English8 q4 Mod2 ReadingComprehension v2

Quarter 4 – Module 2
Reading Comprehension
English - Grade 8
Alternative Delivery Mode
Quarter 4 –Module 2: Vocabulary Development
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Author/s: Jhammy P. Peloton

Daphny D. Tucmo
Jessica Salugsugan
Marsherl Vicente Lopez
Reviewers: Levie D. Llemit, PhD , Jucel Lou L. Bayucot
Illustrator and Layout Artist: Daphny D. Tucmo
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Schools Division Superintendent
Co-Chairpersons: Conniebel C.Nistal ,PhD

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CID Chief
Members
Levie D. Llemit, PhD – EPS – I English
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8
ENGLISH 8
Quarter 4 - Module 2
Reading Comprehension
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Table of Contents
What This Learning Package is About................................................................................................... i

What I Need to Know................................................................................................................................... i
How to Learn from this Learning Package ......................................................................................... i
Icons of this Learning Package............................................................................................................... ii
What I Know.................................................................................................................................................. iii
Lesson 1
Identifying Positions of a Topic Sentence
What I Need to Know..................................................................................1
What’s New
Activity 1: Label Us!...............................................................................1
What Is It....................................................................................................2
What’s More
Activity 2: True or False.........................................................................4
What’s I Have Learned
Activity 3: Honing the Mind....................................................................5
What Is It....................................................................................................6
What I Have Learned..................................................................................6
What I Can Do............................................................................................7
Lesson 2
Identifying Details that Support the Topic Sentence
What’s In........................................................................................................9
What I Know
Activity 1:Connecting the Past and the Present.....................................9
What New ....................................................................................................10
Activity 2:Picture Analysis......................................................................9
What Is It
Supporting Details.................................................................................9
Activity 3: Let’s Try!......................…………………………………………12
What I Have Learned
Activity 4: It’s the final Countdown………………………………………...17
Activity 5: Let’s Do This!…………………………………………………….17
What I Can Do............................................................................................19
Activity 6: I Can Draw……………………………………………………....17
Lesson 3
Noting Explicit and Implicit Signals Used by the Writer
What’s In........................................................................................................20
What’s New
Activity 1: Picto-Analysis.......................................................................20
What Is It ......................................................................................................21
Interactional Language………………………………………………..…...17
Activity 2: Try This!………………………………………………………...17
Cohesive Devices………………………………………………………..……...17
Activity 3: Let’s Do It…………………… ………………………….……...17
What I Have Learned
Activity 4: Using Cohesive Devices……….............................................24
What I Can Do............................................................................................25
Activity 5: It’s Fine to Define………………………………..……………...17
Lesson 4
Interpreting and Following Instructions, Directions, Notices, Rules and Regulations
What’s In........................................................................................................25
Activity 1: The Past and the Present.....................................................25
What’s New
Activity 2: See the Difference.................................................................25
What Is It ......................................................................................................27
Activity 3: Let’s Do It!.............................................................................25
What’s More ..............................................................................................27
Activity 4 : Let’s Go Local …....................................................................28
Activity 5: Venn Diagram.........................................................................25
What I Can Do............................................................................................37
Activity 6: Let’s Analyze..........................................................................25
Lesson 5
Using Text Type Knowledge to Process Information in a Text
What’s New
Activity 1: Click.......................................................................................25
What Is It ......................................................................................................27
What’s More ..............................................................................................27
Activity 2 : Skillswise………….................................................................28
Activity 3: Let’s Do It!..............................................................................25
What I Can Do............................................................................................37
Activity 4: All In......................................................................................25
Lesson 6
Distinguishing Between General and Specific Statements
What I Know ………………………………………………………………...…..25
Activity 1: Missing Word........................................................................25
What’s In
Summary of Text Types.........................................................................25
What’s New ..................................................................................................27
Activity 2: General or Specific.....................................................................25
What Is It ...................................................................................................27
General and Specific Ideas......................................................................28
What’s More .................................................................................................31
Activity 3: Try This!...................................................................................34
Activity 4: Let’s Do It...............................................................................25
Activity 5: Which is More Specific?.........................................................25
What I Can Do............................................................................................37
Activity 6: Fill in the Table.......................................................................25
Lesson 7
Evaluating the Accuracy of a Given Information
What’s In........................................................................................................25
Activity 1: Real News Vs. Fake News...................................................25
What’s New
Activity 2: Read Me!...............................................................................25
What Is It ......................................................................................................27
Activity 3: Filling the Empty Chart..........................................................25
What’s More ..............................................................................................27
Activity 4 : Venn Diagram.........................................................................28
Activity 5: Honing the Mind....................................................................25
What I Can Do............................................................................................37
Activity 6: Multiple Choice......................................................................25
Lesson 8
Drawing Conclusions from a Set of Details
What’s In........................................................................................................25
Activity 1: Picto-Analysis........................................................................25
What’s New
Activity 2: Let’s Watch This....................................................................25
What Is It ......................................................................................................27
Activity 3: Let’s Do This!.........................................................................25
What’s More ..............................................................................................27
Activity 4 : Honing the Mind......................................................................28
Activity 5: Think About It........................................................................25
What I Can Do............................................................................................37
Activity 6: What Conclusions can you Make?........................................25
Lesson 9
Synthesizing Essential Information in a Given Text
What’s In........................................................................................................25
What’s New
Activity 1: Read Me!...............................................................................25
What Is It ......................................................................................................27
Figurative Language..............................................................................25
What’s More ..............................................................................................27
Activity 2 : Whole Poems..........................................................................28
Activity 3: Matching Type........................................................................25
What I Can Do............................................................................................37
Activity 4: I Can Do This..........................................................................25
Summary ............................................................................................................................38
Assessment: (Post-Test) ..................................................................................................38
Key to Answers............................................................................................................................................41
References.....................................................................................................................................................40
What This Module is About
Learning how to read is an amazing feeling. Learning how to

comprehend what we read is an empowering feeling. When reading any
literary texts, comprehension has been very important, some readers who
spend time decoding words tend to lose the understanding of what is being
read and that is a huge challenge.
Though it may appear so difficult to understand when you cannot

recognize the words and thought expressed by the author in his writings it
may become possible when you come to identify its structure, like identifying
the topic and supporting details that will lead you to better understanding and
goes beyond what is expressed. On this module, the student will learn the
easy way of apprehending text by not only knowing what he reads but by
understanding.
What I Need to Know
At the end of this module, you should be able to:

1. Identify positions of a topic sentence. (EN8RC-Iva-2.21.1)
2. Identify details that support the topic sentence. (ENBRC-Ivb-2.21.2)
3. Note explicit and implicit signal (like cohesive devices) used by the writer (EN8RC-
IVc-13.1)
4. Interpret and follow instructions, directions, notices, rules and regulations (EN8RC-
IVd-14.1
5. Use text type knowledge to process information in a text. (EN8RC-IVe-13
6. Distinguish between general and specific statements. (EN8RC-IVf-10.2)
7. Evaluate the accuracy of a given information. (EN8RC-IVh-2.12)
8. Draw conclusions from a set of details. (EN8RC-IVh-2.12)
9. Synthesize essential information found in a given text. (EN8RC-IVi-15)
How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Read and comprehend the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
i
Icons of this Module
What I Need to This part contains learning objectives
Know that are set for you to learn as you go
along the module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with
that of the current one.
viii
What’s New An introduction of the new lesson

through various activities, before it will be
presented to you
What is It These are discussions of the activities as

a way to deepen your discovery and
understanding of the concept.
What’s More These are follow-up activities that are

intended for you to practice further in
order to master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to

showcase your skills and knowledge
gained, and applied into real-life
concerns and situations.
ii
What I Know
I. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the best
answer from among the given choices.
1. A topic sentence introduces the overall _______ of a paragraph.
a. title b. concept
b. format d. word
2. Alanna is afraid of spiders. She screams every time she sees one. If she sees
one, she runs away. Identify the topic sentence in this paragraph.
a. Alanna is afraid of spiders. b. Spiders have 8 legs.
c. If she sees one, she runs away. d. She screams, if she sees one.
3. The other sentences in a paragraph _____________ the topic sentence.

a. Change b. Always come before
c. introduce d. Support
4. A _________ sentence is usually the first sentence of a paragraph.

a. Supporting b. Topic
c. Ending d. Unimportant
5. When something is not clearly stated in a piece of writing, it is often referred to as

what sort of information?
a. Implicit b. Explicit
6. Why would an author put implicit information into one of their stories?
a. To make the reader think deeper about the story.
b. To upset the reader with a lack of information.
c. Because the author couldn't squeeze it into the story properly.
d. To show their writing superiority over the rest of us.
7. Every paragraph should have a topic sentence.

a. True b. False
8. When something is stated clearly and in detail in a piece of writing, it is often

referred to as what sort of information?
a. Explicit b. Implicit
9. A topic sentence can appear anywhere within a paragraph.

a. True b. False
10. Why is it important to cite sources you used in your research or any writings?
a. To show your reader you've done proper research by listing sources you used
to get your information
b. To be a responsible scholar by giving credit to other researchers and
acknowledging their ideas
c. To avoid plagiarism by quoting words and ideas used by other authors
d. All of the above
iii
Lesson
IDENTIFYING POSITIONS OF
n 1
Lesso
A TOPIC SENTENCE
What I Need to Know
Identify positions of a topic sentence. (EN8RC-Iva-2.21.1)

Have you ever explained your idea to someone yet you are not being understood, or
have you ever spoken to someone who talks and talks, but you never really know what
they're talking about? You and them are in desperate need of focus, something to guide your
conversation. This is where topic sentence comes in. Imagine you're on an educational tour
with the whole class. Your teacher stops in each place and explains the purpose and history
of the place. Your teacher’s job is very similar to the job of a topic sentence. And just as the
teacher stands before the audience to explain, the topic sentence generally stands at the
start of the paragraph.
Here in this lesson, you are taught to identify the main idea of what you are reading
and also guided as to where it is placed within the paragraph for better understanding of it.
What’s New
Activity 1: Label Us
Directions: Identify the main idea of each group of pictures.
KOREAN PERSONALITIES
1
___________________________________________
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
2
What Is It
Directions: Based on the activity above you were able to identify the main idea presented in
each group of pictures which leads you to the next level of understanding the lesson.
Essential questions:
 What helps you identify the main idea of the pictures?
_______________________________________________________
 Without much presentation of pictures do you think you can guess the main
idea? Why?
_______________________________________________________
A PARAGRAPH is a series of sentences that support a main idea, or point. A paragraph

typically starts with the main idea or point (also called the topic sentence), and the rest
of the paragraph provides speciﬁc details to support and develop the point.
The TOPIC SENTENCE states the main or the general idea of the paragraph. The
topic sentence states the subject and the purpose of the paragraph. The topic sentence
in a paragraph summarizes what the entire paragraph is all about. In most academic
essays, though, the topic sentence is at the beginning.
Features of a topic sentence:
 it states the main idea it addresses one aspect of the subject that can be
adequately covered in one paragraph;
 it controls the other sentences in the paragraph; it is more general than the
sentences that develop it
POSITIONS OF TOPIC SENTENCE:
1. AT THE BEGINNING
Topic sentence is usually found at the beginning of a paragraph, where it gives a preview of
and direction to the sentences that come after it.
3
Examples:
A brownout for students would be a horrendous disaster. The students will not
be able to check their mail. They cannot receive their e-mails either. They cannot use
the fax machine too.
Student life today is not what it was then. Students log on to web sites instead of
going to libraries. Computers look for grammatical and typographical errors in their
papers unlike before when students reviewed, reread, and reedited their work for
hours.
2. AT THE MIDDLE
Less frequently, topic sentence comes in the middle of the paragraph, especially when the
paragraph is part of a longer piece of writing.
Examples:
The bird next to me was immature. He still had brown and tawny plumage instead of
the predominantly black color of the adult. For one thing, he may never have seen
another human being. But there is a better explanation; in remote Galapagos Islands,
there are hardly any land mammals, and the hawk is very nearly the sole predator. With
no enemies and almost no competitors, it has nothing to fear and plenty to eat.
Dancing and chanting, Polynesian students give visitors to the Polynesian Culture
Center a glimpse of Hawaii’s post. Through its exhibitions, the Polynesian Culture
Center shows visitors the many elements of Hawaiian culture brought to Hawaii
by Polynesians. For example, the Center shows the similarities between the
Polynesian and Hawaiian villages with life-size models. In addition, the Center
dramatizes Hawaiian legends of ancestors journeying across oceans
3. AT THE END
Sometimes, however, topic sentence comes at the end of the paragraph, where it draws a
conclusion or functions as a summary.
4
Examples:
The mountain air around a lake invigorates and pleases me. I like a lake’s
underwater life, such as minnows and trout, and I enjoy observing the plant life around
me. Most important, a lake usually has no chemicals because lake water is clean,
natural, and more refreshing for swimming. I prefer swimming in a mountain lake.
I cannot cut and paste excerpts without my computer. I need my CD-ROM to check
the spelling and change fonts of my paper. I do all these on my computer at my own
leisure. I really don’t know how to write a paper without doing it directly on the
computer.
(https://www.slideshare.net/raneybacus3/the-paragraph-and-topic-sentence)
What’s More
Activity 2: True or False
Activity 2: Write TRUE if the sentence tells a correct idea about topic sentence and FALSE if
not.
___________1. The topic sentence does not entirely tell the idea of the paragraph.
___________2. The topic sentence states the subject and the purpose of the paragraph.
___________3. The topic sentence gives the reader the idea of what he/she is going to
read.
___________4. Topic sentence is usually found at the beginning of a paragraph.
___________5. A paragraph must only contains one main idea.
___________6. A paragraph is a group of related sentences that present and develop one
main idea.
___________7. A topic sentence maybe found at the beginning, middle and end of the
paragraph.
___________8. The topic sentence in a paragraph summarizes what the entire paragraph is
all about.
___________9. One cannot identify the topic sentence if he/she does not understand the
whole paragraph.
___________10. A topic sentence is usually a question.
5
What I Have Learned
A
Activity 3: HONING THE MIND
Directions: Read the paragraphs. Underline the topic sentence and identify where it is
located. (Beginning, Middle, End).
1. My brothers all have jobs. My oldest brother, Edward, is a doctor at the
hospital in the centre of the city, and the second oldest, Daniel, is an
accountant in an office near our home. My youngest brother is a policeman.
I am the only brother who is still at school.
Answer: _________________________
https://bit.ly/3d9ShJf
2. Miniature golf is both fun and relaxing. Because of the wide variety of course
themes, playing each individual course is like taking a mini-vacation. You can play
in exotic locales like jungles or pirate islands. You can travel in time and play in
different places in history. Or you can take a leap of the imagination and play under
the sea, in space, or in alien worlds. For a very low price, you can take a different
vacation every time you play!
Answer: __________________
https://bit.ly/2UVpy4S
3. First of all, celebrities have to look almost perfect all the time. There’s always a
photographer ready to take an unflattering picture of a famous person looking
dumpy in old clothes. Celebrities also sacrifice their private lives. Their personal
struggles, divorces, or family tragedies all end up as front-page news. Last, and
most frightening of all, celebrities are in constant danger of the wrong kind of
attention. Threatening letters and even physical attacks from crazy fans are things a
celebrity must contend with. Thus, being a celebrity is often difficult.
Answer: ___________________
https://bit.ly/2Bjdhjw
4. People lie for different reasons.One common reason is to avoid hurting someone’s
feelings. For example, a friend might ask, “Do you like my new haircut?“ If you think
it’s ugly, you might still answer, “Yes.” Another common reason for lying is to avoid
a fight. 6Say a friend angers you and then asks, “Are you upset with me?” You
might answer, “No,” to avoid an argument. People also lie so that they’ll fit in, as
when you listen to a boring person and politely say, “That’s interesting.” In addition,
people lie to avoid spending more time with someone. For instance, you might lie, “I
have to go now.” Answer: ________________________
6
5. There are several positive ways to encourage your family to exercise more often.
To begin with, get them to exercise more often by emphasizing how good they’ll
feel and how much better they’ll look if they work out on a regular basis. A second
method you can use is to set an example. If they see you walking to stores rather
than driving, they might be encouraged to do likewise. Finally, make exercise a
family activity, suggest that the whole family go hiking or camping.
Answer: _________________________
6. I always have tea in the morning for breakfast. I make a pot of tea and then I drink it
all myself. Sometimes I have another pot before lunch. At four o’clock, I make a cup
of mint tea. Mint tea is good for waking up and studying. My favorite drink is tea and
I drink a lot of it.
Answer: ___________________
https://bit.ly/3d9ShJf
7. In the Russian classroom, the code of conduct between students and teachers is
formal and respectful. When a teacher enters the room at the beginning of class, all
students hastily rise and wait for the teacher’s greeting. Personal relationships are
discouraged and the teacher’s sole responsibility is to relay information to be
memorized by the students.
Answer: _____________________
https://bit.ly/2YMHm31
8. Along with the usual requirements, the Russian curriculum emphasizes oral
communication, memorization, and recitation. Russian school children are well-
versed in the poetry of the beloved poet Pushkin and can recite famous lines
without hesitation. The Russian Ministry of Education determines the curriculum,
and as a result, all schools meet a certain national standard of education (Teeter).
Answer: __________________
9. Are you “twittered out”? Is all that texting causing your thumbs to seize up in
protest? If so, you’re not alone. Like millions of others, you may find that all of the
pressure for contact is more than enough stress for you! Known as techno stress,
the bombardment is defined as stress created by a dependence on technology and
the constant state of being plugged in or wirelessly connected, which can include a
perceived obligation to respond, chat, or tweet.
Answer: ___________________
7
10. Everytime I take a test, I feel nervous. When I study for a test I do’t know if I will be
able to get a good grade. Often I worry about taking a test and can’t sleep.
Sometimes I daydream or draw pictures in class. After the test is over, I worry about
my grade. When my teacher gives the test paper back to me with a grade, I still
can’t relax because I know I will have another test soon. I don’t like tests.
Answer: ____________________
What I Can do
Activity 4: My Idea About the Picture

Directions: Express your idea based on the picture presented. Circle your topic sentence
and make sure to provide supporting details that will support your idea.
(Source: https://www.weadapt.org/placemarks/maps/view/143)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
8
Lesson
IDENTIFYING DETAILS THAT SUPPORT
n 2
Lesso THE TOPIC SENTENCE
3
What I Need to Know
Identify details that support the topic sentence. (ENBRC-Ivb-2.21.2)
One common mistake in writing is to go off point or keep on going around the bush.
That is one reason why readers often don’t understand the idea presented. Every sentences
and details written in a paper should be with relevant meaning that it hits the main reason of
writing. Otherwise, your paper will not be convincing. Also, as a reader in order to
understand what you are reading, one should understand and point out the main idea and
acknowledge only those fitting details. Here, identifying the details that supports the topic
sentence is the main point of the discussion.
What’s In
The previous lesson taught us how to easily understand a certain idea by identifying
the topic sentence and its location within the paragraph. Now the lesson you learned
prepares and brings you to the next level of our journey. Where identifying the topic
sentence is not only the important context but also the details that supports the idea. As a
young reader and learner it is important that we are wise enough to identify relevant ideas
and reject the irrelevant.
9
What I know
CONNECTING THE PAST AND PRESENT
A. Choose the best topic sentence for each group of supporting sentences and
circle the answer.
1) _____. North Americans send cards for many occasions. They send cards to family and
friends on birthdays and holidays. They also send thank-you cards, get well cards,
graduation cards, and congratulation cards. It is very common to buy cards in stores and
send them through the mail, but turning on the computer and sending cards over the Internet
is also popular.
a) Sending cards is very popular in North America.
b) Birthday cards are the most popular kind of card.
c) It is important to send thank-you cards.
2) _____. I enjoy summer sports like water skiing and baseball. The weather is usually
sunny and hot, so I can go to the beach almost every day. Gardening is my hobby and I
spend many summer days working in my garden. Unfortunately, the days pass too quickly in
summer.
a) I like to garden in summer.

b) Summer is my favorite season.
c) Summer is to short.
3) _____. First of all, we need money to repair old roads and build new roads. We also need
more to pay teachers’ salaries and to pay for services such as trash collection. Finally, more
tax money is needed to give financial help to the poor citizens of the city. It is clear that the
city will have serious problems if taxes are not raised soon.
a) We should raise city taxes.

b) City taxes are too high.
c) City taxes pay for new roads.
4) _____. For example, a person can have breakfast in New York, board an airplane, and
have dinner in Paris. A businesswoman in London can instantly place an order with a factory
in Hong Kong by sending a fax. Furthermore, a schoolboy in Tokyo can turn on a TV and
watch a baseball game being played in Los Angeles.
a) Airplanes have changed our lives.

b) Advances in technology have made the world seem smaller.
c) The fax machine was an important invention.
5) _____. One thing you must consider is the quality of the university’s educational program.
You also need to think about the school’s size and location. Finally, you must be sure to
consider the university’s tuition to make sure you can afford to go to school there.
a) It is expensive to attend a university in the United States.

b) There are several factors to consider when you choose a university to attend.
c) You should consider getting a good education.
https://bit.ly/2N6jMJh
10
What’s New
Activity 1 : Picture Analysis

Direction: Provide details that will support the topic sentence given through the picture
presented.
https://bit.ly/2YQDe1U https://bit.ly/2UVUH88
https://bit.ly/2YQDe1U) https://bit.ly/2YQDe1U
Topic sentence: Bullying harms an individual.
Supporting Details1 : _________________________________________________

_________________________________________________
_________________________________________________
Supporting Details 2 : _________________________________________________

_________________________________________________
_________________________________________________
Supporting Details 3 : _________________________________________________

__________________________________________________
__________________________________________________
11
What is It
Based on the activity above you were able to formulate your own supporting details which
leads you to the next level of understanding the lesson.
Essential Questions:
 From the above activity can you define what is supporting details?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 How important are supporting details to a topic sentence?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think a topic sentence can stand without any supporting details?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Support the main idea by telling when,

how, what, where, why, how much or how
many
SUPPORTING DETAILS Understanding the relationship between

the main idea and details will increase
your reading comprehension.
Supporting Details Process
Use a three-step process to identify supporting details.
Step 1: Identify the topic. To identify the topic of a reading, ask yourself, "What is this
about?" The answer provides the topic of the reading. It does not need to be a complete
sentence, and it is usually no longer than two or three words.
Step 2: Identify what the author is saying about the topic. To identify what the author is
saying about the topic, ask yourself, "What does the author want me to know about the
topic?" Again, this does not need to be a sentence and is generally five to seven words long.
Step 3: Identify details that support or explain the main idea. To find the main idea, first
take your answer from Step 1, add it to your answer from Step 2, and then find a phraseA
set of words that express an idea. A phrase may or may not form a complete sentence. or
sentence in the first part of the reading that most closely matches your answers. This will be
the main idea of the reading. To identify major supporting details that support that main idea,
ask yourself, "What else in the reading helps me to understand the author’s main idea?" To
identify minor supporting details, ask of each major detail, "What else in the paragraph helps
me to understand this
major supporting detail?" Be aware that not all major details require further
explanation, so they will not all have minor 12
details supporting them.
(Source: https://bit.ly/37GbH7q)
Example: (topic sentence is underlined; supporting details are highlighted)
There are three reasons why Canada is one of the best countries in the world. First,
Canada has an excellent health care system. All Canadians have access to medical
services at a reasonable price. Second, Canada has a high standard of education.
Students are taught by well-trained teachers and are encouraged to continue studying
at university. Finally, Canada's cities are clean and efficiently managed. Canadian
cities have many parks and lots of space for people to live. As a result, Canada is a
desirable place to live.
At times, those who govern also regard particular circumstances as too uncomfortable, too
painful, for most people to cope with rationally. [the generalization] They may believe, for
instance, that their country must prepare for long-term challenges of great
importance, such as a war, an epidemic, or a belt-tightening in the face of future
shortages. [detail / examples] Yet they may fear that citizens will be able to respond
only to short-range dangers. Deception at such times may seem to the government
leaders as the only means of attaining the necessary results. [further detail]
(from Lying: Moral Choice in Public and Private Life, by Sissela Bok, p. 168.)
(Source:http://www2.actden.com/writ_den/tips/paragrap/support.htm)
TRY THIS!
Activity 2
DIRECTION: Read the paragraph. Find the topic sentence and supporting details using the
graphic organizer.
The Oxford English Dictionary (OED) is an outstanding dictionary. It goes far beyond
meaning and punctuation, containing the history of every word that has ever been used in
the English language. It not only tell you what a word means today, it tells you everything
that a word has ever meant, using examples from classical literature, specialist periodicals,
film scripts and cookbooks. The OED also contains many more words than the average
dictionary. The latest edition of the OED contains over 600,000 words, and because it is so
big, the OED is made up of multiple volumes, like an encyclopedia. The OED has been more
a labor of love than a business proposition for its publisher, the Oxford University Press. It
has been in print for 150 years, and is now available for online subscription. Its publisher and
its contributors are committed to quality and tradition, which means a better dictionary for
you. Produced by and for people who love words, the OED is the best and most
comprehensive dictionary on the market.
https://bit.ly/37GrZ05
13
TOPIC SENTENCE
What I Have Learned
A
Activity 4: Identifying the Topic Sentence
In each paragraph below, box the topic sentence and underline the supporting
details.
1. The best trip my family ever took was to New Orleans, Louisiana. We drove there in
two days. I didn’t think it would be very interesting, but I was wrong. We saw the
Mississippi River, rode a horse carriage in the French Quarter, and visited a
cemetery where everyone was buried above the ground. I liked the food best,
especially the New Orleans doughnuts called beignets.
2. No one likes to eat with a dirty knife, fork, or spoons. It is important to completely
wish all utensils before using them. Clean utensils won’t transmit germs. They also
are more pleasant to eat with.
3. Many people think poetry is old-fashioned and uninteresting. They don’t really realize
that every time they hear a song sung, they are hearing poetry in the form of song
lyrics. Just like many written poems, many song lyrics use rhythm, rhyme, and literary
imagery. It turns out that poetry isn’t old-fashioned; it’s as modern as the latest hit
14
song!
4. Growing a garden can be fun, good exercise, and will provide fruits and vegetables
for the gardener. It is interesting to watch the seeds pop their heads above the soil
for the first time. It is sometimes hard to believe that a little seed can become a large
vine or plant in just a few weeks. Planting the seeds and pulling weeds are good
exercise for anyone. Then, after watching the plant grow and produce, the gardener
ends up with delicious tomatoes, beans, or other yummy produce from the garden.
5. Sometimes it is hard to fall asleep .Maybe you are not sleepy, or maybe you are
thinking about what happened during the day. You can also lie awake if a big event,
like a test or a party, is happening the next day. You can try counting sheep, or just
counting, which will your mind busy with a repetitious activity. Sometimes listening to
soft music or gentle sounds, like rain helps. You can even try telling yourself a story,
which may distract your mind enough that you will be asleep in no time.
(Source: https://bit.ly/2YSEbXQ)
Activity 5 : Let’s Do This!

Given the topic sentence, select in the given choices the statement or details that would
support it.
1. Point: I’m a perfect example of someone who has “math anxiety.”
A. I feel dread every time I sit down to take our Friday math quiz.
B. Fear of math is almost as widespread as fear of public speaking.
C. During my last math test, I “froze” and didn’t even try to answer most of the questions.
D. I also have a great deal of anxiety when I sit down to write a paper.
E. I turned down a summer job as a salesclerk because I would have had to figure out how
much change customers should get back.
F. I used to be afraid to raise my hand in class, but now it’s easier for me to answer
questions.
2. Point: Drinking coffee can be bad for people.
A. Some people don’t like the taste of decaffeinated coffees.

B. Coffee in the evening can interfere with sleep at night.
C. As addictions go, coffee is less dangerous than tobacco.
D. Too much coffee can cause the hands to shake.
E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.
F. Most coffees cost under five dollars a pound.
3. Point: Some people have very poor telephone manners.

A. They never identify themselves, but just begin the conversation.
B. They often make their calls on cordless phones.
C. They have an unlisted telephone number.
D. They conduct conversations with people around them at the same time they’re talking on
the phone.
E. Some people don’t like to talk on the phone.
F. They often call around 6 p.m., which is most people’s dinner hour.
15to work for.

4. Point: My father’s boss is an unpleasant man
A. He barks orders and never asks for an employee’s opinion.

B. His fashion-plate wife is said to be even nastier than he is.
C. His office is decorated in dull browns and grays.
D. Even when he invites employees out to lunch, he expects them to pick up their own
checks.
E. He changes his mind so often that an employee who pleased him on Friday can be in the
doghouse by Monday.
F. He once accumulated so many parking tickets that the police actually came to his home to
arrest him.
5. Point: There are some simple ways to save money at the supermarket.
A. Avoid products which charge extra for packaging, such as cheese wrapped individually by
slice.
B. Buy store brands of basic items instead of expensive name-brand products.
C. Some people organize a shopping list alphabetically; others group items by categories.
D. Shop when you are not hungry, so that you won’t be tempted to buy pricey treats.
E. Go to the store at odd hours or on weekdays to reduce the time you spend in lines.
F. Buy locally grown fruits and vegetables, which are often better for you than canned or
frozen ones.
(Source: https://bit.ly/2BjoWPk)
What I Can do
Activity 6: I can draw

Create a symbol that would represent the importance of supporting details to a topic
sentence inside the box and explain briefly.
Explanation: 16
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Category 5 4 3 2
Graphics – All graphics are All graphics are Some graphics Many graphics
Relevance related to the related to the are not related are not related
topic/theme and topic except 1. to the topic. to the topic.
makes it easier
to understand.
Grammar Throughly Ideas Ideas Little or no
explained explained. somewhat explanation of
ideas explained idea
Lesson
Using Cohesive17Devices in Transactional
3 Lesso
n
and Interactional Language
What I Need to Know
1.
Note explicit and implicit signal (like cohesive devices) used by the writer (EN8RC-
IVc-13.1)
Communicating with others is a basic human need. Healthy living requires interacting
and engaging with other people. And our primary means of doing so is through shared
language. We may use language through transactional and interactional way which this
lesson will tell us more. Also, the importance of connecting ideas together through cohesive
devices are being emphasized here.
What’s In
We learned in the previous lesson the idea of creating and identifying topic
sentences and supporting details, it is now the time to express them through communication.
As we create and organize our own ideas in our minds, we tend to express them to others to
be understood. Here in this lesson, the idea of how we can use language in different ways is
being discussed.
18
What’s New
Activity 1: Picto-Analysis
Examine the pictures presented.
(Source: https://bit.ly/2BhmkS3) (source: https://bit.ly/3fDOg1c)
1. What can you see on the pictures?

__________________________________________________________________
2. How will you describe the people in the pictures?
___________________________________________________________________
___________________________________________________________________
3. Can it be possible for people not to interact with each other?
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Can you imagine the world without language?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
What Is It
INTERACTIONAL LANGUAGE is the language we use to build and maintain relationships.

It can be compared to transactional language, which normally carries a message and is the
language used to get things done. To maintain interaction, speakers use interactional
strategies.
19
Example
Learners in a multi-lingual group chatting together before a class begins are using
interactional language.
In the classroom
Teachers can present elements of interactional language, and raise learners' awareness of
interactional strategies by exposure to video and authentic conversation. Learners can learn
to use paralinguistic features such as gestures, eye contact, and body language, and
linguistic features used to maintain an interactional conversation including functions such
as expressing interest and asking for clarification.
TRANSACTIONAL LANGUAGE is language which is used to make a transaction and which

has a result. It can be compared with interactional language, which is used to maintain
relationships.
Example
Learners in exams are often required to write a transactional letter, which has a clear
objective, e.g. asking for a refund or for information, or making a complaint.
In the classroom
Transactional language is often taught more than interactional language, as it involves
shorter turns, simpler and more predictable language, and can have a measurable result.
(Source: https://www.teachingenglish.org.uk/article/interactional)
Activity 2: TRY THIS!
A. Determine whether the situation calls for the use of TRANSACTIONAL or

INTERACTIONAL LANGUAGE write your answer in the space provided before the
number.
___________________1. Asking for doctor’s appointment

___________________2. A meeting with a Financial Adviser
___________________3. Couple walking on the park while talking
___________________4. Seminar about illegal drugs
___________________5. At the cafe meeting a friend
___________________6. Holiday dinner with family
___________________7. Enrolling in a university
___________________8. Asking for directions heading to your friend’s
house
___________________9. Writing a business letter
___________________10. Calling your sister at home to check if she’s
fine.
___________________11. Attending a job interview in a company
___________________12. Persuading someone to buy the latest model
of television set
___________________13. Applying a part time job in a coffeshop.
___________________14. Attending a birthday party
___________________15. Conducting
20 an orientation to newly hired
applicants
COHESIVE DEVICES
 In writing means achieving a consistent relationship among parts

 Show the logical relationships between the various parts of an essay as well as
between sentences and paragraph
 are like bridges between parts of your paper
 they are cues that help the reader to interpret ideas in the way that you, as a writer,
want them to understand
TYPES OF COHESIVE DEVICES
1. To signal relation to time- Before, meanwhile, later, soon, at last, earlier,

thereafter, afterward, by that time, from then on, first, next, now, presently,
shortly, immediately, finally
2. To signal similarity- Likewise, similarly, once again, once more
3. To signal differences- But, however, although, even so, nonetheless, till, on
the other hand, on the contrary
4. To signal consequences- as a result, consequently, therefore, hence, for
this reason
5. Paragraph Transitions- and, so, because, but, yet, eventually, then, finally,
moments later
6. For emphasizing- In fact, certainly, absolutely, obviously, without any doubt,
definitely
7. For Summarizing- In conclusion, to conclude, in brief, overall, therefore
Examples:
1. At last, the mountain climbers reached the peak of the rugged mountain.
2. Earlier, the school principal announced the preparations for the coming
regional conference.
3. The teacher scolded the naughty boy in the class. Later, he went out the
classroom.
4. It was a hot evening. Afterward it rained and the night became cold and I
fall asleep.
5. First, there was a loud blast of siren. Next, the people were coming out
from their house to watch the big fire nearby.
6. Once again, the mayor reminded the people to remain calm during an
earthquake.
7. The beggar begged for food but nobody dared to look at him.
8. Although Jaime lost his book, he was 20 able to answer his assignment in
Math.
9. The children were busy playing with their dolls. By that time, their mother
was cooking food in the kitchen.
10. From then on, I never go out alone during night time.
TRY THIS!
Activity 3 Let’s Do It!

Direction: Fill in the blanks with the most suitable cohesive devices from the list.
When At the beginning Eventually However First Then At the end And For
instance
“El Norte” is an excellent and disturbing film about two immigrants to the United States. 1-
__________ of the film, we meet a family in Guatemala – mother, father, son and daughter.
2- __________the father is killed and the mother is taken to the prison, the son and the
daughter decide to go to “El Norte” – the United Statesby way of Mexico. At 3- __________,
they have trouble finding someone to take them across the Mexican border, but 4-
__________, they find a way across and end up in Los Angeles. 5__________, life in the
U.S. is not as easy as they thought it would be. 6- __________, they have to find housing, 7-
__________, they need to learn English 8- __________get jobs. 9- __________, they
succeed in accomplishing these three goals and life looks pretty good for them.
Unfortunately, 10- __________of the film, tragedy strikes and we are left wondering if “El
Norte” really is the land of opportunity after all.
(Source: https://mld.metu.edu.tr/tr/system/files/transitions_0.pdf)
When Because In addition Besides Whenever Whereas They Nevertheless Because

of These For example
Animals use various means to protect themselves. Color is one that is widely used as a
protective device. For instance, some birds display brightly colored feathers 1- ___________
they are threatened. These are designed to frighten away the enemy. 2-___________ to
color, some animals emit a peculiar smell for the same purpose. 3-___________, form may
be used to conceal the animal. Some insects, 4-___________, conceal themselves by
making themselves resemble plants of flowers. In this way, 5- ___________ are hardly
visible because they can merge into their surroundings. Other animals adopt regular patterns
of behavior 6- ___________ they are frightened. Some pretend to be dead 7- ___________
others just come forward and stand still. 8-____________, buffaloes were almost eliminated
in the 19th century 9-___________ their lack of resistance to hunters.
(Source: https://mld.metu.edu.tr/tr/system/files/transitions_0.pdf)
21
What I Have Learned
Activity 4: Using Cohesive Devices

Direction: In communicating to others, we use cohesive devices to make our idea connected
to one another. Identify the cohesive devices in the following sentences.
1. On the last day of summer, the students prepared for the coming new school
year by fixing their things.
2. We are born alone, yet our greatest fear and insecurity is to be alone.
In one of his talks last June, the President urged the people to unite in the name of
progress.
3. Finally, I had to quit.
4. Later, we can look at old age as a gift from God.
5. Farmers are producing more food with modern equipment,meanwhile scientists have
also exploited new sources of food production.
6. Better varieties of rice and corn are produced. As a result, many scientific studies
and experiments are being carried out.
7. Scientists continue to make studies; consequently, they have discovered new
sources of protein as yeasts, bacteria, and molds.
8. “…I am overjoyed that part of Japan’s traditional culture is being channeled into
rehabilitation programs, but…there are no outlets to support regular sales.”
9. Techniques and skills need to be supported by market demand to take root,
10. Otherwise the concern is that they may fall by the wayside.
What I can do
Activity 5: It’s Fine to Define

Define TRANSACTIONAL and INTERACTIONAL LANGUAGE in your own words.
VOCABULARY OWN DEFINITION
TRANSACTIONAL
INTERACTIONAL
22
Lesson
Interpreting and Following Instructions,
e
Directions,
s Notices, Rules and Regulations
9
What I Need To Know
Following Directions-means to do what the directions tells us to do, step by

step, in the correct order.
Why is giving/following directions important?
1. It is an indication of good comprehension. One’s ability to follow directions can draw

the difference between success and failure in a task.
2. Giving directions/listening to follow directions are important. They tell people the
things they need to know. When giving directions, make sure to include all necessary
information.
3. Directions must always be clear.
4. Correct punctuation can save a person’s life. Ex: Let’s eat grandpa.
Let’s eat, grandpa.
5. The sentences must come in an order that makes sense.
Use Transition words like: First, Next, Then, After, Finally
6. Speak in a clear audible voice. Establish eye contact with the person you are
speaking with.
7. Goal!!!
You will notice in the selection “The Changing Morals of Korean Students”
where attitude towards the following: Filial Duties, Belief About Sex, Spiritual
and Material Values Democracy.
English 8 LM
https://prezi.com/qj7t5s17u-uj/interpret-and
https://www.slideshare.net/mobile/Hardev/
23
What’s In
Activity 1: The Past and the Present
Let’s connect what you have learned in the previous lesson with the new
lesson.
Directions: Look at the pictures and observe, then answer the questions that
follows.
shorturl.at/hwHSZ
Questions:
1. Do you experience following directions especially on the road? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
2. Do you follow instructions to your parents, teachers, and to your Bgy. Captain? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
24
What’s New
See the Difference!
Activity 1: Look at the pictures below and see the difference.
1. What is the first picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
2. What is the second picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
3. Are the two pictures related? In what way?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
4. Which one is easier to understand? Why do you say so?

___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
25
What Is It
Activity 3 Let’s Do It!

Direction: Read the information below and answer the questions that
follow.
“The Changing morals of Korean Students”

(Excerpts)
Guide Questions:
1. Does Korean Students’ moral shape their identity?
2. How do modern Korean students shape in their daily lives?
3. What are the Korean college students’ attitude towards the
following:
a. Filial Duties- They believed that impractical elements
should eliminated from the traditional notion.
b. Belief About Sex- They managed to free themselves
completely from the traditional moral code.
c. Spiritual and Material Values Democracy- They believed

that even if they live on the verge of starvation, they will
become just and honest man and that at the same time
they treasure such spiritual values as the arts and
friendship more than material value.
ENGLISH 8 MODULE
Answers may vary:
1. Do you think these beliefs shape identity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________.
2. What are the life lessons which you have realized after reading the
text?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________.
26
3. As a Filipino, do you follow what the values that your parents
taught you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________.
What’s More!
Let’s Go Local with the
Activity 4: P-I-N
Fill the grid with the Positive-Interesting –Negative aspects of the

Korean morale practices.
POSITIVE INTERESTING NEGATIVE
What I have Learned

Activity 5: Venn Diagram
Direction: Write in the Venn diagram the differences between Korean Youth
and Filipino Youth.
Korean Youth: Filipino Youth:
27
What I Can Do
Activity 6: Let’s Analyze!!! Write T if the statement is true and F if the
statement is false.
_________________ 1. Directions must be clear.
_________________ 2. Following directions tells us to do, step by step, in the
correct order.
_________________ 3. The ability to follow directions cannot draw the difference
between success and failure in a task.
__________________ 4. When giving directions, make sure to include all
necessary information.
__________________ 5. Korean beliefs and Filipino beliefs are the same.
https://prezi.com/qj7t5s17u-
uj/interpretand
https://www.slideshare.net/mobile/Harde
v/
28
L
e
s Using text type knowledge
s (narrative in literature,
o
ninstructions, explanation, factual
5 5 and personal recount,
persuasive, expository)to
process information in a text
What I Need to Know
In this lesson, you will be acquainted using the text type knowledge. In
the following activities, you will be able to determine the proper usage of text
type through knowledge narrative in literature, instructions, explanation,
factual and personal recount, persuasive, expository to process information in
a text. Students explore other text types by poetry or reflection
What’s New?
Activity 1: CLICK
29
https://downloads.bbc.co.uk/skillswise/english/en03text/quiz/en03text-l1-quiz.pdf
30
What is it
31
34
35
32
33
https://www.slideshare.net/KarRamoso/text-types-11721229
36
What’s More
Activity 2: Skillswise
http://downloads.bbc.co.uk/skillswise/english/en03text/quiz/en03text-e3-quiz.pdf
37
What I Have Learned
Activity 3: Let’s Do It!
Directions: Answer the following questions below.
1. What are text types?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Determine each function

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
3. What is persuasive text?
What I Can Do
Activity 4: ALL IN
https://www.slideshare.net/KarRamoso/text-types-11721229
38
Lesson
e
Distinguishing Between
s General and
s
Specific Statements
o
n
6 9
What I Need to Know
Have you met for a game of baseball? On this game there were always two players, right?
The pitcher and catcher and you don’t have a baseball game without a pitcher and catcher,
same with a paragraphs that have a main idea and supporting details.
Hence, this lesson will specifically discuss on how to distinguish between general and
specific statements.
General Ideas and statements tend to communicate broad topics that need to be
explained further if readers are to understand them in depth.
Specific Ideas and statements, on the other hand, offer support for general ideas and
statements by clarifying, explaining, or illustrating them.
What I Know
Activity 1: Missing Word
Directions: Answer the following items by writing on the blank/space an

appropriate word, missing in each set of words. Then, identify if the missing
word is a General Word or a Specific Word.
Example general color pink yellow blue red
specific tree narra oak mahogany maple
Set 1 tastes sweet sour tart
Set 2 seasons spring fall winter
Set 3 square circle rectangle triangle
Set 4 39he she it you
Set 5 A E I O
Set 6 flower rose dahlia tulip
Set 7 mango apple cherry durian
Set 8 two five ten nine
What’s In
The previous lesson taught us about the different text types such as-recount,
narrative, explanation, report, exposition, procedure, etc.
The knowledge of text types aids reading comprehension and assists learners in
compartmentalizing texts.
Look at the summary of text types.
Recount Recount narrative explanation report exposition procedure

personal factual
Speaker Specific Specific General class General Specific Addressee
1st 3rd-person 1st or 3rd class 3rd person 2nd person
person Or person Or general
general class
class
past past Usually timeless timeless Timeless, Imperative+
past Obligation
future future
temporal temporal temporal causal various causal temporal/causal
Retell/ Retell/ entertain reveal describe persuade instruct

record
record
How does understanding of the text types help you as a learner?
40
How do these text types relate to our lesson on distinguishing between general and specific
statements?
What’s New:
Read and analyze the sentences below.
1. School children do not like reading books.

2. Brian is in seventh grade and hates reading poems.
Example 1 is a general statement as it talks about all the school children.

Example 2 is very specific as it talks about a particular student and his
likes.
Activity 2: General or Specific
Directions: Write G if the statement is a general idea and S if the statement is an specific
idea.
_____1. Mario Andretti is a successful race –car driver.
_____2. On labor day in 1963, Mario Andretti won seven midget races.
_____3. Modern medicine has improved the lives of people.
_____4. Computer aided diagnosis and new surgical equipment quickly identify
disease and treatment procedures.
_____5. People differ in numerous ways.
_____6. People differ according to physical characteristics, such as height, weight,
hair color.
_____7. People also differ in personality.
_____8. Some people are friendly and easygoing.
41
What Is It
General Ideas usually express the point or main idea of a piece of writing.
They present the topic of a paragraph, essay, or a book and make a
statement about it, usually a claim that needs to be proven.
Specific Ideas provide evidence to further define the general or main idea
and prove that it is valid.
Sample Paragraph 1:
1 My dog Pan is so much fun to play. 2 One reason he’s fun is because he
loves to play catch. 3 What’s also fun is that he follows me around the house
with a toy and drops it on my foot, so I will kick it. 4 Additionally, he can
catch just about anything, but his favorite thing to catch is a Frisbee. 5 Finally,
he loves it when I pretend like I’m falling dead, and he runs over to lick me. 6
All these reasons show why I really have fun playing with Pan.
In paragraph 1, the first sentence is the general statement. There is only one
general idea. General idea can be presented at the beginning or at the end of
a paragraph. The general idea has function to tell you (as the reader) what
the author is going to say. While statements 2-5 are the specific ideas or
supporting details that support the main idea. And the last
statement is the concluding sentence.
Sample Paragraph 2:
1.The country of Israel is now one of the most progressive countries of the world.
2 It was born in 1948. 3 Jews from all parts of the world came to settle in Israel.
4.They cleared the land, they planted crops, they built industrial and manufacturing
centers. 5 Today, the income per capita of Israel is higher than most countries of the east.
In sample paragraph 2, the first sentence is the general statement. There is

only one general idea. General idea can be presented at the beginning or at
the end of a paragraph. The general idea has function to tell you (as the
reader) what the author is going to say. While statements 2-4 are the specific
ideas or supporting details that support the main idea. The last statement is
the concluding sentence.
42
What’s More
Activity 3: Try This!

Which are general? Which are specific?
Directions: From the sets of words below, identify which are general words
and which are specific words.
Example: yellow violet pink color

Answer: specific ---- yellow violet pink
general ----- color
1. soda coffee beverage wine
2.pounds ounces kilograms weights

3.soap operas news tv programs sports special
4. sociology social sciences anthropology psychology
5 jealousy hatred emotion worry
6.spiders cocroaches mosquitoes insects
7.chemistry science physics biology
43
GENERAL SPECIFIC
1.
2.
3.
4.
5.
6.
7.
What I Have Learned
Activity 4A: Let’s Do It!

What is the General Word?
Directions: Give the general term of the following words?
Example: pants, T-shirt, gloves, socks- clothes
Specific Word General Word

1. pincers, screw driver, hammer, drill
2. piano, guitar, drums, violin
3. boxing, basketball, football, skate board

4.
5. tiger, bear, snake, lion
6. oil, water, ink, gasoline
7. tenor, bass, alto, soprano
44
Activity 5: Which Is More Specific?
Directions: In the pairs of sentences, which sentence is more specific? Write

an a or b on
the space provided for.
Example: a. Julienne loves to eat cake.

b. Julienne loves to eat chocolate cake.
Answer: a-is a general statement as it talks about cake in general
b- is more specific as it talks about a specific kind of cake
a. Ram likes reading books very much.

b. Ram likes reading true stories and
1. _______
books about real life very much.
a. The girl wants a toy.

2. _______
b. The girl wants a small purple ball.
a. Reading science book is her hobby.
3._______
b. Reading books is her hobby.
a. A man is cleaning his motorcycle.
4. _______
b. Sam is cleaning his motorcycle.
5._______ a. Driving a car.
_ b. Driving a limousine.
a. Exercise is good for your health.
6._______
b. Jogging is good for your health.
What I Can Do
Activity 6: Fill In The Table
Directions: Read the paragraph carefully. Write down the general idea and find out the
specific facts used.
Paragraph 1:
a. Amelia Earhart set records in flying and won many awards.
b. Amelia Earhart was a famous woman.
c. Amelia Earhart was the first woman to cross the Atlantic Ocean.
d. Amelia Earhart was the first woman pilot to fly solo across the Atlantic.
45
Paragraph 2
a. The color of a metal changes when its temperature changes.
b. At higher temperatures, it becomes yellow and finally white.
c. When the wire inside becomes yellow-hot, the light bulb glows, or gives light.
d. When metal become very hot, it begins to glow.
No GENERAL IDEA SPECIFIC FACTS/EXAMPLES

.
a.
b.
1.
c.
a.
b.
2.
c.
46
What I Need To Know
How do you know if Information is Accurate? How to Evaluate Information

Sources?
There are many reasons why people make the statements they do.
Everyone has an agenda, and if you can determine what that agenda is, you
will have an advantage in determining why someone says writes what they
do. Some information are credible than others, because they have been in
business for a very long time and have established a strong reputation for
accuracy and dependable facts. Their main purpose is to persuade you to
their way of thinking just because they are right and everyone else is wrong.
Sometimes they stand to gain financially or to obtain power, and sometimes
they simply believe that their way is the only right way. In every case you
should verify that the information someone is giving you is accurate and
factual. In every case you need to determine what is fact and what is opinion.
This lesson you will know how to evaluate the accuracy of a given information
especially the real news and a fake news in social media.
http://owlcation.com/academia/Evaluating-Your-Sources-of-Information
https://libguides.sonoma.edu/evaluate
What’s In
lesson which is the evaluating of accuracy of information given just like news
whether a real news or a fake news.
Via google search
1. What is the first picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the second picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Are the two pictures related? In what way?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What’s New
Activity 2: Read Me!

Directions: Read the selection entitled “Two of Me” by Emil M. Flores
“Two of Me”
“There are two of me..One does the right thing, one cannot see…” Indeed this is
true, to some extent, for me. But I won’t delve into the spiritual meaning of the song. I
guess everyone struggles with right and wrong, good and evil. I’m not talking about
split personalities, either. Still, there are two of me’s.” One is the passive, laidback
1. What do you think the title of the story tells you?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
2. What is the selection all about?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
49
3. When do you think you could tell yourself that “There are Two of
Me”?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
What Is It
Activity 3: Filling the Empty Chart!
Directions: Fill up the chart below with information from the text. The first is
done for you.
SITUATIONS PERSONALITY TRAITS
Negative Positive
1. In a store Too shy to talk
to a person the
first time.
2.
3.
4.
5.
50
What’s More!
Activity 4: (Venn Diagram)

Evaluate the photos below that are found on social media account. Observe
the photos, Find which is accurate on giving information.
Compare and Contrast Between Fake News and Real News
Similarities: Differences:
51
What I have Learned
Acivity 5: Honing The Mind

Directions: Answer the questions below.
1. What do you feel when you heard or see the news especially if it is fake? Are you
sad? Why? Why not?
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
2. Who is responsible for verifying the accuracy of information?
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
3. Does fake news affect us? Why?
_______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________
4. Why do we need to be careful in giving information to our family, friends and

neighbors?
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________
RUBRICS
K to 12 Grade 10 – English Learner’s Material (2015)
CRITERIA 5 4 3 2 1
Creativity (presents
original or unique
style to make it
interesting)
Text
Representation
Captions (uses
words and phrases
that call up strong
feeling; uses logical
and emotional
appeal; examples, 52
statistics to prove
one’s stand; has
convincing tone)
Organization (has
logically organized
arguments, facts,
and reasons around
a particular point)
Impact (convinces
the audience to
accept ideas and
moves them to
action)
TOT
AL
What I Can Do
Activity 6: (Multiple Choice) Encircle the letter of your choice.
1. Which of the following statements gives the main idea of the

selection?
a. The writer fears that he is not completely in control of himself.
b. Growing up is very hard on adolescents.
c. The writer is experiencing a conflict of personalities.
d. By nature, people have different personalities.
2. How does the writer feel towards his condition?

a. He is taking it good-naturedly.
b. He thinks it is funny.
c. He is happy about it.
d. He is miserable he has split personality.
3. The idiom a dog’s tail is between his legs means

a. madness
b. hostility
c. anger
d. fear
4. Who is responsible for

53verifying the accuracy of information?
a. Me
b. Friends
c. Neighbors
d. Bgy. Captain
5. In social media, it flushes a lot of fake news or the inaccuracy of

giving information to the public. What should I do?
a. Share the information to my wall.
b. Write my comments and say “This is fake news.”
c. Find the source of posting it.
d. Never Mind habit.
English 8 DLP Module 4

54
Lesson
8 Drawing Conclusions from a Set of Details
What I Need to Know
DRAWING CONCLUSIONS- using information that is implied or inferred to make

meaning out of what is not clearly stated.
- Consider what they already know from their own
experiences.
- Gather all of the information as the author has given them
(character’s personalities, feelings and motivations, the
time period and place, conflicts, etc.
EXAMPLE:
It is common knowledge that animals out in the wild usually run or fly away if a
woman walks up to them. So, when reading Snow White and the Seven Dwarfs to
some beginning readers, you could pause after reading that all of the animals flocked
to Snow White’s side as they sang to them and ask what that says.
*To draw conclusion that Snow White is probably an animal lover, is kind to
them, and they like her.
https://study.com/academy/lesson/drawing-conclusions-from-a-reading-selection.html
https://www.slideshare.net/mobile/abigail0913/drawing-conclusions-49542436
55
What’s In
lesson.
Activity 1: Picto-Analysis!
Study the following scenario carefully and answer the questions
that follow.
Fig. 1 Fig.
(By: Karyl Abigail Rosales)
1. What is the first figure all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
2. What is the second figure all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
56
What’s New
Activity 2: Let’s Watch This! https://www.youtube.com/watch?v=HDi66yKKxDM.
Q: What can you say about the video presented? How it affects you
as a person?
-
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
57
What Is It
Activity 3: Let’s Do This!
Draw conclusions from the given worksheets.
Fig. 1 Fig. 2
(By: Karyl Abigail

Rosales)
Fig.1.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Fig.2.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
58
What’s More
Activity 4: Honing the Mind!
Direction: Write some examples when you draw a conclusion
based on your real life experiences.
No. Examples of Drawing a Conclusions
1.
2.
3.
What I have Learned

Activity 5: Think about it Look at the picture carefully and answer the
questions below.
https://www.k12reader.com/worksheet/drawing-conclusions-frompictures/view/
1. The girl with dark hair is
decorating a gingerbread
house. Is she:
a. in the backyard?
b. in the kitchen?
c. at a birthday party?
d. at a baking class?
Explain your answer:
___________________
___________________
___________________
___________________
___________________
___________________
2. Has the girl with dark hair: 3. What time of year is it?
a. just started decorating the house? a. Spring
b. just finished decorating the house? b. Summer
c. in the middle of decorating the c. Fall
house? d. Winter
d. watching someone else decorate? Explain your answer:
Explain your answer: _______________________
________________________ ______________________
________________________ ______________________
________________________ ______________________
____________ __________
59
What I Can Do
Activity 4: (Honing the Mind) What Conclusion Can You Make?
1. The horse reared up on its hind legs, pawing the air and neighing loudly.
What conclusion can you draw from the sentence above?
a. The horse was white. c. The horse was excited.

b. The horse was sleepy. d. The horse was calm.
2. As his mother honked the horn outside, Tom ran down the stairs,
buttoning his shirt. What conclusion can you draw from the sentence
above?
a. Tom liked to run. c. Tom was hungry.
b. Tom was hurrying. d. It was raining.
3. As she sat on the front porch, Lulu wipe sweat from her face and took
another drink of water. What conclusion can you draw from the sentence
above?
a. It was cold. c. Lulu Lives in Michigan.
b. A storm was coming. d. It was hot.
4. The line of voters at the voting place grew larger, but no one wanted to
leave, although the wait would be very long.
a. The voters were interested in the election.
b. There was going to be a riot.
c. The election workers were gone.
d. The voters were being paid.
5. At the end of each school day, Miss Simmons would sweep the floor,
empty the trash, arrange the desks and clean the board in her classroom.
a. The school was too poor to hire a janitor.
b. Miss Simmons like to have her room clean.
c. Miss Simmons had nothing else to do.
d. The students were messy.
https://www.k12reader.com/
worksheet/drawing-
conclusions-from-
pictures/view/
60
Lesson
Synthesizing Essential
91 Information Found in a
Given Text
What I Need To Know

Synthesizing simply means combining. Instead of summarizing the
main points of each source in turn, you put together the ideas and
findings of multiple sources in order to make an overall point.
At the most basic level, this involves looking for similarities and
differences between your sources. Your synthesis should show the
reader where the sources overlap where they diverge.
Example: (A quote from different sources)
“We know that people were buried there. And the stones are aligned
in astronomically important ways. We also understand, because of the
chemical composition of animal bones found nearby and the
provenance of the stones, that people travelled hundreds of miles to
visit Stonehenge.”
“It was believed that these particular stones had many healing
properties because in Preseli, there are many sacred springs that are
considered to have health-giving qualities.”
Synthesized: Stonehenge was used as a healing site for inhabitants

and travellers that were unwell and those that did not heal
were buried near the monument.
You can also find the definition and example of a figure of speech is a word
or phrase that possesses a separate meaning from its literal definition. It can
be a metaphor or simile, designed to make a comparison. It can be the
repetition of alliteration or the exaggeration of hyperbole to provide a dramatic
effect.
www.simplypsychology.org
https://study.com/academy/lesson/how-to-synthesize-written-
information.html
61
What’s In
lesson.
Study the following illustrations carefully and answer the questions
that follow.
1. What is the picture all about?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
62
What’s New
ACTIVITY 1: Read Me!

Direction: Read the poem “The Women in Black”
Let students synthesize information.
Hala is a young Saudi woman, intelligent, progressive, and well-educated, who writes

about women’s issues in Saudi Arabia. She is optimistic about the future and strives
for changes in the roles that Saudi women play in Saudi society. I was impressed
by this poem she wrote and wanted to share it with you. You can find out more about
Hala by reading this interview she did on American Bedu’s blog a while back.
Hala’s introduction to her poem, “The Women in Black”:
When I was a little girl I was inspired by a stranger, an anonymous woman

who showed up once in Gazzaz shop in Jeddah. My mother used to shop
frequently there and to take us along, that young woman who had an air of
confidence, and who was completely on her own enjoying herself without a
fear of being watched or harassed was such an inspiration for me… Long
before I can put the exact words of autonomy and self - sufficiency to an
independent woman, that strange woman embodied the meaning… I dedicate
the following poem to all the great women of Saudi Arabia who never fail to
show strength and perseverance no matter how much they face an unmet
needs… This poem was recited at the Cyber activism women bloggers
conference in Copenhagen” …THE WOMAN IN BLACK”
Posted on September 21, 2017 by ashleighcook27
The poem “The Women in Black” by Hala al-Dosari delivers a social

commentary on the societal norms for women, as well as illustrating a turning
point for Saudi women.
When women in Saudi Arabia are in public, they wear burqas-long, black
head covers that fully cover the face. The norm is to conceal yourself in all
ways- “emotions were not revealed, opinions were suppressed” (al-Dosari).
The little girl in the story is uncomfortable by the woman who “walked with
determination” because that is not how traditional women are taught, or
allowed, to act (al-Dosari). The other women in the background of the poem
are “hidden and silent” while the other woman was not “covered-up”,
distancing herself from the isolation coming from the burqa and society (al-
Dosari). However, the burqas may provide women with a sense of comfort;
Mariam in the novel A Thousand Splendid Suns by Khalid Hosseini feels
comfort within the burqa, shielding herself from society, feeding into the
meaning behind suppression coming from the burqas. The sound of the burqa
can be heard swishing through the repetition of the ending “ation” on every
other line throughout the poem.
The role of women is changing. Women, like the one the little girl notices, are
“raising their voices in frustration… no longer sitting in resignation”; they are
standing up to be treated as equals (al-Dosari). Women today are facing new
challenges, but they are standing 63 up more for the issues they face. This is “a
different generation… who can exceed our own expectations” to break the
gender stereotypes and be the independent humans we are meant to be (al-
Dosari). The last line of the poem ends with an ellipsis, leaving the thought
unfinished. Similarly, a woman’s job is never finished. Women will never stop
until they are treated as equals; Women will persist, even when they have
nothing, they will not stop
English 8 LM/DLP Module
QUESTIONS:
1.What does the shroud of black represent as the little girl says it in
the selection?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2.How do the elements of the selection contribute to the theme of the particular
literary selection?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3.Will you be able to abide by the limitations set by society of a woman in Saudi
Arabia? Why? Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________
64
What Is It
What is a figurative language?
A figure of speech is a word or phrase that possesses a separate meaning from its
literal definition. It can be a metaphor or simile, designed to make a comparison.
It can be the repetition of alliteration or the exaggeration of hyperbole to
provide a dramatic effect.
1.Simile is a comparison between two unlike things using the words
"like" or "as."
Examples :
1.As slippery as an eel
2.As blind as a bat
3. Like peas in a pod
2. Metaphor makes a comparison between two unlike things or ideas.
Examples :
1. Heart of stone
2. Time is money
3. The world is a stage
3.Hyperbole uses exaggeration for emphasis or effect.
Examples :
1.I've told you to stop a thousand times.
2. That must have cost a billion dollars.
3. I could do this forever.
4.Personification gives human qualities to non-living things or ideas.
Examples:
1.The flowers nodded.
2.The snowflakes danced.
3.The thunder grumbled.
5.Euphemism is a mild, indirect, or vague term that often substitutes
a harsh, blunt, or offensive term.
Examples:
1.'A little thin on top' instead of 'going bald.'
2.'Fell of the back of a truck' instead of 'stolen.'
6.Synecdoche occurs 65 when a part is represented by the whole or,
conversely, the whole is represented by the part.
Examples :
1.Wheels - a car
2.The police - one policeman
3.Plastic - credit cards
7.Understatement occurs when something is said to make something
appear less important or less serious.
Examples:
1.It's just a scratch - referring to a large dent.
2.It's a little dry and sandy - referring to the driest
desert in the world.
8.Oxymoron is two contradictory terms used together.
Examples:
1.Jumbo shrimp
2.Sweet sorrow
3.Free market
9.Alliteration is the repetition of the beginning sounds of neighboring
words.
Examples:
1.She sells seashells.
2.Walter wondered where Winnie was.
11. Anaphora is a technique where several phrases or verses begin

with the same word or words.
Examples :
1. I came, I saw, I conquered. - Julius Caesar
2. Mad world! Mad kings! Mad composition! - King John II,
William Shakespeare
12.Assonance is the repetition of vowel sounds (not just letters)
inwords that are close together. The sounds don't have to be at the
beginning of the word.
Examples:
1.A - For the rare and radiant maiden whom the angels named
Lenore. (Poe)
2.E - Therefore, all seasons shall be sweet to thee. (Coleridge)
12. Irony occurs when there's a marked contrast between what is said
and what is meant, or between appearance and reality.
Examples :
1."How nice!" she said, when I told her I had to work all weekend.
(Verbal irony)
2. A traffic cop gets suspended for not paying his parking tickets.
(Situational irony)
English 8 LM/DLP Module
66
What’s More!
Activity 2: Whole Poems

Directions: Read the poems below.
We Wear the Mask Poet Among Barbarians

By: Paul Laurence Dunbar By: John Gould Fletcher
We wear the mask that grins and lies, The rain drives, drives endlessly,
It hides our cheeks and shades our Heavy threads of rain;
eyes,-- The wind beats at the shutters,
This debt we pay to human guile, The surf drums on the shore;
With torn and bleeding hearts we Drunken telephone poles lean sideways;
smile,
Dank summer cottages gloom hopelessly;
And mouth with myriad subtleties.
Bleak factory-chimneys are etched on the
filmy distance
Why should the world be over wise, Tepid with rain.
In counting all our tears and sighs? It seems I have lived for a hundred years
Nay, let them only see us, while Among these things;
We wear the mask. And it is useless for me now to make
complaint against them.
We smile, but, O great Christ, our cries For I know I shall never escape from this
To thee from tortured souls arise. Dull barbarian country,
We sing, but oh the clay is vile Where there is none now left to lift a cool
Beneath our feet, and long the mile; jade winecup,
But let the world dream otherwise. Or share with me a single human thought.
We wear the mask.
67
Directions: Encircle the letter of your best answer.
1. Which of the poems has a continuous rhythm?
a. We Wear the Mask
b. Neither of these poems
c. Poet Among Barbarians
d. Both of these poems
2. Which of the above poems use rhyme?
a. We Wear the Mask
3. Which of the above poems uses more hyperbole?
a. We Wear the Mask
4. Which of the above poems uses more personification?
a. We Wear the Mask
5. Which of the above poems uses metaphor?
a. We Wear the Mask
Both of these poem
www.k12reader.com
What I have Learned

Activity 3: (Matching Type)
Directions: Each Phrase below is a type of figurative
language. Match the phrase to the correct type
by writing the letter in the blank.
Type Phrase
______1. alliteration a. His heart was block of ice.
______2. simile b. open secret
______3. metaphor c. pink and purple popsicles
68
______4. onomatopoeia d. The cup danced joyfully across the
table.
______5. oxymoron e. heavy as a rock
______6. hyperbole f. She was humming a song.
______7. personification g. Everyone knows that!
www.k12reader.com
Activity 4: I can do this

Determine which type of figurative language is being used in each sentence or phrase.
________________1. George works like a dog.
_______________2. He slurped his drink and guzzled it all down.
_______________3. My dad is my rock.
_______________ 4. Suddenly she screamed, but soon it seemed silly.
_______________ 5. The rain washed the earth clean.
_______________ 6. The sky was like a blue ocean with frothy white clouds.
_______________ 7. If she doesn’t get what she wants, it’s the end of the world.
_______________ 8. “Please Mr. Snow, keep falling so that school is cancelled!”
_______________ 9. Peter Piper picked a peck of peppers.
_______________ 10. When I’m on an open bike trail, I ride as fast as lightning.
_______________11. She told me to zip my lips and not reveal her secret.
_______________12. My bed held me gently and comforted me.
_______________13. The wet towel hit the floor with a splat.
_______________ 14. It was nice to see his best friend after all these years.
What I Can Do
Summary
69
The world today continues to evolve and it requires us to be more equipped in any
means. It may be in mind or in skills but the most important thing is we have them both. The
topics that are being discussed in this module brought you a lot of learning that would
possibly lead you to be knowledgeable learner, however there are still a lot of things that you
need to know that is why you should never stop yearning for knowledge.
Assessment: (Post-Test/Pre-Test)
The topic sentence for a paragraph is given below, followed by a number of details. Decide which
details should be included in a paragraph which uses the topic sentence.
Check the details which should be included and cross those should be excluded.
TOPIC SENTENCE: Sam is one of the best players on the baseball team.
Details:
1. Sam is a good athlete
2. Sam is very tall for his age.
3. Sam likes to eat pizza, but does not like spaghetti.
4. Sam hit two home runs in the last game.
5. Baseball is one of the best games played professionally in North America.
https://bit.ly/2Bfzijg
Let’s Analyze!!! Write T if the statement is true and F if the

statement is false.
_________________ 1. Directions must be clear.
_________________ 2. Following directions tells us to do, step by step, in the
correct order.
_________________ 3. The ability to follow directions cannot draw the difference
between success and failure in a task.
__________________ 4. When giving directions, make sure to include all
necessary information.
__________________ 5. Korean beliefs and Filipino beliefs are the same.
Activity: General or Specific
70
Directions: Write G if the statement is a general idea and S if the statement is specific
idea.
_____1. Mario Andretti is a successful race –car driver.

70
_____2. On labor day in 1963, Mario Andretti won seven midget races.
_____3. Modern medicine has improved the lives of people.
_____4. Computer aided diagnosis and new surgical equipment quickly identify
disease and treatment procedures.
_____5. People differ in numerous ways.
Key to Answers
71
LESSON 1: Pre-Test/Post-Test
I. Multiple Choice
1. D 6. A
2. A 7. A
3. D 8. A
4. B 9. A
5. A 10. D
Lesson 2
Activity 3: Identify the Topic Sentence
73
1. The best trip my family ever took was to New Orleans, Louisiana.
2. It is important to completely wash all utensils before using them.
3. It turns out that poetry isn’t old-fashioned; it’s as modern as the latest hit song!
4. Growing a garden can be fun, good exercise, and will provide fruits and
vegetables
for the gardener.
10. Sometimes it is hard to fall.
Activity 4 :
1. A, B, C
6. TRANSACTIONAL
7. TRANSACTIONAL
8. TRANSACTIONAL
74
9. INTERACTIONAL
10. INTERACTIONAL
Lesson 3
Activity 2: TRY THIS!
1. At the beginning
2. When
3. first
4. then
5. However
6. First
7. then
8. and
9. Eventually
Assessment: (Post-Test)
TOPIC SENTENCE: Sam is one of the best players on the baseball team.
DETAILS: 75
1. Sam is a good athlete.
2. Sam is very tall for his age.
Talks about Sam but not his baseball ability.
3. Sam likes to eat pizza, but he does not like spaghetti.
Talks about Sam’s food preference but not his baseball ability.
4. Sam hit two home runs in the last game.
5. Baseball is one of the best games played professionally in North America.
Talks about baseball but not Sam’s ability to play it.
6. When the pitcher throws the ball, Sam has a good eye and can determine
where the ball will go in relation to the plate.
7. Sam can run to first base faster than anyone on the team.
8. Sam is a member of the safety patrol at school.
Talks about Sam but not his baseball ability.
9. Baseball was invented by Abner Doubleday in Cooperstown, New York.
Talks about baseball but not Sam’s ability to play it.
Lesson 5
Pre Test
Activity 1: Skillswise A
1. A
2. C
3. B 76
4. C
5. C
Activity 2 : CLICK
1. C
2. A
3. C
4. A
5. B
Activity 3: Skillswise B
1. A
2. C
Activity 4: What is the General Word
1. tools 77
2. musical instruments
3. sports/games
4. animals
5. liquid
6. voice
Activity 5: Which is More Specific?

1. b
2. b
3. a
4. b
5. b
6. b
Lesson 8
Activity 1: Picto-Analysis 83
Answers may vary
Activity 2: Let’s Watch This!

Answers may vary
Activity 3: Let’s Do This

Answers may vary
Activity 4: Honing the Mind

Answers may vary
Activity 3: Matching Type
84
1. c
2. e
3. a
4. f
5. b
6. g
7.d
.
Activity 4: I Can Do This
1. Simile
2. Onomatopoeia
3. Metaphor
4. Alliteration
References
(n.d.). Retrieved 84
June 28, 2020, from
http://content.nroc.org/DevelopmentalEnglish/unit02/Foundations/supporting-details.html
(n.d.). Retrieved June 28, 2020, from

http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

https://www.easyteacherworksheets.com/pages/pdf/languagearts/supportdet/38.html
https://www.easyteacherworksheets.com/pages/pdf/languagearts/supportdet/6.html
(n.d.). Retrieved June 28, 2020, from https://www.google.com/search?

q=korean+personalities
2020. https://bit.ly/2BhY9TY.
2020. Bit.Ly. https://bit.ly/31pkKss.
2020. Bit.Ly. https://bit.ly/3eTsLdb.
Abrugar, V., Says, P., Says, A., Says, S., & Says, T. (2016, January 09). Home.
Retrieved June 28, 2020, from https://faq.ph/tourist-destinations-to-visit-in-the-
philippines-2016/
Bacus, Z. (2014, December 26). The Paragraph and Topic Sentence. Retrieved June 28,
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English8 q4 Mod2 ReadingComprehension v2

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Quarter 4 – Module 2

Published by the Department of Education – Division of Gingoog City

Author/s: Jhammy P. Peloton

Reviewers: Levie D. Llemit, PhD , Jucel Lou L. Bayucot

Illustrator and Layout Artist: Daphny D. Tucmo

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Co-Chairpersons: Conniebel C.Nistal ,PhD

What This Learning Package is About................................................................................................... i

What I Know.................................................................................................................................................. iii

Learning how to read is an amazing feeling. Learning how to

Though it may appear so difficult to understand when you cannot

What I Need to Know

At the end of this module, you should be able to:

How to Learn from this Module

• Read and comprehend the lessons carefully.

• Answer all the given tests and exercises.

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson

What is It These are discussions of the activities as

What’s More These are follow-up activities that are

What I Have Activities designed to process what you

What I can do These are tasks that are designed to

1. A topic sentence introduces the overall _______ of a paragraph.

3. The other sentences in a paragraph _____________ the topic sentence.

4. A _________ sentence is usually the first sentence of a paragraph.

5. When something is not clearly stated in a piece of writing, it is often referred to as

7. Every paragraph should have a topic sentence.

8. When something is stated clearly and in detail in a piece of writing, it is often

9. A topic sentence can appear anywhere within a paragraph.

What I Need to Know

Identify positions of a topic sentence. (EN8RC-Iva-2.21.1)

A PARAGRAPH is a series of sentences that support a main idea, or point. A paragraph

Features of a topic sentence:

POSITIONS OF TOPIC SENTENCE:

Activity 4: My Idea About the Picture

Identify details that support the topic sentence. (ENBRC-Ivb-2.21.2)

a) I like to garden in summer.

a) We should raise city taxes.

a) Airplanes have changed our lives.

a) It is expensive to attend a university in the United States.

Activity 1 : Picture Analysis

Topic sentence: Bullying harms an individual.

Supporting Details1 : _________________________________________________

Supporting Details 2 : _________________________________________________

Supporting Details 3 : _________________________________________________

Support the main idea by telling when,

SUPPORTING DETAILS Understanding the relationship between

Supporting Details Process

Use a three-step process to identify supporting details.

Example: (topic sentence is underlined; supporting details are highlighted)

Activity 5 : Let’s Do This!

2. Point: Drinking coffee can be bad for people.

A. Some people don’t like the taste of decaffeinated coffees.

3. Point: Some people have very poor telephone manners.

15to work for.

A. He barks orders and never asks for an employee’s opinion.

Activity 6: I can draw

1. What can you see on the pictures?

INTERACTIONAL LANGUAGE is the language we use to build and maintain relationships.

TRANSACTIONAL LANGUAGE is language which is used to make a transaction and which

Activity 2: TRY THIS!

A. Determine whether the situation calls for the use of TRANSACTIONAL or

___________________1. Asking for doctor’s appointment