Reading and Writing Skills

Module 3 & 4
Prepared by: MS. MANZYEL JOY G. DE LILLA
Student: ________________________________ Strand & Section: ______________
Subject Teacher: ___________________________

GOOD DAY OUR DEAR STUDENTS!

Good day our dear students!
Welcome to Reading and Writing Skills: Module 3 & 4 for Grade 11!
This module was created and designed for you to learn and for you to be provided with fun and meaningful
activities which will enhance your skills in independent learning.
Please be reminded of the important activities to be accomplished upon the use of this module:
1. Please do the OPENING PRAYER before proceeding to the entire lessons and activities given for the day.
Please take a moment of silence and proceed to the opening prayer.
Opening Prayer
Heavenly Father, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same
spirit that we may be truly wise and ever enjoy His consolation. All of these we pray in Jesus name. Amen.
2. Please use and answer your module with love, eagerness and care.
3. All the instructions are clearly written on your module. Please read them carefully and make sure to follow
them faithfully.
4. Please read and understand the intended lesson for the day.
5. Please observe honesty and integrity in accomplishing the tasks given.
6. Please practice to have a motivating mood, patience and perseverance in understanding and
accomplishing the self – learning module.
7. You have to finish the tasks at hand before proceeding to the next. Make sure no activities will be neglected.
8. Please be reminded that all the activities and lessons on the module must be finished on the given time
frame.
9. After finishing the module, make sure to submit this on the given schedule.
10. Once all the lesson and activities were accomplished, please do not forget to do the CLOSING PRAYER.
Please take another moment of silence and proceed to the closing prayer.
If you encounter problems or difficulties in answering this module, please do not hesitate to address your
concerns to the responsible teacher. The contact number of the teacher and the consultation hours are
provided in this module. Please bear in mind that you have someone that will guide and will help you in finishing
your module.
It is with a positive mind that this material will really help you to have meaningful learning and gain deep
understanding of the most essential learning competencies intended for this subject. We hope that you will be
fully equipped with the necessary knowledge that will enhance you into a wholesome human being.
TOGETHER EVERYONE ACHIEVES MORE!
Enjoy your module! Thank you and God bless!

Module 3 & 4 | Reading and Writing Skills Page 1 of 5

SENIOR HIGH SCHOOL SELF-LEARNING MODULE
Grade: 11 Semester: Second Semester
Core Subject Title: Reading and Writing Skills No. of Hours/Semester: 80 hours
MODULE 3

Topic/ Lesson Name PATTERNS OF DEVELOPMENT IN WRITING: DESCRIPTION

Content Standards The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.
Performance Standards The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.
Most Essential Learning Compare and contrast patterns of written texts across disciplines.
Competencies
References (Books and other Rosallio P. Oriarte Jr. 2020, Patterns of Development in Writing: Narration
learning portals or websites) First Edition, Published by the Department of Education - Schools Division
of Pasig City.
Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus,
Ed.D. 2016. Critical Reading and Writing for the Senior High School.
Quezon City: Lorima Publishing Inc.

LEARNING OBJECTIVES:
Upon the completion of this module, you will be able:
 To know the structure of the descriptive pattern;
 To analyze the given narrative paragraph
 To construct descriptive paragraph on a given topic.

DISCUSSION LEADING TO THE MASTERY OF THE LESSON:

RECAP:
Let us recall our previous lesson on patterns of development in writing. There are eight patterns of paragraph
development in writing. Narration as discussed in our last lesson extends the requirement of chronological
ordering of events or situations. The use of transitional words or phrases signal the time of the turn of events.
Narration is telling a story and it embodies the elements of setting, character, plot, conflict, and theme. This
module will help you understand description as another pattern of development in writing.

MODULE CONTENT:

When we write paragraphs, we tend to recreate an imaginative representation of the ideas that we have
acquired and assimilate. These paragraphs extend our vision in a written form. Words and group of words
became a circulating body of invisible objects ready to be digest by another entity of interpretation and
representation.

This module once again will explore the other pattern of development in writing, the world of descriptions.

Description is one pattern of paragraph development that paints pictures with words and brings the
action or scenes to the reader. It appeals to the senses -smell, taste, hear, sight, and touch through the
imagination of the readers. It builds mental images for the reader; it makes present what is absent. -Source:
Prentice Hall, Grammar and Composition 3

To write a good description you should learn to observe keenly and accurately. Your eyes gather visual
images; your ears gain auditory images, and your mouth forms taste images. Behind the sense organs is the
mind which selects important details and allows unimportant details to go unheeded.

Successful description demands a special technique depending upon the purpose of the description. If
you want to tell what a house looks like, use objective or factual and scientific description. It describes the
scene as it is and stays away from emotional expression. Thus, “The house is painted blue, spacious, and
Mediterranean style”. If you want to give the effect the house has on you, your description will be subjective or
suggestive and imaginative. This kind of description is based on opinion, emotion, and the author’s own
perception of a subject. It also looks at how one sees something and wants something to be seen. “The house
looks refreshing and exciting for the beauty of its location”. The purpose of your description gives your work
unity.

Descriptive writing should always contain strong, specific details. Features such as color, size, texture,
shape, and condition should be expressed clearly and sharply in action verbs, precise nouns, and colorful
adjectives.

Module 3 & 4 | Reading and Writing Skills Page 2 of 5

 Descriptive writing conveys a dominant impression through specific details, sensory impressions, and
figures of speech. The central dominant impression is the focus of topic sentence that occur commonly at the
beginning of a descriptive paragraph. It helps the reader in understanding the text for it sets the scene. It also
provides a preview of what the story will be. It also persuades the readers to continue reading. The supporting
details to the central dominant impression are the senses of sights, smells, sounds, textures, and feelings
commonly known as sensory impressions. It helps in developing an absent things or ideas in the mind of the
readers. The beauty of linking one idea to another using figures of speech to provide dramatic exchange of
events and experiences add to the totality of the story.

When we talk about figures of speech, we tend to recall commonly used in any paragraph development
in writing. Simile is a comparison of two things through the use of “like” or “as”. Metaphor is a direct comparison
of two things. Personification is the use of human characteristics to describe animals, things, or ideas.

Suggestions for Writing Using the Descriptive Pattern

1. Decide on a particular topic. It can be a person, place, experience, or even objects that has an impact on you
and you can deliberately discuss and explore it.
2. Think and formulate your dominant impression and start drafting a statement.
3. Consider your secondary purpose in writing your paragraph. It can be to deliver entertainment or just to inform
your readers on a particular topic.
4. List down many details and sensory impressions as you imagine your particular topic. Bank different vivid
descriptions that will help you explore your dominant impression.
5. Organize the flow of your sentences trying to imagine how your readers can understand your point and be
familiar with your topic.
6. Consider the involvement of your reader’s emotions. It is there that you can be successful in conveying your
goals in writing a descriptive pattern.
7. Revisit your draft for consistency of tense, emotions, mood, and the strength of your words’ vividness and its
unity in the dominant impressions that you presented.

Let’s try this!

How does one begin a description? Remember that the opening sentences should set the mood and give a
general, visual image of the subject. The succeeding sentences will support the development of these central
images or ideas.
Let us examine the following paragraph.

(1) Then the sun was sinking and every prismatic color was reflecting back from this ice-encased world. (2) The valley
had become like Ali Baba’s Treasure Cave that I had read about as a child. (3) I found my eyes and throat aching with
the beauty that blazed outside the train windows. (4) Jewels seemed to glitter from every bush, even withered blade of
grass, every twig: sapphires and turquoise, emeralds and amethysts, rubies crystals, diamonds . -Catherine Marshall as mentioned
in the Prentice Hall Grammar and Composition 2.

DOMINANT IMPRESSION SENSORY IMPRESSION FIGURES OF SPEECH

Then the sun was sinking and
every prismatic color was reflecting
back from this ice-encased world.
"The valley had become like Ali
Baba's Treasure Cave that I had
read about as a child."
"...every prismatic color was
reflecting back from this ice-
encased world."
"The valley had become like Ali
Baba's Treasure Cave...."
"I found my eyes and throat aching
with the beauty that blazed outside
the train windows."

The first part of the paragraph is objective and towards the end, it changes to subjective
MODULE 4

Topic/ Lesson Name PATTERNS OF DEVELOPMENT IN WRITING: DEFINITION

Content Standards The learner realizes that information in a written text may be selected
and organized to achieve a particular purpose.
Performance Standards The learner critiques a chosen sample of each pattern of
development focusing on information selection, organization, and
development.
Most Essential Learning Compare and contrast patterns of written texts across disciplines.
Competencies
References (Books and other Rosallio P. Oriarte Jr. 2020, Patterns of Development in Writing:
learning portals or websites) Narration First Edition, Published by the Department of Education -
Schools Division of Pasig City.
Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C.
Bacus, Ed.D. 2016. Critical Reading and Writing for the Senior High
School. Quezon City: Lorima Publishing Inc.

Module 3 & 4 | Reading and Writing Skills Page 3 of 5

LEARNING OBJECTIVES:
Upon the completion of this module, you will be able to:
 To define definition as a pattern of paragraph development.
 To identify the different ways to define a word.
 To write a paragraph using definition as pattern of paragraph development.

MODULE CONTENT:

Words often have different meanings based on their use. When beginning to write, it is helpful to
determine the patterns of development that are most effective for your purpose and audience. One pattern in
paragraph development is using DEFINITION. Its purpose is to explain the meaning of a word, a concept or idea.

A paragraph that is developed by definition answers the question “What is it?” Usually expository or
informational, the definition may be one sentence or extended to be a paragraph, theme, or even a book. It is
usually combined with other methods of development.

The definition is intended to clarify meaning; thus, it should identify essential qualities and limit the term’s
meaning.

There are different ways to define a word. These are formal definition, informal definition and extended definition.

Formal definition is a sentence that contains three parts such as:

1) the term that needs defining or species;

2) the class to which the item belongs or genus; and
3) the differentiation of that item from the other forms belonging to the
class or differentia.

Here is an example:
A unified family is a strong team that is capable of weathering adversity, investing in meaningful relationships
and activities, and creating value together.
In this example,
A unified family family a strong team that is capable of weathering adversity, investing in
meaningful relationships and activities, and creating value together.
Species Genus Differentia

Another way to define is through informal definition. Unlike formal definition, informal is partial or incomplete
definition. It does not define a term in its complete sense as it is based on the writer’s experience.

For example:
Families are a strong team.

Extended definition is one or more paragraphs that attempt to explain a complex term.

For example:
A unified family is a strong team that is capable of weathering adversity, investing in meaningful relationships
and activities, and creating value together. Research claims that open and frequent communication is the quality
of strong and united families.

Closing Prayer
We give you thanks Almighty Father through your son Jesus Christ for all the benefits you have given us to you
who live and reign forever and ever. Amen.

Well done! So, you have successfully completed the activities and tasks for the modules 3&4. It is
expected that you have gained insights and meaningful experiences. What a great achievement!
Again, CONGRATULATIONS AND GOD BLESS!
Consultation
Name of Teacher Contact No. Consultation Day Consultation Hours
Ms. Manzyel Joy G. De Lilla 0949-103-8786 Monday to Friday 1:00 PM -5:00 PM

“Your EDUCATION is your LIFE, Guard it well”

Proverbs 4:13b

Module 3 & 4 | Reading and Writing Skills Page 4 of 5

Module 3 & 4 | Reading and Writing Skills Page 5 of 5