English 8 Co Combined

8
English
Quarter 4 – Module 1:
Using Appropriate Grammatical
Signals or Expressions to Each
Pattern of Idea Development
CO_Q4_English 8_Module 1
English – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 1: Using Appropriate Grammatical Signals or Expressions
to Each Pattern of Idea 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

Writers: Rey Ariel I. Dagami, Shiela May P. Lacia, Redentor
G. Bandoy
Reviewers: Gemma B. Espadero, Gladys S. Asis, Tammy C. Catubig,
Vanessa R. Natulla, Marvelous Estal
Illustrator: Julien Espinoza
Layout Artist: LRMS Tandag City, Ferdinand Astelero
Management Team: Francis Cesar B. Bringas
Isidro M. Biol
Maripaz F. Magno
Josephine Chonie M. Obsenares
Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna
Printed in the Philippines by ________________________

Department of Education – Caraga Region
Office Address: Learning Resource Management and Development Center (LRMDC)
Teacher Development Center
J.P. Rosales Avenue Butuan City, Philippines 8600
Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
E-mail Address: caraga@deped.gov.ph
8
English
Using Appropriate Grammatical
Signals or Expressions to Each
Pattern of Idea Development
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is developed based on the Most Essential Learning Competency

(MELC) in the English 8 curriculum guide for the fourth quarter. The lesson found
in this module is split into self-contained units with their own activities and notes
for further reading.
The lesson in this module will help the learners learn how to use grammatical
signals suitable to each pattern of idea development. In addition, this module can be
used for individualized instruction working through topic by topic. In this respect,
we hope that the module will itself be put to use productively in different ways that,
nonetheless, contributes to its underlying aim: to save our learners from dropping
out and to develop an awareness of reading among our learners, where reading the
word is a part of reading the world.
The most essential learning competency in this module is to use appropriate

grammatical signals or expressions suitable to each pattern of idea development:
general-to-particular, claim-and-counterclaim, problem-solution, cause-and-effect,
and others.
Specifically, the learners are expected to:

1. define grammatical signals;
2. identify the different patterns of idea development;
3. distinguish appropriate grammatical signals to each pattern of idea
development; and
4. write a paragraph about a social issue using a pattern of idea
development with appropriate grammatical signals.
1 CO_Q4_English 8_Module 1
What I Know
Before we start discussing the lesson, let’s find out how much you already
know. 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.
Directions: Analyze the questions below and choose the letter of the correct
answer for each item. Write your answer on a separate sheet of paper.
1. Which concept below refers to the organizing of ideas in a logical and clear
manner to suit the writer’s purpose?
A. coherence C. idea development
B. grammatical signals D. pattern of idea development
2. Apart from using, determiners, repetition, transitional devices, which below can
be used to achieve coherence?
A. claim C. idea development
B..grammatical signals D. pattern of idea development
3. Which pattern of idea development discusses the general topic by elaborating it
using specific details?
A. cause and effect C. general to particular

B. claim-counterclaim D. problem-solution
4. Which pattern of idea development is used to present an action that can be taken
to address an identified concern or issue?
A. cause and effect C. problem-solution
B. claim-counterclaim D. general to particular
5. Which pattern of idea development is based on opinions and emotions that aims
to convince the readers to do or believe in something?
A. cause-and-effect C. persuasion
6. Which pattern of idea development explains the reasons and results of something?
7. Which pattern of idea development commonly uses the grammatical signals also,
for example, in addition, specifically, and for instance?
A. persuasion C. claim-counterclaim
B. cause-and-effect D. general-to-particular
8. Which among the grammatical signals below is appropriate for problem-solution
pattern of idea development?
A. one way C. specifically

B. as a result D. with these reasons
9. Which among the grammatical signals below is LEAST appropriate for cause and
effect pattern of idea development?
A. as a result C. even though
B. consequently D. with these reasons
10. Which among the grammatical signals and expressions below is appropriate for
claim-counterclaim pattern of idea development?
A. I urge C. People say
B. Join now D. With these reasons
11. What grammatical signal is appropriate to complete the paragraph below?
There are many reasons students are not allowed to chew gum during class.
First, some irresponsible students do not properly dispose their gum after chewing.
They may stick it on the bottoms of their desks, drop it on the floor, or put it on their
classmate’s property. This may result to arguments among classmates. Another reason
is it is a distraction. When students are allowed to chew gum, their attention is more
focused on chewing, popping, or snapping it. _____________, they may not listen, read,
and learn properly. These are the reasons why students are not allowed to chew gum
during class.
A. Therefore C. In Conclusion
B. Despite this D. Because of this
Some teachers do not allow students to use cellphones during classes. However,
using them in class has advantages. Cellphones are useful for students in searching
definitions and relevant information. They can check pronunciations and browse
pictures to fully understand concepts. Another advantage is their cellphones make
note-taking more convenient. Students don’t need to take down long notes from the
board, and can just take photos and record the teacher’s discussions instead.
Furthermore, it also serves as an alternative calculator in Math subjects. __________
teachers view cellphones as a distraction to students, they are still very useful.
Therefore, with proper supervision and monitoring, cellphones can be very beneficial
to students during classes.
A. Although C. As a result
B. Because D. Furthermore
Unable to fall asleep is frustrating. However, you can fall asleep faster through
these ways. _________ is listening to relaxing music. Playing this type of music helps
you have a restful and deeper sleep compared to someone who doesn’t listen to music.
Another way is by keeping the lights off. Keeping the room dark when going to bed
helps you sleep. Lastly, avoid using gadgets during bed time. The blue light from
gadgets blocks the production of melatonin, the hormone that makes you sleepy. To
sum up, these are some ways to help you easily fall asleep.
A. Also C. One way

B. Next D. Another way
14. What pattern of idea development is used in the paragraph below?
Other people say that the tobacco industry helps our economy; however, cigarettes
still bring a lot of problems. First, the smoke from cigarettes is harmful to the health of
both smokers and non-smokers. It is known to be the leading cause of lung cancer
which may result to death. Second, it contributes to air pollution. Despite it boosting
our economy, I strongly believe that the mentioned negative effects are more valid for
people to stop consuming cigarettes.
A. cause-and-effect C. general-to-particular
B. claim-counterclaim D. persuasion

Generations are classified into different groups. Baby boomers are born from the
year 1946 to 1964. They're currently 56-74 years old. Generation X is another group
that is born from the year 1965 to 1980. People in this generation are currently 40-55
years old. Generation Y or Millennials are those who are born from the year 1980 to
1995. They are currently 24-39 years old. Lastly, Generation Z is the newest
generation being named. People in this generation are born from the year 1996 to 2015.
They are currently 5-24 years old. People do come from different generations. The
differences in the different generation is not only evident in these terminologies but
also in the way they see, do and accomplish things. Thus, these classification is often
used to capture patterns of behavior of people belonging to the same generation.
What’s In
Are you done with the pre-assessment test? This time, let’s check what you
learned from the previous lesson on parallelism.
Activity: What Went Wrong?

Directions: Choose the letter that corresponds to the words or phrases that make
the sentence not parallel. Write your answers on a separate sheet of paper.
1. We had passed by the church, the park, and to the market before we .
A B C
reached home.
D
2. For Carlo to change his email settings, he needs to log in, to
A B
choose "settings", and clicked on "preferences."
C D
3. Susan likes to spend time with her son by participating in his
A
activities like riding bikes, play video games, and watching his favorite
movies. B C D
4. The children at the summer camp spent their days, horseback riding
A B
boat ride, and learning wilderness survival skills.
C D
5. Before Shena left the house, she made sure that she had washed the
A B
dishes, disposing the trash, and locked the door.
C D
You have to remember that parallelism is important in making your ideas in

sentences clear and coherent. However, there are other writing devices that can be
used to achieve coherence. You will learn more about them in the next part of this
module.
What’s New
For you to have a glimpse on the lesson of this module, do the activity below.
Activity: Jumbled Signals

Directions: Complete the sentences below by arranging the jumbled letters. Write
your answer on a separate sheet of paper.
JUMBLED SENTENCES
EXPRESSIONS
1.
esteh are some of the ways to stay fit and healthy.
2.
edu ot Environmental problems exist irresponsible
man-made activities.
3.
ovewreh Covid-19 is now a global health threat; ,
there are ways to prevent the virus from further spreading.
4.
dan A healthy diet reduces the risk of diseases promotes
physical fitness.
5. Our youth organization is looking for enthusiastic
environmental advocates. What are you waiting for?
onij own
and be one of us!
The jumbled words and phrases used in the activity are grammatical signals.
These signals play an important role in developing your idea on a certain topic. You
will learn more about them as you go through this module.
What is It
In this part of the module, you will learn about idea development, its patterns,
and appropriate grammatical signals.
Idea development is essential in writing. This is done by organizing ideas in

a logical and clear manner that suits the writer’s purpose. To achieve this, it is
necessary to use appropriate grammatical signals or expressions.
Grammatical signals are writing devices such as transitional devices,
connectors, determiners, and repetitions that are used to maintain text coherence.
Coherence establishes a logical connection between ideas in sentences and
paragraphs. These ideas can be developed through different patterns depending on
the writer’s purpose.
Pattern of idea development refers to the structure of writing on how the

ideas are being presented. Five of the commonly used patterns of idea development
are discussed in this module. These are the general to particular, cause and effect,
claim-counterclaim, problem-solution, and persuasion. Let us explore them and
their appropriate grammatical signals.
A. General to Particular
This pattern of idea development discusses the general topic by presenting
specific details that support the topic. The writer starts with the general idea stated
in the topic sentence. Then, it is elaborated and explained through specific details
and examples. In other words, general to particular pattern is a deductive method of
organization.
Example:
Clouds can be classified into three major groups. High clouds are a group of
clouds that are 5-13 km. away from the Earth’s surface. Examples of these clouds
are known as Cirrus, Cirrostratus, and Cirrocumulus. Middle clouds are another
group of clouds that are 2-7 km. away from the Earth’s surface. Examples of
middle clouds are Altocumulus and Altostratus. Low clouds are the last group of
clouds. They are 2 km. away from the Earth’s surface. Specifically, these clouds
are the Stratus, Stratocumulus, and Nimbostratus. With these being said, these
clouds are grouped according to their distance from the Earth’s surface.
The paragraph above uses a general to particular pattern of idea development.

The general idea is expressed in the first sentence which is ‘Clouds are classified into
three major groups.’ Then, the succeeding sentences are the specific details
explaining the general idea. To state these specific details, grammatical signals are
used such as ‘a’, ‘another’, and ‘last’ to present the different major groups of clouds.
The expression ‘examples of these’ and the word ‘specifically,’ are used to present the
specific examples of a group of clouds. Also, the phrase ‘middle clouds’ is repeated
to show emphasis of the idea. The expression ‘with these being said,’ is used to wrap
up the ideas in the paragraph.
These are the other grammatical signals that can be used for general to
particular pattern of idea development:
also, for example, as an example, in addition, in addition to, for instance,
examples of these, first, second, third, next, on one hand, and on the other hand.
B. Cause and Effect

This pattern of idea development explains the causes or the effects of
something. When a writer presents reasons, he or she is explaining the causes. When
a writer explains the results, he or she is explaining the effects.
Example:
Regular exercise brings many benefits to your health. First, it improves blood
circulation and can result to a strong heart. Because of these, it reduces the risk of
heart disease, high cholesterol, and diabetes. When you exercise, your bones and
muscles will be strengthened which can slow down the loss of bone density that
comes when you age. As a result, it can help you maintain or increase your muscle
mass and strength. Also, regular exercise improves your mental health and mood.
During an exercise, your body releases chemicals that can improve your mood and
make you feel more relaxed. As an effect, it can help you deal with stress and
reduce your risk of depression. These are the benefits that you get when you
exercise.
The paragraph above uses the cause and effect pattern of idea development.
The effects of regular exercise are explained in the paragraph. To present these
effects, grammatical signals are used such as ‘because of these’, ‘as a result’, and ‘as
an effect.’ Also, you will notice that the paragraph makes use of transitional devices
for enumeration such as ‘first’, and ‘also’. These are used because the paragraph
enumerates the effects of regular exercise. Aside from that, the connector ‘and’ is
used to connect ideas within the sentence. Lastly, the phrase ‘regular exercise’ is
repeated for emphasis.
These are the other grammatical signals that can be used for cause and
effect pattern of idea development:
Cause: if, for, since, due to, because, owing to, because of, one cause, and
resulting from
Effect: so, thus, hence, then, therefore, as a result, in effect, as consequence,

consequently, leads to, one of the effects is, and that is why
C. Claim and Counterclaim
This pattern of idea development refers to the structure of presenting a side of an

issue in an argumentative manner. A claim is the writer’s stand on a topic supported
by evidences and logical reasoning. Also, the writer presents the counterclaim or the
opposite stand of an issue to disprove it through evidences and logical reasoning.
Example:
People believe that rock music can make teenagers rebellious because of its
lyrics but, I don’t think it is enough to make them go against society. They say rock
music concentrates mostly on antisocial subjects which influence teenagers’ view
toward society. However, a study shows that an average teenager would not take
the music seriously, for he or she concentrates more on the musical value of the
song rather than the inner meaning of the lyrics. Thus, even though the lyrics in
rock music show social rebellion, it does not make teenagers rebel against society.
The paragraph above uses the claim-counterclaim pattern of idea development.

The first sentence presents both claim and counterclaim. The writer argues the
counterclaim that ‘rock music can make teenagers rebellious,’ by stating his or her
claim that ‘the lyrics is not enough to make them go against society.’ The claim
disproves the counterclaim by presenting evidences and logical reasoning. To present
these, grammatical signals are used. The transitional device ‘however’ is used to
present the evidence that teenager concentrates more on the musical value of the
song rather than the inner meaning of the lyrics. Also, the transitional device ‘thus’
is used to restate the claim. Aside from this, connectors ‘for’ is used to present
additional information about a study while ‘even though’ is used to contrast two ideas
making the other idea less true.
D. Problem-Solution
Here are the other transitional devices that can be used for claim-
counterclaim pattern of idea development:
however, nevertheless, on one hand, on the other hand, admittedly, some

people say, some may say, of course, nevertheless, and but not only that.
This pattern of idea development is used when a writer identifies a problem

and addresses it by presenting one or more solutions. A problem refers to the
unsatisfactory situation that causes troubles or difficulties. A solution on the other
hand, refers to the ways in solving or minimizing the problem.
Example:
Drug abuse is one of the leading social issues in many countries. This problem
has been the cause of many crimes and health concerns. However, the threat of
prohibited drugs can be fought. One way to solve this is through education.
Everyone needs to be educated about the dangers of using prohibited drugs. People
need to be aware of the harmful effects of these drugs to their health, family, career,
and society. Another solution is to increase police manpower and create effective
laws to stop dealers. If the authorities will strictly impose these laws, this problem
will be addressed. Drug abuse is a threat, but if the community and the government
will act together, this problem will be controlled.
The paragraph above uses problem-solution pattern of idea development. It
presents the problem ‘drug abuse’ followed by the suggested solutions to this
problem. In presenting these solutions, grammatical signals and expressions are
used such as ‘one way to solve this’, ‘another solution’, and ‘this problem.’
E. Persuasion
Here are the grammatical signals to be used for problem-solution

pattern of idea development:
because, cause, since, as a result, in order to, and so that, as a solution,

and one way.
This pattern of idea development intends to convince the readers to do or believe

in something. It allows the writer to express his or her personal viewpoints about a
topic to convince the readers. This pattern of idea development is based on opinions
and emotions. Below are the grammatical signals to be used in persuasive pattern of
idea development.
Example:
A school bazaar is something you don’t want to miss! Aside from the wonderful
experience, attending it is truly a great help. First, a school bazaar is filled with fun
activities. There are amusing games, great rides, and entertaining attractions!
Besides that, your ticket purchase will help the school. Not only that, but it also
gives you a chance to win fabulous prizes. So, what are you waiting for? Join now
and experience the fun!
The paragraph above uses the persuasion pattern of idea development. The
writer recommends that the reader joins and be part of a school bazaar. To convince
the readers, the writer presents the benefits of attending a bazaar. In presenting
these benefits, grammatical signals and expressions are used. The transitional
devices ‘first’ and ‘also’ are used to enumerate the benefits of attending the school
bazaar. To appeal to the reader’s emotion, expressions of persuasion are used such
as ‘amusing’, ‘great’, ‘entertaining’, ‘don’t want to miss’, ‘wonderful experience’, ‘what
are you waiting for’, ‘join now’, and ‘experience the fun.’
Here are some of the other grammatical signals and expressions of
persuasion:
come, free, need, must, must not, necessary, latest, hurry, join, help, best, better,
great, proven, trusted, create, come along, urgent, amazing experience, avail now,
I believe, I urge, don't miss, can do it, and one of a kind.
Are you now familiar with the different patterns of idea development and their
grammatical signals? Will you be able to use them in expressing your thoughts and
emotions about a certain topic? The next sections of this module will help you
practice the different patterns of idea development and their grammatical signals in
a form of writing activities.
What’s More
This time, practice what you have learned about the different patterns of idea
development and their appropriate grammatical signals by doing the following
activities.
Activity 1. Write on the Petals

Directions: Using the semantic web, give words or phrases that you can
associate to grammatical signals. Write your answer in a
separate sheet of paper.
1.
5.
2.
GRAMMATICAL
SIGNALS
3.
4.
Self- Check:
 Were you able to give words or phrases associated to grammatical signals?
 Among the words and phrases, which do you think best defines grammatical
signals?
Assessment 1: Group Them Up!
Directions: Below is a list of grammatical signals that are commonly used by writers.
Classify these grammatical signals according to their category of idea development.
Copy the table and write your answers on a separate sheet of paper.
one of a kind consequently however on the other
hand
admittedly
that is why first solution
for example
one way
join now also as a result
some people specifically

I urge
leads to say as a solution
amazing
come along, for instance
experience it is
recommended,
on one hand such as
because
in order to
General-Specific Claim - Counterclaim Problem-Solution
Cause-and-Effect Persuasion
Activity 2. Identifying the Pattern
Directions: To develop the following statements, identify the suitable pattern of idea
development to be used. Write your answers on a separate sheet of paper.
1. Having a good study habit can greatly contribute to a person’s academic

success.
Suitable Pattern: _________________________________________________
2. Germs can be classified into several types.

3. Despite its contribution to the economy, cigarettes should still be banned for they
pose as a threat to people’s health.
4. Swimming is the best sports for senior citizens.

5. Global warming is the biggest enemy that the humankind is facing today, but
there are many ways to combat this problem.
Suitable Pattern: ______________________________________________________
Self-Check:
 Have you identified the appropriate pattern to develop the topic of each
statement?
 What are the clues in the statements that help you in identifying the
appropriate pattern?
Assessment 2. Identifying the Pattern

Directions: Identify the pattern used in the following paragraphs. Write your
answers in a separate sheet of paper.
Research refers to a logical and systematic search for new and useful
information on a certain topic. Specifically, it can be classified into two main types.
The first type is the basic research. It deals with the investigation on basic principles
and reasons for the occurrence of a certain phenomenon or process. Applied research
is another type that solves certain problems through using accepted theories. Also,
it tries to explore how things can be changed. These two types of research are used
in the academic and scholarly fields.
1. Pattern Used: _________________________________________________________
Road accidents happen due to several reasons. One reason is the carelessness
of drivers. Some drivers ignore traffic rules and warning signals. They also resist
wearing seat belts. Some of them are even drunk while driving. Next reason is the
weather conditions. During a hot weather, drivers are prone to have high blood
pressure or heat stroke which lead to road accidents. Meanwhile, during rainy
seasons when the road is wet or slippery, drivers tend to lose control which lead to
vehicular accidents. Another reason is the traffic jam. When there are too many
vehicles, some drivers easily panic, get more nervous, and become error-prone. As a
result, traffic accidents happen. To sum up, carelessness, weather conditions, and
traffic jams are common reasons of road accidents.
2. Pattern Used: ________________________________________________________
Educating our children to take care and protect the environment by saving trees
is a lifetime mission. It is important for us and our children to understand that trees
do so much for our environment. Trees provide us clean air, food, paper, and
medicines. They also give shelter to humans and animals. Can you imagine a world
without trees? With this, I urge you to join me in making this world a better, greener,
cleaner place for our children and the future generations.
3. Pattern Used: _______________________________________________________
There are many ways to lessen the amount of household wastes. First, turn away
from single-use plastics. You can do this by bringing your own reusable containers
and ask restaurants to use them in packing your food. Next, use eco-bags when
buying in grocery stores. This can minimize the use of plastic cellophanes. Another
way is by sorting your garbage. Just get any trash receptacles and follow the proper
sorting procedures. Separate plastic bottles and metal wastes from fruits and
vegetable scraps. For plastic and metal waste, clean them and place them in separate
bins. Once the recyclable bins are filled up, take them to your local recycling centers.
These are some of the ways to reduce the amount of wastes.
4. Pattern Used: _______________________________________________________
There are those who believe that technology makes us less creative. They
strongly claim that cellphones, computers, and other gadgets make us lazy and
dependent. Also, they say that we don’t have to think or create for ourselves.
However, the truth is these technologies have different features that offer multiple
creative outlets. We can edit videos, design webpage, make short films, create graphic
arts, and compose web novels. Technology brings out people’s creativity in this new
age.
5. Pattern Used: _________________________________________________________
Activity 3- Connecting Ideas
Directions: Complete the paragraph by filling in each blank with the appropriate
grammatical signal found in the box. You can use each grammatical
signal once. Then identify the pattern of idea development used.
A.
However Also This Stories Meanwhile
Stories can be commonly presented in print, audio, and audio-visual format.
1. _________ written in books is a form of print format. It gives the readers more
information about the characters and the plot. 2. _________, stories that are told
through radios or podcasts are examples of audio format. They enable the listeners
to freely create different mental pictures of the characters and scenes as they listen
to the storylines. 3. __________, movies and TV series shown in cinema or televisions
are examples of audio-visual format. 4.____________, regardless of the format, all of
them can equally bring entertainment to people.
5. Pattern Used: __________________________________
Finally there are those who claim Second First I believe

B.
Even though school uniforms are not mandatory, 1. ________ that students must
be required to wear one for a number of reasons. 2. _______, it promotes safety since
bonafide students can be easily identified and it reduces security threats. 3.
_________, it encourages equality since all students are viewed in the same way
regardless of their socio-economic status. 4. __________, getting ready for school
becomes faster and easier because many students save their time in choosing what
to wear to school. Although 5._______________ that uniforms take away personal
freedom, I strongly believe that wearing uniforms is more beneficial.
6. Pattern Used: ____________________________________
C.
great perfect try in addition really
Everyone should participate in Zumba. It is an aerobic fitness performed with a
dance music. It is 1. ______ good for your body for it helps prevent diseases, enhance
your flexibility, and control your weight. 2. __________, learning and memorizing the
steps of a dance routine is a good mental exercise. It is indeed a 3. ________ exercise
because you get to have fun and be with friends at the same time. You don’t even
need to be a good dancer to enjoy it. Truly, it is a 4. ________ way to develop one’s
physical, mental, and social well-being. So, 5. _______ Zumba!
6. Patterned Used: ________________________________________
Self-Check:
 Have you correctly identified the grammatical signals for each paragraph?
 Do the grammatical signals used help you identify the pattern of idea
development?
Assessment 3. Develop the Statements
Directions: Write at least a five-sentence paragraph based on the following topic
sentences and use the recommended pattern of idea development. Write your
paragraphs on a separate sheet of paper. A rubric is provided as your guide.
1. Bullying is rampant nowadays, but there are steps one can take to prevent and
stop it.
Pattern to be used: Problem-Solution
2. There are several reasons why a child becomes a bully.
Pattern to be used: Cause and Effect
Paragraph Writing Rubric
CRITERIA SCORE INDICATOR SCORE
Pattern of 5 – The paragraph clearly follows appropriate structure of the

Idea pattern of idea development.
Development
4- The paragraph follows appropriate structure of the pattern of
idea development.
3- The paragraph fairly follows appropriate structure of the

pattern of idea development.
1-5 points
2- The paragraph poorly follows appropriate structure of the
1- The paragraph fails to follow appropriate structure of the

Grammatical 5- All grammatical signals used are appropriate to the pattern of

Signals idea development.
4- Most grammatical signals used are appropriate to the pattern

of idea development.
3- Several grammatical signals used are appropriate to the

1-5 points pattern of idea development.
2- Some grammatical signals used are inappropriate to the

1-Most grammatical signals used are inappropriate to the pattern

Grammar and 5- The paragraph is free from any grammatical and language
Mechanics mechanic errors (punctuation, spelling, and capitalization).
4- The paragraph has few grammatical and language mechanic

errors (punctuation, spelling, and capitalization).
3- The paragraph has several grammatical and language

1-5 points mechanic errors (punctuation, spelling, and capitalization).
2- The paragraph has many grammatical and language mechanic

1-The paragraph is full of grammatical and language mechanic

What I Have Learned
Let us check how far you have learned from this lesson by filling in the boxes
below.
Three things that I learned from the lesson.

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
Two things that I liked from the lesson.

1. ____________________________________________
____________________________________________
2. ____________________________________________
___________________________________________
One question I still want to ask.

1.___________________________________________
_____________________________________________
What I Can Do
This time you will apply what you have learned through a more complex yet
interesting activity.
Let’s Write!
Directions: Write at least a five-sentence paragraph about the issue conveyed in the
picture using a pattern of idea development with its appropriate grammatical signals.
A rubric is given below for your guidance. Write your paragraph on a separate sheet
of paper.
Source:
https://www.flickr.com/photos/santosh_mano
/4916943290
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

Development
4- The paragraph follows appropriate structure of the pattern of
idea development.

1-5 points

Grammatical 5- All grammatical signals used are appropriate to the pattern of

Signals idea development.
4- Most grammatical signals used are appropriate to the pattern of

idea development.


1-Most grammatical signals used are inappropriate to the pattern

Grammar 5- The paragraph is free from any grammatical and language

and mechanic errors (punctuation, spelling, and capitalization).
Mechanics
3- The paragraph has several grammatical and language mechanic

1-5 points
2- The paragraph has many grammatical and language mechanic

Assessment
Directions: Read and analyze the questions below. Choose the letter of the correct
answer and write it on a separate sheet of paper.
1. Which concept below refers to the organizing of ideas in a logical and clear
manner to suit the writer’s purpose?
A. coherence C. idea development

2. Apart from using, determiners, repetition, transitional devices, which below can
be used to achieve coherence?
A. claim C. idea development

3. Which pattern of idea development discusses the general topic by elaborating it

using specific details?
4. Which pattern of idea development is used to present an action that can be taken
to address an identified concern or issue?
A. cause-and-effect C. problem-solution
B. claim-counterclaim D. general-to-particular
5. Which pattern of idea development is based on opinions and emotions that aim
to convince the readers to do or believe in something?
6. Which pattern of idea development explains the reasons and results of something?
7. Which pattern of idea development commonly uses the grammatical signals also,
for example, in addition, specifically, and for instance?
8. Which among the grammatical signals below is appropriate for problem-solution
pattern of idea development?
A. one way C. specifically

B. as a result D. with these reasons
9. Which among the grammatical signals below is LEAST appropriate for cause and
effect pattern of idea development?
A. as a result C. even though
B. consequently D. with these reasons
10. Which among the grammatical signals and expressions below is appropriate for
claim-counterclaim pattern of idea development?
A. I urge C. People say
B. Join now D. With these reasons
There are many reasons students are not allowed to chew gum during class.
First, some irresponsible students do not properly dispose their gum after chewing.
They may stick it on the bottoms of their desks, drop it on the floor, or put it on their
classmate’s property. This may result to arguments among classmates. Another reason
is it is a distraction. When students are allowed to chew gum, their attention is more
focused on chewing, popping, or snapping it. _____________, they may not listen, read,
and learn properly. These are the reasons why students are not allowed to chew gum
during class.
A. Therefore C. In Conclusion
B. Despite this D. Because of this
Some teachers do not allow students to use cellphones during classes. However,
using them in class has advantages. Cellphones are useful for students in searching
definitions and relevant information. They can check pronunciations and browse
pictures to fully understand concepts. Another advantage is their cellphones make
note-taking more convenient. Students don’t need to take down long notes from the
board, and can just take photos and record the teacher’s discussions instead.
Furthermore, it also serves as an alternative calculator in Math subjects. __________
teachers view cellphones as a distraction to students, they are still very useful.
Therefore, with proper supervision and monitoring, cellphones can be very beneficial
to students during classes.
A. Although C. As a result
B. Because D. Furthermore
Unable to fall asleep is frustrating. However, you can fall asleep faster through
these ways. _________ is listening to relaxing music. Playing this type of music helps
you have a restful and deeper sleep compared to someone who doesn’t listen to music.
Another way is by keeping the lights off. Keeping the room dark when going to bed
helps you sleep. Lastly, avoid using gadgets during bed time. The blue light from
gadgets blocks the production of melatonin, the hormone that makes you sleepy. To
sum up, these are some ways to help you easily fall asleep.
A. Also C. One way

B. Next D. Another way
Other people say that the tobacco industry helps our economy; however,
cigarettes still bring a lot of problems. First, the smoke from cigarettes is harmful to the
health of both smokers and non-smokers. It is known to be the leading cause of lung
cancer which may result to death. Second, it contributes to air pollution. Despite it
boosting our economy, I strongly believe that the mentioned negative effects are more
valid for people to stop consuming cigarettes.

Generations are classified into different groups. Baby boomers are born from
the year 1946 to 1964. They're currently 56-74 years old. Generation X is another
group that is born from the year 1965 to 1980. People in this generation are currently
40-55 years old. Generation Y or Millennials are those who are born from the year
1980 to 1995. They are currently 24-39 years old. Lastly, Generation Z is the newest
generation being named. People in this generation are born from the year 1996 to 2015.
They are currently 5-24 years old. They are currently 5-24 years old. People do come
from different generations. The differences in the different generation is not only
evident in these terminologies but also in the way they see, do and accomplish things.
Thus, these classification is often used to capture patterns of behavior of people
belonging to the same generation.
Additional Activities
This part of the module will help enrich your knowledge and skill in using
appropriate grammatical signals to a pattern of idea development.
Directions: Think of a social issue that is happening in your community. Then, write
at least a five-sentence paragraph about your chosen issue using your preferred
pattern of idea development. Make sure to use appropriate grammatical signals
for your chosen pattern. A rubric below is provided as your guide.
_________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________.
Development
4- The paragraph follows appropriate structure of the pattern

1-5 points

Grammatical 5- All grammatical signals used are appropriate to the pattern

Signals of idea development.
4- Most grammatical signals used are appropriate to the



1-Most grammatical signals used are inappropriate to the

Grammar 5- The paragraph is free from any grammatical and language

and mechanic errors (punctuation, spelling, and capitalization).
Mechanics
3- The paragraph has several grammatical and language

mechanic errors (punctuation, spelling, and capitalization).
1-5 points
2- The paragraph has many grammatical and language
mechanic errors (punctuation, spelling, and capitalization).

CO_Q4_English 8_Module 1 25
What's In What’s More
1. C Activity 1 -Write on the Petals!
1. Answers may vary
2. D
3. C Assessment-1
1. General-Particular: also,
4. C such as, for example,
5. C specifically, for instance
What’s New 2. Cause and effect: because, consequently,
that is why as a result, leads to
1. these
2. due to 3. Persuasion: one of a kind join now, I urge,
3. however amazing experience, come along
4. and 4. Problem solution: as a solution, one way,
5. join now first solution, it is recommended, in order to
5. Claim-Counterclaim: however, admittedly,
some people say, on one hand, on the other
hand,
What I Know
Activity 2- Identifying the Pattern!
Pre-Test
1. Cause and Effect
1. C
2. General to Particular
2. B
3. C 3. Claim-Counterclaim
4. C 4. Persuasion
5. C 5. Problem-Solution
6. A
7. C
8. A Assessment 2
9. C
10. C 1.General-Particular
11. D 2. Cause and Effect
12. A
13. C 3. Persuasion
14. B 4. Problem-Solution
15. C 5. Claim-Counterclaim
Answer Key
Activity 3 – Connecting Ideas
What I have Learned
A.
1. Answers may vary
1.Stories
2. Also
3. Meanwhile
4. However What I can do
5. General-particular
1. Answers may vary
B.
1. I believe
2.First
3. Second
Additional Activity
4. Finally
5. There are those who claim 1. Answers may vary
6. Claim-Counterclaim
C.
1. really
2. in addition
3. perfect
4. great
5. try
6. Persuasion Assessment
1. B
Assessment 3 2. C
1. Answers may vary, please refer to 3. C
the rubric 4. D
5. C
2. Answers may vary, please refer to 6. A
the rubric 7. C
8. C
9. A
10. C
11. A
12. C
13. D
14. C
15. B
Reference
Espadero, Gemma. 2018. Individualized Contextualized Academic Reading

Exercises (I-CARE). 1st ed. Tandag: Surigao del Sur State University.
Department of Education, K to 12 English Curriculum Guide-English 8 Fourth

Quarter
"Recognizing Transitions Or Signal Words". 2020. Cpp.Edu.
https://www.cpp.edu/ramp/program-materials/recognizing-
transitions.shtml.
"Pisay Appeals For Help To Produce 3D-Printed Face Shields For Health
Workers". 2020. Rappler. https://www.rappler.com/move-ph/255772-
philippine-science-high-school-appeals-help-produce-face-shield-3d-
printers.
2013. Bristol.Ac.Uk. 2013. http://www.bristol.ac.uk/academic-
language/media/BEAP/4.6/index.html.
“English120 / Persuasion Paragraph.” n.d. English120.Pbworks.Com.

http://english120.pbworks.com/w/page/19007010/persuasion%20p
aragraph.
“A Study on the Using of Grammatical Signals Withinl. A Hill’s Advanced

Stories.” n.d.
http://eprints.umm.ac.id/227/1/A_STUDY_ON_THE_USING_OF_GR
AMMATICAL_SIGNALS_WITHINL.pdf.
Juan Miguel Palero. 2016. “English 8 - Pattern of Idea Development (General

to Particular).” October 29, 2016.
https://www.slideshare.net/jmpalero/english-8-pattern-of-idea-
development-general-to-particular.
“Cloud Types | UCAR Center for Science Education.” 2019. Ucar.Edu. 2019.
https://scied.ucar.edu/learning-zone/clouds/cloud-types.
“Seven Types of Paragraph Development.” n.d.

http://www.write.armstrong.edu/handouts/Modes.pdf.
Jemino, Jessa Mae. n.d. “I. Patterns of Development in Writing A.
Narration.” Www.Academia.Edu. Accessed August 31, 2020.
https://www.academia.edu/31585690/I_Patterns_of_Development_in
_Writing_A_Narration.
Burnell, Carol, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole
Rosevear. n.d. “Patterns of Organization and Methods of
Development.” Openoregon.Pressbooks.Pub. Open Oregon
Educational Resources.
https://openoregon.pressbooks.pub/wrd/chapter/patterns-of-
organization-and-methods-of-development/.
“Counterclaim - Argumentative Essay.” n.d. Kennett Middle School Library

Media Center. Accessed August 31, 2020.
https://kmslmc.weebly.com/counterclaim---argumentative-
essay.html.
mdeaver1. 2013. “Persuasive Speech on Zumba.” Live for Each Moment.

July 3, 2013.
https://megandeaver.wordpress.com/2013/07/03/persuasive-
speech-on-zumba/.
“What Types of Writing Prompts Will We See on the PSSA??” n.d. Accessed
August 31, 2020.
https://www.svsd.net/cms/lib5/PA01001234/Centricity/Domain/72
5/Argumentative%20Writing%2016-
17%20notes%20for%20absent%20students.pdf.
Kasasa. 2019. “Kasasa.” Kasasa.Com. 2019.

https://www.kasasa.com/articles/generations/gen-x-gen-y-gen-z.
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
8
English
Quarter 4 - Module 2:
Expanding the Content of an
Outline Using Notes from
Primary and Secondary Sources
CO_Q4_English 8_ Module 2
English – Grade 8
Quarter 4 – Module 2: Expanding the Content of an Outline Using Notes from Primary
and Secondary Sources
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.

Writer: Jennipher P. Curada

Reviewers: Gladys S. Asis, Gemma B. Espadero, Pepsi C. Lopez, Ma. Fe C.
Climaco, Maricyl A. Feliza, Rucien Willa A. Galinato, Ardelyn L. Glodobe,
Tomas M. Ferrol, III
Illustrator: Jason Villena, Creative Arts specialist
Layout Artist: LRMS Tandag City, Krysta Lynne I. Fuertes
Isidro M. Biol
Maripaz F. Magno
Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna


Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Expanding the Content of an
Outline Using Notes from
Primary and Secondary Sources

Thank you.
What I Need to Know
This module was developed based on the Most Essential Learning Competency
(MELC) presented in the week 4 of the English 8 curriculum guide for the fourth
quarter. This material has been substantially crafted as ADM tool for Grade 8
students in the public schools. Each lesson is divided into independent units with
activities and notes for further reading. Therefore, journeying with this module would
help you in searching for valuable information as you develop accountability,
responsiveness, and love for reading and writing. Such would definitely sharpen your
passion and your potentials in understanding, interacting, and impacting not only
your own environment but others as well.
The most essential learning competency in this module is expanding the

content of an outline using the notes from primary and secondary sources.
As a learner of this module, you are expected to:
1. define an outline;
2. identify the types and the contents of an outline;
3. expand the content of an outline using notes from primary and secondary
sources; and
4. write a composition using the expanded content of an outline.
1
What I Know
Directions: Read the questions below carefully. Write the letter of the correct answer
on a separate sheet of paper.
1. Which of the following statements describes a sentence outline?
A sentence outline_____________________________.
A. states varied information in sentence form
B. presents the primary and secondary sources
C. states the main topic and supporting details in sentence form
D. presents the thesis statement, major topics, subtopics, and supporting
details in sentence form
2. Which of the following statements does NOT define an outline?

A. It synthesizes the ideas in your essay.
B. It provides an over-all picture of your essay.
C. It shows a hierarchical order of ideas.
D. It is a tool for organizing the write-up.
3. What is the first step in writing an outline?

A. Make and organize a list of your subtopics.
B. Choose your topic and establish your purpose.
C. Create and organize a list of your major topics.
D. Provide additional information to support your subtopics.
4. Which of the following statements is TRUE about major topics? Major topics refer
to the_______________.
A. major details which are formed from the major subtopics
B. phrases/sentences which are formed from the subtopics
C. phrases/sentences which are crafted from the major subtopics
D. major phrases/sentences which are organized from the thesis statement
5. Which of the following is NOT a benefit of outlining? Outlining would______.

A. summarize your ideas C. present information clearly
B. organize your ideas D. help achieve sentence variety
6. Which of the following statements is TRUE about primary source? Primary source
is a _________________.
A. summary of the essay
B. firsthand information
C. concluding information
D. secondhand information
2
7. Which of the following defines a thesis statement? A thesis statement is a sentence
that_____________________________.
A. summarizes an essay
B. gives a conclusion of an essay
C. expresses the main idea of an essay
D. states the relevant information of an essay
8. Which of the following best explains secondary sources? Secondary sources

present the ________________.
A. commentaries which come from primary sources
B. information which come from secondary sources
C. information which are derived from primary sources
D. analyses of research paper which are taken from various sources
9. Which of the following should NOT be done in making an outline?

B. Review and refine the contents of your outline.
C. Present the primary and secondary sources randomly.
10. You want to write a feature article that would encourage people to keep the right
attitude and stay hopeful amidst COVID-19 crisis. Which of the following could
NOT be considered as a secondary source for your article?
A. books
B. diaries
C. journals
D. reports
11. Hannah is a passionate writer who wants to expand the content of her outline.
Which of the following should she consider first?
A. thesis statement of the outline
B. summary of relevant information
C. use of primary and secondary sources
D. outline of the major topics and supporting details
12. Jen is tasked to write an essay about the importance of obeying the government’s
rules and regulations of her country. After writing her thesis statement, what
should Jen do in order to organize her ideas?
A. analyze the given information
B. research on the important information
C. choose the main topics and supporting details
D. outline the major topics, subtopics and supporting details
13. Daniel is very excited for the upcoming online meeting with his teammates. As a
team leader, he wants to prepare an interesting activity that could be done
through online platform. Which of the following would he consider as primary
source in searching for an interesting online activity?
A. biographies C. interviews
B. dissertations D. textbooks
3
14. Teacher Nina has tasked you to create a topic outline on any subject that
interests you. Since you are fond of online games, you opted to write about it.
Which of the following should NOT be included in your outline?
A. The Right Response of Parents
B. The History and Its Developers
C. Statistics of Online Game Users
D. Advantages and Disadvantages of Online Games
15. Which of the following topics is NOT outlined properly?

A. I. Love and Infatuation
A. Concepts of Love
B. Characteristics of Infatuation
B. II. Greatest Movies About Love
A. Titanic
B. The Passion of the Christ
C. III. Different Languages of Love
A. Spending Quality time
B. Offering of Material things
D. IV. There are different types of love.
A. Loving someone romantically is called Eros.
B. Loving people unconditionally known as Agape
4
Expanding the Content of
Lesson
an Outline Using Notes
1 from Primary and
Secondary Sources
What’s In
Are you done with the pre-assessment? How was it? Now, proceed with the
activity below and figure out how grammatical connectors serve a purpose in
completing an outline.
Directions: Read the passage below and answer the questions that follow. Write your
answers on a separate sheet of paper.
WATCHING TOO MUCH!

One of the physiological effects of watching TV in excessive amounts is
eyestrain. There are guidelines that one can follow in watching TV to protect one’s
eyes. First, the television should be 5 meters away from the eyes. Next, the room
should be adequately lit. Also, the TV should be placed at the same height with
our eyes. While these may be helpful, these do not prevent our eyes from getting
tired if we keep watching TV for a long time.
Source: Manzanilla, Shiela. Department of Languages, Literature and Humanities of the

College of Arts and Sciences, Southern Luzon State University (SLSU), 2021.
slsuwritersblock.blogspot.com
Process Questions:
1. What transitional devices are used in the paragraph?
2. What pattern of paragraph development is observed in the passage?
3. What is the main topic of the paragraph?
4. Do you think the main topic is written using different sources?
5
You have learned that composing an effective paragraph using transitional
devices is a good foundation in writing. Paragraphs that are put together can provide
relevant information which could be your source when expanding your ideas.
However, writing a composition requires not only this skill but also this technique in
selecting information and organizing your ideas.
Are you ready to learn this new skill as you go through this module?
What’s New
Directions: Complete the following outline by supplying important subtopics and

supporting details from the Pool of Concepts. Then, answer the guide questions
below. Write your answers on a separate sheet of paper.
POOL OF CONCEPTS
Thesis Statement: Amidst the COVID-19
pandemic, social media plays a vital role in
information dissemination, awareness, and
entertainment.
Entertainment
Variety Shows I. Information Dissemination

A. COVID-19 Pandemic Updates
New COVID-19 Cases 1. __________________________
2. Data of Death and Recoveries
Mental Health Advocacy II. Awareness
A. _____________________________
New Normal Coping 1. Psychological Support
Strategies 2. __________________________
III. _________________________
A. Virtual Shows
1. Game shows
2. _____________
Guide Questions:
 Were you able to complete the outline with appropriate subtopics and
supporting details?
 What guided you in completing your outline?
The answers to these questions will help you learn more on expanding the
content of your outline using information from different sources.
6
What is It
How you select and organize the information is important because it brings
either success or failure in conveying your message to your target audience. In this
lesson, you will know one essential technique in writing a composition which is
outlining.
What is an outline?
An outline is a tool used in improving and organizing written ideas about a

topic into a logical order. Writers use outlines when writing their papers to know
which topic to cover and in what order.
What are the types of an outline?
The type of outline to be used by the writer depends on the nature of the topic
and purpose of the writer. Topics that are information-heavy may require more major
topics and subtopics since the writer’s purpose is to be as informative as possible.
However, if the writer wants to be persuasive, outline should only accommodate what
is important to the audience’s needs.
There are two types of outline: the sentence outline and the topic outline.
1. Sentence Outline
It is a type of outline that presents the thesis statement, major

topics, subtopics, and supporting details in sentence form. It allows
you to include those details in the sentences instead of having to create
an outline of many short phrases that goes on page after page. Also, it
follows a hierarchical structure composed of sentences and headings
around the subject of the speech or essay.
These characters are used in this order in bullet formatting.
 Roman Numerals
 Capitalized Letters
 Arabic Numerals
 Lowercase Letters
7
Below is an example of a sentence outline and its parts.
Thesis Statement: COVID-19 pandemic is a difficult challenge faced by the

government because it has brought massive breakdown to the economy,
destabilization of the educational system, and anxieties among families and
communities in the country.
I. COVID-19 pandemic has brought a massive breakdown to the Major

economy of the world. topic
Sub- A.Below is an example

The economy of awith
is affected sentence outlineof
the decrease and its parts.who buy
consumers
topic services and goods accessible in the market.
1. Tourism is closed.
Supporting 2. Family income is reduced.
Details 3. Manufacturing industries are disrupted.
4. Travel and transportation are restricted.
II. COVID-19 pandemic has disrupted the educational system and Major
education of children. topic
Sub- A. Educational institutions, both public and private, face major

topic adjustments in the delivery of instructions to learners.
1. In the Philippines, the start of classes was moved to October.
2. Schools and institutions can no longer hold face-to-face classes.
Supporting
details
3. Educational institutions introduce different modalities to
continue learning.
4. Implementation of different modalities drives the government to
allocate bigger budget for the Department of Education.
Major
III. COVID-19 pandemic has caused anxieties among families and
topic
communities.
Sub- A. The contagious nature of the virus affects family relationships and
topic mental health of family members.
1. The pandemic causes unstable financial status due to
unemployment.
2. Lockdown produces stress and tension leading to domestic
Supporting violence among working class citizens.
details 3. Increase of suicide cases has emerged due to depression and
feelings of hopelessness.
4. COVID-19 patients have to endure pains alone and are not able
to receive warmth and comfort from their families.
8
2. Topic Outline
It is a type of outline which presents the major topics, subtopics, and

supporting details in the form of words and phrases.
Below is an example of a topic outline and its parts.

I. Effects of COVID-19 Pandemic to World Economy Major topic
A. Decrease of Demands for Goods and Services Subtopic
1. Tourism
2. Family income Supporting details
3. Manufacturing industries
4. Travel
II. Effects of COVID-19 Pandemic to Education Major topic
A. Adjustments in Delivery of Instructions Subtopic
1. Change in the Start of Classes
2. No Face to Face Classes
3. Introduction of Different Modalities Supporting details
4. Budget for Learning Modalities
III. Effects of COVID-19 Pandemic to Families and Communities Major topic
A. Family Relationships and Mental Health Subtopic
1. Unstable Financial Status
2. High rate of Domestic Violence
3. Increased Suicide Cases Supporting details
4. Absence of Comfort to Covid-19 Patients
9
What are the contents of an outline?
An outline is composed of many parts. These parts work together to present a

clear idea of a paragraph or an essay. An outline contains thesis statement, major
topics, subtopics, and supporting details. The following are the parts with their
corresponding definition:
Contents of an Outline Definition
A thesis statement is a one-sentence statement

Thesis Statement
that expresses the main idea of an essay.
Major topics refer to the major

Major topics phrases/sentences which are formed from the
thesis statement.
Subtopics refer to the minor phrases/sentences

Subtopics
which are formed from the major topics.
Supporting details are phrases/sentences which

provide additional information to clarify or prove
Supporting Details the main idea. These details help you explain
further the ideas presented by the major topics
and subtopics.
What are the steps in writing an outline?
Writing an outline involves a series of steps. To achieve a well-organized

outline, follow these steps carefully:
Choose your topic and Create and organize a

establish your purpose. list of your major topics.
STEPS IN WRITING AN OUTLINE Make and organize a

list of your subtopics.
Review and refine the Provide additional

contents of your outline. information to support
your subtopics.
10
How to Expand the Content of an Outline Using Different Sources?
In expanding the content of an outline, you need to use primary and secondary
sources. Primary sources are firsthand information taken from original evidences
such as reports on discoveries and events and interviews from persons in authority
while secondary sources are secondhand information taken from the primary
sources.
Below are examples of primary and secondary sources which will be used in
expanding the contents of your outline.
Examples of primary sources include: Examples of secondary sources

include:
 diaries, letter correspondence,  journal articles that comment
 original documents e.g. birth on or analyses research
certificates, trial records  textbooks
 interviews, speeches, oral  dictionaries and encyclopedias
histories  books that interpret, analyze
 laws, regulations, constitutions  political commentary
 government documents,  biographies
statistical data, research reports  dissertations
 journal article reporting new  newspaper editorial/columns
research or findings  criticism of literature, art works
 creative art works, literature or music
 opinion pieces
Source: "Primary And Secondary Sources", UNSW Sydney Library, April 23, 2021,
https://www.library.unsw.edu.au/study/information-resources/
primary-and-secondary-sources
Example:
Thesis Statement: COVID-19 pandemic is a difficult challenge faced by

the government because it has brought massive breakdown to the
economy, destabilization of the educational system, and anxieties among
families and communities in the country.
I. Effects of COVID-19 pandemic
A. World Economy
1. Travel
2. Tourism
3. Manufacturing
4. Family income
Now, you will use your notes from primary and secondary sources in
expanding the content of your outline.
11
Study the example below.
Primary Source: (research report) Secondary Source: (editorial)
World Health Organization While COVID-19 presents

advised countries to strengthen a healthcare crisis, the economic
public health surveillance for case paralysis that nations will
identification and contact tracing, experience because of current and
including in low-resource, weak, future expected
or high-risk settings and to shutdowns/lockdowns and
maintain essential health services mandatory quarantines will
with sufficient funding, supplies, likely be even more catastrophic.
and human resources. Countries Even as there is a critical need for
were advised to implement fair the world to collectively engage
measures and advice on travel, with the virus SARS-CoV-2 and
based on risk assessments, and the COVID-19 disease it causes,
to review these measures there is a visible lack of leadership
regularly. at a global level.
Source: “COVID-19 Emergency
Committee highlights need for Source: Banerjee D, “The COVID-19
response efforts over long term”, outbreak: the crucial role
World Health Organization, August 1, psychiatrists can play” Asian J.
2021, https://www.who.int/news Psychiatr, 2020, [PMC free article]
/item/01-08-2020-covid-19- [PubMed] [Google Scholar]
emergency-committee-highlights-need-
for-response-efforts-over-long-term


A. World Economy Expanded content of an outline
1. Travel
Notice that in the expanded
a. fair measures content of an outline, some
1. risk assessment important keywords taken from
2. travel advice primary and secondary sources
What’s More
b. mandatory quarantine were added.
2. Tourism
3. Manufacturing Industries
4. Family Income
12
Now, it is time for you to do the following activities to reinforce your
understanding and skills on the topic.
Assessment 1
Activity 1: Complete Me!
Directions: Copy the graphic organizer on a separate sheet of paper and fill in the
blanks with appropriate concepts and definitions. Choose your answers from the
Pool of Concepts provided.
pool to
Outline 1. _________________________________
Thesis
2.___________________________
statement
It is a sentence/phrase formed
3._________
from the thesis statement.
Subtopic 4. ___________________________
5.___________ It provides information to

clarify the main idea.
Pool of Concepts
 Major topic
 Minor topic
 Supporting details
Assessment 1
 It is a one-sentence statement that expresses the main idea of an essay.
 It refersFill
Directions: to in
thethe
elements
bubbleofwith
a sentence having the response
the appropriate same grammatical form.the
to complete
 It refers
dialogue. Writetoitthe
onminor
a separate sheet of paper.
phrases/sentences which are formed from the major
topics.
 It is a tool used in improving and organizing written ideas about a topic into
a logical order.
13
As far as I could remember, an
outline is_____________________
Do you have any idea Its contents are ______________,
_________________, ____________,
as to what an outline
is? and _______________________.
Activity 2: Know Your Source!

Directions: Read the following statements inside the cards. Determine if the
following statements are primary sources or secondary sources. Write letter P for
primary source and letter S for secondary source on a separate sheet of paper.
I was watching GMA I have found a letter My friends and I

news and one of the in the locker room of found an old wedding
reporters presented my friend the other painting in our attic.
data about the day. I know it is My father said it
number of patients private, but I read it belonged to my
that have recovered anyway. grandmother.
from Covid-19. 1 2 3
I am reading My friend, David, said I was also looking into

textbooks to search that I should read the the artworks of Dr.
more information history book which he Jose Rizal to help me
about Philippine really liked. It sounds in my History class
history. 4 good! 5 research project. 6
I am writing an essay I am doing homework I have read sports

about Social on a current health magazines. I really
Amelioration Program issue, so I read the like the articles
(SAP) for my Social commentaries of written by sports
Science subject. I use medical professionals enthusiasts about
articles from Wikipedia about COVID-19 UAAP players.
and Encyclopedia. positive cases. 8 9
7
14
Assessment 2
Directions: Read the excerpts below and complete the table with the required
information. Write your answers on a separate sheet of paper.
1. An excerpt from the speech of the DOH Secretary on COVID-19
The country has “successfully” flattened the curve for coronavirus

disease (COVID-19) infections. “First of all, we have successfully flattened
the curve since April and the metric for saying, arriving at that conclusion
of flattening the curve is actually one, is the case doubling time of the
COVID-19 infection has actually become longer.”
Source: De Vera, Analou, “Duque claims PH has ‘flattened curve’ for COVID-19;
cites longer doubling time for cases and deaths”, Manila Bulletin. July 15, 2020,
https://mb.com.ph/2020/07/15/duque-claims-ph-has-flattened-curve-for-covid-
19-cites-longer-doubling-time-for-cases-and-deaths/
2. An excerpt from a news article
MANILA, Philippines — More than 16,000 persons have recovered from the
coronavirus disease (COVID-19) as the Philippines’ total caseload reached
189,000, the Department of Health (DOH) reported Sunday.
In its daily COVID-19 case bulletin, the DOH reported 16,459 new recoveries,
bringing the total number of recoveries to 131,367.
The health department also recorded 2,378 more people that contracted the
respiratory disease, which brings the total number of cases to 189,601.
Meanwhile, the total COVID-19 death toll is now at 2,998 after 32 more people
died from the disease.
Source: Aguilar, Krissy, “DOH: Over 16,000 recover from COVID-19 as cases reach
189K”, Philippine Daily Inquirer, August 23, 2020,
https://newsinfo.inquirer.net/1325943/break-doh-over
-16000-recover-from-covid-19-as-cases-reach-189k#ixzz6VzqATLOz
What type
What is the Is it a firsthand of source
Excerpt
main topic? information? is the
excerpt?
1. speech
2. news article
15
Activity 3: Organize Me!
Directions: The following sentences below are parts of a sentence outline about the
topic Why the School Year Should Be Shorter. Read and analyze each sentence.
Write MT if the sentence is a Major Topic, ST for Subtopic, and SD for Supporting
Detail. Do this on a separate sheet of paper.
Thesis Statement: The school year should be shortened in order to save school
funds, improve learner’s academic results, and benefit teachers.
_____ 1. Teachers could have time for professional development.

_____ 2. The school could save costs on electricity and water bills.
_____ 3. Teachers could have enough rest and are able to teach more effectively.
_____ 4. A shorter school year would benefit teachers in many ways.
_____ 5. A shorter school year would help save school funds.
_____ 6. The department could save money on energy costs and other operating
expenses.
_____ 7. A shorter school year means much lower supply and transportation
costs.
_____ 8. Teachers can balance time between family life, teaching,
responsibilities, and career growth.
_____ 9. Enough rest for learners would help improve concentration, thus,
boosting their performance in school.
_____ 10. Shorter school year gives learners enough time to balance learning,
recreation, and relaxation.
_____ 11. Shorter school year would help improve test scores and academic
results.
______12. A shorter school year would mean more focus on learning the most
essential competencies and less stress on accomplishing school requirements for
learners.
Assessment 3
Directions: Based on your answers in activity 3, organize the ideas to make a
sentence outline following the template provided below. Write your answers on a
Thesis Statement: The school year should be shortened in order to save school
funds, improve academic results of learners and benefit teachers.
I. Major topic: _____________________________________________________________

A. Subtopic: ________________________________________________________
1. Supporting detail: __________________________________________
__________________________________________
2.Supporting detail: __________________________________________
__________________________________________
16
II. Major topic: _____________________________________________________________
A. Subtopic: ________________________________________________________
__________________________________________
2.Supporting detail: __________________________________________
__________________________________________
III. Major topic: ____________________________________________________________
A. Subtopic: ________________________________________________________
__________________________________________
2.Supporting detail: ___________________________________________
___________________________________________
What I Have Learned
Directions: Complete the following cards and write your answers on a separate sheet
of paper.
3
Three things I am thankful for this topic are the following:
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
Two things I have found interesting about this topic are the
2
following:
 ______________________________________________________
 ______________________________________________________
1 One thing I would like to clarify about this topic is______

__________________________________________________________.
17
What I Can Do
Directions: Read the notes below from secondary and primary sources that you will
use as you write your expanded content of the topic outline that follow. Then,
compose 1 paragraph using your written expanded content of the outline on a
Primary Source: (research report) Secondary Source: (editorial)
While there is no way to tell The pandemic-related

exactly what the economic damage economic and human costs could
from the global COVID-19 novel have long-term consequences for
coronavirus pandemic will be, there economies through the tragic loss of
is widespread agreement among life and job losses that disrupt
economists that it will have severe careers and permanently shutter
businesses. Fiscal and monetary
negative impacts on the global
measures implemented to prevent a
economy. Early estimates based
financial crisis and sustain
that, should the virus become a
economic activity may also
global pandemic, most major accidentally be adding to income
economies will lose at least 2.4 and wealth differences. Within some
percent of the value their gross countries, the economic fallout is
domestic product (GDP) over 2020, widening racial and socio-economic
leading economists to already cleavages and increasing social
reduce their 2020 forecasts of global unrest.
economic growth down from around
Source: “Global Economic Effects of
3.0 percent to 2.4 percent. COVID-19”, Congressional Research
Service, Updated April 26, 2021,
Source: Szmigiera, M., “COVID-19:
https://fas.org/sgp/crs/row/R46270.
Impact on the global economy”,
pdf
Statista, May 7, 2021,
https//www.statista.com/topics/6139
/covid-19-impact-on-the-global-
economy/
Thesis Statement: Covid-19 pandemic is a difficult challenge faced by the


A. World Economy
1. Travel
2. Tourism
4. Family Income
18
On a separate sheet of paper, write the expanded content of your outline which is
followed by your one paragraph composition.


A. World Economy
1. Travel
2. Tourism
4. Family Income
B. _________________
1. __________________________
2. __________________________
Rubric
Criteria 5 points 3 points 1 point

The statement is The statement is The statement is not
relevant, slightly relevant, relevant,
appropriate and appropriate and inappropriate and not
Content
clear. clear. clear.
There are no errors There are at least There are more than
in grammar and two (2) errors in three (3) errors in
Grammar and mechanics. grammar and grammar and
Mechanics mechanics. mechanics.
The sentence The sentence The sentence

construction is free construction has construction has
from sentence two (2) sentence more than three (3)
Structure
fragments and fragments and two sentence fragments
misplaced (2) misplaced and three (3)
modifiers. modifiers. misplaced modifiers.
19
Assessment
Directions: Read the statements and questions carefully. Write the letter of
the correct answer on a separate sheet of paper.
1. Which of the following is NOT a benefit of outlining? Outlining would______.

A. summarize your ideas
B. organize your ideas
C. present information clearly
D. help achieve sentence variety
2. Which of the following best explains secondary sources? Secondary sources

present the ________________.
A. commentaries which come from primary sources
B. information which come from secondary sources
C. information which are derived from primary sources
D. analyses of research paper which are taken from various sources
3. Which of the following statements is TRUE about primary source? Primary

source is a _________________.
A. summary of the essay
B. firsthand information
C. concluding information
D. secondhand information
4. Which of the following statements is TRUE about major topics? Major topics
refer to the_______________.
A. major details which are formed from the major subtopics
B. phrases/ sentences which are formed from the subtopics
C. phrases/sentences which are crafted from the major subtopics
D. major phrases/sentences which are organized from the thesis statement
5. Which of the following statements describes a sentence outline?

A sentence outline_____________________________.
A. states varied information in sentence form
B. presents the primary and secondary sources
C. states the main topic and supporting details in sentence form
D. presents the thesis statement, major topics, subtopics, and supporting
details in sentence form
20
6. What is the first step in writing an outline?
B. Choose your topic and establish your purpose.
C. Create and organize a list of your major topics.
7. Which of the following defines a thesis statement? A thesis statement is a

sentence that_____________________________.
A. summarizes an essay
B. gives a conclusion of an essay
C. expresses the main idea of an essay
D. states the relevant information of an essay
8. Which of the following statements does NOT define an outline?

A. It synthesizes the idea in your essay.
B. It provides an over-all picture of your essay.
C. It shows a hierarchical order of ideas.
D. It is a tool for organizing the write-up.
9. Daniel is very excited for the upcoming online meeting with his teammates. As a
team leader, he wants to prepare an interesting activity that could be done through
online platform. Which of the following would he consider as primary source in
searching for an interesting online activity?
A. biographies C. interviews
B. dissertations D. textbooks
10. You want to write a feature article that would encourage people to keep the right
attitude and stay hopeful amidst Covid-19 crisis. Which of the following could NOT
be considered as best secondary source for your article?
A. books C. journals
B. diaries D. reports
11. Jen is tasked to write an essay about the importance of obeying the
government’s rules and regulations of her country. After writing her thesis
statement, what should Jen do in order to organize her ideas?
A. analyze the given information
B. research on the important information
C. choose the main topics and supporting details
D. outline the major topics, subtopics and supporting details
12. Hannah is a passionate writer who wants to expand the content of her outline.
Which of the following should she consider first?
A. thesis statement of the outline
B. summary of relevant information
C. use of primary and secondary sources
D. outline of the major topics and supporting details
21
13. Which of the following should NOT be done in making an outline?
B. Review and refine the contents of your outline.
C. Present the primary and secondary sources randomly.
14. Which of the following topics is NOT outlined properly?

A. I. Love and Infatuation
A. Concepts of Love
B. Characteristics of Infatuation
B. II. Greatest Movies About Love
A. Titanic
B. The Passion of the Christ
C. III. Different Languages of Love
A. Spending Quality time
B. Offering of Material things
D. IV. There are different types of love.
A. Loving someone romantically is called Eros.
B. Loving people unconditionally is known as Agape.
15. Teacher Nina has tasked you to create a topic outline on any subject that
interests you. Since you are fond of online games, you opted to write about it. Which
of the following should NOT be included in your outline?
A. The Right Response of Parents
B. The History and Its Developers
C. Statistics of Online Game Users
D. Advantages and Disadvantages of Online Games
Additional Activity
Having done all the activities in this module, enrich/enhance your learning by doing
the tasks below.
Task 1: Research for primary and secondary sources relevant to racial

discrimination. Using your notes, make a topic outline. Be guided by the rubric for
scoring your output.
Task 2: Using the output you have created in Task 1, compose a three-paragraph
essay about your advocacy titled EMBRACE (Encourage and Mobilize as we Battle
Racial Discrimination Amidst Covid-19 Existence). Be guided by the rubric for
scoring your output. Do this on a separate sheet of paper.
22
Rubric for Scoring a Topic Outline

The topic outline is The topic outline is The topic
logically arranged logically arranged outline is not
and follows the but has some logically
standard format issues in the arranged and
Adherence to
and elements. application of has several
Required
standard format issues in the
Format/Elements
and elements. application of
standard
format and
elements.
Mechanics in Mechanics in Mechanics in
writing such as writing such as writing such as
capitalization, capitalization, capitalization,
Mechanics
spelling are spelling are spelling are not
properly observed. somewhat observed.
observed.
The topic outline The topic outline The topic
submitted is neat submitted is neat outline
and clean with no and clean but with submitted is
Neatness erasures. some erasures. not neat and
not clean and
with several
erasures.
Rubric for Scoring Essay

The essay is well- The essay is The essay is not
organized and slightly organized organized and
Content/ presents a clear with some unclear does not
Organization elaboration of points/ideas. present clear
ideas. ideas.
There are no errors There are two (2) to There are more
in grammar and three (3) errors in than three (3)
Grammar and mechanics. grammar and errors in
Mechanics mechanics. grammar and
mechanics.
Appropriate and Some appropriate Some
consistent use of and consistent use appropriate and
rich words, of rich words, consistent use
expressions, and expressions, and of rich words,
Word Choice images to develop images to develop expressions,
the topic are the topic are and images to
evident. evident. develop the
topic are not
evident.
23
24
What’s More
What I Know Activity 1: Complete Me!
1. Outline is a tool used in improving
Pre-Test/Assessment and organizing written ideas about a
topic into a logical order.
1. D 2. A thesis statement is one sentence
2. D that expresses the main idea of a
3. B paragraph or essay.
4. D 3. Major topics
5. D 4.Subtopics refer to the minor
6. B phrases/sentences which are formed
7. C from the major topics.
8. C 5. Supporting details
9. B Assessment 1
10.C Outline is a tool used in
11.C improving and organizing written ideas
12.D about a topic into a logical order.
13.C The parts are thesis statement,
14.A major topics, subtopics, and
15.D supporting details.
Activity 2: Know your source!
1. P 2. P 3. P
What's In 4. S 5. S 6. P
1. Transitional Words: 7. S 8. S 9. P
However, Apart from, after, 10. P
likewise Assessment 2
2. Cause and Effect Pattern 1.
3. Effect of watching TV too a. updates on COVID-19
much b. Yes
4. Yes c. primary source
2.
What’s New a. New Quarantine Measures
1. New COVID 19 Cases b. No
A. Mental Health Advocacy c. primary source
2. New Normal Coping
Strategies
III. Entertainment
2. Variety Shows
Answer Key
25
What’s More
Activity 3
What I can do
1. SD
Answers may vary.
2. SD
3. SD ASSESSMENT/Post-test
4. MT
5. MT 1. D 11. D
6. ST
7. SD 2. C 12. C
8. ST 3. B 13. C
9. SD
10. ST 4. D 14. D
11. MT
12. SD 5. D 15. A
6. B
I. MT- A shorter school year would
benefit teachers in many ways. 7. C
A. ST-Teachers can balance time between
family life, teaching responsibilities, and 8. A
career growth.
9. C
SD1- Teachers could have enough rest
and are able to teach more effectively. 10. B
SD2- Teachers could have time for
professional development.
II. MT-A shorter school year would help
save school funds.
B. ST- The department could save money Additional Activities
on energy costs and other operating
expenses. (Answers may vary.
SD1- A shorter school year means much However, teacher has to
lower supply and transportation costs. check the format of the
SD2- The school could save costs on outline such as; Main
electricity and water bills. Topic, Sub Topic, Sub-
subtopics and the thesis
III. MT-Shorter school year would help statement and check the
improve test scores and academic results. composition using the
C. ST- Shorter school year gives learners rubric.)
enough time to balance learning,
recreation, and relaxation.
SD1- Enough rest for learners would help
improve concentration, thus, boosting
their performance in school.
SD2- A shorter school year would mean
focus on learning the most essential
competencies and less stress for learners.
References
5 Steps to Create the Perfect Outline. Last Modified July 17,2020.
https://www.herzing.edu/blog/herzing/5-steps-create-perfect-outline.
Dayagbil, Filomena, Ethel Abao, and Remedios Bacus. (2016) Critical Reading and
Writing. Lorimar Publishing, Inc.
English 8 Learner’s Material. K to 12 English Curriculum Guide. Department of

Education.
Espadero, Gemma G. (2018). Individualized Contextualized Academic Reading

Exercises (I-CARE). Unpublished Dissertation.
DOH: Over 16,000 recover from COVID-19 as cases reach 189K. Last Modified August
24,2020. https://newsinfo.inquirer.net/1325943/break-doh-over-16000-recover-
from-covid-19-as-cases-reach-189k#ixzz6VzqATLOz.
Global Economic Effects of COVID-19. Last Modified August 23,2020.

https://fas.org/sgp/crs/row/R46270.pdf.
Impact of the coronavirus pandemic on the global economy - Statistics & Facts. Last
Modified August 22, 2020. https://www.statista.com/topics/6139/covid-19-
impact-on-the-global-economy/.
Primary and Secondary Sources. Last Modified July 17, 2020.

https://www.library.unsw.edu.au/study/information-resources/primary-and-
secondary-sources.
Researching for a Scholarly Article or Seminar (SAW) Paper: Expanding Your Research.
Accessed July2020.
https://libguides.law.ucla.edu/researchforalegalarticle/expand.
Sentence Outline. Last Modified August 25, 2020.

http://oer2go.org/mods/en-
boundless/www.boundless.com/communications/definition/sentence-
outline/index.html
26

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Synthesizing Information
English – Grade 8
Quarter 4 – Module 3: Synthesizing Information
First Edition, 2020
over them.


Writer/s: Fe Lagumbay
Reviewers: Gladys S. Asis, Geraldine F Vergas, Victoria Pabia,
Gemma B. Espadero, Lucille Canete, Siona Cochangco,
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Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Synthesizing Information

Thank you.
What I Need to Know

(MELC) from English 8 Curriculum Guide. The lesson found in this module is divided
into independent units with their own activities. The lesson herein helps you on how
to synthesize essential information found in various sources.
Further, this module can be used for individualized instruction by working

through each topic. In this respect, we hope that the module will be put to use
productively and will contribute to its underlying aim: to save the learners from
dropping out and to develop critical thinking skill among our learners.
The most essential learning competency in this module is to synthesize

essential information found in various sources.
As a learner of this module, you are expected to;
1. define the concept of synthesis;
2. differentiate synthesized paragraph from an unsynthesized paragraph;
3. determine the essential information from varied sources;
4. organize ideas through outlining;
5. create a synthesized paragraph based on various sources read; and
6. express the importance of synthesis in writing through a slogan.
What I Know
Before we start discussing the lesson found herein, let us 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.
Pre-Test Directions: Read and analyze the following questions. Encircle the letter
of the correct answer.
1. It is a piece of writing that brings together multiple sources or ideas to create a

new idea or point.
A. Analysis B. Inference C. Summary D. Synthesis
2. The pulling of information from several sources to generate a new thought is

called ________________.
A. Analyzing B. Comprehending C. Revising D. Synthesizing
3. A statement containing one main idea, which serves as guide in the process of
synthesizing is called __________________.
A. Conclusion C. Summary
B. Supporting Details D. Topic sentence
4. What is the best source to use when synthesizing written information?

A. Books B. Primary C. Secondary D. Tertiary
5. Which of the following is NOT an example of print sources?

A. Books and Textbooks C. Newspapers
B. Encyclopedias D. Websites
6. Re-stating someone else’s ideas into as few words as possible is called __________.
A. Analyzing C. Summarizing
B. Inferencing D. Synthesizing
7. It is the re-wording of a paragraph or text, in order to borrow, clarify, or expand

on information without plagiarizing.
A. Analyzing C. Paraphrasing
B. Inferencing D. Summarizing
8. The following statements describe a good synthesis EXCEPT _______________.

A. A way to come up with original ideas
B. A chance to express one’s opinion about a topic
C. Comparing and contrasting different theories or positions
D. Combining ideas from several sources with one’s idea to come
up a new idea
9. Which among the examples below best illustrates synthesizing of sources?
A. Emma declutters her cabinet. She puts into several boxes her clothes,
linens, and other items she no longer needs.
B. Emma’s sister rummages through the different boxes, pulls out items,
puts them in another box and delivers them to an orphanage.
C. Emma sorts again the contents of the boxes, takes several colorful dresses,
cuts them and turns them into beautiful quilted blankets. The remaining
scraps of cloth are made into potholders and doormats.
D. Emma sells her quilted blankets, potholders and doormats to neighbors
and friends.
For items 10 -15. Below are the jumbled steps in synthesizing information
from a number of different sources. Write the correct number sequence in
the boxes.
A. Then read relevant material.
B. Make notes on key points from this material. Remember to always

use your own voice and to reference the ideas and words of others.
C. From all of this information you now synthesize or write a new text.
D. Identity common ideas and differences between the texts.
E. Then create a summary for each text.
F. You should begin by brainstorming your ideas on the topic.
What’s In
Directions: Determine whether each statement is a primary or secondary source.

Answer P for primary and S for secondary. Write your answers on a sheet of paper.
 Primary Sources are those documents written or made by someone who

witnessed first-hand the unfolding of an event. These include diaries, speeches,
letters, photographs, film footages, autobiographies.
 Secondary Sources are those documents that were written or made by a
person who is not directly involved in the event. These include eencyclopedias,
textbooks, book reports, and newspapers among others.
______1. A 2015 Broadway musical depicting the life of Alexander Hamilton, one of
the founding fathers of the United States
______2. The Diary of Anne Frank
______3. Audio recording of an interview with Lola Rosa Henson, the first Filipino
comfort woman who spoke of her life during World War 2
______4. Gregorio Zaide’s book on Life, Works and Writings of Jose Rizal
______5. The Parisian Life, an 1892 painting by Juan Luna
______6. A newspaper article on Beirut explosion
______7. An Afro-Asian Literature textbook for Grade 8 learners
______8. A YouTube video describing how the pyramids were built

______9. Autobiography of Shinzo Abe, Japan’s longest serving Prime Minister
______10. Facebook livestreaming of comet Neowise passing over Mt. Mayon
Having different sources is a must especially in writing. Researching different sources

is important to create new ideas. In this module, you will learn how to create new
ideas through searching relevant information.
What’s New
Directions: Read the conversation below and do the given task.

Three friends are talking about the announcement their teacher gave regarding the
suspension of classes.
Student 1: Hi, guys! I’ve heard that there’s no class today? Just came back from
the Principal’s Office, so I missed Ms. Maghilum’s announcement.
Student 2: Yeah. Ms. Maghilum told us to go home after she read the official
statement from the Office of the Mayor that all classes in elementary and
secondary levels are suspended today due to Typhoon Maring. She said that its
landfall is expected tomorrow morning and that our province is already under
Signal Number 2.
Student 1: Oh, so that’s the reason why it is raining cats and dogs. But, why go
home now? Typhoon Maring, you said, is expected tomorrow yet. Don’t you think
to it’s a waste of our time and money?
Student 3: Hah! You are trying to be funny, girl? Don’t you know that suspension
of classes for elementary and high school means that we are already under Signal
Number 2? And Signal Number 2 means that today’s wind speed is 61 to 120
kilometer per hour. Do you know what it can do? Girl, it can blow off the roofs of
our old houses! Then, as we live near the beach, we have to be prepared and be
alert always. There’s a possibility that the waves will be taller than your five feet,
2 inches’ height! God forbid, waves as tall as you can destroy houses near the
shores.
.
Student 1: You’re scaring me! How do you know about that?
Student 2: Well, she’s a fan of Ka Tani, the weatherman of PAGASA. Well, guys, I
may sound selfish but I guess I’m safe. I don’t live near a beach like the two of
you.
Student 3: You, kidding? “Sana all” lives at the foot of a mountain! Have you heard
of a landslide, girl?
Student 1: Hahaha. An ally has been slain. Initiate retreat!
Student 2: There goes the online gamer!
Student 3: Well, a storm is dangerous, that’s a fact. But come to think of it, this
weather disturbance gives us time to be with our loved ones. It gives us special
time to pray and play together, eat together, and plan together what to do in
case Typhoon Maring will not dissipate or change its direction.
Student 1: Yep, you are right! C’mon. Let’s go home now!
Task 1. Based on the conversation, who do you think between students 2 and 3
offers more insights regarding the teacher’s announcement?
Student 2: Yes, because______________________________________
________________________________________________
No, because ______________________________________
________________________________________________
Student 3: Yes, because______________________________________
________________________________________________
No, because ______________________________________
________________________________________________
The dialog above shows the advantage of having known different sources in order
to give relevant and substantial information. In this module, you will learn to identify
relevant information and use them to create new ideas.
What is It
One of the most important reading comprehension strategies that every learner
should have is the skill in synthesizing. Before we define what synthesis is, read the
following paragraphs.
A.
In one of Aesop’s fables, a ferocious lion spares a timid, little mouse who had
disturbed his sleep. He had planned to eat it but changed his mind when the
mouse begged to spare his life. In a twist of fate, the mouse later saved the lion
who was caught in a hunter’s trap.
B.
I used to think that the poor and the weak are powerless and great deeds are only
for the strong and powerful. My thinking changed when I read the story of “The
Lion and the Mouse”. Now, I realized that that is nowhere near the truth. After
reading the story, I realized that whether we are weak or strong, small or big, rich
or poor -- we all have the power to make a difference in the lives others.
Which paragraph retells the most important ideas in the story?
Which paragraph includes a new and deeper understanding of the story?
Paragraph A only summarizes the important information in the text. This is only a
summary of the story, “The Lion and the Mouse”.
Paragraph B moves beyond what is stated in the story. It includes insights which give
a new and deeper meaning to the text. The writer here is making a
synthesis.
Although summarization leads to synthesis, it is not synthesizing.
Here is an example of a synthesized paragraph.
1) A growing number of schools across the country have started requiring the wearing
of school uniforms, but there are differing opinions about them. 2) Author 1 claims
that uniforms eliminate bullying, increase students’ attendance as well as academic
achievement. 3) Moreover, it also instills pride in one’s school. 4) In contrast, Author
2 believes that mandatory wearing of uniforms violates freedom of self -expression,
and does not correlate to student achievement. 5)If wearing of school uniforms be
required, they need to be evaluated if the policy is effective. 6)While school uniform
symbolizes the schools’ commitment to bring about changes, it is not the only sure-
fire solution to problems in the campus.
The paragraph above is a good example of a synthesized paragraph because of the

following reasons.
 Sentence 1 indicates a clear topic in the opening sentence.

 Sentence 2 and 4 present sources of information.
 The paragraph uses transition words and verbs expressing a claim, an
agreement or disagreement.
 The paragraph ends with a new thought about the topic.
What is Synthesizing?
The prefix “syn” in synthesis means together. Hence, synthesizing is pulling

together different ideas to come up with a new, bigger idea. It is an on-going process
where old and new knowledge, experiences, opinions add up, blend, and fit together
to create new understanding.
To illustrate:
Idea 1 + Idea 2 + Own Ideas = New Ideas
To be able to synthesize, you must also know how to:

Summarize -To shorten a long text by writing the main points in your own
words
Paraphrase -To put a passage from source material into your own words similar
in length as the original
Analyze - To break complex topic into smaller parts.
Example: breaking down a cake into its ingredients.
Infer- To use observation and background to reach a logical conclusion
How to Synthesize?
The RES Method

For you to be able to synthesize essential information, this approach could help you.
R – Read two different sources about a topic and jot down important ideas.
E – Edit notes and put together similar concepts.
S – Synthesize by combining notes with what you already know about the topic.
However, to help you declutter your ideas in synthesizing essential information, the
following steps can also be of great help;
Step 1: Organize your sources

After collecting the relevant literature, you need to organize your notes in a
way that allows you to see the relationships between sources. You can get
relevant information from the following sources.
Print Sources
Books and Textbooks, Newspapers, Academic and Trade Journals,
Government Reports and Legal Documents, Press Releases and Advertising,
Flyers, Pamphlets, and Leaflets
Digital and Electronic Sources
Multimedia, Websites, Blogs and personal websites, Social media pages and
message boards.
Step 2: Outline your structure

With a clear overview of the main connections and differences between the
sources you’ve read, you need to decide how you’ll group them together and
the order in which you’ll discuss them.
Step 3: Write paragraphs with topic sentences

What sets a synthesis apart from a summary is that it combines various
sources. The easiest way to think about this is that each paragraph should
discuss a few different sources, and you should be able to condense the
overall point of the paragraph into one sentence.
This is called a topic sentence, and it usually appears at the start of the
paragraph. The topic sentence signals what the whole paragraph is about;
every sentence in the paragraph should be clearly related to it.
Step 4: Revise, edit and proofread

Like any other piece of academic writing, synthesizing literature involves
redrafting, revising, editing and proofreading.
In writing your synthesis, the following verbs can be of help. DON’T FORGET,
to use the following terms when quoting your source.
asserts highlights illustrates

portrays suggests argues
conveys
contends explains claims
To show agreement, use the following:
Similarly also likewise

Equally Furthermore
To show disagreement, the following words can be used:
On the other hand, on the contrary unlike

Although despite otherwise
Conversely where
What’s More
Activity 1. Associating Words or Phrases

Directions: Complete the web by writing words or phrases associated with Synthesis.
Write them down on a separate sheet of paper.
Assessment 1: Relevant or Irrelevant?

Directions: Write R before the number if the statement supports the topic. Write I if
it does not.
Topic: Are People Becoming Technological Zombies?
______1. The massive use of modern technology has brought us not only benefits and
convenience but also new social and psychological issues.
______2. Technology addiction involves excessive human-machine interaction.
______3. Factors influencing technology addiction include depression and anxiety.
______4. Technology usage increases students’ academic achievement.
______5. There is a need to change the school curriculum to cope with technology
revolution.
______6. Majority of teens see their cellphones as drug or reliever to keep
themselves occupied.
______7. Zombies have dominated science fiction.
______8. Types of diseases that can cause a person to act like zombies are rabies,
leprosy, and African Sleeping Sickness.
______9. Social media has played a major role in the increase of technological
zombies.
______10. People struggle to keep up with the pace of technological innovation.
Activity 2: Getting Essential Information

Directions: Read each paragraph and pick out the essential ideas by writing them
in a separate sheet of paper.
1. With the advent of technology, more and more people logged into social media.
Facebook, Twitter, and Instagram keep us connected with family members. They
are great places to meet new people, reconnect with long lost friends or even to start
relationship. However, people should realize that online relationships are not
healthy substitute for real life interactions.
2. The internet, unlike any other modern invention, has made possible the reality
of the world as a global village. The last two generations of Filipinos were brought
up on internet. Next to the family, it probably is the most important influence in
forming our children’s values. Teenagers make up internet’s largest users. Any
mother who has witnessed her child’s glassy-eyed stare fixed for hours on end upon
a computer or cellphone screen can testify that school work rarely gets the same
intensity of concentration.
-Torres, Myrna M.1997. Moving Ahead in English II. English Teacher’s Manual for Second Year
High School
3. Radar has its uses - both peaceful and destructive. In wars, radar is used not
only to locate targets, but also to aim guns and missiles for it can pinpoint a target
as big as a football, hundreds of miles away. Radars are used to help navigate
ships, for they pick up echoes from other ships to prevent collision as well as echoes
from bouys in channels when ships enter or leave port. Radar sets are used to help
land airplanes during bad weather when pilots cannot see ground.
-Mendinueto, Cleofe C. 1990. English for Secondary Schools 1
Self-Check:
 Were you able to identify relevant information?
 How were able to distinguish relevant information from unrelated ones?
Assessment 2. Synthesized or Unsynthesized
Directions. Identify the paragraphs if they are synthesized or not. Write  if it is
synthesized, and X if not.
1.The use of PowerPoint presentation in the classroom offers a powerful tool in

delivering the lesson but several educators question its usefulness. Ruiz (2000)
claims that due to the ease of delivery, teachers go too fast with the discussion and
rely heavily on the information on the slide. Furthermore, Juan (2002) believes
that because too much text is put on a slide, it became visually poor and boring.
However, Ramos (2002) argues that while PowerPoint has its downside, it is much
more flexible and is limited only by the creativity of the user.
2.De la Cruz (2012) conducted a study on the preferred learning modality of 15

males and 18 female Junior High School students and found out that all of them
favors online class. De la Cruz claims that the students preferred online class for
being flexible and cost-efficient than traditional class. Sangco (2016) reveals that
of the 30 students he surveyed, 12 preferred face-to-face classes citing
unavailability of laptop, cellphone and internet connection at home.
3. Mulan, a 1988 Disney animated movie is about Fa Mulan who joined the army
disguised as her ailing father to save his life. It tells about her exploits as an army
and how she helped save her country and the Emperor from the enemy. As the
movie unfolds, I come to realize interesting things about Mulan. Like, she is a
perfect example of a feminist. She breaks the gender limitations set by her society.
In addition, she is not afraid to show her true self even if it means disappointing
her family. However, what impresses me more about Mulan is her selflessness. Out
of her love for her father and her family, she goes to war in his stead regardless of
the severe punishment waiting once her disguise would be uncovered.
Activity 3
Directions: Read the paragraphs below and fill out the charts provided.
A.A.
Protected bike lanes become an essential feature in big cities in the Philippines.
During covid -19 pandemic, hundreds of commuters resorted to using bikes as
alternative transportation. Bike enthusiasts welcomed the move as there are many
benefits to bicycling. Bicycles are economically friendly. They don’t use gas and
requires less maintenance. Bicycles don’t get stuck in traffic. They don’t produce
pollution, and they don’t get parking problems. Bicycles also offer an excellent way
to exercise. It is found that cycling relieves stress and anxiety. Many cities across
the nation have encouraged bicycling to cut down on traffic, accidents, and
pollution. They’ve added bike lanes to downtown areas to provide safe and speedy
thruways for bicyclists.
KEYWORDS in the Paragraph Summary of the Author’s Argument
B.
Protected bike lanes reduce one valuable lane from already crowded inner-city
streets. Such overcrowding is worsened by the introduction of fleets of reckless
bicyclists. Many bicyclists ignore street signs, causing additional accidents with
cars and people. Furthermore, parked bicycles clutter congested sidewalks, making
many areas impassable. These problems far outweigh the benefits of bicycling.
Those who don’t want to drive can hop on a bus or subway and gain many of the
benefits of bicycling without taking up valuable spaces on the roads.
KEYWORDS in the Paragraph Summary of the Author’s Argument
Self-check:
 Were you able to find keywords that signal for relevant information?
 How did you summarize the author’s argument?
Assessment 3. Writing Synthesized Paragraph
Directions: Synthesize the ideas presented in the two passages in Activity 3 by
completing the paragraphs below. Use the data that you gathered from Activity 2.
In passage one, the author argues that placing bike lanes in big cities
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
On the other hand, in passage two, the author contends that placing bike lanes in
big cities ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Check your work against this:

Does it indicate a clear topic in the opening sentence?
Does it include 2 or 3 sources of information?
Does it describe important findings about the topic through a summary?
Does it use transition words and verbs expressing a claim, an agreement or
disagreement?
Does it end with a new thought about the topic?
What I Have Learned
Let us check how far you have learned this lesson by filling out the box below.
Today I have learned that Synthesizing

is_________________________________________________________
____________________________________________________.
There are helpful tips in synthesizing essential information like;
___________________________________________________________
____________________________________________________.
Other skills that I learned from synthesizing are;
_____________________________________________________________________________
_____________________________________________________________________________
___________
What I Can Do
This time, let us put what you have learned into practice.
Directions: Using the sources below, write a well - synthesized paragraph. Before
organizing your notes, review the steps in writing synthesis so you will be guided.
Write your paragraph in a separate sheet of paper.
Source 1: Technology has greatly improved the life of mankind in ways we could not
imagine, but while it helps, it also create problems. Scientists use technology in
finding cures for diseases like cancer or COVID -19 virus to save lives. However, the
same technology can be used to create biological and chemical weapons to end lives.
Source 2: Modern technology helps produce more nutritious food on less land.
People will live longer as disease-carrying genes are detected and corrected before a
person is born. However, more people will mean more pollution. Global warming
which is caused by human activity causes climate change.
Source 3: The technology on Artificial Intelligence (AI) will be both very good and
very bad for every industry and every human being. Artificial Intelligence will free
us from
. the need to carry out many of our daily tasks, but it can also lead to
unemployment as robots will replace many jobs that are repetitive and single-task
oriented.
You will be graded based on the rubric below:
Criteria Points
4 3 2 1
The The Topic There is no
paragraph paragraph sentence is topic
Topic has correctly has clear unclear and sentence
Sentence placed and topic but incorrectly
clear topic incorrectly placed
sentence placed
Discussed Discussed Only one There is no
more than only two source is source cited
Supporting two sources sources in cited in the in the
Details in the the paragraph paragraph
paragraph paragraph
Paragraph is Paragraph is Paragraph is Paragraph is

organized organized organized not
around a around a around a organized;
single idea. single idea. single idea no
Transition Transition but did not transition
Organization word/s and word/s but use transition words,
and expressions failed to use words and expressions
Transitions of agreement expressions expressions of
and of agreement of agreement agreement
disagreement or and or
are used disagreement disagreement disagreemen
t are used.
Concluding Only basic There is an Does not
sentence is conclusion is attempt to have
Concluding
well- reflected write a concluding
Sentence developed conclusion sentence
Paragraph Paragraph Paragraph Paragraph

has no error has one or has three to has six or
Mechanics in two errors in five errors more errors
and punctuation punctuation in in
Grammar and spelling and spelling punctuatio punctuation
n and and spelling
spelling
Readable Marginally Writing is Writing is
handwriting readable not not readable
Legibility handwriting readable in
some places
TOTAL
Assessment
Directions: Read and analyze the following questions. Write the letter of the correct
answer. Encircle the letter of the correct answer.
1. It is a piece of writing that brings together multiple sources or ideas to create a

new idea or point.
A. Analysis B. Inference C. Summary D. Synthesis
2. The pulling of information from several sources to generate a new thought is called
________________.
A. Analyzing B. Comprehending C. Revising D. Synthesizing
3. A statement containing one main idea, which serves as guide in the process of
synthesizing is called __________________.
A. Conclusion C. Summary
B. Supporting Details D. Topic sentence
4. What is the best source to use when synthesizing written information?

A. Books B. Primary C. Secondary D. Tertiary
5. Which of the following is NOT an example of print sources?

A. Books and Textbooks C. Newspapers
B. Encyclopedias D. Websites
6. Re-stating someone else’s ideas into as few words as possible is called __________.
A. Analyzing B. Inferencing C. Summarizing D. Synthesizing
7. Re-wording of a paragraph or text, in order to borrow, clarify, or expand on

information without plagiarizing.
A. Analyzing C. Paraphrasing
B. Inferencing D. Summarizing
8. The following describes a good synthesis EXCEPT _______________.

A. A way to come up with original ideas
B. A chance to express ones opinion about a topic
C. Comparing and contrasting different theories or positions
D. Combining ideas from several sources with ones idea to come up
a new idea
9. What is the best example to illustrate synthesizing of sources?
A. Emma declutters her cabinet. She puts into several boxes her clothes,
linens, and other items she no longer needs.
B. Emma’s sister rummages through the different boxes, pulls out items,
puts them in another box and delivers them to an orphanage.
C. Emma sorts again the contents of the boxes, takes several colorful
dresses, cuts them and turns them into beautiful quilted blankets. The
remaining scraps of cloth are made into potholders and doormats.
D. Emma sells her quilted blankets, potholders and doormats to neighbors
and friends.
For numbers 10 -15, below are the jumbled steps in synthesizing information from
a number of different sources. Write the correct number sequence in the boxes.
A. Then read relevant material.
B. Make notes on key points from this material. Remember to always use
your own voice and to reference the ideas and words of others.
C. From all of this information you now synthesize or write a new text.
D. Identity common ideas and differences between the texts.
E. Then create a summary for each text.
F. You should begin by brainstorming your ideas on the topic.
Isn’t it amazing that you have reached this far? Here is your final stretch for this
module.
Directions: Make a slogan expressing the importance of synthesis in writing. Write
this on a separate sheet of paper. A rubric is given as your guide.
Rubric:
Criterion 5 — Point Scale
5- The slogan is exceptionally attractive in terms with the

chosen words. It clearly expresses the message of the
given topic.
4- The slogan is attractive in terms with the chosen

words. It expresses the message of the given topic.
3- The slogan is fairly attractive in terms with the chosen

Content words. It fairly expresses the message of the given topic.
2- The slogan is poorly done. It does not express the

message of the given topic. 1The slogan is very poorly
done.
1- It is incomplete.
What’s More Activity 2
Activity 1 1. Assessment 2
Answers may vary  social media connects family
Assessment 1 and friends. 1. √
1. R  It’s a place to meet new people. 2. X
2. R  It’s a place to start relationship. 3. √
 It’s not a healthy substitute for
3. R real life interaction.
4. I 2.
5. I  Internet makes the world a
6. R global village
7. I  It influences children’s values
8. I 3.
 Radar can be peaceful and
9. R
destructive.
 Used to locate and aim at
targets.
 Used to navigate ships
 Used to help land airplanes.
Assessment 3 What I Have Learned Assessment
(Answers may vary) (Answers may vary)
One possible answer: Possible Answer:
In passage one, the author argues Technology is an important part of 1. D
that placing bike lanes in big our lives, but does it only bring 2. D
cities is beneficial because advantages? Source 1 claims that
bicycling cuts down on traffic, 3. D
while technology has solved many
decreases accidents, lowers problems, it has also created new 4. B
pollution, and offers an ones. Moreover, Source 2 agrees that 5. B
inexpensive, safe, and healthy way modern technology have brought 6. C
to travel.On the other hand, in many advantages, but is concerned 7. B
passage two, the author contends about population growth and global 8. B
that placing bike lanes in urban warming. Furthermore, Source 3 9. C
areas is a bad idea because argues that
bicycles take up valuable space, 10. 2
although Artificial Intelligence has
create additional crowding, cause many benefits, it may also have many 11. 4
accidents, congest sidewalks, and negative effects on the people. 12. 5
can be replaced by better Technology has made our life easier. 13. 1
alternatives, such as buses and Modern society welcomes them but 14. 6
subways. These opposing points of we have to use it constructively 15. 3
view demonstrates that while bike inorder to help and not destroy.
lanes encourage a healthy, safe,
and low-cost way to travel in cities, What I Can Do
they also cause problems that Answers may vary
need to be addressed through
better urban planning.
Answer Key
What’s New Activity 3
Key words Summary Key words Summary
Student 2: No, she only
retells what the teacher said. bike lanes, Answer may vary Bike lanes, bad, Answer may
urban life, Possible answer: urban, space, vary
Student 3: Yes, because she beneficial, crowding, Possible
is adding her previous traffic, Placing bike lanes accidents, answer:
knowledge , thoughts, pollution, in urban areas is congested
opinion and interpretations inexpensive, beneficial because sidewalks, Placing bike
to the announcement made safety, bicycling cuts down buses, subways lanes in urban
by the teacher exercise on traffics, areas is a bad
decreases idea because
accidents, lowers bicycles take
pollution, and up valuable
offers an space, create
inexpensive, safe, additional
and healthy way to crowding,
travel. cause
accidents,
congest
sidewalks, and
can be replaced
by better
alternatives,
such abuses
and subways.
Reference
McCombes, S. (2020, March 28). How to synthesize written information from

multiple sources. Simply Psychology.
https://www.simplypsychology.org/synthesising.html
"Readworks". 2020. Readworks.Org.

https://www.readworks.org/article/The-Upside-of-
Dyslexia/e1ada07d-e2ec-421b-b299-
bcbd3744f838#!articleTab:content/.
2020. Dcdc.Coe.Hawaii.Edu. https://dcdc.coe.hawaii.edu/ltec/612/wp-

content/uploads/2015/02/Synthesis-Essay-Instructions-and-
Worksheets.pdf.
"Strategies For Synthesis Writing". 2020. Findingdulcinea.Com.

http://www.findingdulcinea.com/features/edu/Strategies-for-
Synthesis-Writing.html.
Frederiksen, Linda, and Sue Phelps. 2020. "Chapter 7: Synthesizing

Sources". Ecampusontario.Pressbooks.Pub.
https://ecampusontario.pressbooks.pub/literaturereviewsedunursing
/chapter/chapter-7-synthesizing-sources/.

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Composing an Effective
Paragraph
English – Grade 8
Quarter 4 – Module 4: Composing an Effective Paragraph
First Edition, 2020
over them.


Writer/s: Rey Ariel I. Dagami, Redentor G. Bandoy,
Shela May P. Lacia
Reviewers: Gladys S. Asis, Gemma B. Espadero, Pepsi C. Lopez,
Ma. Fe C. Climaco,Tammy C. Catubig, Maricyl A. Feliza,
Ardelyn L. Glodobe, Vanessa R. Natulla,
Pinky Rosarie E. Laurente, Marvelous B. Estal
Illustrator: Julien Espinoza, Jason Villena
Layout Artist: Julien Espinoza, LRMS Tandag City
Isidro M. Biol
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Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Paragraph

Thank you.
What I Need to Know

(MELC) presented in the English 8 MELC curriculum guide. The lesson found in this
module is divided into independent units with their own activities and notes for
further reading. This lesson helps you on how to compose an effective paragraph.
Further, this module can be used for individualized instruction working

through topic by topic. In this respect, we hope that the module will itself be put to
use productively in different ways that nonetheless contributes to its underlying aim:
to save our learners from dropping out and to develop an awareness of reading among
our learners, where reading the word is a part of reading the world.
The most essential learning competency in this module is to compose effective

paragraphs.
Objectives:
1. define a paragraph;
2. identify the different principles in writing an effective paragraph;
3. distinguish different patterns used in paragraph development; and
4. write a paragraph showing ways to preserve the environment.
What I Know
Before we start discussing the lesson, find out how much you know about the
coverage of this module. The result of this pretest will determine whether you will
proceed or skip the module. If you get a perfect score in this assessment, you can
skip the module. However, if you get one or more mistakes, proceed with the module.
Directions: Read and analyze the following questions carefully. Write the letter of
your answer on a separate sheet of paper.
1. What refers to a group of sentences organized to discuss a topic?

A. clauses C. essay
B. composition D. paragraph
2. Which essential part of a paragraph elaborates the topic by including specific

details or evidences?
A. concluding sentence C. topic sentence
B. supporting sentences D. thesis statement
3. Which essential part of a paragraph uses a transitional device like thus, therefore,
indeed or finally in restating the topic of the paragraph?
4. What principle of paragraph writing is evident when all sentences in the paragraph
talk about one central idea or topic?
A. coherence B. development C. organization D. unity
5. What principle of paragraph writing is applied when a paragraph describes,

elaborates, explains, or supports its topic sentence, leaving no significant
questions in readers’ minds?
A. coherence B. cohesion C. development D. unity
6. What pattern of paragraph development is used to explain a stage or phase on

how to do something by presenting the steps, procedure, or instructions?
A. definition B. description C. narration D. process
7. What pattern of paragraph development uses series of examples to support and

further explain the topic sentence?
A. cause and effect C. definition
B. comparison/contrast D. exemplification
8. What is the topic sentence in the paragraph below?
E-mail is not something you can hold in your hand and send in the mail. It is
simply a mail put into digital form and can be sent to its recipient through the
Internet. Also, you don’t need a stamp to send it. E-mail has been turned into
something electronically made that can be sent in anyplace, anytime, as long as
the recipient has an internet connection. For example, a person does not need to go
to the post office just to send an important letter or message. All he or she has to
do is simply open his or her E-mail account, type a message and send it to the
recipient’s E-mail address. In other words, E-mail is an electronic mail.
A. E-mail is not something you can hold in your hand and send in the mail.
B. E-mail is a mail put into digital form and sent to its recipient through the
Internet.
C. E-mail has been turned into something electronically made that can be
sent in anyplace, anytime, as long as the recipient has an internet
connection.
D. In other words, E-mail is an electronic mail.
9. ‘Vlogs are different from blogs.’ Which pattern of paragraph development best fits
given the topic sentence?
B. compare/contrast D. exemplification
10. Which of the following arrangement of sentences is an example of a coherent

paragraph?
1 - Deforestation is the cutting or the removal of trees for agricultural, mining, or

urbanization purposes.
2- Also, it disregards greenhouse gases which contribute to global warming
3- There are many reasons why deforestation is considered a devastating
environmental issue.
4- These are the reasons why deforestation is a serious environmental issue.
5- Despite its good intention, it has led to environmental problems such as soil
erosion, flooding, and loss of habitats for the animals and plants.
A. 31254 B. 31524 C. 31542 D. 31245
11. What pattern of development is appropriate for item number 10?

A. cause and effect C. description
B. classification D. narration
paragraph?
1- When we were there, we visited many famous tourist spots

2– Visiting Korea is my most memorable get away.
3- My dad surprised us that we were going to Korea for vacation.
4- My most unforgettable trip happened when I was 15 years old.
5- What is more memorable was when we watched the concert of my favorite
K-pop band, BTS.
A. 32154 B. 35214 C. 43152 D. 42315

A. description B. definition C. process D. narration
14. What pattern of paragraph development is used in the paragraph below?
Boracay, one of the most famous beaches in the world, is also popular as a
blessed island. You will be amazed and fascinated when you visit the place. Its
powder-like sand will make you feel like you are in a paradise island. Seeing its
crystal-clear water, will make you feel blessed and alive. Many locals and tourists
always go back not only because of the paradise-like view but also to enjoy life
and its blessings.

B. comparison/contrast D. process
15. Based on the paragraph in number 14, what sentence violates the principle of
coherence?
A. You will be amazed and fascinated when you visit the place.
B. Its powder-like sand will make you feel like you are in a paradise island.
C. Seeing its crystal clear water, will make you feel blessed and alive.
D. Many locals and tourists always go back not only because of the paradise-
like view but also to enjoy life and its blessings.
Lesson
1 Paragraph
What’s In
Are you done with the pre-assessment test? This time, recall what you have learned
in the previous module.
Directions: Write Fact if the statement is true and Bluff if the statement is false.
Write your answer in the first column and do it on a separate sheet of paper.
Fact/Bluff Statements
1. Synthesizing is combining different aspects of your ideas and

research and the ideas of others in order to produce new ideas.
2. One way to synthesize essential information is by reading one

different source about a topic.
3. Editing notes and combining concepts that are similar are ways
to synthesize information.
4. Thinking about your new ideas and connecting them to what you
already know is another way of synthesizing information.
5. One step of synthesizing information is by organizing sources

gathered from print, digital, and electronic sources.
Remember:
The statements above talk about the different approaches in synthesizing

information which are necessary in writing. They will serve as your guide as you
proceed on writing your own paragraph.
What’s New
For you to have a glimpse on what this module is all about, do the activity below.
Directions: Arrange the following sentences to form a well-organized idea by writing

the numbers (1-5) at the blanks provided. Write 1 for the first sentence
and 5 for the last. Do it on a separate sheet of paper.
_______ The day we went up in Banahao is the day that I learned that there can be a
surprising difference in temperature between the ground and the top of a
mountain.
_______ My most vivid memory from childhood is travelling to the top of Mount
Banahao.
_______ It was warm on the ground that day, but it got colder and colder the higher
we went up to the mountain.
_______ Indeed, it is my most unforgettable journey I ever had.
_______ Also, the lush bushes add color to our journey.
Have you noticed that the sentences above talk about one topic? If you
organize them, it will form a good paragraph. You will learn more on how to write a
paragraph as you continue with this module.
What is It
In this part of the module, you will learn the meaning of a paragraph and the
different principles and patterns in writing an effective paragraph.
What is a Paragraph?
A paragraph is a group of sentences organized to discuss a topic. In fact, the

main rule of paragraph writing is to focus on one idea or topic. To be able to write an
effective paragraph, one must have the essential parts.
What are the Parts of a Paragraph?
There are three parts of a paragraph namely topic sentence, supporting sentences,
and concluding sentence. Each serves a different function in the paragraph.
Topic Sentence
A topic sentence presents the topic of the paragraph. It will serve as a guide
for the writer to keep his or her writing under control. This is why, a topic sentence
is called the "controlling idea" of a paragraph
Below is an example of a topic sentence.
There are three reasons why I prefer walking to other physical activities.
The sentence above shows that the topic is about walking. It will guide the writer to
focus only on the reasons why he or she prefers walking to other physical activities.
Supporting Sentences
The Supporting sentences serve as the body of your paragraph. This is where
you elaborate your topic by including specific details or evidences. All of the
sentences in the body must relate to the topic sentence. These sentences should be
organized accordingly through the use of transitional devices.
Below is an example of supporting sentences.
One reason is that walking can be done easily. I can do it anywhere at any
time with no need for any equipment. Also, I prefer walking because it is good for
the heart. I don’t have to do much effort while walking. Lastly, I prefer this physical
activity because it is safe. It is not as risky as other physical activities like
swimming, racing or biking.
The sentences above are supporting sentences elaborating the topic sentence
which is about the reasons why the writer prefers walking to the other physical
activities. The sentences are connected by using the transitional devices of
addition such as: one, also, and lastly.
Concluding Sentence
A concluding sentence restates what the topic of the paragraph is all about.
It comes after all the details have been included in the body of the paragraph. The
box below contains the list of transitional devices used in concluding sentences.
Conclusion: thus, hence, indeed, finally, therefore, consequently,

in conclusion, to conclude, as a result, in the end, and for all these reasons
Summary: so, accordingly, briefly, in brief, in sum, summing up, in summary, to

sum up, as can be seen, given this point, and to summarize
Below is an example of a concluding sentence.
For all these reasons, I consider walking the best physical activity of all.
The sentence above is the concluding sentence showing the conclusion how the
speaker feels about walking. It uses the transitional device for all these reasons.
Below is an example of a complete paragraph with its essential parts.

Topic
There are three reasons why I prefer walking to other physical activities.
Sentence
One reason is that walking can be done easily. I can do it
Supporting anywhere at any time with no need for any equipment. Also, I prefer
Sentences
walking because it is good for the heart. I don’t have to do much effort while
walking.
Concluding
Lastly, I prefer this physical activity because it is safe. It is not as
Sentence
risky as other physical activities like swimming, racing or biking
For all these reasons, I consider walking the best physical activity of all.
What are the Principles in Writing a Paragraph?
For a paragraph to be effective, the following principles must be observed.
Unity
Unity means that all sentences in the paragraph talk about one central idea.
This means that the writer will deal only with one topic. It is important because it
guides the writer with his or her idea.
Example:
Apples make us healthy. They are rich in fiber that reduces the risk
of cardiovascular diseases. They also have vitamin C that boosts the immune
system and helps defend the body from infections and diseases. Lactobacilli, a
type of probiotic that is good for digestion, is another component present in
apples. In addition, apples have potassium that reduces the risk of high blood
pressure and cardiovascular complications. Indeed, apples are nutritious and
good for our health.
The paragraph above has unity. It only tackles one topic which is ‘Apples
make us healthy.’ With this, the supporting sentences talk about the healthy
components of apples. Then, the concluding sentence emphasizes the main idea of the
topic sentence by restating that apples are nutritious and good for our health.
Coherence
Coherence refers to the connection of ideas in the paragraph in general.

The idea in the topic sentence, as well as in the supporting sentences and concluding
sentence, is connected to each other through the use of transitional devices.
Example
system and helps defend the body from infections and diseases. Lactobacilli,
a type of probiotic that is good for digestion, is another component present in
The paragraph above has coherence. The sentences are connected to each
other through the use of the underlined transitional devices.
Development
Development refers to the principle when a paragraph describes, elaborates,

explains, and supports its topic sentence. A paragraph is considered adequately
developed if after reading it, the reader is left with no questions.
Example
system and helps defend the body from infections and diseases. Lactobacilli,
a type of probiotic that is good for digestion, is another component present in
The paragraph above applies the principle of development. The topic sentence
which is ‘Apples make us healthy’ is elaborated with facts. These facts are presented
in the supporting sentences. Also, the concluding sentence supports the topic sentence
by restating that apples are nutritious and good for our health.
What are the Different Patterns of Paragraph Development?
There are many ways to develop a paragraph. The following are the common
patterns of paragraph development.
Narration
In the narration pattern, the paragraph tells a story or recounts a series of

events. It arranges the events or ideas in a chronological order which means the
events are organized from beginning to end. Narrative paragraph can be based on
personal experience or on knowledge gained from reading or observation.
Example:
My most memorable trip is my last vacation. For me, it is a very special

moment because my family was finally complete after ten years. The plan was to
go in a white island where the sea was as clear as crystals. It is one of the booming
tourist destinations in our country. When we reached the place, we were all
fascinated with the beauty of nature. Since it was a rare occasion that we were all
complete, we immediately took the chance to have our first family photo. This
makes my last vacation to be the most memorable get away.
Description
In a description pattern, the paragraph is characterized by using more

adjectives or vivid sensory description. It creates a mental picture of the idea or the
topic by describing how it sounds, smells, tastes, feels, and/or looks. It is often
recommended to use transitional words and phrases that indicate location.
Example:
One of the most visited tourist attractions in Caraga is the Enchanted

River of Hinatuan, Surigao del Sur. It is a deep cold spring river with bright blue
color that sparkles when the sun hits the clear water. The blue river is surrounded
by trees and jungle vines of scenic green. Beneath the water lies a cave system
that consists of tunnels leading to an unmapped territory making it mysterious.
But, what is more mysterious is how the river got its name “Enchanted”. Locals
believe that fairies have added mesmerizing colors of sapphire and jade to the
water that resulted to its captivating beauty. Another enchanting event happens
every 12 noon. The caretaker rings a bell that signals everyone to leave the water.
When everyone is out, the “Hymn of Hinatuan” is played. Then, a large variety of
fishes gathered for the feeding which is done by the staff members. The fishes
are fed with rice, minced meat, shrimp, octopus, and other scraps of food. Once
the feeding is done, these fishes simply disappear returning the water back to its
calm state. These are the reasons why Hinatuan’s Enchanted River is an
amazing tourist attraction that people must visit.
Process
This pattern of development is usually used to explain a process on how to do

something. It uses transitional devices of enumeration (e.g., first, second, third) and
time (e.g., then, next, finally). It is the right pattern of development when your
purpose is to help your readers understand the steps in a process or procedure, or
to give instructions.
Example:
Cooking spaghetti is very simple. First, cook pasta according to the

instructions on the packaging. When pasta is cooked, drain it and set aside.
Second, sauté garlic and onion in butter. Third, add ground beef and cook for
5 minutes. Next, add hotdog and cook for 2 minutes. After that, add tomato
sauce, banana ketchup, and a small amount of water to make a spaghetti
sauce. Simmer for 20 minutes until cooked. Then, pour spaghetti sauce over
pasta. Finally, top with grated cheese and serve. These are the easy steps to
cook spaghetti.
Exemplification
This pattern of paragraph development uses series of examples to support the

topic sentence. This means that to further explain the topic, the use of specific
examples must be provided.
Example:
Potential energy refers to an energy that is at rest or without motion.

For example, you are sitting on a chair. The stored energy while on a sitting
position is referred to as potential energy. Similarly, a boy who is sleeping on a
bed is another example of potential energy. Therefore, potential energy is the
stored energy possessed by an object at rest.
Comparison/Contrast
This pattern of paragraph development is used when a paragraph

demonstrates comparison and/or contrast or examines how given subjects are either
similar or different. Comparison examines how the subjects are the same while
contrast examines how the subjects are different. In writing this paragraph pattern
it is highly recommended to use transitional words and phrases that indicate
comparison and contrast.
Example:
Crocodiles and alligators are different species. They don’t belong to

the same biological family. Crocodiles came from the family of Crocodilia while
alligators came from the family of Alligatoridae. In terms of their habitat,
crocodiles prefer to live in saltwater while alligators live in freshwater like rivers
and lakes. The main reason for this geographical separation is that Crocodiles
have well-developed salt glands on their tongue that expel large amounts
of salt, enabling them to live in more salty waters. However, alligators' salt
glands don't function well, leading them to stick to freshwater habitats. Another
way to differentiate the two is by looking at the shape of their snouts. Crocodiles
have long pointed V-shaped snouts while alligators have rounded U-shaped
snouts. These features make crocodiles and alligators distinct from each other.
Definition
This pattern of paragraph development aims to give a complete working

definition of a term, concept, or idea. One of the main features of this pattern is that
it tells both what the term is and what it is not. In other words, it defines the
boundaries of a term, so the readers can better understand it.
Example.
E-mail is not something you can hold in your hand and send in the
mail. Simply, it is a mail put into digital form and sent to its recipient through
the Internet. Also, you don’t need a stamp to send it. E-mail has been turned
into something electronically made that can be sent in anyplace, anytime, as
long as the recipient has an internet connection. For example, a person does not
need to go to the post office just to send an important letter or message. All he
or she has to do is simply open his or her E-mail account, type a message and
send it to the recipient’s E-mail address. In other words, E-mail is an electronic
mail.
Classification
This pattern of paragraph development presents a topic and classifies it into

component parts, types, kinds or categories. It distinguishes its parts by presenting
the characteristics of each. This pattern uses transitional phrases like can be
divided, is a kind/type/part of, can be classified, falls under, can be categorized, is
related to, and associated with.
Example:
Some of us think that verbs are only those action words. But
actually, verbs have different classifications. They can be actions, linking, and
auxiliary verbs. On one hand, action verbs are those words that show actions
like jump, write, and talk. On the other hand, linking verbs such as is, are, was,
were, and am, are words that connect the subject of a sentence to its predicate.
Meanwhile, auxiliary verbs, also known as helping verbs, are those verbs used
to help a main verb. For example, in this sentence "I do love English", do is an
auxiliary verb since it is used to help the main verb love. In conclusion, verbs
have many forms and functions.
Cause and Effect
This pattern of paragraph development explains the reasons why

something happened or explains the effects of something. When an author gives
reasons, he or she is explaining the causes. When a writer explains the results, he
or she is explaining the effects. To explain the causes, the following signal words may
be used: since, due to, because, consequently, and for this reason. To explain the
effects, the following signal words may be used: so, thus, hence, therefore, and as a
result.
Example:
There are many reasons why students are not allowed to chew gum
in the class. First, some irresponsible students do not properly dispose their gum
after chewing. They may stick it on the bottoms of desks, drop it on the floor, or
put it on their classmate’s property. This may result to arguments among
classmates. Another reason is it is a distraction. When students are allowed to
chew gum, their attention is more focused on chewing, popping, or snapping it.
Because of this, they may no longer listen, read, and learn properly. These are
the reasons why students are not allowed to chew gum in the class.
What’s More
This time, you will be practicing what you have learned in writing an effective
paragraph through the different activities below.
Activity 1- On Semantic Web
Directions: Complete the semantic web below by giving words or phrases that can
be associated to the word paragraph. Write your answers on a separate sheet of
paper.
PARAGRAPH
Self-Check:
 Were you able to give appropriate words or phrases related to the word
paragraph?
 Is your knowledge about the concept of paragraph adequate enough to help

you in writing an effective paragraph?
 Do you think you are ready to develop your own paragraph?
Assessment 1
Directions: Based on the paragraphs below, identify the essential parts of the
paragraph and write them on their corresponding boxes. Do this on a separate sheet
of paper.
I really love writing poems. It Topic Sentence

allows me to express my thoughts.
Also, it enables me to explore my wide Supporting Sentence 1
imagination. I enjoy thinking of words
that rhyme together. It really makes Supporting Sentence 2
me happy. That is why writing poems
is my passion.
Supporting Sentence 3
Concluding Sentence
Leptospirosis can be deadly. It is Topic Sentence

a bacterial infection that usually
comes from the urine of rats, dogs,
and farm animals. Leptospirosis
Supporting Sentence 1
infection to persons rarely lasts for
more than a week. However, if the
person gets a severe form infection, he Supporting Sentence 2
or she must be hospitalized for it could
lead to serious conditions like chest
pain, shortness of breath, kidney Supporting Sentence 3
damage, meningitis, liver failure, and
even death. Without proper treatment, Concluding Sentence
leptospirosis can lead to loss of life.
Activity 2- Relate and Connect!
Directions: Read the sentences below. Identify the four sentences that are related to
each other. Write your answers on a separate sheet of paper.
_________ Water bottles, milk jugs, product containers, shampoo bottles, and
other plastics are the things that we usually throw to the garbage.
_________ There are so many simple and creative ways to recycle, reuse and
repurpose plastic items, and we will give you the ultimate guide on
how to do it.
_________ However, many of us often unknowingly throw away these plastic
items that can easily be reused or recycled instead.
_________ First, we can use plastic containers in making pots for plants and
flowers.
_________ By doing this, we will realize that we can earn and save money by
recycling, reusing and repurposing plastic items.
_________ Pollution is a result of human’s irresponsibility and abuses.
_________ Also, we can recycle old newspapers and magazines by making paper
arts and creative handicrafts for decorations and even for business.
_________ Also, we can sell plastic bottles to the junk shops for them to be
recycled.
Self-Check:
 Have you correctly identified the sentences which are related?
 What principles of paragraph writing have you considered in identifying them?
Assessment 2
Based on the sentences that you have chosen in Activity 2, make a paragraph by
organizing and rewriting the sentences.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________
Activity 3 – Guess the Pattern!
Directions: The following paragraphs talk about a single topic but apply
different patterns. Read each paragraph and identify the pattern of
development used. Write your answers on a separate sheet of paper.
1. The coronavirus disease (COVID-19) is a global crisis. In December 2019, the virus
began in the province of Wuhan, China. After few months, the virus reached the
nearby provinces of China and spread to the other parts of the globe. On March
11, 2020, World Health Organization (WHO) declared COVID-19 as a pandemic
since it infected more than 100,000 individuals over 110 countries. Until now, this
pandemic remains unsolved.
Paragraph pattern used: _________________________________________
2. Viruses refer to infectious microscopic organisms that multiply only in living cells
of animals, plants, or bacteria. They replicate themselves by integrating into the
cell. When this happens, the virus uses the cell’s chemical machinery to keep itself
alive. Viruses are responsible for causing many diseases such as measles, chicken
pox, common colds, SARS, and COVID-19. In conclusion, viruses are
microorganisms that harm other living things.
3. Some scientists claim that Corona Virus can be airborne. However, World Health
Organization (WHO) clarifies that the virus can be transmitted through aerosolized
respiratory droplets. It means that a person can primarily get the virus through
droplets coming from the infected person who coughs, sneezes or talks. The person
can get the virus if he or she is within 6 ft. perimeter, does not have face mask,
and inhaled the droplets. Also, people can be infected by touching surfaces
contaminated with the virus. Therefore, the primary mode of transmission is
through droplets.
4. Because of COVID-19 pandemic, there are safety protocols that must be followed
when entering some establishments. First you must wear face mask and face
shield. Next, present your quarantine pass. Then, the personnel will check your
temperature. If your body temperature is 37°C and below, you can enter the
establishment. After that, you will fill out a form asking for your contact
information. Once done, you can proceed with your transaction but you will be
asked to observe social distancing. These measures must be followed to ensure
your safety and to avoid getting the virus.
5. As COVID-19 outbreak continues to grow, comparisons have been drawn
between COVID-19 and SARS. These viruses have similarities and differences
in terms of their symptoms and transmission. Both viruses have common
symptoms like fever, cough, fatigue, and shortness of breath. However, other
symptoms like fever and chest pain are commonly experienced in SARS while
sore throat and runny nose are observed in COVID-19. In terms of transmission,
both viruses can be spread through droplets when an infected person sneezes,
coughs, or talks. However, COVID-19 has a wider scope of transmission than
SARS because the droplets from a COVID-19 infected person can reach up to 6
feet while the droplets from a SARS infected person can only reach up to 3 feet.
To sum up, even though COVID-19 and SARS have differences, both are still
deadly to humanity.
6. Despite the problems brought by the pandemic, it has undeniably cultivated

certain Filipino values. Because of the situation, family ties have been
strengthened. Filipinos have valued more the presence of the family members
and enjoy the time together. Also, the crisis made their faith to God stronger.
Further, they have better realized the importance of proper hygiene, good
nutrition, and a clean environment. This led to a positive habit formation that
protects themselves and their loved ones. Truly, when viewed in a positive lens,
this pandemic can bring out the best of Filipinos.
Paragraph pattern used: _____________________________________
7. When we were young, we thought that germs only come from dirty things and
places. But actually, they are microorganisms that can cause diseases. As a
matter of fact, germs can be classified as viruses, bacteria, fungi, and protozoa.
Viruses are infectious microorganisms that multiply only in living cells of
animals, plants, or bacteria. Meanwhile, bacteria are tiny, single-celled
organisms that get nutrients from their environments in order to live. Fungi on
the other hand, are multi-celled plant-like organisms that get their nutrition
from plants, people, and animals while protozoa are single-celled organisms, like
bacteria but bigger than them. Protozoa are fond in moisture and often spread
diseases through contaminated water. In conclusion, germs can be in different
forms.
Paragraph pattern used: ____________________________________
8. It is definitely frightful to be infected with COVID-19. Though a large number of
patients experience mild symptoms, turning it to a severe condition is still a
possibility. I could not imagine a patient to experience chest pain, loss of speech
or movement, and difficulty in breathing. What is worse is the patient is all alone
when he or she experiences all these struggles. Furthermore, anxiety and self-
pity add to the struggle of the patients. Therefore, in order to avoid such
conditions, let us not put our guards down from COVID-19.
Paragraph pattern used: _________________________________
Assessment 3 – Let’s Write!

Directions: Based on the given topic sentences and paragraph patterns, write a
5-7 sentence paragraph. Your paragraph will be graded according to
the criteria set in the rubrics provided on page 22.
A. Use the comparison/contrast pattern.
Generally, radio and TV have similar features but they also have some
striking differences. _____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
B. Use the process pattern.
There is a proper way of hand washing. ____________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.
(15-point Total Scale)
CRITERIA DESCRIP- INDICATORS SCORE

TION
Parts of a Presents the 5 - The paragraph presents the three essential
Paragraph essential parts of a paragraph in a very organized way.
parts of a
paragraph 4- The paragraph presents the three essential
namely topic parts of a paragraph in an organized way.
sentence,
supporting 3 – The paragraph presents the essential parts of
sentences, a paragraph in a fairly organized way.
1 -5 points and
concluding 2 - The paragraph presents the essential parts
sentence. but it is poorly organized.
1-The paragraph fails to present the essential

parts.
Applies the 5 - The paragraph clearly shows unity, coherence

Principles of principles of and development.
Paragraph writing a
Writing paragraph 4 - The paragraph shows unity, coherence and
namely development.
unity,
1 -5 points coherence, 3- The paragraph fairly shows unity, coherence
and and development.
development
. 2- The paragraph poorly shows unity, coherence
and development.
1 – The paragraph fails to show any principles of

paragraph writing.
Pattern used in Follows the 5 – The paragraph effectively follows the given
Paragraph given pattern pattern of paragraph development.
Development of paragraph
development. 4 – The paragraph follows the given pattern of
paragraph development.
3 – The paragraph fairly follows the given pattern

1 -5 points of paragraph development.
2– The paragraph poorly follows the given

pattern of paragraph development.
1– The paragraph does not follow the given

pattern of paragraph development.
What I Have Learned
Let us check how far you have learned from this lesson by filling in the boxes
below.
Today I have learned that paragraph is _________________

________________________________________________________
________________________________________________________.
The essential parts of a paragraph discussed in this
module are _____________________________________________
________________________________________________________
________________________________________________________.
The pattern of paragraph development that I like the

most is the pattern of _________________________________ .
I like it because ________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.
I have realized that writing effective paragraphs is

important because_____________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________
What I Can Do
Directions: Read and analyze the paragraph below. Using the guide question make
a paragraph about preserving our environment. Your paragraph will
be graded according to the criteria set in the rubrics provided on page
20.
One of the environmental issues faced by many countries around the world
is land pollution. Land pollution is the contamination and destruction of the earth’s
land surfaces due to human activities and misuse of land resources. There are many
factors that contributed to this problem. One of the factors is when humans apply
toxic chemicals such as insecticides, pesticides, and herbicides affecting the fertility
and productivity of the soil. Another factor is the improper disposal of plastic wastes
and garbage. Dumped garbage releases toxic gases that are harmful to humans as well
as to the land surfaces. Factories cause land pollution too because they produce
chemicals and toxic waste products which are damaging to the soil. Also, exploitation
of minerals through mining has contributed to the contamination of the land. To sum
up, these are the different factors that contributed to land pollution.
 What do you think is the condition of our environment nowadays?
 How can you contribute to solve this problem?
Preserving the Environment
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
Congratulations for having reached this far! This time, check what you have learned
in this module by answering the test that follows.
1. What refers to a group of sentences organized to discuss a topic?

A. clauses C. essay
B. composition D. paragraph
2. Which essential part of a paragraph elaborates the topic by including specific

details or evidences?
3. Which essential part of a paragraph uses a transitional device like thus, therefore,
indeed or finally in restating the topic of the paragraph?
4. What principle of paragraph writing is evident when all sentences in the paragraph
talk about one central idea or topic?
A. coherence B. development C. organization D. unity
5. What principle of paragraph writing is applied when a paragraph describes,

elaborates, explains, or supports its topic sentence, leaving no significant
questions in readers’ minds?
A. coherence B. cohesion C. development D. unity
6. What pattern of paragraph development is used to explain a process on how to do

something by presenting the steps, procedure, or instructions?
A. definition B. description C. narration D. process
7. What pattern of paragraph development uses series of examples to support and

further explain the topic sentence?

B. comparison/contrast D. exemplification
8. What is the topic sentence in the paragraph below?
E-mail is not something you can hold in your hand and send in the mail. It is
simply a mail put into digital form and can be sent to its recipient through the Internet.
Also, you don’t need a stamp to send it. E-mail has been turned into something
electronically made that can be sent in anyplace, anytime, as long as the recipient has
an internet connection. For example, a person does not need to go to the post office just
to send an important letter or message. All he or she has to do is simply open his or
her E-mail account, type a message and send it to the recipient’s E-mail address. In
other words, E-mail is an electronic mail.
A. E-mail is not something you can hold in your hand and send in the mail.
B. E-mail is a mail put into digital form and sent to its recipient through the
Internet.
C. E-mail has been turned into something electronically made that can be sent
in anyplace, anytime, as long as the recipient has an internet connection.
D. In other words, E-mail is an electronic mail.
9. ‘Vlogs are different from blogs.’ Which pattern of paragraph development best fits
given the topic sentence?
B. compare/contrast D. exemplification
10. Which of the following arrangement of sentences is an example of a

coherent paragraph?
1 - Deforestation is the cutting or the removal of trees for agricultural, mining, or

urbanization purposes.
2- Also, it disregards greenhouse gases which contribute to global
warming
3- There are many reasons why deforestation is considered a devastating
environmental issue.
4- These are the reasons why deforestation is a serious environmental
issue.
5- Despite its good intention, it has led to environmental problems such as
soil erosion, flooding, and loss of habitats for the animals and plants.
A. 31254 B. 31524 C. 31542 D. 31245

B. classification D. narration
paragraph?
1. When we were there, we visited many famous tourist spots.
2. Visiting Korea is my most memorable get away.
3. My dad surprised us that we were going to Korea for vacation.
4. My most unforgettable trip happened when I was 15 years old.
5. What is more memorable was when we watched the concert of my
favorite K-pop band, BTS.
A. 32154 B. 35214 C. 43152 D. 42315

A. description C. process
B. definition D. narration
14. What pattern of paragraph development is used in the paragraph below?
Boracay, one of the most famous beaches in the world, is also popular as a blessed
island. You will be amazed and fascinated when you visit the place. Its powder-like
sand will make you feel like you are in a paradise island. Seeing its crystal-clear water,
will make you feel blessed and alive. Many locals and tourists always go back not only
because of the paradise-like view but also to enjoy life and its blessings.

B. comparison/contrast D. process
15. Based on the paragraph in number 14, what sentence violates the principle of
coherence?
A. You will be amazed and fascinated when you visit the place.
B. Its powder-like sand will make you feel like you are in a paradise island.
C. Seeing its crystal clear water, will make you feel blessed and alive.
D. Many locals and tourists always go back not only because of the
paradise-like view but also to enjoy life and its blessings.
This part of the module will help you sharpen your knowledge on paragraph
writing.
It’s More Fun in My Province!
Directions: Think of the most visited place in your province. Write a paragraph
about it consisting of 5-7 sentences. A rubric on page 22 is given as your guide.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What’s More What’s More What's In
Activity-1 Activity-3 Guess the 1. E
1. Answers may vary Pattern! 2. C
Assessment-1 3. B
1. Narration 4. A
A.
2. Definition 5. D
Topic Sentence: I really love writing poems.
SS 1: It allows me to express my thoughts. 3. Exemplification
SS 2: Also, it enables me to explore my wide 4. Process What I
imagination. I enjoy thinking of words that rhyme 5. Compare/Contrast
together. 6. Cause & Effect Know
SS3: It really makes me happy. Concluding Sentence: 7. Classification Pre-Test
That is why writing poems is my passion. 8. Description 1. D
Assessment-3 2. B
B.
Topic Sentence: Leptospirosis can be deadly. 3. A
SS1: It is a bacterial infection that usually comes 1. Answers may 4. D
from the urine of rats, dogs, and farm animals. vary 5. C
SS2: Leptospirosis infection to persons rarely lasts for 2. Answers may 6. D
more than a week. SS3: However, if the person gets a vary 7. D
severe form infection, he or she must be hospitalized 8. A
for it could lead to serious conditions like chest pain, 9. B
shortness of breath, kidney damage, meningitis, liver
10. B
failure, and even death.
Concluding Sentence: Without proper treatment, 11. A
leptospirosis can lead to loss of life. 12. C
13. D
Activity-2 14. C
 There are so many simple and creative ways to 15. D
recycle, reuse and repurpose plastic items, and
we will give you the ultimate guide on how to do
it. What I can do
Pick a Paragraph
 First, we can use plastic containers in making Answers may vary
pots for plants and flowers. Note: Teacher has to read the topic each
student may choose. Consider its unity,
 By doing this, we will realize that we can earn development and coherence based on the
and save money by recycling, reusing and
rubric provided.
repurposing plastic items.
 Also, we can sell plastic bottles to the junk shops Additional
for them to be recycled.
Assessment
Activities
Assessment 2 16. D
 17. B Answers may vary
There are so many simple and creative 18. A
19. D Note: Teacher has
ways to recycle, reuse and repurpose plastic
items, and we will give you the ultimate guide 20. C to read the topic
on how to do it. First, we can use plastic
21. D each student may
containers in making pots for plants and
22. D choose. Consider its
flowers. Also, we can sell plastic bottles to the
23. A unity, development
24. B and coherence
junk shops for them to be recycled. By doing
25. B based on the rubric
this, we will realize that we can earn and save
26. A provided.
money by recycling, reusing and repurposing
27. C
plastic items.
28. D
29. C
30. D
Answer Key
Reference
Department of Health, COVID-19 Updates, www.doh.gov.ph

“Department of Health Website.” 2019. Doh.Gov.Ph. 2019.
https://www.doh.gov.ph/2019-nCoV.
Department of Education, K to 12 English Curriculum Guide-English 8

Fourth Quarter
“PARAGRAPH DEVELOPMENT.” n.d. Faculty.Washington.Edu.
http://faculty.washington.edu/ezent/impd.htm.
“E. Characteristics of Good Paragraph Writing - English Academic Writing

(Video Teaching).” n.d. Sites.Google.Com. Accessed August 9, 2020.
https://sites.google.com/site/phf6453/ii-subject-verb-agreement/a-
introduction.
“Seven Types of Paragraph Development.” n.d.

http://www.write.armstrong.edu/handouts/Modes.pdf.
“Macmillan Learning for Instructors | Textbooks & Resources for Higher

Education.” n.d. Www.Macmillanlearning.Com.
https://go.bfwpub.com/rs/122-CFG-
317/images/Handout_AP%20Language_Patterns%20of%20Developme
nt.pdf.
“Kirszner and Mandell The Brief Holt Handbook.” 2020. Sharpschool.Net.

https://www.bedfordjfhs.sharpschool.net.
“Potential Energy.” 2000. Physicsclassroom.Com. 2000.

https://www.physicsclassroom.com/class/energy/Lesson-
1/Potential-Energy.
“Alligator vs Crocodile: What’s the Difference? - A Tutor.” 2019. A Tutor.

June 20, 2019. https://atutor.ca/alligator-vs-crocodile/.
“Africa Faces Some Serious Environmental Problems: Greenpeace.” n.d.

Globe Afrique - Africa and World News. Accessed August 12, 2020.
https://globeafrique.com/africa-faces-some-serious-environmental-
problems-greenpeace/#.
“Virus | Definition, Structure, & Facts.” 2019. In Encyclopædia Britannica.

https://www.britannica.com/science/virus.
Shiel, William C. 2018. “Definition of Virus.” MedicineNet. 2018.

https://www.medicinenet.com/script/main/art.asp?articlekey=5997.
Cunningham, Avril. n.d. “LibGuides: English 100: Interactive Writing:
Classification-Division.” Bowiestate.Libguides.Com. Accessed August
13, 2020.
https://bowiestate.libguides.com/english_100/Classification_Division
.
“Germs: Bacteria, Viruses, Fungi, and Protozoa (for Parents) - KidsHealth.”

2019. Accessed August 13, 2020. Kidshealth.Org. 2019.
https://kidshealth.org/en/parents/germs.html.
“#1 Grammar and Spell Checker.” n.d. Www.Gingersoftware.Com.

https://www.gingersoftware.com/content/grammar-rules/verbs/.
“Types of Verbs.” n.d.

https://www.uvu.edu/writingcenter/docs/handouts/grammar/types
ofverbs.pdf.
“Toppr.” 2019. Toppr-Guides. November 13, 2019.

https://www.toppr.com/guides/chemistry/environmental-
chemistry/land-pollution/.

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Developing Paragraphs that
Illustrate Text Types
English – Grade 8
Quarter 4 – Module 5: Developing Paragraphs that Illustrate Text Types
First Edition, 2020
over them.


Writer: Treshella Mae P. Clarit
Editors: Isabel L. Loayon, Gemma B. Espadero
Reviewers: Gladys S. Asis, Gemma B. Espadero, Camela G. Lerio, Juliet C. Tiujongco,
Bridget T. Escatron, Cleofe Q. Arado, Noel V. Bernales, Mary Ann O.
Gocela, Tammy C. Catubig, Vanessa R. Natulla
Layout Artist: LRMS Tandag City
Isidro M. Biol
Maripaz F. Magno
Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Developing Paragraphs that
Illustrate Text Types

Thank you.
What I Need to Know
This module is developed for you, Grade 8 learners. This is based on the
expected competencies that you should learn in your specific grade level. The module
has been crafted thoroughly with varied and detailed examples and exercises. Lastly,
it has been structured accordingly to suit your level of understanding and
capabilities.
The Most Essential Learning Competency (MELC) covered in this module is

develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual and personal recount, persuasive).
Objectives:

 define the different text types;
 identify the text types illustrated in sample paragraphs;
 develop paragraphs that illustrate specific text types; and
 explain the importance of knowing the different text types.
What I Know
The test you are about to take will determine how well you know the lesson
you are about to explore. The result of this test will help you decide whether or not
you still need to take this lesson. If you get all the 15 items correctly, you can skip
the module. However, if you get one mistake, you have to proceed.
1. A story about the time you got lost at the forest or a place you visited once
A. expository C. narrative
B. factual recount D. persuasive
2. An essay that talks about the negative effects and dangers of illegal drugs to
the youth
A. expository C. personal recount
B. narrative D. persuasive
3. The historical background of a certain place

A. explanatory C. narrative
B. expository D. persuasive
4. A letter of complaint to the barangay captain explaining observation on peoples’

non-compliance to community quarantine’s health protocols
5. The doctor discussed the important parts and functions of the human heart.
6. An essay discussing the theme from Romeo and Juliet
7. An article attempting to convince readers to conduct a rally for a cause

8. The teacher retells her favorite fairy tale.

A. expository C. factual recount
B. explanatory D. narrative
9. An article exposing the possible causes of COVID 19

10. An advertisement which says “Visit Cleofe’s Stairways to Heaven and see the
landscape of the city!
11. What text type is exemplified in the passage below?
When I was five years old, I had an extreme liking with my sister's toys.
Later on, I had a truck full of toys and they made me very happy. Years had
passed, my sister and I grew up and our likes became different too. Those
barbie dolls that my sister used to play and dressed up with, seem to be a
childish thing now and my favorite “Luksong Tinik” game became part of my
memory now.
B. explanatory D. persuasive
12. How important is the use of appropriate text type in writing a specific text?
A. It helps explain the structure of the message.

B. It helps entertain the readers with its details.
C. It helps persuade the readers about the topic.
D. It helps convey the purpose of the text itself.
For numbers 13 -15
Directions: Write a narrative text about your graduation ceremony in the

Elementary. Be guided by the rubric provided below. Write your answer on a
RUBRIC for NARRATIVE TEXT-TYPE PARAGRAPH (by I. Loayon)

Components 3 Points 2 Points 1 Point
Structure  has 5  has 3-4  has 1-2 T
O
sentences that sentences that sentences that
T
logically tell a logically tell a story attempt to tell a A
story either in either in fiction or story either in L
fiction or non- non-fiction fiction or non-
fiction fiction S
Content and  correctly  has 1 to 3  has 4 or more C
Language uses past form errors in using errors in using O
Features verbs while past form verbs past form verbs R
E
narrating or while narrating or while narrating or
answering what answering what answering what
happened to happened to the happened to the
the character/s character/s in character/s in clear
in clear clear setting/s. setting/s.
setting/s.
Score /2
What’s In
Previously, you learned about composing effective paragraphs. In this

activity, you will show your understanding of the message and structure of a
sample paragraph.
Activity: Choose the Best!
Directions: Read the paragraph below. Then, answer the questions that follow. Copy
the letters of the correct answers on a separate sheet of paper.
Since we need to observe quarantine protocols during COVID-19

pandemic, the government leaders issued directives on what we should do to
avoid getting or spreading the virus. For instance, we are trained to observe social
distancing, to wear facial mask, as well as, to do frequent hand washing because
these will prevent the virus from spreading. Moreover, people aging 20 years and
below, senior citizens, and those with health problems are not allowed to go
outside. They are among the vulnerable populations, so we must protect them
from getting infected. If we allow the children, the elderly, and the sick to go out,
they can easily get infected. When more people get infected, our hospitals might
be overwhelmed and they would not be able to take care of the sick because of
lack of beds, facilities, nurses, and doctors. Online selling has become more
popular due to the closure of department stores. Thus, everyone must be
responsible and follow health protocols to help save lives.
1. Which part of the paragraph speaks about its main idea?
A. first sentence C. second sentence

B. fourth sentence D. third sentence
2. Which of the following sentences does not support the main idea in the
paragraph?
A. Online selling has become more popular due to the closure of department
stores.
B. Thus, everyone must be responsible and follow health
protocols to help save lives.
C. For instance, we are trained to observe social distancing, to wear facial mask,
as well as to do frequent hand washing.
D. Moreover, people aging 20 years and below, senior citizens, and those with
health problems are not allowed to go outside.
3. How many sentences support the main idea in the above paragraph?
A. 2 sentences C. 4 sentences
B. 3 sentences D. 5 sentences
4. What specific word in the paragraph convinces us to follow health protocols?

A. COVID 19 C. government
B. directives D. lives
5. What text type is exemplified in the above paragraph?

A. descriptive C. narrative
B. recount D. persuasive
Great! You still remember the previous lesson about main ideas and
supporting details. Such lesson helped you understand the important elements
of a text or a paragraph. A paragraph or a series of paragraphs make a specific
type of text. Read on and find out more about text types.
What’s New
At this point, you will read different paragraphs that make up specific text types.
Text types classify texts according to their purposes, so they are structured
differently, too. Some texts narrate a series of events, while others explain how
something works. Other text types give instructions or list procedures, while others
argue for a point to convince readers. In this module, sample text types are given
and explained so that you can eventually write your own paragraphs.
Activity 1: Identify Me!

Directions: Read the discussion on the different text types and complete the table
below.
Texts Purpose Text Type
1. Fairy tale
2. Biography
3. Recipe
4. News report
5. Diary entry
6. Article showing
causes of global
warming
7. Why thunderstorms
occur?
8. Should social media
be banned among
JHS students?
Text types may be categorized in a number of ways. The following lists the
more common text types you read almost every day.
1. Narrative – tells a story which can be fiction (made-up story) or non-fiction

(real events). Shorts stories and other traditional tales are examples of fiction,
while biographies are examples of narrative non-fiction.
2. Explanation - explains a particular subject or topic through ideas that
support it. It is a kind of factual text that explains how or why things are. It
elaborates on how or why something occurs or give information on how to
do something.
3. Expository – are also informational texts that present factual data on a topic
through description, sequence, comparison and contrast, cause and effect,
and problem-solution.
4. Procedural text - lists a sequence of actions or steps needed to make or do
something. Some examples include recipes, science experiments, assembly
manuals, or instructions for playing games. This should not be confused with
explanations on processes, because procedural texts are more directive and
imperative. They instruct readers on how to go about processes.
5. Recount - retells past events which may either be personal or factual.
 Personal recount - retells past events that the writer was personally
involved in. Diary entries and short personal memoirs are examples of
personal recounts
 Factual recount - retells events that also happened in real life but may
not be about the writer himself/herself. News reports and witness
statements are examples of factual recounting.
6. Persuasive text - intends to convince the readers/listeners to believe, perform

a certain action or change mind. Examples of persuasive text types include
advertisements, editorials, debate speeches, arguments, and persuasive
essays and speeches.
What is It
Text types are distinguished from one another based on their purpose, their
structure, and recurrent language features.
Activity 2. Text Structure
Directions: Analyze the following examples and describe how ideas are developed in
each sample text type.
Text type Structure or Idea development

Narrative Example:
 Presents events in chronological order
or causal relationship
 Uses the pyramidal structure from
exposition, rising action, climax,
falling action and denouement.
Explanation 
Expository 
Procedure/instructions 
Factual Recount 
Personal Recount 
Persuasive
Example 1. Narrative
Friendship Detour
by Clarit, Tresh
Aga’s fun afternoon was replaced with sadness. The moment he checked his
timeline on Facebook, Bobby was the topic. Aga was shocked that his best friend,
Bobby died. Five hours earlier, they ate chicken barbecue and enjoyed the view of
their favorite beach resort. After that, they proceeded to a nearby restaurant and
ordered the best-selling halo-halo. They saw other friends enjoying their meals, too.
Aga just decided to go home to rest for the next day’s trip. They both got into their
motorbikes. That was the last time Aga saw him.
Example 2. Explanation
Why Sleep is Important
Sleep is like food for your brain. Getting enough sleep is important for your
physical and mental wellbeing. Sleep lets your mind recharge and process
information. It’s the only part of the day that your body gets to rest and repair. Sleep
can also help you feel better, think more clearly, and concentrate better. It gives you
energy to complete tasks and can make you more alert. Without enough sleep you
may have problems with thinking, concentrating, memory, reaction times and mood.
Source: Why Sleep is Important. Kids Helpline. Retrieved from
https://kidshelpline.com.au/teens/issues/why-sleep-so-important
Example 3. Expository text
There are several characteristics which distinguish plants from animals.

Green plants are able to manufacture their own food from substances in the
environment. This process is known as photosynthesis. In contrast, animals,
including man, get their food either directly from plants or indirectly by eating
animals which have eaten plants. Plants are generally stationary. Animals, on the
other hand, can usually move about. In external appearance, plants are usually
green. They grow in a branching fashion at their extremities, and their growth
continues throughout their lives. Animals, however, are very diverse in their external
appearance. Their growth pattern is not limited to their extremities. It is evenly
distributed and only occurs in a definite time period. Therefore, the differences
between plants and animals is quite significant.
Source: Academic Skills Office (ASO) – Fact Sheets Retrieved from

http://www.une.edu.au/current-students/resources/academic-skills/fact-sheets
Example 4. Procedural Text
Source: How to Wash Your Hands. Healthline. Retrieved from

https://www.healthline.com/health/7-steps-of-handwashing#handwashing-steps
Example 5. Personal Recount
Memories Last a Lifetime
by Clarit, Tresh
My family used to visit my grandparents’ farm in the province. I had all the
first-time experiences such as: riding on a carabao, climbing fruit trees, swimming
in the river and pounding pinipig rice. I could not forget also how my mother cooked
her special bibingka or rice cake for us. I felt that life in the farm was fun. It made
me realize that happiness cannot only be found at the city but also in the
countryside.
Example 6. Factual recount
Footsteps in the Moon

by Clarit, Tresh
Riding in a spacecraft named Apollo 11, Neil Armstrong and company were
determined to reach the moon. On July 20, 1969, they successfully made it. “One
giant leap for mankind!” the historical line exclaimed by Neil Armstrong. This has
been a tough challenge to an astronaut’s mission that brought success to his nation.
Such honor made him noteworthy. Carrying his nation’s flag placed on the moon’s
surface was a victory.
Example 7. Persuasive text
Treshella White Beauty Soap

by Clarit, Tresh
Using “Treshella White Beauty Soap” truly gives an amazing effect. It makes
your skin look smooth and silky white. It contains glutathione and Vitamin C. Hurry!
Grab this product from stores nationwide and experience young-looking skin like no
other.
What’s More
Very good! You have already analyzed the structure of the different text types.
This time, you need to closely analyze the language features of each text type. You
can analyze the recurrent grammar forms, the transition markers, and words
generally used in each text type.
Activity 3: Language Features
Directions: Using the same examples, supply the recurrent language features you
noticed in each text type. Write your answers on a separate sheet of
paper.
Persua
sive Expository
Narrative Explanation
Personal
Procedure Factual recount
recount
©2020 ClipartPanda.com
(Creative commons license)
Activity 4: Express your thoughts!
Directions: Read each paragraph and choose a sentence that best completes its idea
based on the suggested text type. Write the letter of your answers on a
1. NARRATE ME NOW! (Narrative Text)

Once there was a family in a certain village. The father who was very ill
talked to his sons Troy, Robert and Felix one evening. ______________________
One day, I will be gone, so you must have to find the three boxes in the mountain.
Those boxes will help each of you prosper in life,” he said.
A. “You have to visit our farm.

B. “You must take care of each other.
C. “I am old and getting weaker each day.
D. “I would be glad if you could find the treasures.
2. CONVINCE ME (Persuasive Text)
Skipping breakfast is very common to young people. They think it is
not necessary. However, I believe that eating breakfast is important to start
the day right. The following are the advantages of having breakfast: it gives
your body energy and strength and makes your brain function well.
_______________________________. So, now is the right time to start eating
breakfast to stay healthy and productive.
A. Eating breakfast is advisable.

B. While, skipping breakfast is a diet practice.
C. However, eating breakfast is advantageous.
D. On the other hand, missing breakfast will lead to a lot of health problems.
3. RECALL YOUR EXPERIENCE (Personal Recount)

Mr. Santos said, “Dear son, I can still remember when my father told
me his secret. It was about the treasures he buried in the mountain.
_________________. I was very determined and excited to find those treasures,
so, I never thought of dangers on my way, but I was desperate because I was
selfish to think, “When I found the treasures, I could have owned the largest
part of the land in the mountain.”
A. He offered me the treasure box.

B. He went home with the treasure.
C. He gave me the large portion of the land.
D. He challenged me to search the treasures.
Activity 5: Identify and Arrange Me

Directions: Read the sentences in the box and copy the diagram into a separate
sheet of paper. Then, arrange the sentences in the diagram accordingly.
Write only the letters. Finally, at the center, write the text type used.
1-5
A. So, Max just decided to cancel the plan and waited for Ana’s free time.
B. Max told her if she’s willing for a jog.
C. Anna responded to Max that she was unavailable.
D. One afternoon, Anna received a call from her friend Max.
(1.) Ist
sentence
_____
(5). Text
(4.) 4th (2.) 2nd
Type sentence
sentence
_____ _______ _____
____
(3.) 3rd
sentence
_____
6-10
A. If you eat this sweet fruit, you will surely have a healthy body!
B. Yes, it does!
C. Don’t you know that banana contains different health benefits just like any
other fruits?
D. It gives Vitamin C, provides good digestion, boosts energy and a lot more!
(6.) Ist
sentence
_____
(10). Text
(9.) 4th (7.) 2nd
Type sentence
sentence
_____ ________ _____
___
(8.) 3rd
sentence
_____
Activity 6: Please explain…
Directions: Write an explanation on how photosynthesis happens using the diagram

below. Write your answer on a separate sheet of paper.
Activity 7: Writing Galore!

Directions: Choose one from the following writing tasks. Be sure to follow the
appropriate structure and use the correct language in your chosen
topic and text type. Note the rubric for evaluating your written output.
Some examples are given for your reference.
1. Write a personal recount in the form of a diary entry.

2. Make a Factual Recount on the topic “COVID Vaccination in the Philippines.”
3. Compose an explanation on the basic health protocols that keep us from

contacting COVID 19.
Example: Personal Recount - Diary Entry
November 7, 2016
8:08 AM (Saturday)
Oh, how time flies! It was 2016 and I had the chance to travel with my
sister in Manila. We had the chance to meet and greet our relatives for
the first time. We had the best experience hopping from one spot to the
other. It was one unforgettable experience and would surely have a lot
more in the future.
November 8, 2017
4:04 PM (Sunday)
I had once visited a place last vacation. I was amazed by the environment. I
loved its calm and peaceful scenery. Whenever I saw the trees, flowers and birds,
they gave me the feeling of happiness. I felt relieved from stress. That place gave me
the comfort and relaxation I needed.
Example: Factual Recount - News Article

Example:
The “community pantry” of essential goods that first emerged along a street in
Quezon City has spread in other areas in and out of Metro Manila. Many persons
praise such effort as a form of community spirit, where strangers help strangers
during the COVID-19 pandemic. But at the same time, they see it as a critique of the
government’s response to the coronavirus, which they feel is not reaching the people
who need help the most. “We are here to remind each other that we can rely on one
another. After all, we can’t really rely on anyone else”,
-Abolisyon. (Rappler.com, April 18, 2021)
RUBRIC
Structure  has 5  has 3 to 4  has 1 to 2 T
O
logical sentences logical sentences sentences with
T
with clear main with clear main main idea but A
idea and idea and lack supporting L
supporting details supporting details details
Content and  has 5  has 3 to 4  has 1 to 2 S
Language sentences that give sentences that give sentences C
Features factual information factual information attempt to give O
with definition with definition factual R
E
and/or explanation and/or explanation information /
of the key words of the key words explanation of the
used used key words used
Score /2
What I Have Learned
What have you learned about text types? Complete each sentence below to
record your insights and understanding about the topic.
I have learned that . . .

 Narrative text type is useful when…
 Explanations are useful when…
 Expository text type is used when…
 Personal Recount is used to…
 Factual Recount can be used when…
 Persuasive text type is written when…
Text types vary according to…

_____________________________________________________________
___________________________________________________________
I have realized that learning the different text types is

important because_________________________________________
_____________________________________________________________
_____________________________________________________________
__________________________________________________________
What I Can Do
Congratulations for reaching this far! The different activities provided you
opportunities to develop paragraphs illustrating varied text types. Demonstrate what
you can do by writing examples of different text types.
Activity 8: Write it out!
Directions: Work on the two writing tasks, a narrative and a persuasive text type.
Note the rubrics for evaluating each output.
1. Narrate events based on the images shown below. Write a five-sentence paragraph
using a narrative text type on you answer sheet.
RUBRIC for NARRATIVE TEXT-TYPE PARAGRAPH

O
T
fiction fiction S
E
happened to the happened to the happened to the
character/s in character/s in clear character/s in clear
clear setting/s. setting/s. setting/s.
Score /2
2. Write a five-sentence persuasive text type about your stand on the use of cellphone
in the classroom.
RUBRIC for PERSUASIVE-TYPE PARAGRAPH (by I. Loayon)

O
sentences with a sentences with a sentences that
T
specific topic that specific topic that attempt to convince A
convinces the convinces the the readers to L
readers to believe readers to believe or believe or to change
or to change mind to change mind then mind then perform S
then perform a perform a certain a certain action C
certain action action O
Content and  correctly  has 1 to 3  has 4 or more R
Language E
uses adjectives to errors in the errors in the
Features describe well the use of adjectives to use of adjectives to
product and to describe well the describe well the
defend the product and to product and to
usefulness of it for defend the defend the
a particular cause. usefulness of it for a usefulness of it for a
particular cause particular cause
Score /2
Assessment
Directions: Identify the text type described in each item below. Write the letter of your
choice on a separate sheet of paper.
1. An essay that talks about the negative effects and dangers of illegal drugs to
the youth
B. narrative D. procedure
2. A fantastic story about the time a character got lost in the forest
3. A letter of complaint to the barangay captain explaining observation on peoples’

non-compliance to community quarantine’s health protocols
A. explanation C. narrative
4. The historical background of a certain place

B. expository D. persuasive
5. The doctor discussed the important parts and functions of the human heart.
6. An article attempting to convince readers to conduct a rally for a cause
7. An essay discussing a theme from Romeo and Juliet

A. explanation C. narrative
8. The teacher retells her favorite fairy tale.

A. expository C. factual recount
B. explanatory D. narrative
9. An advertisement which says “Visit Cleofe’s Stairways to Heaven and see the
landscape of the city!
10. An article exposing the possible causes of COVID 19

11. What text type is exemplified in the passage below?

When I was five years old, I had an extreme liking with my sister's toys. Later
on, I had a truck full of toys and they made me very happy. Years had passed, my
sister and I grew up and our likes became different too. Those barbie dolls that my
sister used to play and dressed up with, seem to be a childish thing now and my
favorite “Luksong Tinik” game became part of my memory now.

B. explanatory D. persuasive
12. How important is the use of appropriate text type writing a specific text?
A. It helps explain the structure of the message.
B. It helps entertain the readers with its details.
C. It helps persuade the readers about the topic.
D. It helps convey the purpose of the text itself.
For numbers 13-15:
Directions: Write a five-sentence narrative text about a graduation ceremony.
RUBRIC for NARRATIVE TEXT-TYPE

O
T
fiction fiction S
E
happened to the happened to the happened to the
character/s in character/s in clear character/s in clear
clear setting/s. setting/s. setting/s.
Score /2
Additional Activity
At this point you have already gained a better understanding of text types
illustrated in paragraphs. Enrich your understanding of the topic by working on the
last task below.
Directions: Choose the text type that you like best. Then state your reasons why
you like it using an explanation text type. Be guided by the rubrics below. Write
your answer on a separate answer sheet.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC for EXPLANATIONS

Structure  has 5 sequenced  has 3-  has 1-2
sentences that sequenced sentences that
explain a topic and sentences that attempt to explain
T
its ideas that explain a topic and a topic but lack O
support it , then its ideas that ideas that support T
conclude with a support it, then it A
brief summary of conclude with a L
the process brief summary of
the process S
Content and  has no error in  has 2 -3 errors  has 4 or more C
Language the use of in the use of errors in the use of O
R
Features transitional devices transitional devices transitional devices
E
and the signals of and the signals of and the signals of
cause and effects cause and effects cause and effects
relationship while relationship while relationship while
explaining how explaining how explaining how
something is done something is done something is done
or why something or why something or why something
occurs occurs occurs
Score /2
What I Know What’s new
1. C TEXTS PURPOSE TEXT TYPE
2. A 1. Fairy tale 1. to tell an imaginative 1. Narrative
3. B 2. Biography story and entertain 2. Narrative
4. A 3. Recipe readers 3. Procedural
5. A 4. News report 2. to tell a nonfiction 4. Factual Recount
6. A 5. Diary entry story about the life of 5. Personal Recount
7. D 6. Article showing a person 6. Expository
8. D cause of global 3. to list a series of steps 7. Explanation
9. A warming or procedure for 8. Persuasive
10. D 7. Why others to follow
11. C thunderstorms 4. to retell factual events
12. D occur 5. to retell personal events
13-15. Answers may vary. 8. Should social or experience that the
media be banned writer is personally
What’s In among JHS involved in
1. A students? 6. to discuss cause and
2. A effect of a
3. D phenomenon
4. B 7. to explain why and
5. D how a phenomenon
occurs
8. to explore different
points of view; to
argue a point; and
support it with facts
and other evidence to
persuade others
What’s More 4. Explanation Activity 4. Express Your Assessment
Activity 3: Words/Phrase  explains a Thoughts 1. A
petals topic/subject 1. C 2. C
1. Narrative text:  explains procedure; 2. D 3. A
 tells a story how something is done 3. D 4. B
 fiction/non-fiction or why something Activity 5. Identify and
 presents character and occurs 5. A
Arrange Me
setting 5. Factual Recount 6. D
1. D
 answers “what  retells past events 7. A
2. B
happened”  speaker/writer is in 8. D
3. C
2. Persuasive text involved 9. D
4. A
 convince readers 6. Personal Recount 10. A
5. Narrative
 ideas/opinions of  describes past events 6. C 11. C
author  speaker/author is 7. B 12. D
3. Expository text personally involved 8. D
 gives factual  uses first person 13-15. Answers may vary
9. A
information w/ main pronoun 10.Persuasive
topic and supporting  uses verbs in a simple Activity 6. Please explain
data past tense Answers may vary
 historical
Activity 7. Writing Galore
 scientific
Answers may vary
 economic
What I Have Learned
Answers may vary
Activity 8. Write It Out
Answers may vary
Answer Key
References
Healthline Media a Red Ventures Company. 2005-2021. Retrieved from
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-
for-public
Literary Devices. 2020. Retrieved from https://literarydevices.net/persuasive-

essay/
“Paragraph Examples: Expository, Narrative, Persuasive, Descriptive, and More.”

[online] Retrieved from https://patternbasedwriting.com/
The Copywriting in Action School. 2008–2019. Retrieved from

https://copywritinginaction.com.au/copywriting-genres/
Text Types. Retrieved from https://www.slideshare.net/Chromeangel/text-types-

47444653
"Open Oregon – Educational Resources". Openoregon. Pressbooks.Pub, 2020.

https://openoregon.pressbooks.pub. Retrieved from
https://en.wikipedia.org/wiki/File:Photosynthesis_en.svg

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Delivering A Self-Composed
Speech
English – Grade 8
Quarter 4 – Module 6: Delivering A Self-Composed Speech
First Edition, 2020
over them.


Writer/s: Mick Mars P. Silvano
Reviewers: Gladys S. Asis, Tammy C. Catubig, Ricky Pedralba
Rhoda M. de los Santos, Gemma B. Espadero,
Rowena Ga, Generosa Tolentino,Marvelous Estal,
Pinky Rosarie E. Laurente Vanessa R. Natulla,
Pepsi C. Lopez,
Layout Artist: LRMS Tandag City
Isidro M. Biol
Maripaz F. Magno
Jeanette R. Isidro
Gemma B. Espadero

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Speech

Thank you.
What I Need to Know

(MELC) presented in Week 4 of the English 8 Curriculum Guide for the fourth
quarter. The lesson found in this module is split into self-contained units with their
own activities and notes for further reading. Specifically, this lesson helps you on
how to deliver of a self-composed speech using all the needed speech conventions.
The material can be used for individual study working with different topics
through individualized instruction. In this respect, we hope that the module will itself
be put to use productively in different ways that nonetheless contribute to its
underlying aim: to save our learners from dropping out and to develop an awareness
of reading among our learners, where reading the word is a part of reading the world.
Main Learning Competency
The Most Essential Learning Competency (MELC) covered in this module is

deliver a self-composed speech using all the needed speech conventions.
Objectives:
Specifically, you are to:
1. determine the different speech conventions;
2. critic a speech performance;
3. compose one’s own speech according to a topic of interest;
4. deliver the self -composed speech; and
5. express suggestions in addressing a concern through a speech.
What I Know
Before we start discussing the lesson, let us 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.
Directions: Read carefully the following questions and write the letters of your
1. Which is NOT TRUE of a purpose statement?

A. realistic
B. results-oriented
C. specific
D. varied
2. Your text cites five values shared by most Filipino citizens. Which is NOT one
of them?
A. good citizenship
B. materialism
C. political views
D. work ethics
3. A predisposition to respond to something in a favorable or unfavorable way is

a/an _____.
A. attitude
B. belief
C. demographic
D. value
4. Which of these is NOT a demographic factor in the delivery of a self-composed

speech?
A. age
B. gender
C. group memberships
D. speech purpose
5. The terms ‘passers-by, captives, and volunteers’ all refer to types of __________.
A. audiences
B. general purposes
C. occasions
D. speakers
6. Sound-related parts of conveyance incorporate all the following EXCEPT _____.
A. articulation B. gestures C. pitch D. volume
7. Which of these could be used in researching a speech?

A. Database
B. Periodicals
C. Website
D. All of these could be used.
8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

middle-class guys who have been fruitful in business. Most are young
professionals and educated." Those announcements are commonplace of
statements from _______.
A. a general purpose
B. a speaker analysis
C. a specific purpose
D. an audience analysis
9. Reviewing your interests is a good step to take when you are _________.
A. analyzing the speaking situation
B. analyzing the audience
C. organizing your speech
D. choosing a topic
10. In developing a speech, it is best to choose a topic…

A. which is uncommon to you so that it will appear fresh.
B. where you are not really interested, so you can empathize with the
audience and develop their interest.
C. that can be delayed so that you can spend so much time searching for
a good topic.
D. that interests you so that you can make it interesting for others.
11. Regarding audience purpose, it is generally reasonable to say that…

A. there might be an assortment of purposes for tuning in inside a group
of people.
B. audience socioeconomics have no relationship to crowd reason.
C. gender is commonly the best indicator of direction.
D. all members are always there for the same purpose.
12. Which is NOT a general purpose in the delivery of a self-composed speech?
A. choose a point wherein you are not so much intrigued, so you can
understand the crowd and build up their advantage.
B. delay your choice if possible so that you spend as much time as you can
be searching for a good topic.
C. choose a subject that intrigues you so you can make it fascinate for other
people.
D. choose a point about which you know nothing so your subject will be
new.
13. Which of the following is an effective statement of a purpose?

A. After my discourse, the crowd will have the option to list four reasons
why youngsters join packs.
B. My design is to educate you about wrongdoing and to convince you to
avoid packs.
C. The design is to educate the crowd about wrongdoing.
D. The reason for my discourse is to educate.
14. Which of the following is the best thesis statement?

A. After my discourse the officials (crowd) will have the option to recognize
a payoff suggestion from honest casual discussion.
B. High school students in my audience will know how to use a search
engine.
C. Changing the way, we subsidize battles will profit competitors and voters.
D. Adapting to a new classmate is like changing a tire.
15. Which of the following considerations should be included in a speaker’s belief

that time should be part of an audience’s analysis?
A. Whether the speech will be in the morning or after lunch, at the
beginning or end of some shared segment of time (semester, retreat), or
on a national or religious holiday
B. What world or local events might be occurring the same day as the
speech
C. How much time has been allotted or assigned
D. All of these are valid time considerations.
Lesson
1 Speech
What’s In
Hi! Are you done with the pre-assessment test? This time, please continue answering
the following exercises in your notebook.
Directions: Determine if the text is narrative, descriptive, expository, or persuasive.
Write the letter of the correct answer in your notebook.
A. Narrative text tells us either true or fiction events or connected sequence

of events. These events are recounted by the narrator to the readers.
B. Descriptive text shows how something is done. It is written through careful
observation. It may pertain to places, persons, animals, featuring their
qualities and distinctive aspects to give a clear and complete description of
something that happened.
C. Expository text is usually nonfiction and is informational. It is not designed
like that of a story but is organized according to purpose or goal of the
author. Examples of this text are news articles, books, manuals, or
textbooks.
D. Persuasive text has the purpose of presenting a point of view to persuade
a reader. This text can be an argument, exposition, discussion, review or it
can also be an advertisement.
1. Teacher Raxie works hardly for the Regional Surveillance on School-Based

Management. With much tasks to accomplish, her hair looks unfixed and untidy.
Her face seems to frown as if no energy is left of her. She barely stands just to
cope with all the needed things to accomplish. With tired-looking eyes, she keeps
them attended by displaying necessary documents on screen.
2. How many times do I have to tell you? We have to work hand-in-hand in order to
sustain our best practices. This recognition defines who we are in everything that
we do. Would it be easy for us to just let go of this status? Let us therefore make
sure that justice will be serve to our hardworking people!
3. Yesterday, our Principal Madam Dorothy L. Suazo appeared before the Barangay
Officials’ regular session to make necessary arrangements in preparation for the
conduct of Regional Surveillance on the Sustainability of School-Based
Management (Advanced Level) at BNHS. Our principal took pride in informing the
barangay that Buenavista NHS is the only school in the barangay who had been
declared as SBM (Advanced Level) implementer. The principal also communicated
the request to sponsor the utilization of internet cafes for the conduct of ORPT
among Grade 7 Learners. The session ended with a manifestation of 100% support
from the Barangay Officials on the conduct of the aforesaid event on April 23.
4. Buenavista National High School has gone to its 1st Surveillance after being
recognized as the only Advanced (Level 3) Practitioner in School-Based
Management (SBM) by DepEd Caraga- Tandag City Division in 2019. Rev. Fr.
Moncelito G. Gamosa, IFI parish priest and Hon. Julieta L. Galupo, BLGU
Education Committee Chairperson, together with the other stakeholders engaged
themselves during the document analysis, observation and discussion processes
(DOD) . The DOD processes were headed by the SGOD Chief Dr. Gregorio C.
Labrado and the Division SBM Coordinator Dr. Maria Teresa M. Ajos.Dr. Labrado
and Dr. Ajos conducted DOD on Principle 1 (Leadership & Governance) and
Principle 3 (Accountability & Continuous Improvement) while Division Planning
Officer Mr. Ronald Arnego and Education Program Supervisor, Mr Benny Abala
worked validated Principle 4 (Management of Resources) and Principle 2
(Curriculum & Instruction), respectively.
5. Kakaiba-yanihan: An Inclusive Psychosocial Support Service for Learners with

Disability. Halina't panoorin mo ang Episode 5 ng Kakaiba-yanihan na may
paksang "GRATITUDE: WAY TO JOY” kasama sina Mr. Rolando Inocencio at Mr.
Chris del Monte. Para sa replay ng episodes at iba pang videos, bisitahin lamang
ang opisyal na YouTube channel ng DepEd Philippines: youtube.com/deped_ph.
(DepEd Caraga Region Facebook Page)
6. To implement the SONA directive of President Rodrigo Roa Duterte in building a
Public Education Network (PEN) and to strengthen the promotion of quality
education during the pandemic, the Department of Education (DepEd) and the
Department of Information and Communications Technology (DICT) seal their
partnership on this day's signing of the Memorandum of Agreement (MOA). (DepEd
Caraga Region Facebook Page)
7. “The pandemic continues to weigh us down but we still have something going on
in our Region that will make us excited for our future. This pandemic provided us
the right time and ample opportunities for doing action researches. We must take
a closer look at these needs to find ways to satisfy our clients. If ever there is the
best time to conduct research, this is the time,” said Regional Director Dr. Evelyn
R. Fetalvero in her message. She also challenged everyone in the department to
“embrace research with passion.” (DepEd Caraga Region Facebook Page)
8. Libertad National High School Dance Company performed a special pre-recorded

dance presentation during the intermission. The dancers harmoniously moved
their feet, hands, and body to interplay with the meaning of the dance. The set
also complemented the story of the dance with a jeepney in a highway, pertaining
to a journey. The show can still be viewed on the DepEd Caraga Region and DepEd
Philippines Facebook pages. (DepEd Caraga Region Facebook Page)
9. Time is gold. True, you can buy Gold at shopping malls, jewelry stores, and
pawnshops. But can you buy time? NO. Time is even more valuable than the most
expensive gold. You cannot turn back time, even if you had zillions. If you lost
gold, you could always purchase a replacement. But if you lost time, could you
seek for another time? NO. That is why time is very precious. Every tick-tock is
worth the grandest gold karat man has ever bought. (Algien A. Parker)
10. As much as possible, do not just sit there the whole day under the tree waiting
for the mango fruit to fall down into your mouth. You are wasting so much time.
Instead of being like Juan, think something productive that you can do even in
little ways such as cleaning the house, helping your younger siblings in their
assignments, and among others. You are never too sure. So wake up, get up and
work. Remember that Grasshopper, who just played the whole summer, asked
help from little Ant who worked his back to store food for winter. (Algien A. Parker)
11. Mahayag beach is filled with people on weekends. They have the chance to relax
and unwind in this beautiful white beach. You can feel you are in Boracay though
you are just in Tandag. The white sand, the crystal-clear water, the fresh air, and
the wonderful people, all shape your experience in this refreshing beach. Children
play, mothers bond, and fathers rest.
12. Here comes another busy day. People sit on their tables. They open their laptops.
Some work with music while others listen to news simultaneously. Meetings here
and there, attending either virtually or face-to-face. People ask reports from each
other, walking fast and furious. They are as busy as the bees.
13. A hundred years ago there lived a king. He had some beautiful daughters, but
the youngest daughter was the most beautiful. Close by the king’s castle, there
was a great dark forest. And under an old lime tree in the forest, there was a well.
When the day was warm, the king’s youngest daughter usually went out into the
forest. When she was bored, she took her golden ball and played with it.
(https://knowitinfo.com/what-is-narrative-text-and-example/)
14. A beggar found a leather purse that someone had dropped in a market place.
Opening it, he discovered that it contained 100 pieces of gold. Then he heard a
merchant shouted, "A reward! A reward to the one who find my leather purse!"
Being an honest man, the beggar came forward and handed the purse to the
merchant saying, "Here is your purse. Will you keep your word to give a reward
now?" "Reward?" scoffed the merchant greedily counting the amount of gold. "The
purse I dropped had 200 pieces of gold in it. Youve already stolen more than the
reward I’ll give to you.! Go away or I’ll tell you to the police." (The Purse of Gold)
15. There was a young boy named Fred. He was such a happy boy because he loved
his mom and dad. One day, his mom and dad told him they would take him
fishing. He was so excited. They fished all day and had the best time!
(https://slideplayer.com/slide/6398008/)
What’s New
It is time for you to know the lesson through the following activities!
Activity 1
Get ready for a discussion with the following questions:
1. Have you given a speech in front of a class before? How did you
prepare for your speech? Enumerate the steps on how you prepared
for it.
.
What were your preparations before you delivered your speech in front of
your classmates? List them down below.
2. What do you think are the qualities of a good speaker? Can you give at least
three?
What is It
Let us have a brief discussion of the lesson. The following points will help you
discover and understand new concepts and skills in the delivery of a self-composed
speech.
What is speech?
Speech is the use of language in human vocal communication. Each language

uses phonetic vowel and consonant sound combinations that form the sound of its
words. Speakers perform several different deliberate acts of speech, for example,
telling, announcing, questioning, persuading, directing. To express meaning, they
may use enunciation, intonation, loudness, tempo, and other non-representational
or paralinguistic aspects of vocalization.
You may refer to all social interactions in which language plays a significant
role as speech events. The interlocutors (the people talking to each other) usually
face each other in a discussion and do not speak at the same time. Most people
initiate their conversations and greet each other, then continue to talk in a turn-
taking way.
Some of the speech events you may be engaged with is when you deliver your
speech during the room-to-room campaign for an SSG election, turn-over speech
during the Juniors-Seniors Promenade, and welcome address or speech of gratitude
during a graduation ceremony. (Hutchinson et al., 2020)
What are the characteristics of a good speech?
A good speech has qualities which can convey a message effectively through
words of mouth or spoken words. Expression should be transparent and
unambiguous so that it is easy for the public to understand. It should be delivered
in an unbiased and unemotional way so that it doesn't drive the audience away from
the main theme. A good speech is one that ensures the participation of the audience
with the speaker and ensures the audience will ensure their attention through
effective listening, expressing their solidarity with the speech and so on. (Based on
“Delivering a Speech Lesson Plan” from study.com)
How to write an effective speech?
Research indicates that the speeches make people remember so little. People
can hear and not understand the voice. Write two simple phrases instead of one long,
complicated sentence. Interpret your speech aloud as you write it down. Your
question should be a representation of who you are and what you care about. Do
analysis. If you have the evidence to back him up, your new policy plan will sound
very good.
In writing your speech, always remember the following conventions to help

you make your speech an effective one:
• Introduce yourself
• Make a great opening statement (a rhetorical question, a surprising
statement, a famous quote)
• Structure your speech
• Begin every paragraph with a topic sentence
• Use very good English
• Express your opinion
• Write from the 1st person and engage your audience
• Use personal details and anecdotes
• Use rhetorical questions
• Use emotive language
• Use figurative language
• Use contrast
• Use repetition
• Use the list of three
• Focus on the topic
(Based on “How to Prepare and Deliver a Speech Effectively,” n.d.)
The Structure of Your Speech
(https://www.perthtoastmasters.org/experiences-speech-ideas-example-speech
-creative-process-conception-execution/)
Introduction
Because the introduction serves as both a sales pitch and a useful outline, it should
strike a good balance between hype and content. Get the audience's attention,
introduce the subject, clarify its importance to the audience, state a thesis or intent,
and outline the key points which are all essential. You can have a road map that
outlines your key points by the end of the introduction. (Based on “Boundless
Communications” from courses.lumenlearning.com)
Body
The body of a speech is the central section of the speech in which the main ideas and
key concepts of the speech are discussed. Except for the introduction and
conclusion, the body is everything. The main points of a speech make up the body of
the speech. This is significant because it aids the audience's comprehension of your
speech. (Jackson, n.d.)
Conclusion
Your speech's conclusion summarizes your main points and purpose while leaving a
lasting impression on your audience. The conclusion's purpose is to summarize your
main points and prepare the audience for the end of your speech. You'll want to
recapture the essence of your speech, including your main points and the reason
you spoke. It's especially important to remember that the end of your speech isn't
the time to introduce new points or new supporting evidence; doing so will only
confuse the audience. Consider your conclusion to be like tying a bow or a ribbon:
it's the finishing touch that makes your project stand out. (Based on “Boundless
Communications” from courses.lumenlearning.com)
How to effectively deliver a speech?
Remember the following in delivering a speech effectively:
Avoid signs of nerves Develop good body

during your speech language
Make eye contact to

Gesticulate for success
engage people
The conventions in delivering a speech include the following:
A measure of perceived
intellect or education is
Articulation how well we articulate.
Proper articulation applie

d to a given word is that Pronunciation
word’s pronunciation.
Subtleties in the way we

Accent, pronounce words and phrase our
Dialect, and speech within a given language
Regionalisms are evident
in accents, regionalisms,
and dialects.
What’s More
Here are some activities for your independent practice to solidify your understanding
and skills about delivering a self-composed speech. You may check the answers to
the exercises using the Answer Key at the end of the module.
Activity 1. Concept Map about Speech Conventions
Directions: Complete the concept map below about the speech conventions. Write
your answers on a separate sheet of paper.
Speech
Conventions
Assessment 1
I hope currently, you already have an idea of a topic for a speech delivery.
Directions: Now, think of the following questions to help you plan for your
topic. Write your answers on a separate sheet of paper.
Who will be your audience?
What is your purpose?
What is your topic?
Here is a checklist containing possible topics which you may like. Tick the box of
your interest or write it down if not found in the list.
1. Beauty is not only in the eye of the beholder.
2. Books are always better than the movie.
3. Pick-up lines do work.
4. YouTube needs to monitor comments.
5. Online friends show more compassion.
2. Sex education does not work.
3. Global warming is a myth.
4. Video games like Mobile Legends are the blame of violence at school.
5. Celebrities are not role models.
6. Social media fame is a scam.
Others:
Adapted from https://www.myspeechclass.com/interesting-speech-topics.html
Activity 2 – Giving Observation on a Speech Performance

Directions: Play using any gadget available, the following video titled “Turnover
Speech of Dr. Evelyn C. Bandoy & Message of SDS Dr. Imelda N.
Sabornido | Turnover Ceremony” through the link
https://youtu.be/wRmJGcqUQRw.
(Note to the student: In case you do not have connection to access the link, please contact your
teacher to provide you the offline file of the video.)
Observe the performance of the two speakers while delivering their speeches with the
following guide questions.
1. What elements of good speech delivery are exemplified by the speakers?
2. How did they communicate effectively in public speaking?
3. What do you think are the purposes of the speeches of the first and the
second speakers?
Assessment 2
Directions: If you were the speaker, what do you think would be the things that you
should consider in making the delivery of the speech effective?
Give your suggestions below.
Things to do...
•Things to consider...
Things to do...
•Things to consider...
Activity 3- Outlining
Directions: Make an outline of your topic for speech delivery using the graphic
organizer below.
•Subpoint 1
Main •Subpoint 2
Point 1
•Subpoint 1
Main •Subpoint 2
Point 2
•Subpoint 1
Main •Subpoint 2
Point 3
Assessment 3
Directions: WRITING MY SPEECH. Based on your topic outline in Activity 3, you
may now write sentences to form paragraphs to come up with a written speech ready
for delivery.
What I Have Learned
Let us try to process what you have learned from the lesson.
Directions: Complete the following chart based from the learnings you gained from
this lesson. Write your answers on a separate sheet of paper.
Three things that you learned from the lesson.

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
One question I still want to ask.

1._____________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Two things that I liked from the

lesson.
1. ___________________________
___________________________
2. ___________________________
___________________________
What I Can Do
Your excitement will now come into reality!

Directions: Deliver the speech that you have written earlier. Record your
performance in either audio or video. Below is the performance rubric
for your guidance.
Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student uses
Contact the speech and from their speech makes eye eye contact to
never looks at a few times, contact with all communicate a
the audience or generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.
Voice It is difficult the Once or twice, the The audience The speaker uses
Volume audience to audience cannot can always hear the volume of his
and make out understand an the speaker or her voice to
Clarity important details insignificant clearly. emphasize points
because the detail because and to add
speaker speaks the speaker meaning to the
to quietly or speaks too presentation.
mumbles. quietly or
mumbles.
Pace The speaker's The speaker The pace of the The speaker
pace makes it maintains a good speech is easy to varies the pace in
difficult to pace that may be follow but may order to
understand the a tad too slow or not vary. emphasize points
speech because too fast but may and add
it is too fast. not vary meaning.
understandable
to the audience.
Poise The speaker The student While the Due to practice
seems makes student may and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become she continues on the speaker
because he or befuddled at one in a professional makes only the
she stumbles point. May use manner. smallest of errors
over many words like "um" like an
words, cannot or "like." unnecessary
read the words, hesitation.
or has a
conversation
with him or
herself in front of
the class.
Body The speaker's The speaker’s The speaker's The speaker's
Language gestures are appearance may appearance is appearance is
distracting. The lack formality professional in professional in
speaker looks because he or dress, stance, dress, stance,
depressed or she is fidgeting, and gestures. and gestures. The
apathetic. not standing up student uses their
straight, or seems body to
insecure. emphasize points
or add meaning.
Voice The speech is The speaker The speech is The speech is
Intonation delivered in a sounds delivered with delivered with
monotone or uninterested in enthusiasm. enthusiasm and
apathetic voice. what he or she is the speaker uses
presenting. intonation in
order to
emphasize points
and add
meaning.
Adopted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L77877&
Congratulations! You have made it this far. Aren’t you proud of yourself? You
have performed varied activities which added more to your knowledge. You are now
in the final round. Good luck!
1. Practice Inflection
Gather some children's books (aimed at 6-10 years of age) and read them
aloud in class or at home. Using inflection to show the punctuation, the force and
the characters. Don’t be scared! Remember this is how most kids learn to read and
speak.
2. Pronunciation
Put several forms and backgrounds into many books, or publications. Browse
through the email and find odd words. Look at them in a dictionary online or offline
and see how they are pronounced. It could turn into a ‘stump the speaker’ game of
guessing how every word is pronounced. This can also be used to point out certain
common words which are frequently mispronounced.
3. Projection
Think of an interesting topic. Talk to yourself in a mirror. Don't scream. Keep
it going for a few minutes (it's going to be loud), then ask someone in your home
about his/her observations of what you are doing.
Assessment
Directions: Read carefully the following questions and write the letters of your
1. Which is NOT TRUE of a purpose statement?

A. realistic
B. results-oriented
C. specific
D. varied
2. Your text cites five values shared by most Filipino citizens. Which is NOT one
of them?
A. good citizenship
B. materialism
C. political views
D. work ethics
3. A predisposition to respond to something in a favorable or unfavorable way

is a/an _____.
A. attitude
B. belief
C. demographic
D. value
4. Which of these is NOT a demographic factor in the delivery of a self-composed

speech?
A. age
B. gender
C. group memberships
D. speech purpose
5. The terms ‘passers-by, captives, and volunteers’ all refer to types of

__________.
A. audiences
B. general purposes
C. occasions
D. speakers
6. Sound-related parts of conveyance incorporate all the following EXCEPT

_____.
A. articulation B. gestures C. pitch D. volume
7. Which of these could be used in researching a speech?
A. Database
B. Periodicals
C. Website
D. All of these could be used.
8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

middle-class guys who have been fruitful in business. Most are young
professionals and educated." Those announcements are commonplace of
statements from _______.
A. a general purpose
B. a speaker analysis
C. a specific purpose
D. an audience analysis
9. Reviewing your interests is a good step to take when you are _________.
A. analyzing the speaking situation
B. analyzing the audience
C. organizing your speech
D. choosing a topic
10. In developing a speech, it is best to choose a topic…

A. which is uncommon to you so that it will appear fresh.
B. where you are not really interested, so you can empathize with the
audience and develop their interest.
C. that can be delayed so that you can spend so much time searching for
a good topic.
D. that interests you so that you can make it interesting for others.
11. Regarding audience purpose, it is generally reasonable to say that…

A. there might be an assortment of purposes for tuning in inside a group
of people.
B. audience socioeconomics have no relationship to crowd reason.
C. gender is commonly the best indicator of direction.
D. all members are always there for the same purpose.
12. Which is NOT a general purpose in the delivery of a self-composed speech?

A. choose a point wherein you are not so much intrigued, so you can
understand the crowd and build up their advantage.
B. delay your choice if possible so that you spend as much time as you
can searching for a good topic.
C. choose a subject that intrigues you so you can make it fascinate for
other people.
D. choose a point about which you know nothing so your subject will be
new.
13. Which of the following is an effective statement of a purpose?
A. After my discourse, the crowd will have the option to list four reasons
why youngsters join packs.
B. My design is to educate you about wrongdoing and to convince you to
avoid packs.
C. The design is to educate the crowd about wrongdoing.
D. The reason for my discourse is to educate.
14. Which of the following is the best thesis statement?

A. After my discourse the officials (crowd) will have the option to recognize
a payoff suggestion from honest casual discussion.
B. High school students in my audience will know how to use a search
engine.
C. Changing the way, we subsidize battles will profit competitors and
voters.
D. Adapting to a new classmate is like changing a tire.
15. Which of the following considerations should be included in a speaker’s

belief that time should be part of an audience’s analysis?
A. Whether the speech will be in the morning or after lunch, at the
beginning or end of some shared segment of time (semester, retreat), or
on a national or religious holiday
B. What world or local events might be occurring the same day as the
speech
C. How much time has been allotted or assigned
D. All of these are valid time considerations
The true test for this lesson is in the actual presentation of the speech. Like voice
and diction, understanding what makes a speech effective without practice is
insufficient. It is useless to learn about the efficient delivery of a self-composed
speech unless you put it into practice for it reinforces the knowledge. Comprehending
the rules for driving on the road is dangerous if the rules are not obeyed in practice.
The same is true for this chapter.
Constant correct practice of speaking will make you a more effective speaker!
Activity: Lights, Camera, Action!
Directions: Read each instruction below. While performing the task, record it using
your cellphone, or camera. Submit your output to the link provided by
your teacher. If you have no gadget, you may borrow from a friend or
relative.
1. Speak Up
Write a brief speech addressing a concern or problem in your community or

things that you should do in this time of pandemic. Record your speech in either
audio or video. Use the rubric below to guide you in your performance. Enjoy!
SKILLS 4 3 2 1
Clear and convincing Clear use of facts and Partially clear use of Confusing or
command of facts and information with facts and information incomplete facts with
Research information with partially developed with limited or little and/or confusing
Analysis
insightful explanations explanations in incomplete explanations as to
that help to illustrate support of the explanations to how the facts support
the speaker’s ideas and speaker’s ideas or support the speaker’s the speaker’s ideas or
arguments. At least six arguments. At least six ideas or arguments. At arguments. At least
sources are sources are least five sources are four sources are
incorporated into the incorporated into the incorporated into the incorporated into the
speech. All six sources speech. speech. speech.
are used to strengthen
the persuasive
argument.
Clearly and logically Clear attempt at Some inconsistencies A lack of organization

organized speech with organization with a in organization makes it difficult to
an engaging beginning, middle, and/or a lack of follow the speaker’s
Organization introduction, a and end and an sustained focus ideas; speech may be
logically sequenced attempt to use throughout the speech too conversational
body with appropriate transitions with inconsistently and may ramble
transitions, and a clear used transitions without a clear
and convincing beginning, middle, or
conclusion. end
Uses sophisticated Uses appropriate Use words that may Inappropriate use of
and varied language language and word be unsuited to the language distracts the
that is suited to the choice, but with less topic, audience or audience because it is
Language topic and audience; sophistication, purpose of the speech; too informal or too
word choice is expressiveness and/or word choice lacks imprecise given the
concise, original, and originality originality and fails to topic and purpose of
effectively conveys the convey an appropriate the speech
appropriate tone given tone for the speech
the purpose of the
speech
Artfully incorporates Incorporates at least Incorporates at least Incorporates four or

at least six different six different tropes or five different tropes or fewer tropes or
tropes or schemes to schemes to persuade schemes to persuade schemes to persuade
Tropes and persuade the target the target audience the target audience. the target audience.
Schemes audience. Tropes and
schemes are fluidly
and naturally scattered
throughout the speech
and aid in the
persuasive argument.
Usage does not feel
forced.
Appeals All three appeals are All three appeals are An attempt at using all Either not all appeals
fluidly and naturally clearly used three appeals is made, are obvious or they
scattered throughout throughout the speech although there may be are used ineffectively
the speech with to effectively some imbalance or the
persuasion may be
a balance that persuade your slightly ineffective
effectively aids in your audience
persuasion without
making it feel forced
or contrite
Grammar No spelling, Some minor spelling, Multiple spelling, Numerous spelling,

and punctuation, punctuation, punctuation, punctuation,
Conventions capitalization, capitalization, capitalization, capitalization,
grammar or usage grammar or usage grammar or usage grammar or usage
errors. errors; some sentence errors; mechanical errors which distract
variety; a few errors in errors do not disrupt reader. Numerous
Written in an artful MLA formatting. flow of ideas. Some errors in MLA
style with sentence errors in MLA formatting.
variety. No MLA formatting.
formatting errors.
Adopted from
http://www.lindblomeagles.org/ourpages/auto/2012/4/26/52048625/2012%20Written%20Speech%
20Rubric.doc
Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student uses
Contact the speech and from their speech makes eye eye contact to
never looks at a few times, contact with all communicate a
the audience or generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.
Voice It is difficult the Once or twice, the The audience The speaker uses
Volume audience to audience cannot can always hear the volume of his
and Clarity make out understand an the speaker or her voice to
important details insignificant clearly. emphasize points
because the detail because and to add
speaker speaks the speaker meaning to the
to quietly or speaks too presentation.
mumbles. quietly or
mumbles.
Pace The speaker's The speaker The pace of the The speaker
pace makes it maintains a good speech is easy to varies the pace in
difficult to pace that may be follow but may order to
understand the a tad too slow or not vary.
speech because too fast but may emphasize points
it is too fast. not vary and add meaning.
understandable
to the audience.
Poise The speaker The student While the Due to practice
seems makes student may and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become she continues on the speaker
because he or befuddled at one in a professional makes only the
she stumbles point. May use manner. smallest of errors
over many words like "um" like an
words, cannot or "like." unnecessary
read the words, hesitation.
or has a
conversation
with him or
herself in front of
the class.
Body The speaker's The speaker’s The speaker's The speaker's
Language gestures are appearance may appearance is appearance is
distracting. The lack formality professional in professional in
speaker looks because he or dress, stance, dress, stance,
depressed or she is fidgeting, and gestures. and gestures. The
apathetic. not standing up student uses their
straight, or seems body to
insecure. emphasize points
or add meaning.
Voice The speech is The speaker The speech is The speech is
Intonation delivered in a sounds delivered with delivered with
monotone or uninterested in enthusiasm. enthusiasm and
apathetic voice. what he or she is the speaker uses
presenting. intonation in
order to
emphasize points
and add meaning.
1. My Friend’s Fictional Life
What you do in this activity is you stand up before people (you can do it home
by yourself as well) and you take one of your friends and introduce them to them.
Instead of presenting them in the usual way, though, you are making them up a
fictional story.
So, you say, hi this is Samantha, and she moonlights as a guitarist in the
church. And you talk about her life, whatever it may be.
2. Impromptu Game
Essentially, you just get up in front of people and someone gives you
something impromptu in which to ride.
It could be a topic; it could be a sentence, or it could be just a single word or
something like that. But we run on just one subject.
For example: You need to talk about the Corona Virus Disease of 2019, or you
need to talk about what makes you a great learner, or you need to talk about social
distancing or constant proper handwashing. So that’s the impromptu game.
What I Know What’s In
Pre-Test 1. Descriptive
2. Persuasive
1. D 3. Expository
2. B 4. Expository
3. A 5. Persuasive
4. D 6. Expository
5. A 7. Expository
6. B 8. Descriptive
7. D 9. Persuasive
8. D 10. Persuasive
9. D 11. Descriptive
10. D 12. Descriptive
11. A 13. Narrative
12. D 14. Narrative
13. B 15. Narrative
14. C
15. D
What’s More Assessment
Activity-1 (suggested answers) 1. D
2. B
avoiding long, complicated sentences; articulation; 3. A
pronunciation; accent, dialect, & regionalisms 4. D
5. A
Assessment-1 6. B
7. D
Answers may vary 8. D
9. D
Activity 2
10. D
Answers may vary 11. A
12. D
Assessment 2 13. B
14. C
Answers may vary 15. D
Activity 3
Answers may vary
Assessment 3
Answers vary
Answer Key
Reference
Boundless. (n.d.). Boundless communications. Retrieved April 20, 2021, from
https://courses.lumenlearning.com/boundless-
communications/chapter/introduction/#:~:text=The%20introduction%20ha
s%20five%20important,that%20outlines%20your%20main%20points.
"Delivering a Speech Lesson Plan." Study.com. November 10, 2016.
https://study.com/academy/lesson/delivering-a-speech-lesson-
plan.html.
Dictionary.cambridge.org. 2020. SPEAK UP | Definition In The Cambridge

English Dictionary. [online] Available at:
<https://dictionary.cambridge.org/us/dictionary/english/speak-up>
[Accessed 15 May 2020].
Englishmate.com. 2020. How To Prepare and Deliver A Speech Effectively –

Englishmate Blog. [online] Available at:
<https://www.englishmate.com/blog/how-to-prepare-and-deliver-a-
speech-effectively/> [Accessed 15 May 2020].
Hutchinson, C., Adler, R. and Rodman, G., 2020. Understanding Human

Communication. [online] Oxford University Press. Available at:
<https://global.oup.com/us/companion.websites/9780199747382/stu
dent/chapter11/tests/quiz/> [Accessed 14 May 2020].
Jackson, C. (n.d.). Take online Courses. earn college Credit. research schools,
DEGREES & careers. Retrieved April 20, 2021, from
https://study.com/academy/lesson/the-body-of-the-
speech.html#:~:text=The%20body%20of%20a%20speech%20is%20the%20ce
nter%20part%20of,made%20up%20of%20main%20points.&text=This%
20is%20important%20because%20it%20helps%20the%20audience%20follo
w%20your%20speech.
Sccollege.edu. 2020. Identifying Primary and Secondary Resources. [online]
Available at: <https://sccollege.edu/Library/Pages/primarysources.aspx>
[Accessed 15 May 2020].
UniversalClass.com. 2020. How To Deliver An Effective Speech: Knowing Your
Audience. [online] Available at:
<https://www.universalclass.com/articles/business/delivering-an-
effective-speech-knowing-your-audience.htm> [Accessed 15 May 2020].
2020. Peaceprof4.Files.Wordpress.Com.
https://peaceprof4.files.wordpress.com/2017/10/chapter-12-
delivering-your-speech.pdf.
http://www.lindblomeagles.org/ourpages/auto/2012/4/26/52048625/2012
%20Written%20Speech%20Rubric.doc
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L77877&

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

English 8 Co Combined

Uploaded by

English 8 Co Combined

Uploaded by

8

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Pre-tests are provided to measure your prior knowledge on lessons in each

This module is developed based on the Most Essential Learning Competency

The most essential learning competency in this module is to use appropriate

Specifically, the learners are expected to:

A. cause and effect C. general to particular

A. one way C. specifically

12. What grammatical signal is appropriate to complete the paragraph below?

A. Also C. One way

14. What pattern of idea development is used in the paragraph below?

15. What pattern of idea development is used in the paragraph below?

Activity: What Went Wrong?

You have to remember that parallelism is important in making your ideas in

Activity: Jumbled Signals

Idea development is essential in writing. This is done by organizing ideas in

Pattern of idea development refers to the structure of writing on how the

The paragraph above uses a general to particular pattern of idea development.

B. Cause and Effect

Effect: so, thus, hence, then, therefore, as a result, in effect, as consequence,

This pattern of idea development refers to the structure of presenting a side of an

The paragraph above uses the claim-counterclaim pattern of idea development.

however, nevertheless, on one hand, on the other hand, admittedly, some

This pattern of idea development is used when a writer identifies a problem

Here are the grammatical signals to be used for problem-solution

because, cause, since, as a result, in order to, and so that, as a solution,

This pattern of idea development intends to convince the readers to do or believe

Activity 1. Write on the Petals

some people specifically

General-Specific Claim - Counterclaim Problem-Solution

1. Having a good study habit can greatly contribute to a person’s academic

2. Germs can be classified into several types.

4. Swimming is the best sports for senior citizens.

Assessment 2. Identifying the Pattern

1. Pattern Used: _________________________________________________________

2. Pattern Used: ________________________________________________________

3. Pattern Used: _______________________________________________________

4. Pattern Used: _______________________________________________________

5. Pattern Used: _________________________________________________________

5. Pattern Used: __________________________________

Finally there are those who claim Second First I believe

6. Pattern Used: ____________________________________

6. Patterned Used: ________________________________________

Pattern to be used: Problem-Solution

2. There are several reasons why a child becomes a bully.

Pattern to be used: Cause and Effect

Paragraph Writing Rubric

CRITERIA SCORE INDICATOR SCORE

Pattern of 5 – The paragraph clearly follows appropriate structure of the

3- The paragraph fairly follows appropriate structure of the

1- The paragraph fails to follow appropriate structure of the

Grammatical 5- All grammatical signals used are appropriate to the pattern of

4- Most grammatical signals used are appropriate to the pattern

3- Several grammatical signals used are appropriate to the

2- Some grammatical signals used are inappropriate to the

1-Most grammatical signals used are inappropriate to the pattern

4- The paragraph has few grammatical and language mechanic

3- The paragraph has several grammatical and language

2- The paragraph has many grammatical and language mechanic

1-The paragraph is full of grammatical and language mechanic

Three things that I learned from the lesson.

Two things that I liked from the lesson.

One question I still want to ask.

CRITERIA SCORE INDICATOR SCORE

Pattern of 5 – The paragraph clearly follows appropriate structure of the

3- The paragraph fairly follows appropriate structure of the

1- The paragraph fails to follow appropriate structure of the

Grammatical 5- All grammatical signals used are appropriate to the pattern of

4- Most grammatical signals used are appropriate to the pattern of

3- Several grammatical signals used are appropriate to the

2- Some grammatical signals used are inappropriate to the

1-Most grammatical signals used are inappropriate to the pattern

Grammar 5- The paragraph is free from any grammatical and language