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Q1/W1 SHS Reading and Writing Skills Quarter 1 Learning Activity Sheet 1 Patterns of Development Negros Occidental High School Government Property NOT FOR SALE  English – Grade 11/12 English Learning Kit RWS: Week 1 - LAS 1 Patterns o...

Q1/W1 SHS Reading and Writing Skills Quarter 1 Learning Activity Sheet 1 Patterns of Development Negros Occidental High School Government Property NOT FOR SALE  English – Grade 11/12 English Learning Kit RWS: Week 1 - LAS 1 Patterns of development Second Edition, 2021 Published in the Philippines Negros Occidental High School Corner Araneta-Hernaez Sts., Bacolod City, Negros Occidental 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. This English Learning Kit is developed by the Negros Occidental High School and to be utilized by its teachers and students only. ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or transmitted in any form or by any means electronic or mechanical without written permission from Negros Occidental High School. Development and Enhancement Team of Reading and Writing Learning Activity Sheet Negros Occidental High School Senior High school Writer/ Developer/Enhancer: Rhoda P. Embang Cover Page Designer: Deyru J. Morancil Quality Assurance Team: Rosanna B. Tasic Keithley P. Bejemino Rhoda P. Embang Eunice A. Malala School Management Team: Donna Bella O. Aposaga Asst. Principal II for Academics, SHS Mario S. Amaca Principal IV i  Introductory Message Welcome to Grade 11/12 READING AND WRITING SKILLS! The English Learning Kit is a product of the collaborative efforts of the Negros Occidental High School English Coordinators, writers, illustrators, layout artists, enhancers, reviewers, editors, and Quality Assurance Team. This is developed to guide you dear learning facilitators in helping our learners meet the standards set by the K to 12 Curriculum. The English Learning Kit aims to guide our learners in accomplishing activities at their own pace and time. This also aims to assist learners in developing and achieving the lifelong learning skills while considering their needs and situations. For the learning facilitator: The English Learning Kit is developed to address the current needs of the learner to continue learning in the comforts of their homes or learning centers. As the learning facilitator, make sure that you give them clear instructions on how to study and accomplish the given activities in the material. Learner’s progress must be monitored. For the learner: The English Learning Kit is developed to help you, dear learner, in your needs to continue learning even if you are not in school. This learning material aims to primarily provide you with meaningful and engaging activities for independent learning. Being an active learner, carefully read, understand and follow the instructions given. ii  WEEKLY HOME LEARNING PLAN Subject: Reading and Writing Skills Quarter: 1 Week No.: 1 LAS No.: 1 Day and MELC Formative Learning Task Mode of Summative Assessment Mode of Delivery Time (Self-Test) Delivery Learning Task Date of Submission Thursday 1. Answer pre-activity, 10 Uploading and Look for reading materials Uploading and 1:00 - 5:00 item test on pages 3-4. downloading around you. Identify the 09/27/21 downloading PM 2. Answer Task 1 on pages thru FB group pattern of development and thru FB group EN11/12RWS-IIIbf3 4-5. and messenger the discipline/field where and messenger 3. Answer Task 2 on pages for MDL-Digital. each text belongs. They for MDL-Digital. 6-7. Printed modules should be varied patterns; Printed modules 4. Answer Guide Questions for MDL-Print to no duplication. Include the for MDL-Print to on pages 7-8. be distributed/ source, title and author. be distributed/ retrieved in MDL-Print: In this answer retrieved in school. sheet, copy/cut and school. paste/photocopy your iii chosen texts. You may use extra sheet of paper if necessary. MDL-Digital: Copy the texts online or take pictures from your available reading materials. Include the link for online sources. For the pictures of texts, include the source, title and author. You can submit in word/pdf file. Prepared by: RHODA P. EMBANG Subject Teacher, RWS  LEARNING ACTIVITY SHEET NO. 1 READING AND WRITING ACTIVITY SHEET I. Most Essential Learning Competency (MELC) Compare and contrast patterns of development EN11/12RWS-IIIbf3 II. Background Information for the Learners Patterns of Development ✓ They refer to the logical arrangement of ideas. ✓ They help distinguish major details from minor details. ✓ They are also called the patterns of organization, rhetorical modes, or rhetorical styles. The patterns of development will help us determine the relationship of ideas in a text to comprehend and analyze it better. Signal words help us determine the pattern of development by identifying its essential elements such as the supporting details. A good way of summarizing a text and determining its developmental pattern is through the use of graphic organizers. Pattern of Description Elements Signal Words Graphic Development Organizer Chronology It organizes ideas or events 1. Main idea After, afterwards, according to time. 2. Major dates and as soon as, at, at FORMS: events such as the this/that point, chain of events a) Narration - sequences final outcomes before, during, events in the order in which 3. Major stages / eventually, finally, cycle they occurred in time. steps first, immediately, b) Process - organizes 4. Order of later, meanwhile, timeline details based on stages or presentation next, next week, steps. presently, soon Description It provides details on the 1. Type of above, across, idea. description adjacent to, TYPES: used against, along, concept map a) Sensory - ideas are 2. clustering of away from, back arranged based on one or details of, behind, below, all of the five senses 3. progression of beneath, beside, b) Spatial - arranges ideas description down, farther, by location or physical space here, in, over c) Evocative - consciously brings to your mind a feeling or image d) Informational - provides facts or knowledge 1  Pattern of Description Elements Signal Words Graphic Development Organizer Definition It helps clarify and explain 1. Term to be is defined as, as concepts by answering the defined defined, means, spider map / question “What does it 2. Detailed refers to, semantic web mean?” explanation of to define, the term to illustrate Exemplification This presents the general 1. Main idea after all, as an statement and then 2. Specific example, consider provides specific and examples the following, for Spider map / concrete examples to example, for Semantic web expound on the main idea instance, in other words, in particular, in short, namely, put another way, specifically, stated differently, to illustrate Classification It organizes ideas into 1. Superordinate another, another /Division categories or divisions- (name of the kind, classified as, based criteria or standards. larger group) final type, one kind, 2. Subordinate the first category, Network tree (subcategories) the last group, the 3. Relationship next part between them Comparison and It organizes ideas based 1. Purpose of Comparing Contrast on how events, places, comparison also, as, both, people, things, and 2. Points of equally, in concepts are similar to or comparison comparison, like, Venn diagram different from one another 3. Actual likewise, similarly, similarities and to compare Compare and 2 WAYS: differences of contrast matrix a) Separately (Block items being Contrasting Method) - describing the compared although, and yet, first item first followed by as opposed to, but, the second item conversely, b) Side-by-side (Point-by- despite, however, point) - discussing both otherwise, unlike items based on each point of comparison Problem- Organizes ideas into 1. Problem (5wh, but, Solution problems and proposed how) first, second, solutions 2. Major effects of nonetheless, problem-solution the problem one reason for the, map 3. Possible one solution is, one solution way is, the problem, the solution 2  Pattern of Description Elements Signal Words Graphic Development Organizer Persuasion It shows how a set of 1. the issue Emphasizing a evidence leads to a logical 2. the position Point conclusion or argument. 3. supporting again, in fact, for evidence that this reason, truly, supports the indeed position persuasion map Concluding & Summarizing accordingly, consequently, inevitably, thus, therefore Conceding a Point admittedly, assuredly, certainly, granted, true Cause and It organizes details based 1. Purpose of the Causes Fishbone map Effect on the cause or reason and text as, because, being the result or consequences. 2. Relationship that, due to, for, for Organizers: between causes the reason that, in a) Single cause, and effects that, in view of, multiple effects 3. Potential causal inasmuch as, one b) Single effect, fallacies or illogical reason, owing to, multiple causes arguments seeing that, since c) Multiple causes, multiple Effects effects accordingly, as a d) Alternating consequence, as a causes/Effects result, because, in a chain consequently, for (Domino Effect) this reason, hence, in consequence, thus, so, therefore, so that III. Activities A. Pre-activity Direction: Read each item carefully and determine the pattern of development referred to. Use your notebook to write the letter of your answer. 1. It provides details arranged based on one or all of the five senses. A. Classification B. Sensory Description C. Spatial Description 2. It organizes ideas into categories or divisions-based criteria or standards. A. Classification B. Definition C. Description 3. It helps clarify and explain concepts by answering the question “What does it mean?” A. Classification B. Definition C. Description 3 4. It organizes ideas based on how events, places, people, things, and concepts are similar to or different from one another A. Chronology B. Exemplification C. Comparison and Contrast 5. This organizes ideas or events according to time. A. Chronology B. Exemplification C. Comparison and Contrast 6. It provides details based on location or physical space. A. Classification B. Sensory Description C. Spatial Description 7. This presents the general statement and then provides specific and concrete examples to expound on the main idea. A. Chronology B. Exemplification C. Comparison and Contrast 8. It shows how a set of evidence leads to a logical conclusion or argument. A. Cause and Effect B. Persuasion C. Problem-Solution 9. It organizes details based on the cause or reason and the result or consequences. A. Cause and Effect B. Persuasion C. Problem-Solution 10. This organizes ideas into problems and proposed solutions A. Cause and Effect B. Persuasion C. Problem-Solution B. Activity Proper Task 1: Read the following texts and determine the pattern of development used for each. You may encircle the signal words as your guide. Text #1 Panaad sa Negros Festival was conceptualized in 1993 by the Provincial Government and representatives of the private sector to showcase the festivals of each of the then six (6) cities and 26 municipalities of Negros Occidental. Panaad was also seen as a way to showcase the cities and municipalities’ history, cultural heritage, business and industry and tourism potential. The first Panaad sa Negros Festival was a three-day affair which opened in April 30, 1993, a significant day because on this day in 1901 Negros Occidental and Negros Oriental became separate provinces. The festival was held at the Provincial Capitol Park and Lagoon fronting the Provincial Capitol for the first four years. As the festival became bigger each year, a bigger venue was needed. In 1997, the festival was held at the reclaimed area near where BREDCO Port is now located. The construction of the Panaad Park and Stadium in Mansilingan, Bacolod City for the Palarong Pambansa in 1998 paved the way for the establishment of the Panaad Park as the permanent home of the festival. The park hosts the themed pavilions of the 13 cities and 19 municipalities of Negros Occidental, including the highly urbanized provincial capital, Bacolod City. https://www.experiencenegros.com/panaad-sa-negros-festival/ Text #2 Tacloban, Leyte was a disaster after the Typhoon Yolanda. The place was a rumble of dead people and dead animals scattered in all corners within the sight’s reach. The cries of the survivors, disparaged and traumatic, were deafening in the midst of massive turmoil and chaos. The humidity and heat exhausted every single signs of life, even those of the rescuers and medical staff. It was such a grievously nightmarish catastrophe to witness. - “Aftermath of Typhoon Yolanda” 4 Text #3 Déjà vu is a French word that means “already seen”, which has also been described as a feeling or experience that one has seen or done something before. For example, you are waiting in a queue to check out at the grocery store and the lady behind you asks you to hand her a pack of cigarettes. Suddenly, you are astounded of an overwhelming feeling that you have been there in that exact same spot, talking to the same lady, even the same brand of smoke. Even though everything seems very so familiar, you know that there is no way that could have happened before. There are many theories that explain why and how this phenomenon happens. One theory is that déjà vu is connected with temporal lobe epilepsy, but people without a history of epilepsy have also experienced déjà vu. Psychiatrists believe it is something in your brain that confuses an event that happened in the past with the present. Another theory is parapsychologists think it is an event connected with past life. Whether déjà vu is an experience of the paranormal or simply some confusion in the mind, It is a puzzling feeling of having “already seen”. - “Déjà vu” Text #4 There are three basic forms of political body existing in the country. One is the barangay system, where members of the community could gather around no matter what social status they belong. This is led by the barangay captain or chairman, who most especially but alternatively acts as a peace-process chief. Another form is a local government run by the mayor of the town, who assumes control over decision making and infrastructural development including highways, bridges and ports. And lastly, the national government which is ruled co-equally by the president, congress and judiciary, reign over the entire nation. This form of political body oversees the total development of the country by designating checks and balances of power in law-making, legal assessments and implementation of the regulations. Thus, the three forms of government play significant roles in building the country and unifying the people as one nation. - “Political Body” Text #5 The traditional roles of men and women differ in many ways. Men are expected to be breadwinner and sometimes assist women in household chores. Women are primarily tasked to rear children in the family and do major works at home. However, men and women alike cry under the load and insist they are overworked, yet underappreciated. Women as wives, have more to complain about than men. More housekeeping burden false on their shoulder than on their husbands’ even though men are normally earners for the family, some women also work but are paid less and promoted less often. Furthermore, some men who thought of extending their diligence in performing their functions wash dishes, iron the clothes, or even do the cooking - perhaps, made into a laughing stock among male colleagues. As a conclusion, the changing roles among men and women seemingly bring stress taking its toll on their children. - “Societal Roles” Text #6 Crime and punishment have totally grown out of proportion in the society. In particular, juvenile delinquency is rapidly growing. The government claims that the conditions are improving, yet criminality is still not deteriorating. Crime does not only destroy the law breaker, but also the lives of his family members. Confinement bills are getting more and more expensive, and taxpayers are bursting into complaints about their money being used to finance law-breakers. Thus, questions arose as to what key factor is in criminality - Is it genetics? Is it about family problems? Is it because of social alienation? What about peer pressure? Can it be brought by cultural upheaval from the switch of traditional to modern 5  society? Or is it just because of lack of education? While the cause of criminality is still inexplicable, the cure is very essential to sustain a peaceful society. - “Crimes and Punishment” Text #7 There is a massive increase in the number of homeless individuals in the Philippines. According to a website source, the decrease in public assistance such as social security, unemployment and underemployment, mental and emotional disorders such as Severe Depression are some of the common reasons of this phenomenon. Although this problem has been brewing into a worse condition, people in the country can very well do something to solve it. Apart from giving donations to agencies designated to respond to this concern, the government can finance housing programs in order to minimize the dramatic increase in homeless Filipinos. If the government in the Philippines would just be honest and true enough in providing services and extending help to those citizens who are badly in need of it, homelessness and other major problems in the country could be solved in no less than a year. - “Housing” Text #8 While our nation experiences rapid economic growth, our standard of education must be able to keep up and provide a proficient and well-educated workforce. Higher education opens up numerous opportunities for individuals to uplift their lives and become productive members of society. However, the unfortunate fact is that a college education is out of reach for majority of Filipinos. According to the Department of Education, our public school system produces close to 2 million graduates each year. But out of forty-five (45) students who graduate from high school, only twenty-six (26) will enter college. Further, the 2010 Annual Poverty Indicators Survey shows that sixteen percent (16%) of the estimated thirty-nine million Filipinos, aged six (6) to twenty-four (24) years old, are Out-of-School-Youth (OSY). The survey reveals that the primary reasons for this are the high cost of education, and because the youth are employed or would rather search for employment. It is thus evident that quality higher education must be more accessible to the students. - Sponsorship Speech on S.B. No. 93 By Sen. Pia Cayetano Task 2: Read the given texts. Compare and contrast the following texts in terms of discipline (field where they belong), patterns of development and signal words used. Write your answer in the Venn diagram. TEXT 1 To change your Wi-Fi password, you simply have to follow five simple steps. First, login to the Router admin panel by entering the default IP address in your preferred browser. Now, enter the default username and password. Then, navigate to Wireless > Wireless Security > Security Options/Security Mode set to WPA2 only and look for a tab called Password or Pre-shared Key. Next, enter a password of your choice and click on Apply. Finally, restart your WiFi router and enter the new password to connect. https://www.purevpn.com/wifi-vpn/change-wifi-password 6  TEXT 2 The coronavirus disease (COVID-19) is an infectious disease caused by a new strain of coronavirus. This new virus and disease were unknown before the outbreak began in Wuhan, China, in December 2019. On 30 January 2020, the Philippine Department of Health reported the first case of COVID-19 in the country with a 38-year-old female Chinese national. On 7 March, the first local transmission of COVID-19 was confirmed. WHO is working closely with the Department of Health in responding to the COVID-19 outbreak. https://www.biopath.ph/what-is-covid-19/ C. Performance Task See attached Performance Task. D. Guide Questions 1. In Task 1, how were you able to determine the pattern of development used in each paragraph? 2. Why is it important to determine the pattern of development used in a text? 3. In what disciplines do we usually encounter these patterns of development? 4. How were you able to compare and contrast the two texts in Task 2? What were your basis? IV. Reflection Read the given items. Put a check under the column which corresponds to your answer. If your answer is NO, give a brief explanation why. Yes No Why? 1. I understand what patterns of development are. 2. I can identify signal words. 3. I can distinguish the different patterns of development. 4. I can determine the developmental pattern of a text. 5. I need more exercises on this topic. 6. I believe I can apply this concept in my everyday life. 7 V. Answer Key Pre-Activity Task 1 Task 2 1. B 1. Chronology 2. A 2. Description Text A 3. B 3. Definition Text B ⚫ ICT (field) 4. C 4. Classification ⚫ Health (field) ⚫ First, now, then, ⚫ dates (signal 5. A 5. Compare and next, finally Chronology words) 6. C contrast (signal words) ⚫ Shows 7. B 6. Cause and Effect ⚫ Shows narration 8. B 7. Problem-Solution process 9. A 8. Persuasion 10. C Guide Questions: 1. Identify the main idea, supporting details, and signal words 2. To understand the purpose of the author, content of the text and relationship of ideas 3. Answers may vary Science Compare and Contrast, Problem-Solution, Cause and Effect, Chronology, Classification Social Science Compare and Contrast, Problem-Solution, Cause and Effect, Chronology, Exemplification, Classification Math Compare and Contrast, Problem-Solution Literature Chronology, Compare and Contrast 4. Look for the signal words and the elements present for each pattern. VI. References Printed Resources Anudin, A.G. and Peña, A.S. (2016). Reading and Writing. Quezon City. Vibal Group Inc. Autida, M.B., Narca, A.F. and Panugaling, M.C. (2016). Cebu City. MCP Shakespearean Creations Publishing. Barrot, J.S. (2016). Academic Reading and Writing for Senior High School. Quezon City. C&E Publishing, Inc. Tandoc, S.D. (2016). Reading and Writing Skills for Senior High School. Manila City. Mindshapers Co., Inc. Online Resources (For Additional Inputs) https://www.cnnphilippines.com/news/2020/9/5/Private-schools-academic-freeze- learning-loss.html https://www.purevpn.com/wifi-vpn/change-wifi-password https://www.slideshare.net/aliciamargaretjavelosa/patterns-of-development-read-and- writing https://www.slideshare.net/tinelachica04/lesson-4-patterns-of-development-in-writing https://www.usgs.gov/faqs/what-earthquake-and-what-causes-them-happente. https://www.youtube.com/watch?v=N9099ux5N8w 8  Name: Gr. & Sec: Reading and Writing Skills LAS 1: Compare and contrast patterns of development EN11/12RWS-IIIbf3 Performance Task # 1 Instruction: Look for reading materials around you. Identify the pattern of development and the discipline/field where each text belongs. They should be varied patterns; no duplication. Include the source, title and author. MDL-Print: In this answer sheet, copy/cut and paste/photocopy your chosen texts. You may use extra sheet of paper if necessary. MDL-Digital: Copy the texts online or take pictures from your available reading materials. Include the link for online sources. For the pictures of texts, include the source, title and author. You can submit in word/PDF file. Scoring: For every text, one point for the pattern of development and another point for the discipline will be given. 9 patterns of development x 2 points = 18 points. Two points will be given for complete list of sources. One point for incomplete list of sources. This task has a total of 20 points. 9