Reading and Writing

Quarter 3 – Module 1: Week 1

Using Patterns of Development
Reading and Writing – Grade 11
Alternative Delivery Mode – Self-learning Module (SLM)
Quarter 3 – Module 1: Patterns of Development
First Edition, 2020

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

Writer : Jemson B. Palin
Editor : Ricky L. Pedralba
Reviewers : Manuel B. Dayondon,
Ronald Allan A. Arcayera,
Rhodora L. Ecoben
Illustrators : Phem Nicole Eder, Lady Faith D. Reroma, Neil W. Maca,
Achilles C. Zerda
Layout Artist : Jully Pete A. Comanda
Management Team : Karen L. Galanida
Florence E. Almaden
Carlo P. Tantoy
Elizabeth S. Larase
Ricky L. Pedralba
Noemi D. Lim
Paul Adrew A. Tremedal
Laarni C. Micayas

Printed in the Philippines by the Schools Division of Surigao City

Office Address: M. Ortiz Street, Barangay Washington

Surigao City, Surigao del Norte, Philippines

Telephone: (086) 826-1268; (086) 826-3075: (086) 826-8931

E-mail Address: surigao.city@deped.gov.ph

 English
Quarter 3 – Module 1: Week 1:
Lesson 1
Using Patterns of Development
Introductory Message
For the facilitator:

Welcome to the Reading and Writing Alternative Delivery Mode (ADM): Self-learning
Module (SLM) on Quarter 3-Module 1, Lesson 1- Using Patterns of Development.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Reading and Writing Alternative Delivery Mode (ADM): Self Learning
Module on Quarter 3-Module 1, Lesson 1- Using Patterns of Development.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

ii
This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

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

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module is developed based on the Most Essential Learning Competency

(MELC) presented in the first week of the Reading and Writing curriculum
guide for the first quarter for Grade 11. The lesson found in this module is
split into self-contained units with their own activities and notes for further
reading.

The material has been substantially crafted for our Senior High School
Students throughout with ample appropriate examples and exercises.

This lesson helps the students think about what they are reading and writing.
Further, it allows them to read different patterns of written texts which will
lead to the enhancement of their reading and writing skills.

Furthermore, this module has been designed not only for in-class activities
but also for out-of-the-class work. The activities are arranged from the
simplest to the most challenging ones. What you learn in one activity is
reinforced in the succeeding activities.

The Most Essential Learning Competency (MELC) covered in this module is

compare and contrast patterns of written texts across disciplines.

Objectives:
Specifically, you are expected to:
1. identify the topic sentence, relevant and irrelevant supporting details;
2. connect sentences in paragraphs with appropriate coherence devices;
3. determine the type of paragraph development used in written texts; and
4. write a paragraph using the patterns of development.
 What I Know

Before you start studying this lesson, find out how much you know about the
coverage of this module.

The result of this pre-test will determine whether you will proceed or skip the
module.

If you get perfect in this assessment, you can skip the module. If you get at
least one mistake, you will proceed with the module.

Pre-Test
Directions: Select the keyword that answers the question or the keyword
that uniquely fits the test stem. Write the letter of your answer on a
separate sheet of paper.

1. How do you write a topic sentence? By …

A. summarizing the main idea
B. finding text evidence
C. copying your neighbor’s sentence
D. writing whatever you want

2. What do supporting details do?

A. summarizing the main idea
B. introducing new paragraph
C. paraphrasing lengthy paragraph
D. giving details and support main idea

3. What is the purpose of the explanation?

A. both A and C
B. to simplify ideas
C. to fill up our paper
D. to validate or prove our opinion

4. Why do we provide examples for our readers?

A. to cite something
B. to fill our paper up
C. to support our opinion
D. to meet the number of sentences in a paragraph

5. Which is an example of a coherence device?

A. first C. lastly
B. next D. A, B, and C
6. Which of the following concepts support or develop a single controlling
idea expressed in a sentence?
A. clincher
B. main idea
C. topic sentence
D. supporting sentences

7. By looking closely at several sentences in a paragraph, which of the

following ideas use inference?
A. clincher
B. main idea
C. explicit main idea
D. implied main idea

8. It is a type of main idea which is expressed or stated in the paragraph.

A. clincher
B. implicit main idea
C. implied main idea
D. explicit main idea

9. It is the central controlling thought of a paragraph. 10.

A. clincher
B. main idea
C. implicit main idea
D. explicit main idea

10. What do you call a sentence which rounds off or concludes the
paragraph?
A. annotation C. paraphrase
B. clincher D. summary

11. It is a pattern of developing a paragraph which chronologically presents

the events that add up to a story. It is essentially story telling.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast

12. This pattern of developing a paragraph gives your readers a mental

picture of what you have seen or experienced.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast
13. It is a pattern of paragraph development which introduces to the readers
new terms that may not be familiar to them.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast
14. A topic sentence can be in the middle sentence of a paragraph.
A. false B. maybe C. none of them D. true
15. It is an inferential or interpretative reading comprehension skill that
requires students to use information directly stated in the text and to
add such information to their own knowledge to enable them to form
hypotheses about the text.
A. summarizing the idea
B. inferring the main idea
C. paraphrasing the paragraph
D. identifying the supporting sentences

What’s In

Hi! Are you done with the pre-assessment test? This time, please continue
answering the following exercises on your notebook.

How do you find the Topic Sentence?

Directions: Identify the topic sentence in each of the following passages

below. Write your answers on a separate sheet of paper.

Passage 1
The movie Apollo 13 was a sci-fi blockbuster. It is an exciting story about space
exploration. In the movie, the astronauts get in trouble while they are trying to return to
Earth. People in the audience are on the edge of their seats waiting to see what happens.
What makes it even more exciting is that it is a true story.

Topic sentence: ____________________________________________________

Passage 2
To many parents, the infant’s crying maybe mainly an irritation, especially if it
continues for long periods. But crying serves important functions for the child as well as
for the parents. For the child, crying helps improve lung capacity and the respiratory
system. Perhaps more important, the cry serves as a signal of distress. When babies cry,
they indicate that they are hungry or in pain, and this is important information for parents.

Topic sentence: ______________________________________________________

 Passage 3
Dexter loves to play games. His favorite game is chess because it requires a great deal
of thought. He also likes to play less demanding board games that are mostly on luck. He
prefers monopoly because it requires luck and skill. If he’s alone, Dexter likes to play action
video games as long as they aren’t too violent.

Topic sentence: _____________________________________________________

Passage 4
Cindy is watching too much television. She spends hours staring blankly at a screen.
Worse yet, some of her wild behavior has been inspired by those awful cartoons she
watches. Actually, she needs to spend more time reading books and less time watching TV
at all.

Topic sentence: ______________________________________________________

Passage 5
Someday we will all have robots that will be our personal servants. They will look
and behave much like real humans. We will be able to talk to these mechanical helpers and
they will be able to respond in kind. Amazingly, the robots of the future will be able to learn
from experience. They will be smart, strong, and untiring workers whose only goal will be
to make our lives easier.

Topic sentence: ____________________________________________________

 What’s New

In this part of the module, you will be introduced to an activity entitled,

“My Fuji Apple”. Please continue doing the writing activity following the
directions below. Have your paragraph written in a separate sheet of
paper.

Activity 1 (My Fuji Apple)

1. Bring out your own Fuji apple (one for each of the family members) and
examine them carefully by feeling, smelling, squeezing, and looking at
them. Do the inspection for 2 minutes.
2. Place the apples on the table. Your brother or sister will mix them up.
3. After mixing, come forward and get your own apple.
Answer the following questions:
a. How sure are you that you got your own apple? How do you
know?
b. What are the similarities of and differences among the apples?

Let’s write!
Based on the “My Fuji Apple” activity, write one paragraph describing your
own apple. Be guided by the following steps in writing the body of your
paragraph:

1.Write an introductory statement of your paragraph.

2.Look at the apple and describe its appearance.
3.Touch the apple and describe what you feel.
4.Describe how the apple smells.
5.Bite the apple and describe its taste and the sound it produces
while you are biting it.
6. Continue eating the apple and describe what you feel.
7. Write a concluding statement that would summarize the whole
experience.
 What is It

Here in this part of the module, you will venture into a brief discussion of the
new lesson. This aims to help you discover and understand new concepts and
skills. Pretty sure, you are now ready. Okay, you can start focusing your
attention on these reading texts. Go!

The Topic Sentence

We learned that the paragraph is the foundation of a composition and that

the sentence is the foundation of the paragraph. Every good paragraph must
develop only one main thought. The sentence which expresses this kernel idea
is called the topic sentence.

The topic sentence is the big idea in the paragraph. All the other sentences
develop this idea and serve to make it clear. A topic sentence is generally
found in the first or second sentence of a paragraph.

What are the main types of main idea?

There are two types of main idea: explicit main idea and implicit main idea.
An explicit main idea is expressed or stated in the paragraph. Main ideas
are often found at the beginning of paragraphs. The first sentence often
explains the subject being discussed in a paragraph. Main ideas are also
found in the concluding sentences of a paragraph. An implied main idea is
not stated in the text by the author. It is more difficult to identify the main
idea when it is inferred or implied.

The clincher

When the topic sentence and supporting details are completed, a paragraph
needs to close gracefully by writing a concluding sentence or a clincher. The
purpose of this concluding sentence is two-fold:

1. To reiterate the main point;

2. To signal the reader that this is the end of the paragraph.

DEVELOPING THE TOPIC SENTENCE

1. Development by Narration

The purpose of narration is to tell a story or relate an event. Narration is an

especially useful tool for sequencing or putting details and information into
some kind of logical order, usually chronological.
Example:
Last night, I went home late from work. While I was walking on the dark
alley road, I heard footsteps following me. I looked back, but I saw no one. My
heart started to beat faster. I hurriedly walked and ran toward the busy and
well-lighted main road. When I got there, I felt an instant relief. Tomorrow, I
said to myself, I will never go home late and alone.

2. Development by Description

The purpose of description is to recreate, invent, or visually present a person,

place, event, or action so that the reader can picture that which is being
described. It is heavily based on sensory details: sight, sound, smell, feel,
taste.

Example:

My younger brother and I are different in so many ways. In terms of

clothing choices, he loves jeans and t-shirts while I prefer slacks and polo
shirts. For instance, whenever we go to school, he is comfortable with wearing
sleeveless shirt matched with a pair of jeans while I put on my collection of
dotted polo shirt and a pair of denim pants. In terms of behavior, my brother
seems carefree and disorganized, while I am exactly the opposite. Usually,
when we cross the streets on our way to school, he observes people too much
and asks too many questions about them. He is not mindful of the danger
that may befall upon him while walking through the pedestrian lanes. As a
big brother, I must always have to assist him. Regardless, he loves to talk and
so do I. But I do most of the talking while he does most of the listening. That’s
the only way we are similar, and I love my brother for that.

3. Development by Giving Examples

It’s common to see examples used in all kinds of situations—an idea can be
considered too general or abstract until we see it in action. Exemplification
extends this idea even further; it carries one or more examples into great
detail, in order to show the details of a complex problem in a way that’s easy
for readers to understand.

Example:

There is a well-known proverb which states: An empty sack will not

stand upright. This is indeed true, for what will support a sack when it is
empty? Nothing. So the sack collapses. In the same way a student who does
not prepare his/her lesson cannot recite the next day. He/ She may bluff, but
the teacher soon calls his/her bluff.
4. Development by Definition

Definition moves beyond a dictionary definition to deeply examine a word or

concept as we actually use and understand it.

Example:

A watershed is a natural landform that catches rainwater, stores and

drains it downstream through a river system towards the ocean. It is a
combination of soil, water, terrain vegetative cover and associated animal life.
Technically, a watershed is a total land area that contributes to the flow of a
particular water body and drains to a common outlet. The outlet can be
another waterbody, river, lake, or the sea. It is a natural system and its
boundary can be located on the ground by connecting all the highest points
near and around the said waterbody thereby tracing the ridgeline that
separates the flow of the water from one river to another. Primarily a
watershed is the main source of potable, fresh, and abundant water for
domestic, agricultural, industrial, commercial, and hydroelectric purposes.

5. Development by Process Analysis

Analyzing a process can also be thought of as “how-to” instruction. It

explains how something works, step by step. Perhaps follow a sequence—
first, second, third.

Example:

You can safely swim with piranhas, but it’s important to know how and
when to do it. First, chose an appropriate time, preferably at night and during
the rainy season. Avoid piranha-infested waters during the dry season, when
food supplies are low and piranhas are more desperate. Piranhas feed during
the day, so night-time swimming is much safer. Second, streamline your
movement. Wild or erratic activity attracts the attention of piranhas. Swim
slowly and smoothly. Finally, never enter the water with an open wound or
raw meat. Piranhas attack larger animals only when they are wounded. The
presence of blood in the water may tempt the fish to attack. If you follow these
simple precautions, you will have little to fear.

6. Development by Comparison/Contrast

Comparison focuses on similarities between things, and contrast focuses on

their differences. We innately make comparisons all the time, and they appear
in many kinds of writings. The goal of comparison and contrast in academic
essays is generally to show that one item is superior to another, based on a
set of evaluations included as part of the writing.
Example:

Oceans and lakes have much in common, but they are also quite
different. Both are bodies of water, but oceans are very large bodies of salt
water, while lakes are much smaller bodies of fresh water. Lakes are usually
surrounded by land, while oceans are what surround continents. Both have
plants and animals living in them. The ocean is home to the largest animals
on the planet, whereas lakes support much smaller forms of life. When it is
time for a vacation, both will make a great place to visit and enjoy.

7. Development by Cause/Effect

If narration offers a sequence of events, cause/effect essays offer an

explanation about why that sequence matters. Cause/effect writing is
particularly powerful when the author can provide a cause/effect relationship
that the reader wasn’t expecting, and as a result see the situation in a new
light.

Example:

I do well in school, and people think I am smart because of it. But it’s
not true. In fact, three years ago I struggled in school. However, two years ago
I decided to get serious about school and made a few changes. First, I decided
I would become interested in whatever was being taught, regardless of what
other people thought. I also decided I would work hard every day and never
give up on any assignment. I decided to never, never fall behind. Finally, I
decided to make school a priority over friends and fun. After implementing
these changes, I became an active participant in classroom discussions. Then
my test scores began to rise. I still remember the first time that someone made
fun of me because “I was smart.” How exciting! It seems to me that being
smart is simply a matter of working hard and being interested. After all,
learning a new video game is hard work even when you are interested.
Unfortunately, learning a new video game doesn’t help you get into college or
get a good job.

What’s More

Activity 1.1 Identifying supporting details

Directions: The topic sentence is given. Which of the sentences given after
the topic sentence supports it, and which do not? Write the
sentences that support the topic sentence on a separate sheet.
1. Topic sentence: Getting on the honor roll is not easy.
a. It requires hard work.
 b. Nanding is on the honor roll.
c. One must study very hard.
d. One must develop good study habits.
e. I envy Nanding when I see his name on the honor roll.
f. Nanding is my friend.
g. I am proud of him.
h. One must be attentive during the recitation.
i. I wish I could be as smart as he is.

2. Topic sentence: It was a hard-fought game.

a. The two teams were well matched.
b. I saw the game with my father.
c. My sister wanted to go with us.
d. My father would not let her.
e. The game seesawed dangerously several times.
f. There was a big crowd.
g. I cheered my team enthusiastically.
h. With three minutes to go, the score was tied.
i. I grew hoarse with shouting.
j. When the buzzer ending the game went off, our team had won.

3. Topic sentence: Everything in my bedroom was in order.

a. I worked hard all morning.

b. The bed cover lay smoothly over the bed.
c. The floor was spic and span.
d. The pillows were arranged neatly.
e. Some friends were coming to see me.
f. The wastebasket contained a few soiled pieces of paper.
g. The dressing table had received special care.
h. All the articles on it were arranged in neat rows.
i. A vase on the dresser had a few fresh roses.
j. A red rose had fallen to the floor.

Study this paragraph.

I have a cat. Her name is Ming. She is like other cats. She likes to catch
birds. She likes to sit on my lap. She likes to be petted. But she has a bad
habit. She likes to steal food from the kitchen. Once she stole a leg of chicken.
Another time, she stole a whole fish. Our cook was angry at her. She wanted
to beat Ming. I hid Ming in my room. The cook could not find her.

The above paragraph is correct and clear enough, but the sentences are
monotonous. The composition sounds like the literary efforts of a
kindergarten pupil. Combining some of the sentences and changing them
slightly will improve the paragraph very much. Without sacrificing clearness,
you could change the paragraph above, thus:
I have a cat whose name is Ming. Like other cats, she likes to catch
birds. She likes to sit on my lap and have me pet her by stroking her on the
head. But she has some bad habits. She likes to steal food from the kitchen,
such as a leg of chicken or even a whole fish. When she stole a whole fish
once, our cook was angry at her. She chased Ming around the house intending
to give her a good beating. But I hid Ming in my room where the cook could
not find her.

The second version of the paragraph about Ming is much better than the first
because there is a greater variety in sentence structure and sentence length.
The surest way to find out if your composition is monotonous is to read it
aloud or have a friend read it for you. Monotony of style is more easily detected
by the ear than by the eye. Learn to vary the form and lengths of your
sentences to attain effectiveness in your paragraphs.
Another reason that makes the second paragraph much better than the first
is the use of appropriate coherence devices. Coherence devices help your
paragraph flow smoothly.
Try reading the paragraph below without the coherent devices. After reading,
fill in each blank with the correct coherence device. Write your answer on a
separate sheet of paper.
Activity 1.2

Pacquiao’s mom wanted match to end early

Posted 12:01 pm (Mla time) October 7, 2007
By Aquiles Z. Zonio
Inquirer

(1) _______ Manny Pacquiao sent Antonio Barrera to the canvas in the
11th round, residents yelled in jubilation. (2) Many came out of their homes
and danced in the streets. (3) _________ Manny’s mother, Dionesia, told
reporters that she was not happy that Barrera lasted for 12 rounds. (4) She
said she wanted the match to end early to spare her son from beating. (5)
______ she was still thankful her son won the fight. (6) She was ________
grateful to the Filipino nation for praying for her son and for continuously
supporting him in his boxing career.

(Excerpt from the article entitled “Pacquiao’s Mom wanted Match to End
Early”, page A20 of the October 7, 2007 issue of the Philippine Daily Inquirer)

Questions:
1. What do you think would be the appropriate coherence devices to complete
the numbered sentences of the paragraph above?
2. What made you decide in choosing the coherence device?
3. What do you think would be the effect on the paragraph, if there are no
coherence devices?

Activity 1.3

Directions: Complete the paragraph below by supplying the appropriate

coherence devices from the given options in the box. Write your answers in a
separate sheet of paper.

Today Amidst With his in mind The first type of First

Second Last However Likewise Unlike
The second type For example

1.____________, finding a job entails much struggle. 2. ___________ the

highly competitive world of employment, you have to stand out.
3.________________, you must know how to write an effective resume and how
to choose a type of resume appropriate for your qualifications. There are two
basic types of resume that you can use: the chronological and the functional.
4.________________ resume is called chronological resume. This resume,
which is best for people with a steady career progression, lists your work
experience in reverse chronological order. Using chronological resume has
several advantages. 5.__________, it is clearer and more readable than
functional resume. 6.__________, it demonstrates steady career progress.
7.__________, it emphasizes prominent job titles and employers. 8.__________,
a chronological resume will also make your employment gaps more obvious.
9.____________, it may emphasize unimpressive employers and job titles.
10._____________________ resume is the functional resume.
11.___________ the first one, the functional resume, which is best for fresh
graduates and job-hoppers, highlights your skills and responsibilities. These
skills may be divided into various groupings. 12._____________, a newly
graduate student may use headings like “communication skills,” “leadership
skills,” “people skills” and “computer skills.” A functional resume also
minimizes the negative effects of being a job-hopper, one who often jumps
from one job to another. However, some recruiters may think that you are
hiding something that is detrimental to your application.

Activity 1.4

Directions: Determine what type of paragraph development is used in the

following paragraphs. Write your answers in a separate sheet of paper.
__________________1. Community Health Nursing is a unique blend of nursing
and public health practice aimed at developing and enhancing the health
capabilities of people, either singly as individuals, or collectively as families,
special population or communities.
___________________2. A seed germinates in this manner. Moisture softens the
seed coat and swells the tissues of the embryo. When the seed coat splits
open, the embryo begins to grow. The root part starts growing downward. In
many plants, the seed leaves separate and start to rise from the ground. In
others, the seed leaves remain in the soil. Finally, the seed leaves dry up and
a pair of tree leaves take their place.
___________________3. Mosquitoes and houseflies differ in appearance and
habits, but the two insects have many similarities. First, both are typical of
hot, humid climates. Both insects suck their food. They both cling to smooth
surfaces and even walk upside down across the ceilings. Finally, both can
spread serious diseases.
___________________4. The news of the discovery of the Katipunan spread
throughout Manila and suburbs. Bonifacio, informed of the discovery, secretly
instructed his runners to summon all the leaders of the society to a general
assembly to be held on August 24. They were to meet at Balintawak to discuss
the steps to be taken to meet the crisis. That same night of August 19,
Bonifacio, accompanied by his brother, Procopio, Emilio Jacinto, Teodoro
Plata, and Aguedo del Rosario, slipped through the cordon of the Spanish
sentries and reached Balintawak before midnight. Pio Valenzuela followed
them the next day. On the 21st of August, Bonifacio changed the Katipunan
code because the Spanish authorities had already deciphered it.
___________________ 5. Hitler and Mussolini were both dictators. Hitler was a
dictator who built Germany’s military strength during the 1930’s. His aim
was to dominate Europe.
Similarly, the dictator Mussolini craved power and wanted all the men
of Italy to be soldiers. His aim was to build Italy into a great empire.
The two, however, differ not just in terms of the country they lead but
also in the manner of their death. Hitler is believed to have committee
suicide when it became clear that Germany had lost. On the other hand,
Mussolini was shot by his Italian opponents when Italy was losing.

What I Have Learned

Now that you have learned many ideas on how to develop a paragraph using
the different patterns, you are going to accomplish another task in a form of
a graphic organizer. Please do the activity below as directed and have your
work written again in a separate sheet of paper.
Directions: Complete the following organizer based from the learning you
gained in this lesson. Write your answers in a separate sheet of
paper.

What I Can Do

One significant learning you gained from the

lesson (Topic sentence)

Supporting detail 1

Supporting detail 2

Supporting details 3 & 4

Conclusion

Three things that I liked from the lesson

____________________________________________ One question I still want to ask
____________________________________________
_______________________________
____________________________________________

Congratulations for completing the graphic organizer! Now, you are already
prepared to move to the next task which allows you to apply the most essential
concepts that you have learned in the previous reading and writing activities.
Please do the enricher activity and follow the directions below. Have your
output written again in a separate sheet of paper.
Enricher: A letter to a friend
Directions:
1. Write a letter to your best friend in Junior High School. In your letter,
develop a paragraph reminiscing your most unforgettable or
wackiest/kinkiest experience you had together in the past years.
2. Observe unity of thought, correct tense of your verbs, coherence and
parallel structures of your sentences.
3. Organize the details of your letter using any of the patterns in developing a
paragraph.
4. Write the letter on a separate sheet of paper.

https://www.mindfood.com/article/benefits-of-handwriting-letters/

Assessment

Post-Test
Directions: Select the keyword that answers the question or the keyword
that uniquely fits the test stem. Write the letter of your answer in a
separate sheet of paper.

1. What is the purpose of the explanation?

A. both A and C
B. to simplify ideas
C. to fill up our paper
D. to validate or prove our opinion
2. Which is an example of a coherence device?
A. first C. lastly
B. next D. A, B, and C

3. Why do we provide examples for our readers?

A. to cite something
B. to fill our paper up
C. to support our opinion
D. to meet the number of sentences in a paragraph

4. By looking closely at several sentences in a paragraph, which of the

following ideas use inference?
A. clincher
B. main idea
C. explicit main idea
D. implied main idea

5. How do you write a topic sentence? By …

A. summarizing the main idea
B. finding text evidence
C. copying your neighbor’s sentence
D. writing whatever you want

6. Which of the following concepts support or develop a single controlling

idea expressed in a sentence?
A. clincher
B. main idea
C. topic sentence
D. supporting sentences

7. What do supporting details do?

A. summarizing the main idea
B. introducing new paragraph
C. paraphrasing lengthy paragraph
D. giving details and support main idea

8. It is a type of main idea which is expressed or stated in the paragraph.

A. clincher
B. implicit main idea
C. implied main idea
D. explicit main idea

9. It is a pattern of developing a paragraph which chronologically presents

the events that add up to a story. It is essentially story telling.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast
10. It is the central controlling thought of a paragraph. 10.
A. clincher
B. main idea
C. implicit main idea
D. explicit main idea

11. This pattern of developing a paragraph gives your readers a mental

picture of what you have seen or experienced.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast

12. It is an inferential or interpretative reading comprehension skill that

requires students to use information directly stated in the text and to add
such information to their own knowledge to enable them to form hypotheses
about the text.
A. summarizing the idea
B. inferring the main idea
C. paraphrasing the paragraph
D. identifying the supporting sentences

13. It is a pattern of paragraph development which introduces to the readers

new terms that may not be familiar to them.
A. definition pattern
B. narration pattern
C. description pattern
D. comparison and contrast

14. A topic sentence can be in the middle sentence of a paragraph.

A. false B. maybe C. none of them D. true

15. What do you call a sentence which rounds off or concludes the
paragraph?
A. annotation C. paraphrase
B. clincher D. summary

Additional Activities

This time, another activity will be given to you to enrich your knowledge or
skill of the lesson learned. Please do this writing activity on the given
situation and follow the directions below. Have your activity written in a
separate sheet of paper.
Situation:
If you were appointed by the Department of Health (DOH) as the
Youth Ambassador to spearhead an educational campaign against Covid 19
among high school students, how would you develop your paragraph-
speech? Your paragraph must take a strong stand against Corona Virus
disease (Covid 19). You must support your stand with at least 3 reasons,
and build up your reasons by citing at least three facts or examples for each
of them.
Direction:
1. Observe unity of thought, correct tense of the verb, coherence, and
parallel structures of sentences.
Rubrics:
Criteria Beginning Developing Approaching Proficient Advanced Rating
1 2 3 4 5
Content/ no attention to minimal limited general Consistent
Organization opening or attention to attention to attention to attention to
* Focus on main closing; no opening and opening and opening and opening and
idea organization of closing; some closing; closing; sense closing,
* relevant ideas. details but no progression of of focus; few distinct
supporting details elaboration; ideas but unessential focus;
* effective unable to focus flawed or details organization
conclusion uneven with and
some elaboration of
irrelevant ideas
details

Grammar/Usage numerous some errors inconsistent in errors knowledge

* subject- rules are corrected but correcting corrected, and
verb/pronoun ignored; generally errors; but some application of
agreements inability to inconsistent knowledge of may be rules; leaving
* correct modifiers apply rules application of rules but overlooked; few, if any,
*coherent and rules inability to general errors
cohesive utilize them knowledge
effectively or and
consistently application of
rules
Mechanics numerous inability to knowledge of errors, errors,
* spelling rules are apply rules, rules, but though some leaving few, if
* punctuation ignored; but some may be any;
* capitalization inability to inconsistently inconsistency overlooked; knowledge
* indention apply rules corrected; may in application; knowledge and
create some patterns of and application of
errors where errors remain application of rules
none existed rules

Word Choice/ no attention to limited word relies of varied consistent

Expression word choice choice and familiar vocabulary use of rich
and expression vocabulary with some words,
expression and expression use of rich expressions
words and and images
expressions to develop
topic

Presentation Skill presentation is presentation is presentation is presentation presentation

(Speech) vague and quite clear, but clear, but less is clear and is very clear
unconvincing unconvincing convincing convincing and very
convincing

Student
Average
What’s More
Activity-1.1 Identifying supporting details What’s In
1. Getting on the honor roll is not easy.
Answers: a, c, d, h Passage 1
2. It was a hard-fought game. Topic sentence: The movie Apollo 13
Answers: a, e, h Passage 2
3. Everything in my bedroom was in order. Topic sentence: Infant’s Cry
Answers: b, c, d, g, h Passage 3
Topic: Dexter loves to play games.
Activity- 1.2 Pacquaio’s Mom wanted match to end Passage 4
early. Topic: Watching a lot of television
Answers: 1. When 3. But 5. However 6. Also isn’t good for Maria.
Passage 5
Activity 1.3 Coherence Devices Topic: Someday we will all have
Answers: robots that will be our personal
1. Today servants.
2. Amidst
3. With this in mind
4. The first type
5. First
6. Second
7. Last
8. However
9. Likewise
10. The second type What I Know
11. Unlike
12. For example Pre-Test
Assessment: 1. A
Post Test 2. D
1. D 3. D
2. D 4. C
3. C
5. D
4. D
5. A 6. C
6. C 7. D
7. D 8. D
8. D 9. B
9. B 10. B
10. B
11. B
11. C
12. B 12. C
13. 13. A
14. A 14. A
15. B 15. B
Answer Key
References

Baraceros, E. 2008. Reading and thinking skills for academic study. Manila,
Philippines: Rex Printing Company, Inc.

Barrot, J. 2015. Grammar first: a communicative way in learning grammar.

Manila, Philippines: Rex Printing Company, Inc.

Casinto, C. 2018. Reading and writing for critical and purposeful

communication. Manila, Philippines: St. Francis Scholastic
Publications.

Lacia, F. et al. 2014. Enhancing basic research and writing skills. Manila,
Philippines: Rex Printing Company, Inc.

Serrano, J. & Lapid, M. 2016. Communication arts and skills through afro-
asian literature. Quezon City, Philippines: Phoenix Publishing House,
Inc.

https://writingcenter.unc.edu/tips-and-tools/paragraphs/paragraph-
development-examples/

https://courses.lumenlearning.com/suny-esc-wm-
englishcomposition1/chapter/text-rhetorical-modes/

https://www.slideshare.net/pinebits/methods-of-paragraph-development-
28441967

https://www.mindfood.com/article/benefits-of-handwriting-letters/
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office of Surigao City

M. Ortiz Street, Barangay Washington, Surigao City, Surigao del Norte,

Philippines 8400

Telephone: (086) 826-1268; (086) 826-3075: (086) 826-8931

Email Address: surigao.city@deped.gov.ph