suggestions in narrating a story.First, you should have a clear setting. The time and place of the story must be specifically mentioned. Second, you should make impactful and clear characters. They should be alive in your imagination. It is there that they willcapture memories to tell when you are going to retell the story. Third, you should link the events in an orderly manner. The use of transitional devices is a must to show the smooth flow of the story. Fourth, you should use simpleand precise language. Lastly, you should use actual conversation. Using direct or quoted statements makes your narrative clear. Consider this story entitled “A Birthday Surprise” from englishforeveryone.org. Ella loves music. Her favorite kind of music is rock and roll. She is constantly listening to music on her radio, and her computer is always playing music in her room. Her birthday is coming up in a few weeks and she really wants to see a concert to celebrate it. She has been dreaming about it daily. Ezra, her boyfriend, has decided to surprise her with tickets for her birthday. “Ella, I am going to pick you up at eight tomorrow night,” said Ezra. “Great, I will be ready. What are we doing?” asked Ella. “We are going to your favorite restaurant and then I have a surprise for you,” said Ezra. “Great,” thought Ella, “The surprise is probably a piece of jewelry or something useless like that.” The following day, Ezra arrived at eight to take Ella to dinner. They ate at her favorite restaurant and as they were paying the bill Ezra gave her an envelope. “Go on, open it,” said Ezra. “Okay, thank you so much,” replied Ella. She opened the envelope and found two front row tickets to her favorite concert. “Oh wow! Ezra, what a wonderful surprise!” she exclaimed. They left the restaurant and went to the concert. Ella was so excited. They both had a great time at the concert. The band played all of her favorite songs. Ella and Ezra decided that it was the best birthday celebration she had ever had. 3  A. Let us analyze the parts. 1. Setting: The place mentioned in the story is the room of Ella, then restaurant, and the concert venue. The time is evening. 2. Character(s): The characters are Ella and Ezra. They are lovers and fond of music. 3. Plot: The plot is linear in manner. It starts with the day before her birthday, then her birthday, and its celebration. 4. Conflict: Probably the conflict is the inability of Ella to watch a concert of her favorite band and so her boyfriend surprises her with such. 5. Theme: The theme is love and how to show it to your loved. ACTIVITIES Activity 1 Read carefully the narrative passage. Answer the questions on your answersheet. The Wooden Bowl by Ramona Moreno Winner A frail old man went to live with his son, daughter-in-law, and a four-year old grandson. The old man’s hands trembled, his eyesight was blurred, and his step faltered. The family ate together nightly at the dinner table. But the elderly grandfather’s shaky hands and failing sight made eating rather difficult. Peas rolled off his spoon onto the floor. When he grasped the glass often milk spilled on the tablecloth. The son and daughter-in-law became irritated with the mess. “We must do something about grandfather,” said the son. I’ve had enough of his spilled milk, noisy eating, and food on the floor. So, the husband and the wife set a small table in the corner. There, grandfather ate alone while the rest of the family enjoyed dinner at the dinner table. Since grandfather had broken a dish or two, his food was served in a wooden bowl. Sometimes when the family glanced in grandfather’s direction, he had a tear in his eyes as he ate alone. Still, the only words the couple had for him were sharp admonitions when he 4 dropped a fork or spilled food. The four-year- old watched it all in silence. One evening before supper, the father noticed his son playing with wood scraps on the floor. He asked the child sweetly, “What are you making?” Just as sweetly, the boy responded, “Oh, I am making a little bowl for you and mama to eat your food when I grow up.” The four-year-old smiled and went back to work. The words so struck the parents that they were speechless. Then tears started to stream down their cheeks. Though no words were spoken, both knew what must be done. That evening the husband took the grandfather’s hand and gently led him back to the family table. For the remainder of his days he ate every meal with the family. And for some reason, neither husband nor wife seemed to care any longer when a fork was dropped, milk spilled, or the tablecloth soiled. QUESTIONS: 1. What is the setting of the story? 2. Who are the characters? 3. What is the conflict? How it was resolved in the story? 4. What is the theme? How it is applicable in our present situation? Activity 2 Write your own narrative with 5-8 sentences. You can have the working title “My Experiences During Pandemic”. You can narrate what you have learned during this time. What have you accomplished so far? Remember to indicate the needed elements; setting, character, plot, and theme. Use transitional devices to link the events or experiences in the story. My Experiences During Pandemic 5 Remember that your narration will be graded according to the following criteria. Content (the essential elements in narration are developed): 10 pts. Originality (personal experiences during the pandemic are shared): 5 pts. Organization (turn of events with the use of transitional devices): 5 pts. TOTAL SCORE: 20 pts. VALUING The pandemic that we are experiencing since March tested our faith in God no manner how we perceived Him / Her to be. It strengthened our bonding to our family. We reinvent ourselves especially during the times we continuously hear news of deaths, sufferings, cases of COVID-19, and endless anxiety if we will also be infected. Our belief of God is manifested on ourshared stories and capsulated feelings during this time. We continue to retell this story of ours in different avenues POSTTEST Directions: Match the items in column A with the items in column B. Write the letter of your answer on your paper/ answer sheet. A B 1. It is the central truth or idea about life. a. Plot 2. It is the problem to be solved in the story. b. Setting 3. It serves as background of a story. c. Theme 4. They speak and act naturally. d. Character(s) 5. It is the sequence of events. e. Conflict REFERENCES Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D. 2016. Critical Reading and Writing for the Senior High School. Quezon City: Lorima Publishing Inc. 6 LESSON 2 EXPECTATIONS This is your self-instructional learner module in Reading and Writing. All the activities provided in this lesson will help you learn and understand: Patterns of Development in Writing: Description. Specifically, you will learn the following in this module: 1. Know the structure of the descriptive pattern; and 2. Construct descriptive paragraph on a given topic. PRETEST Directions: Write TRUE if the statement is correct and FALSE if otherwise. Write your answer in your paper/ answer sheet. 1. Descriptive paragraph helps the reader to see the picture of an object in its absence. 2. The topic sentence is always found in the first sentence of a paragraph. 3. The sensory impressions are those pertaining to the senses. 4. Figures of speech are for poetry only. 5. Descriptive paragraphs build images in the reader’s imagination. RECAP Let us recall our previous lesson on patterns of development in writing. There are eight patterns of paragraph development in writing. Narration as discussed in our last lesson extends the requirement of chronological ordering of events or situations. The use of transitional words or phrases signal the time of the turn of events. Narration is telling a story and it embodies the elements of setting, character, plot, conflict, and theme. This module will help you understand description as another pattern of development in writing. 7  LESSON When we write paragraphs, we tend to recreate an imaginative representation of the ideas that we have acquired and assimilate. These paragraphs extend our vision in a written form. Words and group of words became a circulating body of invisible objects ready to be digest by another entity of interpretation and representation. 1This module once again will explore the other pattern of development in writing, the world of descriptions. Description is one pattern of paragraph development that paints pictures with words and brings the action or scenes to the reader. It appeals to the senses -smell, taste, hear, sight, and touch through the imagination of the readers. It builds mental images for the reader; it makes present what is absent. -Source: Prentice Hall, Grammar and Composition 3 To write a good description you should learn to observe keenly and accurately. Your eyes gather visual images; your ears gain auditory images, and your mouth forms taste images. Behind the sense organs is the mind which selects important details and allows unimportant details to go unheeded. Successful description demands a special technique depending upon the purpose of the description. If you want to tell what a house looks like, use objective or factual and scientific description. It describes the scene as it is and stays away from emotional expression. Thus, “The house is painted blue, spacious, and Mediterranean style”. If you want to give the effect the house has on you, your description will be subjective or suggestive and imaginative. This kind of description is based on opinion, emotion, and the author’s own perception of a subject. It also looks at how one sees something and wants something to be seen. “The house looks refreshing and exciting for the beauty of its location”. The purpose of your description gives your work unity. 8  Descriptive writing should always contain strong, specific details. Features such as color, size, texture, shape, and condition should be expressed clearly and sharply in action verbs, precise nouns, and colorful adjectives. Descriptive writing conveys a dominant impression through specific details, sensory impressions, and figures of speech. The central dominant impression is the focus of topic sentence that occur commonly at the beginning of a descriptive paragraph. It helps the reader in understanding the text for it sets the scene. It also provides a preview of what the story will be. It also persuades the readers to continue reading. The supporting details to the central dominant impression are the senses of sights, smells, sounds, textures, and feelings commonly known as sensory impressions. It helps in developing an absent things or ideas in the mind of the readers. The beauty of linking one idea to another using figures of speech to provide dramatic exchange of events and experiences add to the totality of the story. When we talk about figures of speech, we tend to recall commonly used in any paragraph development in writing. Simile is a comparison of two things through the use of “like” or “as”. Metaphor is a direct comparison of two things. Personification is the use of human characteristics to describe animals, things, or ideas. Suggestions for Writing Using the Descriptive Pattern 1. Decide on a particular topic. It can be a person, place, experience, or even objects that has an impact on you and you can deliberately discuss and explore it. 2. Think and formulate your dominant impression and start drafting a statement. 3. Consider your secondary purpose in writing your paragraph. It can be to deliver entertainment or just to inform your readers on a particular topic. 9  4. List down many details and sensory impressions as you imagine your particular topic. Bank different vivid descriptions that will help you explore your dominant impression. 5. Organize the flow of your sentences trying to imagine how your readers can understand your point and be familiar with your topic. 6. Consider the involvement of your reader’s emotions. It is there that you can be successful in conveying your goals in writing a descriptive pattern. 7. Revisit your draft for consistency of tense, emotions, mood, and the strength of your words’ vividness and its unity in the dominant impressions that you presented. Let’s try this. How does one begin a description? Remember that the opening sentences should set the mood and give a general, visual image of the subject. The succeeding sentences will support the development of these central images or ideas. Let us examine the following paragraph. (1)Then the sun was sinking and every prismatic color was reflecting back from this ice-encased world. (2) The valley had become like Ali Baba’s Treasure Cave that I had read about as a child. (3) I found my eyes and throat aching with the beauty that blazed outside the train windows. (4) Jewels seemed to glitter from every bush, even withered blade of grass, every twig: sapphires and turquoise, emeralds and amethysts, rubies crystals, diamonds. -Catherine Marshall as mentioned in the Prentice Hall Grammar and Composition 2. 10  The first part of the paragraph is objective and towards the end, it changes to subjective. ACTIVITIES Activity 1 Using the above descriptive passage, choose the best answer by writing the letter of your choice on your paper/ answer sheet. 1. “The valley had become like Ali Baba’s Treasure Cave that I had read about as a child.” is what kind of figure of speech? A.Metaphor B. Simile C. Personification 2. What time of the day is described in “…the sun was sinking…? A.Dawn B. Sunset C. Sunrise 3. “Jewels seemed to glitter from every bush, even withered blade of grass, every twig: sapphires and turquoise, emeralds and amethysts, rubies crystals, diamonds? Is what kind of description? A.Objective B.Subjective C. Both objective and subjective 11 Activity 2 Write your own descriptive paragraph with 5-8 sentences. You can have the working title “The Pandemic’s Hero and Heroine in White Gown”. You can describe what you have learned and seen during this time. What have you felt upon hearing news about the sacrifices of our front liners? Remember to include the central dominant impression, sensory impression, and the magic of figures of speech. The Pandemic’s Hero and Heroine in White Gown Remember that your narration will be graded according to the following criteria. Content (the essential elements in narration are developed) 10 pts. Originality (personal experiences during the pandemic a r e shared) 5 pts. Organization (turn of events with the use of transitional devices) 5 pts. TOTAL SCORE 20 pts. VALUING There are modern heroes and heroine in our society during this pandemic. They unselfishly serve the nation with high hopes. They remain true to their promise when they pledge before the witnessing crowd. Their white gown is enveloped with fear of being infected but the need and love to serve others uplift their spirit to continue. There are also other heroes and heroine in their own special way like garbage collector, barangay front 12 liners, cashiers, food delivery drivers, pharmacists, vendors, and the healthy and young volunteer of each family to do some errands in going out of the safety their humble home offers. Let us always pray for all these modern heroes and heroine of our society. POSTTEST Directions: Match the items in column A with the items in column B. Write the letter of your choice on your paper/ answer sheet. A B 1. It builds mental images to the a. Objective minds of the reader. 2. It is based on the opinion, emotion, b.Description and the author’s own perception. 3. It describes the senses of sight, c.Subjective smell, sound, texture, and feeling. 4. It describes the scene as it is. d. Dominant impression 5. It focuses on the topic sentence in an e. Sensory impression Descriptive paragraph. References Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D. 2016. Critical Reading and Writing for the Senior High School. Quezon City: Lorima Publishing Inc. Gary Forlini, et al. 2005. Prentice Hall Grammar and Composition 2. Pearson Education South Asia Pte. Ltd. 13  KEY TO CORRECTION Lesson 1 Lesson 2 NOTE: This module is adopted from the Department of Education – Division of Pasig City Reading and Writing Patterns of Development in Writing: Narration and Description 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 the exploitation of such work for a 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 - Schools Division of Pasig City