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ENGLISH- Grade 8

STUDENT’S NAME: GRADE/SECTION:

_________________________ ____________________________
TEACHER: DATE SUBMITTED:

_________________________ ____________________________

I. LEARNING SKILLS

MELC: Use a range of verbs, adjectives and adverbs to convey

emotional response to an issue to persuade Objectives:
● Appreciate the importance of conveying emotional response or
reaction to an issue for persuasion
● Write a persuasive essay using verbs, adjectives, adverbs.

II. INTRODUCTORY CONCEPT

In the previous learner’s packet, you were able to use a range of
verbs, adjectives and adverbs to convey emotional response to an issue
to persuade. Now, through this learner’s packet, you will be able to
appreciate the importance of conveying emotional response or reaction
to an issue for persuasion and write a persuasive essay using verbs,
adjectives, adverbs.

Persuasive writing is a form of argumentative writing that presents

logical arguments with emotional appeal in order to sway readers to a
particular point of view. Where an argumentative essay introduces both
sides of a debate and allows the reader to make an informed choice, a
persuasive essay is about the inclusion of information that supports
your thesis statement, only involving counterarguments as a means to
discredit them.

Persuasive essay writing is a useful writing skill. It allows a writer to

clearly present their ideas in a structured and convincing way.
Persuasive writing can be powerful, influencing people to believe in a

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 cause and putting out a call to action, like donating to a certain charity
or voting for a particular political candidate.

Persuasive writing helps improve a writer’s ability overall, teaching

them how to use facts and research in an expressive yet succinct way.
A writer learns to communicate their main points efficiently and present
a clear argument.

Konya (2020) presents the five-step writing process for persuasive

essays:

1. PREWRITING FOR THE PERSUASIVE ESSAY

The prewriting phase of writing a persuasive essay is extremely important.
During this phase, you should plan every aspect of the essay:

● Choose a position. Think about the issue and pick the side you wish
to advocate.
● Understand the audience. In order to write an effective persuasive
essay, the writer must understand the reader’s perspective. Is the
reader undecided or inclined to favor one side or the other?
● Do the research. A persuasive essay depends upon solid,
convincing evidence. Don’t rely on a single source. Pull information
from multiple websites and reference materials. Speak with
community experts and teachers. Read and take notes. There is no
substitute for knowledge of both sides of the issue.
● Identify the most convincing evidence, as well as the key points for
the opposing view.
Organizing the Persuasive Essay: Outline
Next, create an outline. Organize the evidence to build the strongest
possible argument. If the teacher has specified an essay structure,
incorporate it into the outline.
Typically, the persuasive essay comprises five or six
paragraphs: Organizing the Persuasive Essay: Structure
✔ Introductory Paragraph
▪ Grab the reader’s attention by using
a “hook.” ▪ Give an overview of the
argument.
▪ Close with a thesis statement that reveals the position to be
argued.
✔ Body Paragraphs

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 ▪ Each body paragraph should focus on one piece
of evidence. ▪ Within each paragraph, provide
sufficient supporting detail.
✔ Opposing View Paragraph
▪ Describe and then refute the key points of the opposing view.
✔ Concluding Paragraph
▪ Restate and reinforce the thesis and supporting
evidence.

2. DRAFTING THE PERSUASIVE ESSAY

When writing the initial draft of a persuasive essay, consider the following
suggestions:

The introductory paragraph should have a strong “hook” that grabs

the reader’s attention. Open with an unusual fact or statistic, a question or
quotation, or an emphatic statement. For example: “Driving while talking
on a cell phone, even hands-free, is the equivalent of driving drunk.”
The thesis statement should leave no doubts about the writer’s
position.
Each body paragraph should cover a separate point, and the
sentences of each paragraph should offer strong evidence in the form of
facts, statistics, quotes from experts, and real-life examples.
Consider various ways to make the argument, including using an
analogy, drawing comparisons, or illustrating a hypothetical situation (e.g.,
what if, suppose that…).
Don’t assume the audience has in-depth knowledge of the issue.
Define terms and give background information.
The concluding paragraph should summarize the most important
evidence and encourage the reader to adopt the position or take action.
The closing sentence can be a dramatic plea, a prediction that implies
urgent action is needed, a question that provokes readers to think
seriously about the issue, or a recommendation that gives readers specific
ideas on what they can do.

3. REVISING THE PERSUASIVE ESSAY

In the revision phase, you will review, modify, and reorganize your
work with the goal of making it the best it can be. Keep these
considerations in mind:
▪ Does the essay present a firm position on the issue, supported by
relevant facts, statistics, quotes, and examples?

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 ▪ Does the essay open with an effective “hook” that intrigues readers
and keeps them reading?
▪ Does each paragraph offer compelling evidence focused on a single
supporting point?
▪ Is the opposing point of view presented and convincingly refuted?
▪ Is the sentence structure varied? Is the word choice precise? Do the
transitions between sentences and paragraphs help the reader’s
understanding?
▪ Does the concluding paragraph convey the value of the writer’s
position and urge the reader to think and act?
▪ If the essay is still missing the mark, take another look at the thesis.
Does it present the strongest argument? Test it by writing a thesis
statement for the opposing viewpoint. In comparison, does the
original thesis need strengthening? Once the thesis presents a well-
built argument with a clear adversarial viewpoint, the rest of the
essay should fall into place more easily.

4. EDITING THE PERSUASIVE ESSAY

Next, proofread and correct errors in grammar and mechanics, and
edit to improve style and clarity. Having a friend read the essay helps
writers edit with a fresh perspective.

5. PUBLISHING THE PERSUASIVE ESSAY

Sharing a persuasive essay with the rest of the class or with family
and friends can be both exciting and intimidating. Learn from the
experience and use the feedback to make the next essay even better.

III. ACTIVITIES Practice Task I

Directions: This time, you will be given a chance to create your own
comics to convince your friends to believe your realizations about the
importance of using a range of verbs, adjectives and adverbs to express
your emotional response or reaction based on your journey through the
Learner’s Packet No. 7. In the dialogue boxes, write the things that you
will say to your friend to convince him/her to believe what you learned or
realized. You must use the verbs, adjectives and adverbs to persuade
your readers.
We’re excited to read your persuasive comics! Take note that your output
will be rated based on your use of verbs, adverbs, adjectives (30%), level
of persuasion (25%) , content & organization (20%),

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 capitalization/usage/punctuation/spelling (CUPS) (15%), and creativity
(10%).
Hi,Learner! How are you?
I am Teacher Shen.
I absolutely believe you can do this task.
This example is made to help you create
your own comics.
Notice how I used the word “ absolutely ”
to emphasize my point because I
truly believe in you and your creativity!

Practice Task II

"Sometimes it falls upon a generation to be great.

You be that great generation. Let your greatness blossom.”
– Nelson Mandela

Having Konya’s five-step writing process for persuasive essays in mind,

you may also use the OREO method to write your persuasive essay.

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Study this infographic about Writing a Persuasive Paragraph using the
OREO method.

Directions: On a separate sheet of paper, write a persuasive essay to

convince youths like you to continue in pursuing their dream despite the
adversity we are facing today.

Your output will be evaluated using the rubrics presented in Part IV

– Rubrics for Scoring in this Learner’s Packet.

Practice Task III

Directions: I know you enjoyed exploring Philippine culture. After walking
around the realms of our own culture and literature, you probably felt a
gush of inspiration and admiration as to how notable personalities strived
for their advocacies.

You can continue making a difference! It’s time to do the 5th step - publish
your output! Create a blogpost to convince other youths to join your
advocacy. Use a range of verbs, adjectives and adverbs to express your
emotional response and reaction in your blogpost.

(Use folder/cardboard to create a blogpost. If you have access to the

internet, you may opt to post your output using any online platforms.)

You may refer to the following guides from CoSchedule.com :

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ASSESSMENT

This time, let us check on your knowledge and skill in using a range
of verbs, adjectives and adverbs to convey emotional response to an issue
to persuade.

The adversity due to the current pandemic crisis unveiled different faces
of leaders in our country. In Catanduanes, many Sangguaniang Kabataan
(SK) were applauded for their innovative and creative response to help

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their constituents amid the COVID-19 crisis. Like these Filipino leaders,
you can also make a difference!

Imagine that you are part of the SSG Council in your school. You are
asked to prepare an explanation of why students should observe strict
compliance to health protocols to contain the spread of COVID-19.

You will write an article, letter, or essay to your fellow students to

convince them to follow protocols for safety. Make sure you use examples
from the text/time period/or any other knowledge you have to make your
output persuasive. Remember to use a range of verbs, adjectives and
adverbs to convey emotional response to persuade your readers. Use
specific examples from the text for support.

GRASPS: PERFORMANCE TASK

(Use a range of verbs, adjectives and adverbs to convey emotional
response to an issue to persuade)
Goal: To use a range of verbs, adjectives and adverbs
to convey emotional response to an issue to
persuade
Role: SSG Officer/ member
Situation: Imagine that you are part of the SSG Council
in your school. You are asked to prepare an
explanation of why students should observe
strict compliance to health protocols to contain
the spread of COVID-19.
Product/Performance: You will write an article, letter, or essay to your
fellow students to convince them to follow
protocols for safety.
Standards/Criteria: Your work will be judged according the
attached rubrics.

IV. RUBRICS FOR SCORING

RUBRICS FOR EVALUATION OF PERSUASIVE
ESSAY
4 3 2 1 Your
Criteria Excellent Satisfactory Score

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 Very Needs
Satisfactory Improvement

Content and The content The content The writer The content
ideas provides a provides a provides little, does not
clear, clear clear or relevant necessarily
strong statement evidence to address the
statement of the support the idea issue.
of the author’s and content.
author’s position on
position on the topic.
the topic.
Use a range The author The author The author uses The author
of verbs, uses uses some some verbs, did not use
adjectives different verbs, adjectives and any verbs,
and adverbs verbs, adjectives adverbs to adjectives
to convey adjectives and adverbs convey and adverbs
emotional and to convey emotional to convey
response to adverbs to emotional response. emotional
an issue to convey response to response.
persuade emotional persuade.
response to
persuade.
Organization The paper The paper The paper The paper
follows a follows a follows a train of does not
clear logical train thought. follow a train
and logical of thought. of thought.
train of
thought.
Convention The writer The writer The writer uses The writer
uses perfect uses generally uses poor
citation correct correct citation citation
format, citation format, format,
grammar, format, grammar, grammar,
spelling, grammar, spelling, spelling, and
punctuation. spelling, punctuation punctuation.
punctuation,
TOTAL
*For blog post output, add creativity in presenting the output.

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 V. ANSWER KEY

The teacher will be the one to check Practice Tasks and

Assessments using the Rubrics for Scoring.

VI. REFLECTION

In my journey through this learning packet,

I learned that…
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I realized that using a range of verbs, adjectives and adverbs to

convey emotional response or reaction to persuade is important
because…
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I, therefore, commit to:

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 _______________________________________________________
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Congratulations! This is the end of this Learner’s Packet. It was great

to be with you on this journey! Time for affirmation! Look at the mirror, tap
your shoulder and tell yourself, “You definitely did a great job!”
We hope that you will continue to use and share the skills you
developed through this learning packet with your peers! Good luck on this
wonderful journey of learning language and literature!

VII. REFERENCES

Eastwood, John. Oxford Guide To English Grammar. Ebook. New

York: Oxford University
Press,2002.https://www.uop.edu.jo/download/research/members
/oxford_guide_to_engli sh_grammar.pdf.

Free English Grammar Ebook Level 2. Ebook. Accessed 19 August

2021.
http://www.espressoenglish.net/wp-
content/uploads/2012/07/Free-Grammar-EbookLevel-2.pdf.

OREOMethodhttps://www.google.com/url?sa=i&url=https%3A%2F%2
Fwww.teachstarter.com%
2Fau%2Fteaching-resource%2Fpersuasive-paragraph-writing-
using-
oreo%2F&psig=AOvVaw248UBHgpN01swZ2YXhsd4f&ust=1590
472427581000&sourc
e=images&cd=vfe&ved=0CAIQjRxqFwoTCKiG2dapzukCFQAAA
AAdAAAAABAD

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 Tan, N. (August 22, 2013) Afro-Asian Literature.
https://www.slideshare.net/knowellton/klesson-
4

Prepared by:

SHEENA MAE P. TRESMANIO

Writer/Illustrator/Layout Artist
Teacher I, Calatagan High School
Division of Catanduanes

Quality Assured by:

LORAINE T. CHIONG GINA B. PANTINO,Ed. D.

Head Teacher III - English Education Program Supervisor-English
Calatagan High School Division of Catanduanes

SONIA V. PRENSADER MARICEL M. DINEROS

School Principal II Education Program Supervisor-English
Bato Rural Development High School Division of Sorsogon

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