Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or competencies you
are expected to learn in the module.

What I Know This part includes an activity that aims to check what you
already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to you in
various ways such as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion of the lesson. This

aims to help you discover and understand new concepts
and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may
check the answers to the exercises using the Answer Key at
the end of the module.

What I Have Learned This includes questions or blank sentence/paragraph to be

filled in to process what you learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life situations
or concerns.

Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned. This
also tends retention of learned concepts.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1

I. Introduction

What I Need to Know

This module was written and intended for Grade 11 TVL-Caregiving students. As we explore the lesson, the
question on how do we describe text as connected discourse arise. The nature of a written text as connected
discourse is a formal, lengthy discussion of the topic.
If we speak of Text as Connected Discourse, we will be dragging in two interrelated concepts – the text and
the discourse.

The discussions and exercises contained in this module aims to answer the following questions:
1. How do you connect ideas when writing?
2. What are the words or expressions that you use to show the connection between ideas in sentences?
3. When you read, do you observe how the ideas in the text are linked together and how they form a
discourse?

For instance, when you read a recipe, it is easy to see how the ideas are connected because the information is
presented in chronological order. When reading an article, you may notice that the ideas all relate to a particular
topic. How can this clear connection of ideas be achieved when you write a text?

The Worksheet is divided into three lessons, namely:

 WS 1 – Describing a written text as connected discourse
 WS 2 - Organizing Information through a Brainstorming List

After going through this module, you are expected to:

1. Describes a written text as connected discourse EN11/12RWS-IIIa-1
2. Organizing Information through a Brainstorming List
3. Appreciate the essence of ta written text as a connected discourse.

What I Know
Activity 1:

I. True or False: Write T if the statement is correct and F if the statement is incorrect. Write your answer
on the space provided.
1. _____ It is important for ideas to be connected to one another in order for readers to understand
the text.
2. _____ We use discourse markers to show the relationship of ideas.
3. _____ A brainstorming list allows you to write down any idea that comes to mind.
4. _____ A Venn diagram shows the sequence of steps to be followed in order to complete a process.
5. ____ Flowchart does not show a step by step process.
6. ____ An outline serves as a guide in organizing ideas before writing any piece of work. In reading,
it is a tool to better understand how the ideas or information are organized.
7. ____ Use capital letters (e.g., I, II, III…) for main ideas, Roman numerals (e.g., A, B, C…) for
supporting ideas, and Arabic numbers (e.g., 1, 2, 3…) for specific details.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
8. ____ A sentence outline is made up of complete sentences stating the main and supporting ideas.
On the other hand, a topic outline is made up of word only.
9. ____ The sub-ideas should be relevant to the central idea.
10. ____ Graphic organizer that best show the similarities between the following places is mind map.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
II. Development

What’s in?
Activity 2:

The teacher introduces a paragraph: Exploring the Sea of Goodness by Lee Emm

1.) Do you believe that a sea of goodness ispossible in this world? 2.) I always believe it is possible. 3.)Doing
something good, no matter what the consequences willalways make me contented and secure. 4.) There are a lot of
waysI can do such, especially in doing something “good” forothers. 5.) The steps are easy but zealousness, humility
andconsistency are the subtle ways. Here are the simple ones: 6.)The first one is I imagine that I am in the place of
the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel andreact. 8.) That way, I’ll think doing good to
others will make me at least a better person. 9.) That will make me be grateful that Ihave done something good. 10.)
With these simple but notableways I can prove to myself, to others and to God that I canexplore the sea of
goodness in this ever changing world. 11.)How about you, can you explore it also? 12.) I bet you can!

Question:
1. Is this an example of a discourse? Why or why not.
2. Write 5 sentences describing the features or nature of the paragraph or an essay.
Ex. 1. The sentences in the paragraph are (parallel with one another).

What’s new?

How to Cook Chicken Adobo

Ingredients:

4 to 5 pounds chicken thighs

1/2 cup soy sauce
1/2 cup white vinegar
4 cloves of crushed garlic
1 teaspoon black peppercorns
3 bay leaves

Directions:

1. First, combine the vinegar, soy sauce, peppercorns, garlic, bay leaves, and chicken thighs in a large pot.
Cover and let the chicken marinate in the refrigerator for around one to three hours.
2. Next, bring the chicken to a boil over high heat.
3. Afterward, lower the heat, cover, and let the chicken simmer for half an hour. Stir occasionally.
4. Remove the lid and simmer for around 20 minutes or until the sauce thickens and the chicken becomes
tender.
5. Finally, turn off the heat and serve the adobo with rice.
Question:
1. How is the recipe being presented as a text?
2. What is being used to describe the step by step process?
3. What can you say about the choice of words in each sentences?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
Explanation:
Upon reading the text, you most likely immediately noticed that it is a recipe. But what makes it a recipe? Notice the
features of the text. The title starts with the words “how to cook,” and the headings are “ingredients” and
“directions.” From these features alone, you would already be able to tell that the text is a recipe. Other features of
this text include the use of discourse markers that express chronological order and the use of the imperative mood
in the directions.

What’s it?

Discourse is the use of words to exchange thoughts and ideas in an orderly and organized manner. It deals
not only with the grammar aspect of a language but also with the features of the text and the relationship of words
to one another. 
Discourse markers—or conjunctions, connectives, and linking devices—help connect ideas to form a logical
text. They are words or expressions that link, manage and help to organise sentences. They connect what is written
or said with something else. They make no change to the meaning.
 They are also often called linking words and, sometimes, fillers. They are important to make your speech or
text flow and to avoid a series of short unconnected statements

Example:.
 Firstly, secondly, thirdly – organise your points logically. Firstly we need to reduce prices on the
products.  Secondly, we need to upgrade the channel to market etc. etc.
 Finally – marks the final point of a list. Finally I want to talk about the environment.
 To begin with –
 In addition  – provides extra information. In addition to my earlier point, we also need to think about
delivery.
 In conclusion – marks the summary and round up of your essay or speech. In conclusion, I have
demonstrated that savings will be 10%.
 In summary – another way to mark the conclusion. In summary, the average costs will reduce.
 Moreover – as a further matter, there is even more to tell you. It’s a difficult decision, moreover, they
would have to move home.
 On (the) one hand, on the other hand – introduces two opposing ideas. On the one handit’s cheaper, on
the other hand  it means a lot of work to make it worth the trouble.

Text is the “data” in which ideas are presented in print form. Merriam-Webster Dictionary defines it as “the original
words of a piece of writing or a speech.” But before you can even create a logical text through discourse, you have
to be guided by writing—its rules and processes.

• Below are the purposes of a discourse.

1. To inform – A discourse that aims to inform provides a descriptive and comprehensive discussion on the topic. It
points out what one should know about a topic or subject.
2. To persuade – A discourse that aims to persuade tries to convince the readers that the proposed claim or solution
is better than any other proposal.
3. To entertain – A discourse that aims to amuse provides a source of entertainment for its readers.

Types of Discourse
• Argumentation – In this type of discourse, the writer aims to persuade the audience or readers. He or she
presents valid claims or counterclaims, each supported by evidence, to prove a point.
• Description – This type of discourse is based on the main impression of the author about the topic or subject.
His or her impression is influenced by prior knowledge, culture, environment, and experiences, among
others.
• Exposition – This aims to inform, clarify, and explain a phenomenon. It defines what something is and provides
an in-depth discussion about topics that are usually less explored.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
• Narration – This type of discourse is like storytelling. It recalls events chronologically. It is told in the first,
second, or third person point of view.
Writing

Writing, in its literal sense, is the formation of visible letters or characters as you express your thoughts.
The act of writing is similar to the act of weaving threads to create cloth; ideas are woven together by connecting
one idea to another to create an organized text. When you write, keep in mind that it is important for readers to
grasp what you want to convey. Therefore, it is important that your thoughts are connected to one another. To link
ideas, make sure that you use proper discourse markers.
How do you select the information you will include in your writing? What technique do you do to organize
the information?
How do you go about brainstorming ideas?

Organizing information is necessary in the prewriting stage. It helps you narrow down the topics for your
paper. You can use several techniques for selecting and organizing information. Making a brainstorming list is one
of those techniques.

Brainstorming helps you generate topics and narrow them down to one. It improves your creative thinking skills and
deepens your understanding of a possible topic. On a brainstorming list you simply jot down all the words or ideas
that come to mind about a topic. You can make the list when you have many ideas; you can cross out some of them
as you limit the topic. Also, you can refer to the list later on when your mind goes blank as you write.

Below are the benefits of making or having a brainstorming list.

 It allows you to generate ideas quickly.
 It helps you recall information about a topic.

To make a brainstorming list, start by writing down a general topic. Then, write all the words or phrases that you
can think of in relation to the topic. You can mark these by using bullet points. Do not feel pressured to come up
with a coherent piece of writing yet. Simply allow yourself to generate as many ideas as you can about the topic.

Example:
General Topic: College Course

 my interests
 my skills
 long-term plan
 school prestige
 cost of schooling
 course requirements
 financial status
 practicality
 demand
 parents' approval

Explanation:
All the items listed are ideas related to the general topic. These ideas can help you come up with an interesting and
specific topic.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
You can also make a brainstorming list based on a thesis statement. The thesis statement is the main idea,
argument, or purpose of your paper. After writing your thesis statement, list any word, phrase, or statement that
you can think of that is related to the topic. Do not restrict yourself to the sequence of ideas.

Example 1:
Your teacher asked you to write a persuasive essay about this issue: Should parents choose the course or career for
their children, or should their children make the choice themselves?

Thesis statement: Children and not their parents should choose their course or career.
Brainstorming list:

 They know themselves best.

 They know their strengths and weaknesses.
 They will be more willing to learn if they are doing what they want to do.
 They are more likely to succeed if they pursue their dream.
 They will look forward to their daily classes or work.
 Gain more confidence
 Personal happiness

Explanation:
These related ideas generated through brainstorming can serve as your guide in developing the body of your paper.

In Examples 1 and 2, the ideas that come to mind in relation to the given thesis statements are listed in no particular
order. These ideas can be used as supporting details to develop the thesis statement.

Making a brainstorming list is a technique for selecting and organizing information. On this list you put any word or
phrase you can think of that is related to your topic. Keep in mind that you need not write in complete sentences.
Simply generate as many ideas as you can about the topic.

Activity 3:

Read the sentence carefully and select the correct conjunction.

Example: Margaret buys a cup of coffee at the newsstand. So/Then, she goes to work. –
Answer: Then
1. We have a mouse in the house. Unfortunately/Therefore, we should get a cat.
 Unfortunately
 Therefore
2. Megan got into a car accident. Furthermore/As a result, her insurance rate increased.
 Furthermore
 As a result
3. Michael is very athletic and plays on the school basketball team. However/In addition, his brother just stays at
home and plays video games all day.
 However
 in addition
4. There are many occupations today. Such as/For Example, you can become a doctor, engineer, teacher, artist,
athlete, musician, or chef, just to name a few.
 Such as
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
 For example
5. The US government has been spending its money recklessly for too long. Furthermore/As a result, the plans that
Congress proposes are destined to put the nation at great economic risk in the future.
 Furthermore
 As a result
6. Getting a college degree is important. In conclusion/More importantly, building a good network of friends is
crucial to future success.
 In conclusion
 More importantly
7. Hawaii is a beautiful place to live. In addition/On the contrary, Siberia is a very inhospitable location.
 In addition
 On the contrary
8. Eating well will help you live a healthier life. Moreover/As a result, exercising every day is also highly
recommended.
 Moreover
 As a result
9. Do you enjoy completing these grammar exercises? Then/Yet, you should be able to improve your writing skills in
no time!
 Then
 Yet
10. Without getting a college degree, it will be difficult to get a job. Moreover/However, some will say, “It’s not what
you know, but who you know.”
 Moreover
 However

III. Engagement
 What’s more?

Activity 4

In a college entrance exam, you are asked to respond to this quote:

"Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is
great work. And the only way to do great work is to love what you do."
-Steve Jobs

Thesis statement: Love whatever you choose to do.

Based on the thesis statement make a brainstorming lists for your paragraph or discourse.
(at least 10 phrases or sentences)
After which, write a paragraph or discourse about the Thesis Statement: Love whatever you choose to do.

IV. Assimilation
What have I learned?
Activity 5

I. IDENTIFICATION: Write your answer/s on the blank

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
1. __________________ It is the use of words to exchange thoughts and ideas in an orderly and
organized manner.
2. __________________ It is the “data” or ideas presented in print form.
3. __________________ It is the formation of visible letters or characters to express one’s thoughts.
4. __________________ It is one technique for organizing information in which you put your ideas
on list.
5. __________________ are words or expressions that link, manage and help to organise sentences.
6. What do you call the main idea, argument, or purpose of a paper?
a. brainstorming list b. organization c. thesis statement d.
prewriting stage
7. It is the other term for thesis statement.
a. general topic b. hypothesis c. main idea d. introduction
8. Which one states a benefit of making a brainstorming list?
a. It helps you recall ideas you might have about a topic.
b. It allows you to write complete sentences about a topic.
c. It gives your readers an idea of what your essay is going to be about.
d. It restricts you to the sequence of your ideas.
9. Which of these sentences describes brainstorming correctly?
a. It is a structured technique for organizing information using complete sentences.
b. It is a structured technique for organizing information using words or phrases that are listed in
logical order.
c. It is an unstructured technique wherein you can write down any word related to a topic.
d. It identifies the main point or central message of a paper.
10. Which situations is it most ideal to use the brainstorming list for selecting and organizing
information?
a. When you have many ideas about a topic
b. When you have no plan of writing about a topic
c. When you have nobody else with you to write about a topic
d. When your mind goes blank as you write
11. How can a brainstorming list help you formulate the thesis statement of your paper?
a. It narrows down topics or ideas until you have a thesis statement.
b. It uses symbols that signify the thesis statement.
c. It serves as a source of ideas for the thesis statement.
d. It limits your ideas, so it is easier to make a thesis statement.
12. Which of the following phrases should be included in your brainstorming list about the topic “A
parent should stay at home to raise his or her children”?
a. more opportunities to chat with neighbors b. longer sleep
c. quality time with the children d. updates on television shows
13. Which of the phrases should not be included in your brainstorming list about the topic “freedom of speech”?
a. thinking before speaking b. speaking your mind
c. learning multiple languages d. communicating one’s opinions or ideas

14. Match the ideas with the thesis statements.

Parents should choose a career for their children. ______
Young people should choose their own career. ______
Young people should go to school to have a better life. ______
Parents should make sure that they are able to send their children to school. ______

a. Higher chance of success as a result of pursuing one’s dream

b. Most parents save money for their children’s education
c. School is necessary for a good future
d. Parents know better
15. Match the ideas with the thesis statements.
Young people should be allowed to drive at the age of sixteen. _______
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
Students should not be required to wear uniforms. _______
Students should not be allowed to bring cellular phones in the classroom. _______
Young people should think very carefully before making a decision. _______

a. choose wisely
b. restricts individuality
c. useful during emergency
d. pupils distracted by gadgets

Activity 6

What can I do?

Write a discourse based on the following brainstorming list given below.

 Know your strengths and weaknesses.

 Pursue a dream.
 Do what you are good at.
 Choose a job wherein you can use your skills.
 Give it your best shot.
 Respect your work.
 Practice, practice, practice.
 Always find new ways of loving your work.
 Love your work even if it is not your first choice.
 Rubrics:
Organization-30
Grammar-20
Discourse Marker-20
Discourse Pattern-30

Reflection:
 The learners, in their notebook, journal or portfolio will write their personal insights about the lesson using
the prompts below.

I understand that ______________________________________________.

I realize that __________________________________________________

Answer key
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV - A CALABARZON
Division of Batangas City
BALETE INTEGRATED SCHOOL
READING AND WRITING
WORKSHEET 1
Activity 1.
1. Discourse. Why or why not?
2. Write 5 sentences describing the features or nature of the paragraph or an essay.

Activity 2:
1. Therefore
2. As a result
3. However
4. For example
5. As a result
6. In conclusion
7. On the contrary
8. Moreover
9. Then
10. However

Activity 3:
10 Brainstorming List

Activity 4
1. Discourse
2. Text
3. Writing
4. Brainstorming list
5. Discourse marker
6. Thesis statement
7. General topic
8. A
9. C
10. A
11. C
12. C
13. D
14. D,A,C,B
15. B,C,D,A