Reading and Writing Skills - Quarter 3 - Module 1 - PDF

Reading and Writing Skills Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines CO_Q3_Reading and Writing Skills SHS Module 1 Reading and Writing Skills Alternative Delivery Mode...

Reading and Writing Skills Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines CO_Q3_Reading and Writing Skills SHS Module 1 Reading and Writing Skills Alternative Delivery Mode Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines First Edition, 2021 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 Reviewers: Cyril E. Sales, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H. Marquez, Jhonathan S. Cadavido, Amabelle G. Labitag, Aleli C. Juliano, Gene Ross Jose I. Silva Illustrator: Rhodora B. Crisologo, Jayson K. Latade Layout Artist: Victoria P. Gabiano, Mark Joseph O. Torres, Jayson K. Latade Management Team: Francis Cesar B. Bringas Job S. Zape, Jr. Ramonito Elumbaring Reicon C. Condes Elaine T. Balaogan Fe M. Ong-ongowan Daisy Z. Miranda Buddy Chester M. Repia Vincent Emmanuel L. Ilagan Henry P. Contemplacion Laila R. Maloles Printed in the Philippines by ________________________ Department of Education – Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: [email protected] Reading and Writing Skills Quarter 3 – Module 2: Patterns of Development in Writing Across Disciplines Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.  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 Lesson 2 – Description Lesson 3 – Definition Lesson 4 – Exemplification/Classification Lesson 5 – Comparison and Contrast Lesson 6 – Cause and Effect Lesson 7 – Problem-Solution Essay Lesson 8 – Persuasion After going through this module, you are expected to: 1. familiarize yourself with the different writing patterns in paragraph development; 2. identify the transitional words and phrases used in the different writing patterns; 3. write a short paragraph using certain writing pattern; and 4. 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 1 CO_Q3_Reading and Writing Skills SHS Module 1  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 b. Due to c. First d. When e. Where f. Second g. Lastly 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. Lesson Narration 1 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. 2 CO_Q3_Reading and Writing Skills SHS Module 1  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 elderly 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 an elderly even though he will be late for school. 4. Suddenly, he saw an old lady, carrying a full of basket, crossing the street. Then, answer the follow-up questions: 1. What words are used to signal the correct sequence of the events? 2. How do you think the ideas were able to relate to one another? 3. What do we call these words? 4. How do these words help to create a story? What is It Writing a paragraph involves a deep understanding of how one can achieve a 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 them 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 of 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. What’s More 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. Read the paragraph and answer the following questions on a separate sheet. 3 CO_Q3_Reading and Writing Skills SHS Module 1  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, a former 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. 1. Where and when did the story happen? 2. What transitional devices are used to indicate the chronological order of time? 3. What event happened first? 4. What does the paragraph tell? 5. 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 a 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 help 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 All transitional devices are appropriate; the narration was very clear. 3 points Some transitional devices are appropriate; the narration was clear. 1 point No transitional devices are used in the narrative; the narration is unclear. Notes to the Teacher You may use different rubric to assess learners’ writing tasks. 4 CO_Q3_Reading and Writing Skills SHS Module 1  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 stories 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 SIGHT HEARING SMELL TASTE TOUCH Example: black loud playful powdered soft furry Dog spotted barks berry scent hair concert beachside adobo 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? 5 CO_Q3_Reading and Writing Skills SHS Module 1  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 observations 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 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 a subjective description or an objective description. Be able to prove your answer in two (2) sentences. 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. What I Have Learned Choose the best word or group of words that will complete the statements. 1. ____________ is a writing pattern of developing paragraph using detailed observation about the subject. Objective 2. ____________ are used in writing descriptive paragraph. Subjective 3. ____________ can be in a form of word, phrase or clause. Description 4. ____________description presents impartial and actual picture Sensory Languages of the subjects without biases. Modifiers 5. ____________ description gives the personal impression of the writer. 6 CO_Q3_Reading and Writing Skills SHS Module 1  What I Can Do In a paragraph, describe the picture using your sensory languages. Here is the score guide: 5 points Appropriate modifiers are used to describe the picture. 3 points Modifiers used do not fit the picture being described. Inappropriate modifiers are used resulting to failure to provide 1 point acceptable description. 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. 7 CO_Q3_Reading and Writing Skills SHS Module 1  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. 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? 8 CO_Q3_Reading and Writing Skills SHS Module 1  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, the connotation is the secondary meaning of a word and is not necessarily included in the dictionary. Rather it is how a writer understands a word based on their own personal or consensual experiences. In the example: A dozen of pink roses are 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) + Differentiate. 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 belong. 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 that 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 San Pablo City is one of the oldest towns in the Philippines and 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 By stating its Lake, Calibato Lake, Mohicap Lake, Palakpakin Lake, Pandin characteristics Lake, Sampaloc Lake, and Yambo lake. These seven freshwater lakes are crater forms of a steam-blast eruption from Mt. Cristobal. In this time of global crisis, everyone is responsible for their By function actions, such as following the precautionary measures given by the health experts to avoid the spread of the virus. Far from the normal situations that we had before, the pandemic By what it is not makes each one of us skip buying unnecessary items. By what it is Carrot and sweet potato are both root crops which are good similar to source of carotenoids 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 By Examples and learning to be implemented in schools such as online learning, modular learning, and lastly learning from TV shows and radio programs. 9 CO_Q3_Reading and Writing Skills SHS Module 1  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. Due to the global pandemic, specifically COVID-19, the world embraces the new normal. People have become more conscious By its effect 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. 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 10 CO_Q3_Reading and Writing Skills SHS Module 1  What I Have Learned Using the semantic map below, write all your learnings 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 Highest point Your Score Clear topic sentence 5 points Evidences and examples are specific and 3 points accurate Mechanics of writing are observed 2 points Total 10 points Additional Activities Write two (2) definitions for terminologies you learned from your specialized subject. Provide a concise discussion of its supporting details by giving evidences or examples. Notes to the Teacher You may use different rubric to assess learners’ writing tasks. 11 CO_Q3_Reading and Writing Skills SHS Module 1  Lesson Exemplification and 4 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. 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 affect 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 Examples of Hazardous Substances a.__________________________________ b.__________________________________ Pollution 1._________________ c.__________________________________ d. __________________________________ a..__________________________________ 2. Air b.__________________________________ c.__________________________________ 12 CO_Q3_Reading and Writing Skills SHS Module 1  a.__________________________________ b.__________________________________ 3._________________ 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 those of the (a) topic sentence, (b) classification, (c) examples and d) transition words? 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 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 into 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. 13 CO_Q3_Reading and Writing Skills SHS Module 1  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 a side and be specific in explaining your point of view by providing clear examples and illustrations to support your arguments. Writing Task 2: You are one of the business proprietors at your school’s ongoing 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. 14 CO_Q3_Reading and Writing Skills SHS Module 1 Here is the rubric for your writing task: Total Your Criteria Descriptions Score Score Paragraph Structure Clearly states the main idea to capture the (Topic Sentence, reader’s attention, adds concrete and Supporting details interesting details and brings closure to the 5 pts. and Conclusion) paragraph written. Effectively uses a high degree of appropriate Transitional transitions to show development from one 5 pts. Expressions sentence to another Grammar and Has no spelling, punctuation and 2 pts. Punctuation grammatical errors Total 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. 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 a pattern of development of writing makes you associate similar things or processes 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. German Shepherd, Golden Retriever, Persian Siamese, Siberian Husky 2. on land, by water, by air, by bus 15 CO_Q3_Reading and Writing Skills SHS Module 1  3. carrot, cabbage, radish, onion 4. jazz, rock, pop, ballet 5. 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 has 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. Junior Senior High High School 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 their advantages and disadvantages so they can 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 May 21, 2020, https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and-contrast/ 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. 16 CO_Q3_Reading and Writing Skills SHS Module 1 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 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 between Junior High School and Senior High School. Be guided by the rubric below. Description Highest point Your Score Has a clear and strong-hook topic sentence 5 points Evidences and examples are specific 3 points Has no errors in grammar, spelling and 2 points punctuation marks Total 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 __________. 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 to 5 points support the topic Uses specified format/style 3 points Grammar, spelling and punctuation marks are 2 points correct Total 10 points 17 CO_Q3_Reading and Writing Skills SHS Module 1  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 Lesson Cause and Effect 6 Reasons and results are two things that interest readers. Thus, it is important for writers like you need 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 differences 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 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.) 18 CO_Q3_Reading and Writing Skills SHS Module 1  CAUSE EFFECT Answer the following questions on a separate sheet. 1. What is the main idea of the text? 2. What is the idea that explains why the event happened? 3. What is the idea that explains the consequence of the event? What is It Cause and Effect is a text development pattern that explains why something happens. It also states what results in 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 check (✓) if the item is suited for a cause-and-effect text or a cross (x) if not. 1. How to play drums 2. Impact to technology in education 3. Importance of daily reading habit 4. Increased drop-out rate in a school. 5. 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: _______________________ 19 CO_Q3_Reading and Writing Skills SHS Module 1  What I Can Do COVID-19 took the lives of over 29,000 Filipinos and soared to over 1.6 M cases in the country. Write a five-sentence paragraph that explains why there were so many cases even when people are given precautions and community quarantine measures. Use cause and effect pattern of development. The rubric below may be used in this output. 5 points 3 points 1 point The paragraph states cause The paragraph states The paragraph states no and effect and all cause and effect but few cause and effect and it transitional devices are transitional devices are uses inappropriate properly used. used. 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. 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. 20 CO_Q3_Reading and Writing Skills SHS Module 1  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. 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: Describe the problem only in terms of its effects. Effects only Use examples. Causes and Outline the causes of the problem. effects Discuss solutions in terms of preventive measures. Extended After a topic sentence, illustrate the problem by using an extended example 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. 21 CO_Q3_Reading and Writing Skills SHS Module 1 Here are some ways to present solutions: Preventive Ways to prevent the problem from occurring in the first place measures 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. A series of For example: if you have a neighbor who does not wear mask nor steps 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). Advice Give some advice and helpful hints. A choice of Include solutions that have already been tried, have been solutions unsuccessful, and new solutions which you are proposing. The following transitional devices can also help you develop your text. Introduction Middle Section/ Body Conclusion Nowadays… For instance… In conclusion… It is a common trend that… Such as/like… To conclude… Society is becoming Namely… To sum up… increasingly concerned about… 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 1 point The paragraph states no The paragraph states The paragraph states cause and effect and it cause and effect and all cause and effect but few uses inappropriate transitional devices are transitional devices are transitional devices. properly used. used. What I Have Learned Arrange the following steps in developing a problem-and-solution text. _____ 1. Brainstorm to identify several solutions. _____ 2. Gather supporting information. _____ 3. Define the problem to be solved. 22 CO_Q3_Reading and Writing Skills SHS Module 1 _____ 4. Decide how to organize your writing. _____ 5. Write a thesis statement. _____ 6. Support your thesis with examples and details. _____ 7. 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. 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 is 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 Write your answers on the table after reading the paragraph. Are the latest smartphones worth the spend of extra money? Newer and more advanced versions of these phones are becoming popular in the market. However, the previous models seemed to have been satisfying people’s needs just fine as well. So, what is the difference? ISSUE ARGUMENT EVIDENCES 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? 23 CO_Q3_Reading and Writing Skills SHS Module 1  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 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/.) 24 CO_Q3_Reading and Writing Skills SHS Module 1  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 little persuasive text and it does uses appropriate uses appropriate not use appropriate arguments and arguments and evidences. arguments and 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. 25 CO_Q3_Reading and Writing Skills SHS Module 1  Assessment A. Choose the correct transitional devices. Write your answers on a separate paper. a. So b. Due to c. First d. When e. Where f. Second g. Lastly 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 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 26 CO_Q3_Reading and Writing Skills SHS Module 1  Module 1 CO_Q3_Reading and Writing Skills SHS 27 Lesson 3: What’s more Method Sentence/s By example Sentence 4, Sentence 8-9, Sentence 10 By stating characteristics Sentence 8, Sentence 3 By explanation of use or Sentence 7 function 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 Masayahin Senior High, during his first class in Grade 11. At First , Then, After a year, In the end I entered the class and Jasper offered me a seat. a story in chronological order What I know 1. C 2. A 3. B 4. B 5. A 6. A 7. A 8. B 9. E 10. B 11. A 12. C 13. F 14. G 15. H Answer Key  Module 1 CO_Q3_Reading and Writing Skills SHS 28 Assessment 1. E 2. B 3. A 4. C 5. F 6. G 7. H 8. A 9. A 10. A 11. B 12. C 13. B 14. A 15. B Lesson 6: What's More 1. x 2. ✓ 4. ✓ 3. ✓ 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 References Books Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse, 2019. Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and Writing Skills Quezon City: Rex Publishing Inc., 2016. Plata, Sterling M. et.al. New Literacies: Critical Reading, Writing, and Viewing. Laguna: Trailblazer Pub, 2013 Rebecca D. Espina and Felicidad P.Espina, Technical writing for Filipino students, Quezon City: Katha Pub, 1995. Journal Betzalel, Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion of Bimetal Rods,” Journal of Engineering for Industry, 1983. Online Sources Ahon Writing Workshop, Problem-Solution Essay, Accessed May 22, 2020 http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf Argumentative Essays," Purdue University, accessed May 22, 2020, https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writin g/argumentative_essays.html. Argumentative Essay,Literary Devices, accessed May 22, 2020, https://literarydevices.net/argumentative-essay/. Christine Sarikas, "3 Strong Argumentative Essay Examples, Analyzed" SAT / ACT Prep Online Guides and Tips, Jun 13, 2019 6:00:00 PM, https://blog.prepscholar.com/argumentative-essay-example. Cambridge Assessment English, “Writing a problem-solution essay,” Copyright 2020, Accessed May 22, 2020, www.lingoda.com, https://www.linkedin.com/company/lingoda-gmph "Come on… Convince Me: Your Guide to Writing a Persuasive Text", 3P Learning, accessed May 22, 2020, https://www.3plearning.com/blog/persuasivewriting/. “Compare and Contrast Essay Writing Guide.” Accessed May 20, 2020 https://www.essaytigers.com/how-write-compare-and-contrast-essay D. Ramirez, Problem/Solution Essay,MicrosoftWordHandbook_ProbSolnEssay.doc, February 15, 2011, http://spot.pcc.edu/~dramirez/262Writing8/Handouts/Handbook_ProbSol nEssay.pdf Harraju, Vinayad. “Rubrics for Paragraph Writing”.Forum for English Language Teachers-FELT. Accessed May 21, 2020. http://feltap.blogspot.com/2015/03/teaching-paragraph-writing-using- rubrics.html#.Xsca2MARW. 29 CO_Q3_Reading and Writing Skills SHS Module 1 Helpful tips for writing a successful persuasive essay, Scribendi, last modified May 19, 2016, https://www.scribendi.com/advice/how_to_write_a_persuasive_essay.en.html. Jenn, Kepka. Oregon Writes Open Writing Text. 2015, accessed May 21, 2020, https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and- contrast/ Student Sample: Cause-and-Effect Essay, Lumen Learning, accessed May 22, 2020,https://courses.lumenlearning.com/sunyenglishcomp1v2/chapter/st udent-sample-cause-and-effect-essay/. Tips and Tools: Comparing and Contrasting. Accessed May 21, 2020. https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/ Williams, Madalyn. Comparing the Block Method and Point by Point Method. February 21, 2017. Accessed May 20, 2020. https://prezi.com/hdigz1iuziht/comparing-the- block-method-and-the-point-by-point-method/ Writing a Compare Contrast Paper. Accessed May 21, 2020. http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/compare _contrast.html Writing for Success. Saylor Academy:2012. Accessed May 20, 2020, https://saylordotorg.github.io/text_writing-for success/s14-07-comparison- and-contrast 30 CO_Q3_Reading and Writing Skills SHS Module 1 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected]