Q4 English 8

DIVISION OF NAVOTAS CITY
8
ENGLISH
Quarter 4
S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
English – Grade 8
Alternative Delivery Mode
Quarter 4
Second Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: John Latimer “Clay” S. Servano, Kathrine May A. Cabacang,
Paulo I. Santiago, Ma. Lina I. Geraldizo, Anna Liza D. Del Rosario,
Lolina Gracia B. Almanon, and Irene C. Artango
Editor: John Latimer “Clay” S. Servano, Marco D. Meduranda
Reviewers: Marco D. Meduranda
Illustrator:
Layout Artist: John Latimer “Clay” S. Servano, Kathrine May A. Cabacang,
Paulo I. Santiago, Ma. Lina I. Geraldizo, Anna Liza D. Del Rosario
Lolina Gracia B. Almanon, and Irene C. Artango
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS-in-Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS
Inilimbag sa Pilipinas ng ________________________
Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
Table of Contents
What I Know ............................................................. 1
Module 1 ................................................................... 2
Module 2 ................................................................... 7
Module 3 ................................................................... 12
Module 4 ................................................................... 18
Module 5 ................................................................... 25
Module 6 ................................................................... 34
Assessment ............................................................... 40
Answer Key ............................................................... 41
References……………………………………………………. 44
Directions: Read each statement carefully. Choose the correct answer.
1. _______ the invention of television, people probably spent more of their leisure time
reading.
a. Nevertheless b. Because c. Before
2. If you have a dinner party, try to get as much done in advance as possible. _______,
set the table the day before.
a. For instance b. In contrast c. Similarly
3. An expanded outline is also known as _______.
a. Phrase outline b. sentence outline c. topic outline
4. The main points in an alphanumeric outline are labeled with _______.
a. letters b. numbers c. roman numerals
5. The word synthesis means which of the following?
a. Taking new beliefs and evaluating them
b. Taking pieces of information and creating something new out of them
c. Taking what you have learned and completing a test on it
d. All of the above
6. Which of the following is a part of an essential elements of a paragraph?
a. Topic Sentence
b. Transition Signals
c. Supporting Sentences
d. Concluding Sentences
7. What is the purpose of the following passage of text?
ACCIDENT:
Treatment aims
1. Control bleeding
2. Minimise shock for casualty
3. Prevent infection- for casualty and between yourself and the casualty
4. Arrange for casualty to go to the hospital if necessary
A. To inform the reader that bleeding needs to be controlled.
B. To describe the scene of an accident.
C. To persuade the reader to attend a First Aide Course.
D. To instruct the reader on what to do if they come across an accident.
Bert was lying in a filthy-looking bed smoking a cigarette, there was a horrible
smell in the room, I think it came from Bert himself. The bedsheets looked as though
they were covered in blood, but Bert said that was caused by the beetroot sandwiches
he always eats last thing at night.
A. The inform the reader not to smoke in bed.
B. To persuade the reader to always clean their sheets.
C. To decsribe Bert and his room.
D. To instruct the reader how to eat beetroot sandwiches.
9. It is called the foundation of speech because its primary goal is to get the attention
of the audience and present the subject or main idea of the speech.
A. Introduction B. Body C. Purpose D. Conclusion
10. It restates the main idea of the speech and provides a summary, emphasizes the
message, and calls for action.
1
MODULE 1
This module was designed and written with you in mind. It is here to help you
master the appropriate grammatical signals or expressions suitable to each pattern of idea
development: general to particular, problem-solution, claim and counterclaim, and cause-
effect and others. These patterns help you to organize your ideas in writing and include a
variety of logical ways to arrange an entire text or individual paragraphs depending on
one’s purpose and audience. Consequently, learning to use these patterns requires one to
become familiar with grammatical expressions and key transitional signals.
The purpose of this material is to guide you to develop and organize your ideas with
appropriate use of grammatical signals and expressions.
After going through this module, you are expected to:

1. Recognize the grammatical signal appropriate in each pattern of idea
development;
2. Incorporate the function of the grammatical signal in organizing your ideas; and
3. Construct sentences using the grammatical signals in your writing.
Lesson
Grammatical Signals or Expressions
1
Grammatical signals are words or phrases that consistently link organized ideas in
your written work. It directs the relationships between sentences and paragraphs, making
it easier to comprehend your thoughts.
Signal Words or
Pattern Usage
Expressions
General to Particular This pattern is used in defined as, is, known, the
answering essay type tests, term means, is stated as, is
introducing a paper, giving used to mean, for example, to
background to a research illustrate, for instance, such
paper, or opening paragraphs as, sample, specifically, i.e.,
for discussion. e.g.
2
Signal Words or
Pattern Usage
Expressions
Claim and Counterclaim This pattern is used in

writing arguments. A claim
for example, for instance,
presents what one thinks is true together with, to illustrate, to
about a topic based on knowledge clarify, according to,
and research; a counterclaim evidence shows, the study
disproves the claim with reasons claims
and evidence.
Problem-solution This pattern presents problem, answer, so that,

information through an
solution, solved, led to,
expression of a problem,
dilemma, question, or a dilemma, cause, issue, since,
concerning issue (problem) that advantage, because, as a
can be, or should be solved or result of, disadvantage,
remedied (solution or attempted question, in order to
solution).
the first cause (second, third),

the first reason (second, third),
Cause-effect This pattern presents an yet another factor, because, is
analysis of reasons for, and or the caused by, results from, one
consequences of an action, event, important effect, another result,
or decision. a third outcome, as a result,
consequently, then, next,
therefore, thus, so
ACTIVITY 1. DIRECTIONS: Read and understand the paragraph below. Answer the
questions on the left table and write your answers on the right.
Forests and trees aren't simply attractive to look at; they also play an essential role
in making the earth's ecosystem conducive for life. Deforestation is a severe concern. They
purify the air, store water, protect the soil, and shelter animals. They also provide humans
with food, fuel, wood, and paper. More than half of the world's rainforests have been
destroyed in the last fifty years. The world's woods are currently being logged at a rate of
fifty acres per minute! According to scientists, if deforestation continues, the global climate
will shift, floods will become more common, and animals will perish. Using less paper is
one answer to the problem of deforestation. When you use less paper, fewer trees are cut
down for paper production. How can you cut down on the amount of paper you use?
One way to cut down on paper usage is to photocopy, write a letter, or write an
essay on both sides of the paper. Another option is to reuse old paper rather than buying
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new paper whenever possible. Shopping lists or phone messages can be written on the
backs of old envelopes, and rough drafts of essays can be written on the backs of other
things. Finally, rather than tossing away unwanted paper products, recycle them. A
recycling center can be found in almost all schools, offices, and districts. You can help
save the world's forests by following the three Rs — reduce, reuse, and recycle.
Question Answer
1. What is the topic sentence of the
first paragraph?
2. What is the topic sentence of the
second paragraph?
3. How are ideas organized in the
paragraph?
4. What are the signal words used
to help in the organizing the
ideas?
5. What pattern is used in the
development of the ideas?
ACTIVITY 2. DIRECTIONS: Read each passage carefully, identify the used pattern, write it
in the left column, and encircle the signal words in each paragraph.
Passages Pattern
Passage 1
There are various reasons why so many people attend or watch
the Olympic games on television. Tradition is one of the reasons. The
word Olympics, as well as the torch and flame, conjure up images of
ancient games. Attending or watching the Olympics allows people to
escape the monotony of daily life. They enjoy empathizing with
someone else's sacrifice and achievement. Another factor is national
pride, with an athlete's or a team's hard-won success becoming a
nation's victory. People keep track of how many medals their country's
athletes have earned by keeping track of national medal tallies.
Passage 2
Hosting the modern Olympics costs a large amount of money
and operates expensively. Frequently, the host country or city loses a
lot of it. It needs a stadium, athletic pools, and huge playing fields for
athletic events. A world-class Olympic village is constructed to house
athletes from all over the world. And all of these resources are only
used for two weeks! Los Angeles remedied these issues in 1984 by
imposing a price on firms that wanted to be official sponsors of the
games, such as McDonald's, which paid a large sum to be a part of
the games. Los Angeles also reused the coliseum during 1932, and
many colleges and universities in the area became the playing and
living areas.
4
.
Passages Pattern
Passage 3
A phobia is an intense fear or worry that emerges exclusively
when confronted with a frightening circumstance. This could be
something as logical as a fear of heights or as irrational as a dislike
of the color green. You are not anxious at other times. For instance,
if you have a spider phobia (which millions of people do), you will
only feel frightened while a spider is around; otherwise, you will be
alright. A severe phobia affects about one out of every ten persons,
although few people seek therapy.
Passage 4
"Mom, I believe that I must have my tablet," Keisha said
persuasively. And Mom answered with a teasing smile on her face.
"Honey, but your current situation shows the contrary."
ACTIVITY 3. DIRECTIONS: Use any of the patterns of idea development to create a

meaningful paragraph based on the provided outline and apply the grammatical signals
and expressions. Use the rubric to guide you on the written output. Write your paragraph
on a separate sheet of paper.
Traffic Jams
I. Most cities experience the current traffic problems.
A. Traffic starts to get heavy in the morning rush.
B. Traffic congestion on the road is again peak in the afternoon rush.
II. Administrators have proposed solutions for the traffic problem.
A. More highways and lanes must be built in the city.
B. Light Rails must be improved.
Pattern of Idea Development to use: ___________________
Criteria Outstanding (5) Very Good (4) Good (3) Fair (2-1)
All the grammatical Misused more

Use of Misused one Misused two
signals and than two
grammatical grammatical grammatical
expressions used are grammatical
signals and signal and signals and
appropriate to the signals and
expressions expression. expressions.
pattern. expressions.
All information from

Missed more than
Content the outline is used in Missed one idea. Missed two ideas.
two ideas.
the paragraph.
5
ACTIVITY 4. DIRECTIONS. Choose the letter that correctly identifies the nature of the
underlined transition in each of the following sentences.
1. A water main downtown broke this morning, so several businesses had no water for
hours.
a. addition
b. time
c. comparison
d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it exists in the
U.S., it should be remembered that it is now nearly a worldwide disease.
a. addition
b. time
c. contrast
d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time
b. contrast
c. comparison
d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring a
portable radio and listen to music on the earphones while you work.
a. contrast
b. comparison
c. illustration/example
d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag, tearing
it. Then she shrugged her shoulders and said, “I guess you’ll have to carry the bag from
the bottom.”
a. time
b. contrast
c. comparison
d. illustration/example
6
MODULE 2
The writers designed and wrote this module with you in mind. It teaches students how to
distinguish between primary and secondary sources and use them to expand on their
ideas. In these modern times, students can quickly access information found in books,
newspapers, magazines, or the internet. Gathering, selecting, and organizing ideas
through outlining are the critical elements in this lesson.
This material will guide you in developing your outlining skills and how the student
will adequately utilize these primary and secondary sources to create one.
After finishing this module, the student will:
1. Identify the primary and secondary sources of information and the basic
structure of outlining;
2. Differentiate these sources appropriately and expand the topic outline to a
sentence outline; and
3. Compose an outline with the gathered information.
Lesson Outlining Information from the

2 Primary and Secondary Sources
Outlining is a tool used by writers to organize their ideas. One can come up with
an outline in pre-writing to post-reading activities. The student can either use a decimal
outline or an alphanumeric outline when framing an outline. A decimal outline uses
numbers as labels, while an alphanumeric outline uses letters and numbers.
An outline is the blueprint of any written work. It shows what information each section or
paragraph will contain and in what order. Most outlines use letter, numbers or bullet
points to arrange data and obtain facts. Examine the two examples of outline below.
Source: Academic Reading and Writing, 2016. p.50
7
Kinds of Outline according to Structure
1. A topic outline uses words and phrases as its content. Generally, this structure is
used when the ideas being discussed can be arranged in a number of ways.
I. Positive effects of uniform policy

A. Promotes school identity
B. Improves school security
II. Negative effects of uniform policy
A. Inhibits learning
B. Curtails individuality
2. A sentence outline uses complete sentences as its content. It is also known as an

expanded outline. You can use this structure when the topic is complicated and
requires specific details.
I. Students should not be mandated to wear uniforms because wearing one does
not improve behavior or facilitate learning.
II. Wearing a uniform does not improve behavior.
A. Van der Laan confirms that wearing a uniform does not have a direct
impact on behavior.
B. Dr. Wallin confirms that the perceived positive impact of uniforms on
students’ behavior is just a halo effect.
III. Wearing a uniform does not facilitate learning.
A. A study by Seamon (1995) shows a weak connection between academic
performance and uniform policy.
B. Dr. Brunsma (2005) claims no positive correlation between wearing a
uniform and academic achievement.
IV. On top of being insensitive to the individuality of students, implementing a
uniform policy does not have useful advantages as it does not present sufficient
evidence that links to positive influence on students’ behavior and academic
performance.
Source: Academic Reading and Writing, 2016, p. 51
Gathering information and evidence is necessary when you have research. This
collected information can be processed and organized through an outline. But, what is the
variety of sources we are going to use?
There are two kinds of sources: primary and secondary sources. Primary
sources provide basic information and first-hand evidence. Examples include; interviews,
transcripts, diaries, autobiographies, speeches, official documents, photographs, & works
of art. On the other hand, secondary sources provide second-hand information that has
been digested, analyzed, reworded, or interpreted. Examples include; reviews, academic
books, journal articles, etc. It's worth noting that primary sources are more reliable, but
good research incorporates both.
8
DIRECTIONS. Complete the outline in column B using the words you can find in column
A.
A B
Main Topics MATTER

I. ________________________
1. Organic
A. ____________________
2. Inorganic
1. _________________
a. flowering
b. non-flowering
Specific Topics 2. _________________
a. algae/fungi
1. Plants b. moss
2. Animals c. ferns
B.___________________
1. ________________
a. amphibians
Supporting details b. birds
c. reptiles
1. Plants with seeds d. fish
2. Plants without seeds e. mammals
3. Vertebrates 2. ________________
4. Invertebrates a. sponges
b. coelenterates
c. mollusks
d. echinoderms
e. worms
f. arthropods
II. ________________________
9
ACTIVITY 1. DIRECTIONS: Read and analyze the paragraph taken from a book as a
secondary source. Then, create a topic outline out of its content.
ELECTRICAL CONDUCTIVITY
The matter is frequently classified according to its electrical conductivity:
conductor, nonconductor, or semiconductor. Conductors have many electrons that are
free to move and are useful in carrying or conducting electric current. Metals,
particularly silver, copper, gold, and aluminum, are good conductors. Substances with
few free electrons are called nonconductors or insulators because they do not carry an
electric charge and can prevent electricity from flowing where it is not wanted. Air, wood,
glass, and plastic are insulators. A few substances, like carbon, silicon, and germanium,
do not fall under either of these categories. They are classified as semiconductors and
used in electronic devices such as transistor radios.
Source: Skill Builders for Efficient Reading page 296
Electrical Conductivity
I. ______________________________________
A._______________________________
B._______________________________
C._______________________________
D._______________________________
II._____________________________________
A._______________________________
B._______________________________
C._______________________________
D. ______________________________
III._____________________________________
A._______________________________
B._______________________________
C._______________________________
ACTIVITY 2. DIRECTIONS: Looking back at the Activity 1- Electrical Conductivity, expand

your topic outline into a sentence outline using the same format as your guide. You can
use a dictionary as your secondary source to help you develop the specific topics. Write
your answer on a separate sheet of paper.
ACTIVITY 3. DIRECTIONS: Read and answer the following questions below. Write your
answers in a separate sheet of paper.
1. Which of the following selecting and organizing of information techniques will you
use when you want to build the skeleton or basic framework of the story or a
passage?
A. brainstorming
B. graphic organizer
C. outline
D. timeline
10
2. What kind of outline uses words or phrases as its entries?
A. phrase outline
B. sentence outline
C. topic outline
D. word outline
3. A decimal outline uses _____________ in labeling the content.

A. letters
B. numbers
C. roman numerals
D. words
4. An expanded outline is also known as…

A. phrase outline
B. sentence outline
C. topic outline
D. word outline
5. The main points in an alphanumeric outline are labeled with…

A. letters
B. numbers
C. roman numerals
D. words
6. In which kind of source do interviews, diaries, autobiographies etc., belong?

A. major
B. minor
C. primary
D. secondary
7. An academic book used in research can be classified as what kind of source?

A. major
B. minor
C. primary
D. secondary
8. What do you call a source that provides information that are already digested or
reworded?
A. major
B. minor
C. primary
D. secondary
9. This kind of source gives raw information and first-hand evidence.

A. major
B. minor
C. primary
D. secondary
10. Magazines, journal articles, reviews etc. are examples of which source?
A. major
B. minor
C. primary
D. secondary
11
MODULE 3
The writers designed and wrote this module with you in mind. It teaches students
how to synthesize essential information found in various sources. Synthesizing is one of
the most challenging reading strategies for students to master, simply because it requires
multiple skills and strategies. When students synthesize, they know how their thinking
changes and evolves as they read a text. Students must learn to synthesize to form new
ideas and opinions.
This material will guide you in integrating new information with past knowledge to
produce a new idea, perspective, or opinion. Students recall known knowledge, develop
fresh thinking, find original ideas, and gain insight into new viewpoints as they read.

1. Define what synthesizing is;
2. Understand the steps or techniques in synthesizing essential information; and
3. Compose a synthesis paragraph from a given text.
Lesson Synthesize Essential Information

3 Found in Various Sources
Synthesizing is neither summarizing nor compiling information. You are not just
looking to create a summary of a subject, but you are bringing different ideas to form
larger ones. We collect new data, develop new thoughts and ideas, and evolve our thinking.
Synthesizing a text entails combining prior information, new ideas, connections,

inferences, and summaries to form a comprehensive and unique understanding of the
material. It is an ongoing process that builds and grows as a reader gets deeper into the
text.
Make synthesizing easy with the use of the ADD Method
A – Already Know – Students think about what they already know about
the topic
D – During Reading – Students learn and think about new facts in the
text.
D – During Discussion – Students should talk with their partners about
what they learned and know on the topic.
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Example: The Lion and the Mouse – Fable
At first I was thinking…

This story is about a lion
eating a mouse.
When I was reading, I was

thinking... Now I am thinking it is
about a lion helping a mouse.
But at the end I was thinking...

the story was about being kind and
help can come in all sizes.
You can use the following thinking stems to help you communicate your thinking.
• I used to think, but now I think …
• My new thinking is …
• I’m beginning to think …
• At first my thinking was … Now my thinking is …
• While I was reading, I started to think …
• My perspective has changed …
• I started to realize that …
• In the end, I understand that …
• My new understanding is …
A synthesis can form:

✓ a new understanding, something a reader has not considered before until reading
the text;
✓ a deeper understanding, becoming more aware or appreciative of an idea after
reading a text; and
✓ a changed understanding, thinking differently as a result of the text.
ACTIVITY 1. DIRECTIONS: Read the Singapore Sojourn by Tammy Mendoza and

accomplish the graphic organizer below.
TITLE:
I CAN synthesize as I read.
The topic is
What I already know
Key details from the reading
Now I think...
• The author wrote this because...
• The big idea is…
• I think this story is important
because…
13
Notes:
1. You can read the article on https://www.scribd.com/document/317689349/Singapore-
Sojourn.
2. The selection can also be accessed in English 8 Learner’s Material pp.481-483
ACTIVITY 2. DIRECTIONS: Read the article below about Asian-African Traditions and
values and synthesize it, by accomplishing the graphic organizer below.
FILIPINO FAMILY CUSTOMS

Faithfulness to the family is a tradition that is characteristic of Filipino society. This
family loyalty is apparent because there are no booming businesses for retirement homes
or orphanages in the Philippines. Also important to Filipinos is treating elders (even
someone a year older is an "elder") with the respect and deference they deserve and require.
There are many ways a person can show respect, whether by using hand gestures or
speaking in a manner that denotes respect. As with many Asian countries, removing shoes
is customary when entering someone's home.
The visitors show their respect for the family and their home and have basic
courtesy. To recognize an elder's presence, a younger person may take the elder's hand
(usually someone at least 15 years older), bring it to the forehead, and release it. Filipinos
are also customary to use many hands and facial gestures to communicate. Speaking
politely is vital in their communication with each other, as is speaking with a gentle tone
of voice. Arguing is not acceptable, along with public criticism.
Unlike other Asian countries where women tend to be subservient, women in the
Philippines have had high societal positions since pre-colonial times. Since there is sexual
equality, businesses accept women performing business. This attitude is apparent with
the current Philippine preside. President Gloria Macapagal-Arroyo is the second woman
to hold this esteemed position. Corazon Aquino was the first female president and held
the position from 1986-to 1992.
TITLE:
When I started reading, I

thought…
As I was reading, I began

thinking…
Now that I have read, I

think…
14
ACTIVITY 3. DIRECTIONS. Compose your synthesized paragraph on the above article on
a separate sheet of paper. Use the rubrics below in writing your article.
Synthesizing Paragraph Rubrics
Excellent 4 Good 3 Fair 2 Poor 1 Total

Essay
Essay
Essay Essay addressees
addresses all
addressees most addressees some none of the
the requires
of the required of the required required
aspects of the
Thoroughness aspects of the aspects of the aspects of the
task in an
task in an task in an task in an
organized and
organized and organized and organized and
logical
logical manner. logical manner. logical
manner.
manner.
Essay includes Essay has not
Essay includes Essay includes a
numerous included
some examples few examples to
Supporting examples to examples to
to support support
Details support support
student’s student’s
student’s student’s
standpoint. standpoint.
standpoint. standpoint.
Essay Essay Essay Essay
demonstrates demonstrates a demonstrates demonstrates
thorough good some little
Demonstrated
understanding understanding understanding understanding
Understanding
of the task by of the task by of the task by of the task by
of the Task
synthesizing synthesizing synthesizing synthesizing
concepts from concepts from concepts from concepts from
the article. the article. the article. the article.
Essay is highly Essay is
Grammar, Essay writing
Essay is highly polished; adequate;
Spelling, has more than
polished; no maximum of maximum of
Mechanics and two
grammatical or one two
Sentence grammatical or
spelling errors. grammatical or grammatical or
Structure spelling errors.
spelling errors. spelling errors.
ACTIVITY 4. DIRECTIONS: Read each statement carefully then choose the letter of the
correct answer.
d. All of the above
2. In what method of synthesizing students think about what they already know about
the topic?
a. Already Know
b. During Reading
c. During Discussion
d. Both A&B
15
3. In what method of synthesizing students should talk with their partners about what
they learned and know on the topic?
a. Already Know
b. During Reading
d. Both A&B
4. In what method of synthesizing students learn and think about new facts in the
text?
a. Already Know
b. During Reading
d. Both A&B
ACTIVITY 5. DIRECTIONS: Write TRUE if the given statement is a critique and FALSE if it
is not.
__________ 5. Readers increase their knowledge by forming synthesis.
__________ 6. Synthesizing is same with summarizing.
__________ 7. A synthesis is a shortened version of the original text.
__________ 8. Synthesizing a text is the process of pulling together background knowledge,
newly learned ideas, connections, inferences and summaries into a complete and original
understanding of the text.
__________ 9. In ADD Method, during Discussion students should talk with their partners
about what they learned and know on the topic.
__________ 10. A synthesis can form a new understanding, something a reader has not
considered before until reading the text.
__________ 11. In ADD Method, during Reading students think about what they already
know about the topic.
ACTIVITY 6. DIRECTIONS: Read the passage. Then answer the questions by choosing the
letter of the correct answer.
Cecilia Comes Back

Mom gathers my auburn hair in a ponytail. She raises the scissors and
snips them off. Then she cuts until the ends are spiked. Finally, she turns on
the electric razor.
"You're a good friend, Alicia," Mom says. We both look at my reflection.
On the bus, a few kids stare. But I know it does not matter. Today
Cecilia comes back. She has been sick for a long time.
I see her from the window. She wears a knitted cap, and her dark curls
have disappeared. She looks nervous.
Cecilia chooses the seat across from me. She does not even recognize
me! Finally, she looks up and smiles. Cecilia is not nervous anymore. Now we
will feel the stares together.
16
12. What happens first in the story?
a. Cecilia gets on the bus
b. Alicia gets on the bus
c. Cecilia sees Alicia
d. Alicia gets her hair cut
13. What new idea can you form by synthesizing information from the third and fourth
paragraph?
a. Alicia and Cecilia had a fight
b. Cecilia lost her hair because she is sick
c. Alicia and Cecilia used to go to different schools
d. Cecilia was away on vacation
14. What did Alicia’s mother use last to make Alicia’s hair short?
a. An electric razor
b. A ponytail holder
c. a mirror
d. a pair of scissors
15. What ideas from the text can you synthesize to understand why Alicia cut her hair?
a. auburn hair; it does not matter
b. electric razor; does not recognize me
c. good friend; feel the stares together
d. my reflection; on the bus
17
MODULE 4
how to compose an effective paragraph. Paragraph writing is an essential skill that a
student like you should develop. If he possesses this skill, it student will enhance his
imaginative and critical thinking abilities, which are the qualities of 21st -century learners.
This material will guide the student in composing an effective paragraph and will
review the basic structure of a paragraph and its essential elements. It also provides the
student with learner-centered activities to develop your writing skills.

1. Define what paragraph writing is;
2. Understand the steps and the essential elements of an effective paragraph;
and
3. Compose an effective paragraph.
Lesson
Writing an Effective Paragraph
4
A paragraph is more than just a series of linked sentences. It is a fundamental
component of essay growth, and paragraphs give the structure required to establish a
paper's thesis. In fact, thinking of a paragraph as a "mini-essay," or an essay within an
essay, with its own mini-thesis (subject phrase), middle or body (supporting data), and
finish or conclusion is a beneficial way to think about it (the concluding sentence).
A paragraph is a group of related sentences that develop one main idea. For a
paragraph to be effective, it must begin with a topic sentence, have sentences that
support the main idea of that paragraph, and maintain a consistent flow.
BASIC STRUCTURE OF A PARAGRAPH
Study the basic structure of an effective paragraph. A paragraph has three parts:
1. Topic Sentence
➢ It is a complete sentence that expresses the main idea of the paragraph.
Position of the topic sentence:
➢ The topic sentence is usually the first sentence in a paragraph.
➢ A topic sentence at the beginning of a paragraph gives readers an idea of
what they will read and helps them understand the paragraph more easily.
18
Parts of a topic sentence: Limited topic + verb + attitude, feeling, idea, opinion, or point
of view.
Example:
Topic: Rats
Through the centuries, rats, have managed to survive all our

Topic Sentence:
efforts to destroy them.
2. Supporting Sentences
➢ They give details about the topic.
➢ They provide information by citing an example, evidence, relevant fact,
reason, incident, and specific information.
Examples:
Supporting Sentence No. 1 We have poisoned and trapped them.
Supporting Sentence No. 2 We have fumigated, flooded, and burned them.
Supporting Sentence No. 3 We have tried germ warfare.
3. Concluding Sentence
➢ It signals the end of the paragraph and reminds the reader of the main idea.
➢ It summarizes the main points or restates the topic sentence in different
words.
➢ It never adds new information.
Example:
Despite all our efforts, these enemies of ours continue

Concluding Sentence:
to prove that they are the most indestructible pests.
ESSENTIAL ELEMENTS
There are four essential elements that an effective paragraph should consistently
contain:
1. A CLEAR TOPIC SENTENCE
➢ It is the most important sentence in a paragraph.
➢ It provides a “general summary” of the paragraph.
2. UNITY
➢ It means that all of the sentences in the paragraph are related to the topic
sentence.
➢ The paragraph focuses solely on a single idea, point, or argument.
3. COHERENCE
➢ The ideas must have a clear and logical relation to each other.
19
➢ A paragraph can become more coherent through the use of logical orders
and signal devices.
The following are examples of signal devices.
4. ADEQUATE DEVELOPMENT
➢ An effective paragraph is adequately developed when it describes,
explains, and supports the topic sentence.
Read the following two paragraphs, the first column representing an effective
paragraph while the second column representing a non-effective paragraph. There is an
explanation given afterward to explain their differences.
20
KEY TAKEAWAYS
An effective paragraph
▪ focuses on a single idea,
▪ begins with a topic sentence that makes this single idea evident,
▪ provides specific information that helps a reader understand the single idea, and
consists of logically connected sentences.
ACTIVITY 1. DIRECTIONS: Determine if the statement is true or false. Check ( )the

corresponding column for your answer.
STATEMENT TRUE FALSE
1. An effective paragraph should focus on at least two ideas.
2. An effective paragraph provides specific information that helps

a reader understand the single idea.
3. An introductory sentence is part of the structure of a

paragraph.
4. The topic sentence presents the main idea of a paragraph.
5. The Supporting sentences place after the topic sentence and

before the concluding sentence.
6. The Concluding sentence brings closure to the paragraph.
7. A concluding sentence provides new information.
8. Using signal devices can strengthen the connection between

sentences in a paragraph.
9. Coherence means that all of the sentences in the paragraph

are related to the topic sentence.
10. A good paragraph develops the topic sentence by giving

concrete evidence, examples, and specific details.
21
ACTIVITY 2. DIRECTIONS. Read and understand the statements carefully.
1. Choose one topic from the list below. From this topic, construct a topic sentence.
Write it in the middle of the mind map.
➢ Pros and Cons of online games
➢ Something you like about the online class.
➢ The benefits of watching k-dramas
➢ How your K-pop idols influenced you
➢ A great place to go after the quarantine
➢ Something you wish to do when you go back to school
2. Write your main thoughts about your chosen topic. Use the mind map below.
3. Choose three of your favorite thoughts. Remember, these thoughts are called details
that support the main idea. Write a sentence about each detail. These will be your
supporting sentences. Use the following table below.
The three of your thoughts listed in the

Supporting Sentences
mind map
1.
2.
3.
4. Think of a concluding sentence that restates your topic sentence.
Concluding Sentence:
22
ACTIVITY 3. DIRECTIONS. Compose an effective paragraph using the information from
the above activity. Write your answer paragraph on a separate sheet of paper.
Take note of the following:

1. Begin your paragraph with a topic sentence, support it with details and
summarize it using the concluding sentence.
2. Be guided by the essential elements in composing an effective paragraph.
Activity 4. Directions. Read each item carefully, then choose the letter of the best answer.
1. Which of the following is a part of the essential elements of a paragraph?
A. Topic Sentence
B. Transition Signals
C. Supporting Sentences
D. Concluding Sentences
2. Which transition words or phrases signal a time connection?
A. above, next, besides
B. after, earlier, in the meantime
C. as a result, consequently, then
D. although, even though, on the contrary
3. Which of these choices is TRUE about the concluding sentence?
A. It restates the topic sentence.
B. It comes after the topic sentence.
C. It provides an overview of the paragraph.
D. It gives details to develop the topic sentence.
23
4. How to achieve coherence in paragraph writing?
A. By focusing on a single topic
B. By using logically connected sentences
C. By providing relevant fact, reason, and examples
D. By providing specific information that helps a reader understand the main idea.
5. Which of the following statement describe the sentence UNITY?
A. All sentences discuss a single view.
B. All sentences support the main idea.
C. All sentences in a paragraph are arranged logically.
D. All sentences in a paragraph are related to the topic sentence.
6. Which of the following is NOT the function of transition words or signal words?
A. to describe
B. to compare and contrast
C. to summarize or conclude
D. to indicate cause and effect
7. Which of the choices below is NOT the supporting sentence of the given topic
sentence?
African Termites Have Beneficial Uses.
A. A type of termite has been found to improve the quality of the soil.
B. These termites grow a fungus that helps to decompose material in the ground.
C. There are approximately two thousand termite species, all of them varying in
shape, size, and behavior.
D. The natives fry and eat these termites, for they are a good source of protein.
8. Which of the choices below is the appropriate supporting sentence of the given topic
sentence?
The Giraffe Is a Very Tall Animal.
A. Giraffes have three hearts.

B. Giraffes are very quiet and calm.
C. Giraffes reach leaves as high as a tree.
D. A giraffe must bend very low to be able to drink water.
9. Choose the best topic sentence for the following supporting sentences.
➢ During the day, tourists enjoy walking on the white sand that
sparkles in the sunlight.
➢ Tourists indulge in adrenaline-pumping activities such as
parasailing, paraw sailing, windsurfing, and kiteboarding.
➢ At night, the beaches come alive with fascinating sand sculptures.
A. Boracay beaches have lots of attractions

B. Boracay is famous for its breathtaking white sand.
C. Boracay is the best place for elating water activities.
D. Boracay is one of the hottest beach destinations in Asia.
10. Which of the following is NOT the supporting sentence of the following topic
sentence?
Tristan is a very energetic student.
A. He is a member of a church choir.
B. He is the president of the student council.
C. He is also a member of the Varsity basketball team.
D. He is a member of almost all organizations and clubs in his school.
24
MODULE 5
to develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual and personal recount, persuasive). Texts are written for various
purposes, using different forms and standards of composition. Text types are any pieces
of writing that you read or create. This can be anything from novels, newspaper reports,
textbooks, recipes, movie reviews, and game instructions. It could be a piece of writing,
such as a book or poem, that has the purpose of telling a story or entertaining.
This material will guide the students in developing such skills on how to
differentiate and distinguish the different types of text as to the narrative, explanatory,
expository, factual or personal recount, and persuasive, and develop paragraphs using
these types of text.

1. Define each type of literary text and the writer’s purposes;
2. Appreciate the literary text in processing; and
3. Write paragraphs that illustrate each type of literary text.
Lesson Writing Paragraphs using the

5 Author’s Purpose
Reading and writing are very complex skill sets that make heavy demands as
learners. Beyond the challenge of grammar, punctuation, and spelling, a student needs to
understand the conventions and structures of many different text types or genres.
Source: https://www.siue.edu/~tkohler/Writing%2520a%2520Paragraph.html
25
Let’s take a look at some of the main text types. Let’s examine the purpose of
each of these specific types
1. NARRATIVE TEXT
Purpose: Essentially, the purpose of narrative text is
to tell a story. That said, there can be many reasons
for story telling in the first place, for example, myths
can be told to explain natural phenomena and
legends can be used to pass on cultural beliefs.
Storytelling itself ia a means to entertain and inform
readers and allows for the writer to express themselves creatively and imaginatively.
There are many types of narrative text, including myths, fables, traditional tales, novels,
short stories etc.
Structure: There are many types of narrative text, but broadly speaking they all
begin by establishing setting and introducing characters. A problem or complication is
then introduced which sereves as the driving force behind the ensuing events. After the
rising action reaches a dramatic high point or climax , a resolution is achieved and the
story ends.
Main Features:
• Most often written in the past or present tense.
• Most often uses the third or first person perspective.
• Characters are often recognisably human in their motivations and actions.
• Language is used creatively to paint a picture in the reader’s mind.
2. EXPLANATORY TEXT
Purpose: It moves beyond providing straightforward
descriptions to looking at things like causes and reasons.
They move beyond a retelling of what happened such as in
a simple report, to address the why and how of what
happened.
Structure: Explanatory texts usually open with a general statement that

introduces the topic to be explored, for example, “During the winter some birds migrate
to warmer parts of the world.” The various steps of the process are then explained in a
logical order.
Main Features:
• Title reveals what is being explained
• May contain diagrams, flowcharts, illustration, etc.
• Written in simple present tense
• Time connectives used such as first, after, then, next ,finally, etc.
• Tlaks to the reader directly e.g. “You’ll be surprised to learn....”
26
3. EXPOSITORY TEXT
Purpose: It exists to provide facts in a way that is educational
and purposeful.The text is fact-based with the purpose of
exposing the truth through a reliable source. It focuses on
educating its reader. Its purpose is not primarily to amuse, but
to enlighten and instruct. The objective is to explain and
analyze information by presenting an idea, relevant evidence,
and appropriate discussion.
Structure: It typically follow one of five formats, cause and effect, compare and
contrast, description, problem and solution and sequence. Students can learn to
recognize the text structure by analyzing the signal words contained within the text.
Main Features:
• Using words that clearly show what the author is talking about
• Organization of the text
• Second person instruction with “you”.However the use of the first person
pronoun should be avoided
• It does not overtly reveal the opinion of the writer
4. Factual/Personal Recount
Purpose: Recounts focus on retelling events and are generally
intended to inform and/or entertain.
Structure: Recounts often open with a scene being set, or

other device that establishes context. They continue by
providing an account of the events that took place, usually in
chronological order. At times, the chronological structure can
be reorderd by using techniques such as flashbacks etc., but generally this is the
domain of fictional recounts.
Main Features:
• Most often written in the past tense as text type relates events that already
happened.
• Time connectives used extensively to organize chronology e.g, first, then,
next, after that, etc.
• Details are used extensively to fleash out the barebones of the events
5. Persuasive Text
Purpose: Its purpose is to convince the reader of the merits
of adopting a particular viewpoint or taking a specific course
of action
Structure: Beginning with an opening statement, persuasive texts start by

summing up the viewpoint to be presented. The paragraphs then organize, present, and
elaborate on this viewpoint. A closing statement then restates and reinforces the original
thesis of the text.
Main Features:
• Written in the simple present tense.
• Moves from a general point to specific points
• Uses logical connectives (therefore, because, of this, this proves that)
• Employs rhetorical devices
• Uses facts and evidence to support arguments
27
• Addresses readers directly
• Employs various methods of psychological persuasion
Source: Different types of Writing a Text, https://education.nsw.gov.au./parents-and-

carers/learning/english/english-a-to-z-support-pages /text-types-different-types-of-
writing
ACTIVITY1. DIRECTIONS: Read each statement carefully then answer the questions that
follow.
1. What is the text passage trying to persuade you to do?
CLEAR YOUR DEBTS FAST!
Do you owe more money than you are making? Do you have lots of different
debts?
It’s quick and easy to apply and you could get the money within just 2 days!
Yes, that’s right 2 days, so why waste time. So if you want to clear your debts,
make home improvements, go on a holiday or just buy something you’ve always
wanted. Call us now on 0900 7895 2369.
A. To go on holiday
B. To make some home improvements.
C. To take out a loan with the advertising loan company.
D. To buy something you’ve always wanted.
2. What type of text is the following passage?

The boy was astonished by what he saw inside. Never could he have imagined
that, there in the middle of the desert, there existed a tent like this one. The ground
was covered with the most beautiful carpets he had ever walked upon, and from
the top of the structure hung lamps of hand-wrought gold, each with a lighted
candle.
A. Descriptive
B. Instructive
C. Informative
D. Persuasive
3. This is an example of persuasive text: true or false?

I had to leave my sick bed to visit Bert Baxter before school. It took me ages to
get there, what with feeling week and having to stop for a rest every now and again,
but with the help of an old lady whi had a long black moustache I made it to the
front door.
A. true
B. false
C. not sure
D. no idea.
4. This is an example of narrative text: true or false?

Measure the side concisely. Measure three foot on the first side and mark it off.
Measure four foot on the second side and mark it off.
A. true
B. false
C. not sure
D. no idea.
28
5. A cooking recipe is an example of which type of text?
A. Persuasive
B. Narrative
C. Expository
D. Personal Recount
6. What type of text would you need to use to tell someone how to wire a plug?
A. Personal Recount
B. Narrativ
C. Expository
D. Persuasive
ACCIDENT:
Treatment aims
1. Control bleeding

9. Why might a personal loan company include the following line in their advertisement?
For under 100 pesos a month you could borrow 5,000 pesos immediately with
no questions asked.
A. To instruct you to quickly contact the company to arrange the loan.
B. To persuade you to take out a loan of 5,000 pesos.
C. To inform you that your loan application will be accepted.
D. To describe the range of services offered by the loan company.
10. Is the following passage an example of factual recount?

SPECIAL OFFER FOR SHELL FRIDGE SHOPPERS!
2 Tickets for the price of 1 if you book before 16th of September.
A. Yes
B. No
C. not sure
D. no idea.
11. The following passage is an example of informative text?
New Syd Mouth Public Library: What can I borrow or hire?
There is a large collection of books including paperbacks, non-fiction books,

“talking books”, books in large print and books in languages apart from English. Up
to 6 items can be borrowed for 3 weeks.
29
A. True
B. False
C. not sure
D. no idea.
12. Why is this car insurance company giving away a brand new car?
Pay less for your car insurance and win a brand new car! Why pay more each
year for your car insurance when you could actually cut costs with Skills wise Direct
car insurance. Call us now on 0990 296 296 for a free no-obligations quote over the
phone
A. To help customers to replace cars more than 6 years old.
B. To persuade you to take out car insurance with this company.
C. To help customers afford a new car once they have reduced their car insurance.
D. To persuade customers to have environmentally-friendly cars.
13. The following passage contains descriptive text.

Everyone was in a state of high excitement, all the women in light cotton saris
worn, especially for the occasion, now clambering over the side, screaming when the
boat rocked and clutching each other in pleasurable panic.
A. True
B. False
C. not sure
D. no idea.
14. What is the purpose of informative text?

A. To convince you to buy something.
B. To describe how a scene might look in a novel.
C. To provide clear facts about something.
D. To instruct you how to do something.
15. Which of the following are not normally used in descriptive texts?
A. Adjectives
B. Adverbs
C. Step by step action to be taken by the reader
D. Comparisons to enable the reader to picture something
Activity 2. DIRECTIONS: Write the letter of your answer on the space provided before each
number.
_____ 1. Which type of text would this topic sentence best go with: My best friend’s freckled
face always has a glowing, crooked smile.
A. Persuasive
B. Narrative
C. Expository
D. Factual Recount
_____2. This text is used to tell a story. There is a logical sequence of events.
A. Persuasive
B. Narrative
C. Expository
D. Explanatory
30
_____3. What type of text would this topic sentence best go with: The day I won first place
in the box car derby race was the proudest day of my life.
A. Persuasive
B. Narrative
C. Expository
D. Explanatory
_____4. In this type of text, the author is writing about what a person, place or thing is
like.
A. Persuasive
B. Narrative
C. Expository
D. Personal Recount
_____5. Which type of text would this topic sentence best go with: The Himalayan
Mountains are the tallest mountains in the World.
A. Persuasive
B. Narrative
C. Expository
D. Explanatory
_____6. The goal of this type of text is to convince another person to change, ar at least
think about changing , their opinion about something.
A. Persuasive
B. Narrative
C. Explanatory
D. Expository
_____7. This type of text is used to present information, ideas or opinions.

A. Persuasive
B. Narrative
C. Expository
D. Personal Recount
_____8. Which type of paragraph would this topic sentence best go with: Despite what dog
lovers might believe, cats actyally make better pets.
A. Persuasive
B. Narrative
C. Expository
D. Explanatory
_____9. This text tells the reader about one story or experience or activity which happened
in the past.
A. Personal Recount
B. Narrative
C. Expository
D. Explanatory
____10. It is a type of text of a true event by someone not perosonally involved in the
situation. And its purpose is either to inform, entertain or both.
A. Narrative
B. Factual Recount
C. Explanatory
D. Expository
31
Activity 3. Directions: Write a five-sentence paragraph using each picture. The type of text
is indicated in the parenthesis.
1. Narrative Text
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________ Source: ZAWYA by Refinitiv
_____________________________________ https://www.zawya.com/mena/en/multimedia/gallery/210501060455P
QCI/
2. Explanatory Text
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________ Source: Freepik https://www.freepik.com/free-vector/diagram-
showing-process-photosynthesis-plant_12869030.htm
3. Expository Text
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________ Source: BusinessInsider https://www.businessinsider.com/why-wont-
____________________________________ my-pc-turn-on
4. Factual Recount
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________ Source: Corazon Aquino Inauguration
____________________________________ https://commons.wikimedia.org/wiki/File:Corazon_Aquino_inaugurati
____________________________________ on.jpg
5. (Persuasive Text)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________ Source: Business Mirror https://businessmirror.com.ph/2020/07/23/10-
things-to-watch-out-for-at-the-mega-flash-sale-online/
32
ACTIVITY 4. DIRECTIONS. Identify which type of text is being described. Choose your
answer from the box.
A. NARRATIVE C. EXPLANATORY E. PERSUASIVE
B. EXPOSITORY D. PERSONAL/FACTUAL RECOUNT
_____ 1. It is usually opens with a general statement that introduces the topic to be
explored and may contain diagrams, flowcharts, illustration, etc.
_____ 2. Its focus is to retell events and is generally intended to inform and/or entertain
and most often written in the past tense as text type relates events that already happened.
_____ 3. It begins with an opening statement and starts by summing up the viewpoint to
be presented to convince the reader.
_____ 4. It provides facts and focuses on educating its reader not to amuse but to enlighten
and instruct.
_____ 5. It tells a story to entertain or inform the readers and allows the writers to express
themselves creatively and imaginatively.
ACTIVITY 5. DIRECTIONS. Match the examples of text in Column A with the type of text
in column B.
A B
_____ 1. The story of “Makato and the Cowrie Shell” A. Expository Text
by: Supannee Khanchanathiti
_____ 2. A research paper about World War II B. Narrative Text
_____ 3. Diary of James during his 3-month vacation
in Paris with his father C. Persuasive Text
_____ 4. Ancient myths about Hercules
_____ 5. A biography about George Washington D. Explanatory Text
_____ 6. A book review stating “The Hunger Games”
are the best books and everyone should read them E. Personal/Factual
_____ 7. A booklet about the water cycle Recount
_____ 8. An essay about texting and its effect on
students’ grammar skills
_____ 9. A recipe in cooking “Cheerios”
_____10. The tale of “The Giants”
33
MODULE 6
to deliver a great speech using the tenets of speech writing. Writing and delivering a speech
in front of an audience requires critical thinking for effective communication.
This material will teach the student to write his speech and deliver it well. After
finishing this module, the student will:
1. Identify the principles of speech writing;

2. Appreciate the appropriate delivery of the self-composed speech; and
3. Compose a self-composed speech and speak eloquently.
Lesson Deliver a Self-composed Speech using

6 the Needed Speech Conventions
A speech is merely a formal verbal exposition with a specific objective in mind.

Making a speech, or even writing one, is all about persuading your audience to buy your
idea or pay attention to the topic at hand.
Principles of Speech Writing

Audience analysis entails looking into the profile of your target audience. This is
done so you can tailor-fit your speech content and delivery to your audience.
The profile includes the following information:

Demography (age range, male-female ratio, educational background and
affiliations or degree program taken, nationality, economic status, academic or
corporate designations)
Situation (time, venue, occasion, and size)
Psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies,
and needs)
The purpose for writing and delivering the speech can be classified into three to
inform, to entertain, or to persuade.
An informative speech provides the audience with a clear understanding of the
concept or idea presented by the speaker.
An entertainment speech provides the audience with amusement.
A persuasive speech provides the audience with well-argued ideas that can
influence their own beliefs and decisions.
34
The purpose can be general and specific.
The topic is the focal point of your speech, which can be determined once you have
decided on your purpose. If you are free to decide on a topic, choose one that interests
you. There are a variety of strategies used in selecting a topic, such as using your personal
experiences, discussing with your family members or friends, freewriting, listing, asking
questions, or semantic webbing.
Data gathering is the stage where you collect ideas, information, sources, and
references relevant or related to your specific topic. This can be done by visiting the library,
browsing the web, observing a particular phenomenon or event related to your topic, or
conducting an interview or survey. The data you will gather will be beneficial in making
your speech informative, entertaining, or persuasive.
Writing patterns, in general, are structures that will help you organize the ideas
related to your topic. Examples are biographical, categorical/topical, causal,
chronological, comparison/contrast, problem-solution, and spatial.
Pattern Description
Biographical Presents descriptions of your life or of a person, famous or not
Categorical/ Topical Presents related categories supporting the topic
Causal Presents cause effect relationships
Chronological Presents the idea in time order

Comparison/
Presents comparison/ contrast of two or three points
contrast
Presents an identified problem, its causes, and recommended
Problem-solution
solutions
An outline is a hierarchical list that shows the relationship of your ideas. A good
outline helps you see that all the ideas are in line with your main idea or message. The
elements of an outline include introduction, body, and conclusion. Write your outline
based on how you want your ideas to develop.
The introduction is the foundation of your speech. Here, your primary goal is
to get the attention of your audience and present the subject or main idea of your speech.
The following are some strategies:
Use a real-life experience and connect that experience to your subject.
Use practical examples and explain their connection to your subject.
Start with a familiar or strong quote and then explain what it means.
Use facts or statistics and highlight their importance to your subject.
Tell a personal story to illustrate your point.
The body of the speech provides explanations, examples, or any details that can
help you deliver your purpose and explain the main idea of your speech. One major
consideration in developing the body of your speech is the focus or central idea.
35
The conclusion restates the main idea of your speech. Furthermore, it provides a
summary, emphasizes the message, and calls for action. While the primary goal of the
introduction is to get the attention of your audience, the conclusion aims to leave the
audience with a memorable statement. The following are some strategies:
Begin your conclusion with a restatement of your message.
Use positive examples, encouraging words, or memorable lines from songs or
stories familiar to your audience.
Ask a question or series of questions that can make your audience reflect or
ponder.
Editing/Revising your written speech involves correcting errors in mechanics,

such as grammar, punctuation, capitalization, unity, coherence, and others. Andrew
Dlugan (2013), an award-winning public speaker, lists six power principles for speech
editing.
Rehearsing allows you to identify what works and does not work for you and your
target audience. Some strategies include reading your speech aloud, recording for your
analysis, or for your peers or coaches to give feedback on your delivery. The best thing to
remember at this stage is: “Constant practice makes perfect.”
Guidelines in Speech Writing
1. Keep your words short and simple. Your speech is meant to be heard by your
audience, not read.
2. Avoid jargon, acronyms, or technical words because they can confuse your
audience.
3. Make your speech more personal. Use the personal pronoun “I,” but take care not
to overuse it. When you need to emphasize collectiveness with your audience, use
the personal pronoun “we.”
4. Use active verbs and contractions because they add to your speech's personal and
conversational tone.
5. Be sensitive to your audience. Be careful with your language, jokes, and nonverbal
cues.
6. Use metaphors and other figures of speech to effectively convey your point.
7. Manage your time well; make sure that the speech falls under the time limit.
ACTIVITY 1. DIRECTIONS: Read the text below and choose the correct answer for each
item that follows.
As a specialist in public relations, I feel best suited to deliver this speech on why
videos go viral. Most people in the world want to be famous. That is a basic fact that cannot
be argued with. This is something that seemed hard to achieve some time ago. However,
this is a trend that has changed, over the years, due to web video. People can now become
famous within a span of one week. This brings us to this speech's major question: why do
internet videos go viral? YouTube can be used as an illustration. Every minute, about 48
36
hours are uploaded to YouTube. However, only a tiny percentage of this goes viral.
Therefore, it is essential to discuss why these videos go viral.
The other day, a four-minute video of a guy laughing while viewing the rainbow
had 5,000,000 views on YouTube. At the same time, other videos may seem to be worthy
of such views, yet they do not achieve this. This shows that there is excellent value in
unexpectedness. People want to see things that they do not expect there. They prefer to
view videos that cannot be predicted. That is how many funny and short videos go viral.
It is a technique that celebrities have repeatedly used. It shows creativity and captures the
attention of people on the internet at a glance.
There are people in society that act as tastemakers. This means that they can
engage in activities that command a lot of support and following from people worldwide.
These are people that can make everyone want to be associated with something. A recent
example is Rebecca Black's song, 'Friday.' This video did not have views at first. Later, its
views shot up, and it became one of the most-watched videos on YouTube. However, there
is one interesting aspect to these findings. The days when the views were highest were
always Fridays. This shows that the song raised awareness of the importance and
amusement of Friday. This is an ideal example of how tastemakers manage to have their
videos go viral. From these findings, it is clear that videos do not just go viral. There are
vital factors that contribute every time that it happens.
It is now clear that some specific reasons and factors contribute to a viral video.
This sheds light on the matter and creates great interest in people who would like to be
famous. As my research has shown, there is a great need for creativity in these videos for
this to happen. This explains the mystery of why some videos go viral while others do not
get that privilege. It also explains why people are inevitably attracted to some videos and
not to others.
1. Which could be the appropriate title for the text?

A. How to Create Tiktok Videos?
B. How Videos Make Money?
C. How to Make a Video?
D. Why Videos Go Viral?
2. The author’s purpose in writing the speech is ________ the readers.
E. to inform
F. to persuade
G. to entertain
H. to criticize
3. The third and fourth paragraphs give emphasis on how a video _______________.
A. should be created
B. becomes viral
C. entertains viewers
D. earns followers
4. Which paragraph in the text presents the subject or the main idea of the speech.
A. First
B. Second
C. Third
D. Fourth
37
5. The last paragraph of the speech or the conclusion restates _______________.
A. the reasons why videos go viral
B. that creating videos is expensive
C. that going viral threatens safety
D. the secrets of becoming famous
Activity 1. Writing tasks
A. Your school is celebrating the “Save Earth Week’. You have to give a speech in
the morning assembly on the topic ‘Save Earth, Save Life’. Use the prompts given below to
write the speech.
• natural resources depleting every day
• dumping waste indiscriminately
• pollution—land, water, air, noise, light
• resulting in diseases/ill-health
• flora and fauna perishing
• need to wake up before it’s too late
B. There are many web sites available in social media that give information about
famous people. Using Google search engine, find a particular incident in a well-known
person’s life. Write a speech about it in 120 words to be delivered in the class.
Scoring Rubric:
38
ACTIVITY 2. DIRECTIONS. Match the description to the given speech conventions inside
the box.
A. Body B. Conclusion C. Introduction

D. Purpose E. Topic
_____ 1. This component of speech writing and delivery can be classified into three: inform,
entertain, or persuade. It presents what the author is trying to accomplish.
_____ 2. This is the part where the writer figures out how do situations affect the moods
and feelings towards the story.
_____ 3. It provides explanations, examples, or any details that can help deliver the
purpose and explain the main idea of the speech. It relates both to the story as a whole
and to its beginning.
_____ 4. It restates the main idea of the speech and provides a summary, emphasizes the
_____ 5. It is called the foundation of speech because its primary goal is to get the
audience's attention and present the subject or central idea of the speech.
ACTIVITY 3. DIRECTIONS. Write TRUE if the given statement is a fact and FALSE if it is
not.
_____ 1. Audience analysis is done, so that the writer can tailor-fit his speech content and
delivery to the audience.
_____ 2. Speech is an informal address or discourse delivered to an audience.
_____ 3. An informative speech provides the audience with well-argued ideas that can
influence their own beliefs and decisions.
_____ 4. Outline is a structure that will help organize the ideas related to the topic.
_____ 5. To get the attention of the audience and present the main idea of the speech is
the primary goal of an Introduction.
ACTIVITY 4. DIRECTIONS. Prepare a speech in about 100 words, encouraging your

friends, classmates, relatives to follow certain rules on how to prevent the spread of Corona
Virus (Covid-19) in your community.
Note: Use the scoring rubrics on Activity 1.
39
Directions: Read each statement carefully. Choose the correct answer.
1. Which of the following is a part of an essential elements of a paragraph?
a. Topic Sentence
b. Transition Signals
c. Supporting Sentences
d. Concluding Sentences
ACCIDENT:
Treatment aims
1. Control bleeding
4. It is called the foundation of speech because its primary goal is to get the attention of
the audience and present the subject or main idea of the speech.
5. It restates the main idea of the speech and provides a summary, emphasizes the
6. _______ the invention of television, people probably spent more of their leisure time
reading.
a. Nevertheless b. Because c. Before

7. If you have a dinner party, try to get as much done in advance as possible. _______, set
the table the day before.
a. For instance b. In contrast c. Similarly
8. An expanded outline is also known as _______.
a. Phrase outline b. sentence outline c. topic outline

9 The main points in an alphanumeric outline are labeled with _______.
a. letters b. numbers c. roman numerals
d. All of the above
40
10.D
9. A
8. C
7. D
6. A
5. B
4. C
3. B
2. A
1. C
What I know
Module 1
What’s More?
Activity 1
1. Deforestation is a serious problem
because forests and trees aren’t just
pretty to look at, they do an important job Answers may vary.
making the earth’s environment suitable Activity 3
for life. What I Can Do
2. One solution to the problem of
*Signal words may vary.
deforestation is to use less paper.
counterclaim
3. The first paragraph presents the
4. Claim and
problem and the second one presents the 3. General to specific
solution. 2. Problem-solution
4. One solution, one answer is, second 1. Cause-effect
answer is, third answer is. Activity 2
5. Problem-solution pattern What's More
41
42
What I Can Do What’s I Can Do? What’s More?
ACTIVITY 4 Answers may vary. Answers may vary.
1. B
2. A
3. C
4. B
ACTIVITY 5
5. TRUE
6. FALSE
7. FALSE
8. TRUE
9. TRUE
10. TRUE
11. FALSE
ACTIVITY 6
12. D
13. B
14. A
15. A
Module 3
II. Inorganic
What I Can Do What I Can Do f. arthropods
ACTIVITY 3 Electrical Conductivity e. worms
1. C I. Conductor d. echinoderms
2. C A. Silver c. mollusks
3. B b. coelenterates
B. Copper
4. B a. sponges
5. C
C. Gold 2. Invertebrates
6. C D. Aluminum e. mammals
7. D II. Nonconductor or d. fish
8. D insulators c. reptiles
b. birds
9. C A. Air a. amphibians
10. D B. Wood 1. Vertebrates
C. Glass B. Animals
D. Plastic c. ferns
III. Semiconductor b. moss
a. algae/fungi
A. Carbon 2. Plants without seeds
B. Silicon b. non-flowering
C. Germanium a. flowering
1. Plants with seeds
ACTIVITY 2 A. Plants
I. Organic
Answers may vary. MATTER
Activity 1
What’s More?
Module 2
43
What’s I Can Do
Answers may vary.
Module 6
What’s I Can Do What’s More? What’s More?
Activity 3 Activity 2 Activity 1
Answers may vary. 1. D 1. C
2. B 2. A
3. C 3. B
4. C 4. B
5. D 5. C
6. A 6. C
7. C 7. D
8. A 8. C
9. B 9. B
10. B 10. B
11. A
12. B
13. A
14. C
15. C
Module 5
What’s I Can Do? What’s More?
Answers may vary. Activity 1
1. False
2. True
3. False
4. True
5. True
6. True
7. False
8. True
9. False
10. True
Activity 2
Answers may vary.
Module 4
Assessment
B 10.
C 9.
B 8.
A 7.
C 6.
D 5.
A 4.
C 3.
D 2.
A 1.
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46
For inquiries or feedback, please write or call:
Department of Education – Schools Division Office Navotas

Learning Resource Management Section
Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City
Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph

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DIVISION OF NAVOTAS CITY

Published by the Department of Education

Development Team of the Module

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

What I Know ............................................................. 1

Answer Key ............................................................... 41

After going through this module, you are expected to:

Claim and Counterclaim This pattern is used in

Problem-solution This pattern presents problem, answer, so that,

the first cause (second, third),

ACTIVITY 3. DIRECTIONS: Use any of the patterns of idea development to create a

Pattern of Idea Development to use: ___________________

All the grammatical Misused more

All information from

Lesson Outlining Information from the

Source: Academic Reading and Writing, 2016. p.50

I. Positive effects of uniform policy

2. A sentence outline uses complete sentences as its content. It is also known as an

Main Topics MATTER

ACTIVITY 2. DIRECTIONS: Looking back at the Activity 1- Electrical Conductivity, expand

3. A decimal outline uses _____________ in labeling the content.

4. An expanded outline is also known as…

5. The main points in an alphanumeric outline are labeled with…

6. In which kind of source do interviews, diaries, autobiographies etc., belong?

7. An academic book used in research can be classified as what kind of source?

9. This kind of source gives raw information and first-hand evidence.

After finishing this module, the student will:

Lesson Synthesize Essential Information

Synthesizing a text entails combining prior information, new ideas, connections,

Make synthesizing easy with the use of the ADD Method

At first I was thinking…

When I was reading, I was

But at the end I was thinking...

A synthesis can form:

ACTIVITY 1. DIRECTIONS: Read the Singapore Sojourn by Tammy Mendoza and

FILIPINO FAMILY CUSTOMS

When I started reading, I

As I was reading, I began

Now that I have read, I

Synthesizing Paragraph Rubrics

Excellent 4 Good 3 Fair 2 Poor 1 Total

Cecilia Comes Back

"You're a good friend, Alicia," Mom says. We both look at my reflection.

After finishing this module, the student will:

BASIC STRUCTURE OF A PARAGRAPH

Through the centuries, rats, have managed to survive all our

Supporting Sentence No. 1 We have poisoned and trapped them.

Supporting Sentence No. 2 We have fumigated, flooded, and burned them.

Supporting Sentence No. 3 We have tried germ warfare.

Despite all our efforts, these enemies of ours continue

The following are examples of signal devices.

ACTIVITY 1. DIRECTIONS: Determine if the statement is true or false. Check ( )the

STATEMENT TRUE FALSE

1. An effective paragraph should focus on at least two ideas.

2. An effective paragraph provides specific information that helps

3. An introductory sentence is part of the structure of a

4. The topic sentence presents the main idea of a paragraph.

5. The Supporting sentences place after the topic sentence and

6. The Concluding sentence brings closure to the paragraph.

7. A concluding sentence provides new information.

8. Using signal devices can strengthen the connection between

9. Coherence means that all of the sentences in the paragraph