English-8 LAS Q4

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Name:_______________________________ Grade & Section_________________

Subject: English 8 Teacher:_________________ Score________________


Lesson: QUARTER 4, WEEK 1, LAS 1
Activity Title: Using Grammatical Signals or Expressions for Idea Development
Learning Target: Use appropriate grammatical signals or expressions suitable to each patter of
idea development
References: English Communication Arts and Skills through Afro-Asian Literature 8; pp. 140 - 142
Using Grammatical Signals or Expressions for Idea Development

Writers use words, phrases, expressions, and grammatical structures to signal a specific
meaning.

As a reader, these signals help us determine patterns of idea development and so aid us to
understand texts better. As a writer, we can build and communicate our ideas effectively if we use
these signals appropriately.

Study the attached table.

Activity 1. Read the following sentences. Identify the pattern of idea development used. Choose
your answer inside the box. Write your answer on the space before the number and encircle the
signal word/s that helped you in the identification.

General to particular Problem and solution Cause - Effect

Claim and counterclaim Effect- Cause/Reason


_______________1. “Mom, I believed that it is very necessary for me to have my own tablet,”
Liza said persuasively, and Mom answered with a teasing smile on her face, “Honey, but your
current situation shows the contrary.”

_______________ 2. Decide on your topic. Turn your list of subject areas into a list of topics. For
example, a topic about cooking may include how to be a chef, to invent your signature recipe, or
Filipino-Chinese cuisine.

_______________ 3. The issue is, Filipinos are faced with the grave issue on pollution. Garbage
disposal is not organized, lakes die, and factories emit smoke without care. I am writing this article
to encourage you to segregate your garbage at home and when you are outside, to throw your
trash in the proper trash cans.

_______________ 4. The family had health problems because of poor nutrition and sanitation.

_______________ 5. These days, computer is an indispensable tool in many businesses. In this


case, companies cannot live without it.
Attachment:
Pattern Usage Examples:
1. General to This pattern is usually used
Particular in answering essay type For example, such as,
tests, introducing a paper, first……second….third…..for instance, in this
giving background to a case, in another case, on this occasion, in this
research paper or opening situation, take the case of, to demonstrate, to
paragraphs for a illustrate
discussion.

2. Claim and This pattern is usually used Claim:


Counterclaim in writing arguments. A Clearly, then, in light of… it is easy to see that,
claim presents what one it is clear to me, I believe that, experts agree
thinks is true about a topic
based on knowledge and Counterclaim:
research; a counterclaim This is not true for, on the contrary, critics
with reasons and evidence. argue that, while it may be true, others may
say that, a common argument against this
position, it may be true, but/however, if you
look at the facts, it is often
thought/imagined/believed

3. Problem and This pattern presents


Solution information through an
expression of a problem, The problem is, one solution would be
dilemma, question, or a the issue is, the decision would be the
concerning issue(problem) question is, a possible answer is the
that can be, or should be concern is, the considerations are
solved or remedied
(solution/attempted
solution).

4. Cause – This pattern presents an So, thus, therefore, consequently, as a


Effect analysis of reasons for, consequence, as a result, for all these
and/or the consequences reasons
of an action, event or
decision.
5. Effect- This pattern is the reverse As, since, due to, because of, on account of,
Cause/Reason presentation of the for the reason that
causeeffect pattern
Name:_______________________________Grade & Section________________
Subject: English 8 Teacher:___________________ Score ____________
___________________________________________________________________________________
Lesson: QUARTER 4, WEEK 2, LAS 1
Activity Title: Using Grammatical Signals or Expressions for Idea Development
Learning Target: Use appropriate grammatical signals or expressions suitable to each patter of
idea development
______________________________________________________________________________
Using Grammatical Signals or Expressions for Idea Development
Activity 1. Use the appropriate grammatical signal to complete the sentences. You may refer to
the attached table of the first LAS to choose your answer.
_ 1. (Cause- Effect) _____________________, my classmates who own tablets make it to the
honors roll. I really should have my own tablet.

2. Our computers are not protected, (Cause- Effect) _____________________they have


been infected with a virus.

3. Now that you have identified the virus infection, (Problem and solution) ________________
that we don’t have antivirus software available at the moment!

4. Here is to use your account.(General to Particular) ________________ log in using your


username. ____________________, key in your password.

Activity 2. Complete the sentence by using grammatical signals or expressions for idea
development.

1. (Cause- Effect) He was sick, and ________________________ could not come.

2. (General to Particular) Many countries, _____________________ Mexico and Japan have a lot
of earthquakes.

3.(Claim and Counterclaim) _______________________ that God has the power to stop the
virus.

4.(Problem and solution) _______________________ that the poor don’t have enough money to
afford the food . The Government launched a “program for work” in order for them to raise their
income.

5. (Effect-Cause/Reason )Everyone loved their teacher ____________________ she is very kind


and caring to them.

Name:_____________________________________ Grade & Section___________


Subject: English 8 Teacher:_________________________ Score _____________
______________________________________________________________________________________________________
Lesson: QUARTER 4, WEEK 3, LAS 1
Activity Title: Primary and Secondary Sources
Learning Target: Expand the content of an outline using notes from primary and secondary
sources. References: https://umb.libguides.com/PrimarySources/secondary;
https://www.scielosp.org/article/bwho/2000.v78n4/411-411/en/
___________________________________________________________________

Primary and secondary sources


Primary Sources are immediate, first-hand accounts of a topic, from people who had a direct
connection with it. Primary sources can include:
Texts of laws and other original documents. Newspaper reports, by reporters who witnessed an
event or who quote people who did.
Speeches, diaries, letters and interviews - what the people involved said or wrote.
Original research, data sets, survey data, such as census or economic statistics.
Secondary Sources are one step removed from primary sources, though they often quote or
otherwise use primary sources. They can cover the same topic, but add a layer of interpretation
and analysis. Secondary sources can include:
Most books about a topic.
Analysis or interpretation of data.
Scholarly or other articles about a topic, especially by people not directly involved.
Documentaries (though they often include photos or video portions that can be considered primary
sources).
Activity 1:

1. Give examples of primary sources. ____________________________________

_________________________________________________________________.

2. Primary sources are ________________________________________________.

3. Secondary sources are ______________________________________________.

4. Secondary sources includes: __________________________________________

_________________________________________________________________

Name:________________________________ Grade & Section___________


Subject: English 8 Teacher:_____________________ Score ___________________
______________________________________________________________________________________________________
Lesson: QUARTER 4, WEEK 3, LAS 2
Activity Title: Expanding the content of an outline using notes from primary and secondary
sources
Learning Target: Expand the content of an outline using notes from primary and
secondary sources.
References: https://umb.libguides.com/PrimarySources/secondary;
https://www.scielosp.org/article/bwho/2000.v78n4/411-411/en/
____________________________________________________________________________
Expanding the content of an outline using notes from primary and secondary sources

Note: See the attached Informative Essay on Mental Health using Primary and Secondary
Sources

Activity 2: Expand the outline using notes from primary and secondary sources: Enclose
the sources used with parenthesis.

Topic: Covid 19

I - Introduction:

Covid 19 is ______________________________________________
____________________________________________________________.

II - Body:

This virus originated in _______________________. It affects _______

_______________________________. (Symptoms) ______________________

__________________.(Effects on the economy)_______________________.

III- Conclusion:

We can fight Covid 19 ______________________________________

______________________________________________________________

. ______________________________________________________________

Attachment:

Mental health in the 21st century (Topic)


Gro Harlem Brundtland

Director-General, World Health Organization, 1211 Geneva 27, Switzerland

Introduction

We know from mortality statistics that over the last century human life expectancy has increased
as never before – though not always for the poor of the planet, who are still easy prey to the usual
killers. Using instruments such as the DALY (disability-adjusted life year) we can shift the focus
from how people are dying to how they are living. What the DALY does is to quantify not only the
number of deaths but also the impact of premature death and disability on a population, combining
them into a single unit of measurement of the overall burden of disease.

Body

A demonstration project in China has shown that simple family interventions in combination with
psychotropic drugs can substantially reduce the cost of treatment for schizophrenia. Psychosocial
rehabilitation programs can help persons with severe mental disorders such as schizophrenia to
become productive members of society.
While there is no cure for dementia, there are inexpensive and culture-sensitive interventions that
can help families and communities to provide better care for those affected with this disorder.
Conclusion

In short, mental health depends on some measure of social justice; and mental illness, given its
scale, must be treated at primary level where possible. Much of the preventive work will be in the
area of poverty reduction and conflict resolution, while the approaches discussed in this issue of
the Bulletin should help to stem the rise of this health hazard in the 21st century.

Primary and Secondary Source used are :

Gro Harlem Brundtland


Director-General, World Health Organization, 1211 Geneva 27, Switzerland Bulletin

Name: _____________________________Grade & Section:______________Date:___________


Subject: English 8 Teacher: ________________________________ Score:_____
Lesson: QUARTER 4, WEEK 4, LAS 1
Activity Title: Synthesizing Sources: Definitions and Guide Questions
Learning Target: Synthesize essential information found in various sources
References: Synthesizing Sources: Definitions and Guiding Questions Summary : The Building
Block of Synthesis Moving from Summary to Synthesis. (n.d.). 1–2.
https://www.simplypsychology.org/synthesising.html#step1 by Shona McCombes, published
March 28, 2020, retrieved April 10, 2021

What is Synthesis?
Synthesis writing is a form of analysis related to comparison, contrast, classification, division, and
arrangement. On a basic level, synthesis requires the writer to pull together two or more
summaries, looking for themes in each text. In synthesis, you search for the links between various
materials to make your point. In synthesis, you search for the links between various materials in
order to make your point. Where do sources overlap? In what ideas or methods do they diverge?
What is missing from the field of research that should be there? Most advanced academic writing,
including literature reviews, relies heavily on synthesis.
Unsynthesized Example
Franz (2008) studied undergraduate online students. He looked at 17 females and 18
males and found that none of them liked APA. According to Franz, the evidence suggested that
all students are reluctant to learn citations style. Perez (2010) also studies undergraduate
students. She looked at 42 females and 50 males and found that males were significantly more
inclined to use citation software (p < .05). Findings suggest that females might graduate sooner.
Goldstein (2012) looked at British undergraduates. Among a sample of 50, all females, all
confident in their abilities to cite and were eager to write their dissertations.
Synthesized Example
Studies of undergraduate students reveal conflicting conclusions regarding
relationships between advanced scholarly study and citation efficacy. Although Franz (2008)
found that no participants enjoyed learning citation style, Goldstein (2012) determined in a larger
study that all participants watched felt comfortable citing sources, suggesting that variables
among participant and control group populations must be examined more closely. Although
Perez (2010) expanded on Franz's original study with a larger, more diverse sample...
Source Used with Permission: The Chicago School

Activity 1: Let’s check your understanding.


Directions: Read the following statements and put a _ ⁄ if you think they are considered as building
block of synthesis and put an x if not. Write your answer on the box before the statements.
Identify the thesis or main point(s) of each reading. Make sure that you can articulate these clearly.

Identify the key ideas used by the author(s) to support these points.
Restate the ideas in your own words. Try closing your book temporarily while you sketch out the first
draft of these ideas.
Make it brief. In a short paper, try to summarize the main points in two to three sentences or less.
Remember that summary is intended only to provide background for your analysis of the links and
patterns that connect the texts.
Put a lot of information your audience needs.
Name: _____________________________Grade & Section:______________Date:___________

Subject: English 8 Teacher: ________________________________ Score:_____


Lesson: QUARTER 4, WEEK 4, LAS 2
Activity Title: How to Synthesize Written Information from Multiple Sources
Learning Target: Synthesize essential information found in various sources
References: Synthesise, W. (n.d.). Academic Integrity Program Synthesising 1–3
.https://www.simplypsychology.org/synthesising.html#step1 by Shona McCombes, published
March 28, 2020, retrieved April 10, 2021

Note: Please see attached file of this LAS for better understanding and explanation. How
to Synthesize
This is a step-by-step guide to synthesizing materials
from a number of different sources:
1. You should begin by brainstorming your ideas on
the topic.
2. Then read relevant material.
3. Make notes on key points from this material.
4. Then create a summary for each text.
5. Identity common ideas and differences between the texts.
6. From all of this information you now synthesize or write a new text.
Synthesizing Checklist
When you have finished synthesizing a topic read over the checklist below. Have you completed
each step? If so, you have successfully synthesized your material!
1. Brainstorm 2. Read relevant material
3. Make notes 4. Identify common ideas/differences
5. Summarize each text 6. Write new text Note:
Don’t forget to cite (reference) all the sources used.
Activity 1: Complete me.
Directions: Complete the given statements about synthesizing. Choose your answer from the box.

reference summary bibliographic differences connections opinions

evaluate analytical brainstorming synthesis critical significant

1. Remember to always use your own voice and to _____________ the ideas and words of others.
2. Record ___________________ details of the text. You will need these later for your
bibliography or reference list.
3. You need to separate facts from _______________________.
4. Think about the information and ______________________ where it fits in with the argument
(essay, report, review etc) you are developing.
5. A ___________________is a new product that brings together previously acquired information
according to your organizational scheme.
6. Synthesizing is one part of the bigger picture of using academic and __________ thinking
skills effectively.
7. A is _________________ similar to a paraphrase in that you must use your own (words) voice
and sentence structure.
8. Identity common ideas and ______________________between the texts.
9. You should begin ______________________ by your ideas on the topic.
10. Jotting down any idea, facts, _______________or phrases that come to mind.
LEARNING ACTIVITY SHEETS ATTACHMENTS
Note: This attachment is intended for reading purposes only. Please do not copy.
Attachment 1
Step 1. Brainstorming
Brainstorming involves:
• Thinking about what you already know about the topic.
• Jotting down any idea, facts, connections or phrases that come to mind.
• Reading the question several times to get as much out of it as possible.
• Thinking hard about what you already know about the question and its key words.
Step 2. Read all relevant material As you are doing this:
• Record bibliographic details of the text. You will need these later for your bibliography or
reference list.
• Always keep your question in mind so that you select material relevant to your topic.
• The length of your assignment is also important to remember in terms of what information you
should keep and what is unnecessary or simply won’t fit into this assignment.
Step 3. Notes-making
When you are doing this:
• Always make notes with your question and thesis statement in mind.
• Organize them into a logical order that you will be able to follow easily later on.
• Try to make notes in your own words as this will help you to process and remember the material
more effectively. Using your own words in this way is called paraphrasing, while copying down a
statement exactly is quoting. Don’t forget to include references for your notes as well from the
original sources.
Step 4. Summarizing
After this, you need to convert your notes into short summaries. Your summaries should be no
longer than a paragraph or short list of points for each page of notes. When making your
summary, read over your notes and then convert the main ideas into simple sentences in your own
words. Note that...
• A summary is similar to a paraphrase in that you must use your own (words) voice and sentence
structure.
• However, it is different from a paraphrase in that it must be shorter than the original text.
Step 5. Identify Common Ideas
The next stage requires you to find ideas that are common or different in several texts. A helpful
approach to this step is to always have your own ideas about the topic in mind first. Then look at
different texts. Do they take the same approach to that idea or information? How are they different
to each other and to your approach? Identify common ideas by:
• Reading a further two texts.
• Writing IN YOUR OWN VOICE the main ideas from the texts and sorting into a logical order
• Identifying similar ideas and differences.
Step 6. Synthesize!
The final stage requires you to synthesize or put all of this information together into a new piece of
information. Using your summaries, as well as your own ideas about the topic as a whole, write 1-
2 pages on the topic. This synthesis should be a fresh look at the topic. It pulls together all of the
information you have gained from your reading from a number of sources and makes it your own.
However, don’t forget to include citations for the ideas of others as they are woven into your
synthesis. This will ensure you don’t plagiarize.
Specifically:
• Write your new article
• A synthesis is a new product that brings together previously acquired information according to
your organizational scheme.
• Don’t forget to include citations for the ideas of others.

Name: _____________________________________Grade & Section:___________________

Subject: English 8 Teacher: ____________________________ Score:_____


Lesson: QUARTER 4, WEEK 5, LAS 1
Activity Title: The Writing Process
Learning Target: Compose effective paragraphs (EN8WC-IIa-2.8)
References: Study and Thinking Skills Towards Proficiency by Ladia, MA P., et, al ( pgs.164-165)
Skill Builders for Efficient Reading by Villamin, A. M., et, al (pages 165-171)
https://www.quia.com/files/quia/users/elyondaughter/quote-intro-and-concl.pdf

WAYS TO BEGIN A PARAGRAPH


Seasoned writers tell us of the tested ways to begin a good paragraph. Your choice will determine
your preference and exposure to several examples that have influenced you. Note: Please see
attachment 2 of this LAS for some examples.

1. The use of anecdote


Very often, when you want a light tone in your paragraph you use an anecdote or a short story to
relate with your topic.
2. General Statement
When a certain truth encompasses a wide application, it is called a general statement. This has
been used for a long time but is still usable.
3. A question
A thought-provoking question is a very effective way to start a paragraph. It invites curiosity
among your readers to find out the answers to the query.
4. Description
A mental picture of what will be presented comes into play when the descriptive beginning is
employed by the writer. A skillful writer makes use of carefully chosen words to give life to his
subject.
5. Striking statement
A good writer always wants to give his best shot at the very beginning of his paragraph so that a
good choice of a striking statement but constant practice will make it possible.
6. Quotation
Wise quotation can also be effective to begin paragraphs. However, it should not be used to
preach and must be used once in a while.
Activity 1: It’s time
Directions: Give what is being asked.
A. Enumerate the six ways to begin a paragraph
1. ____________ 2. _______________ 3._____________ 4.______________
5.___________________6. ____________________
Activity 2: Let’s do the writing
1. Write a paragraph using a question to begin it.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.

Name: _____________________________Grade & Section:______________Date:___________


Subject: English 8 Teacher: ________________________________ Score:_____
Lesson: QUARTER 4, WEEK 5, LAS 2
Activity Title: COHERENCE: TRANSITIONS BETWEEN IDEAS
Learning Target: Compose effective paragraphs (EN8WC-IIa-2.8)
References: http://guidetogrammar.org/grammar/transitions.htm retrieved March 14, 2021 LAS
USING TRANSITIONAL TAGS
Transitional tags run the scope from the most simple — the little conjunctions: and, but,
nor, for, yet, or, (and sometimes) so — to more complex signals that ideas are somehow
connected — the conjunctive adverbs and transitional expressions such as however, moreover,
nevertheless, on the other hand.

Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial
conjunctions) accompanied with a simplified definition of function (note that some devices appear
with more than one definition)

addition again, also, and, and then, besides, equally important, finally, first,
further, furthermore, in addition, in the first place, last, moreover, next,
second, still, too
comparison also, in the same way, likewise, similarly
contrast although, and yet, at the same time, but at the same time, despite that,
even so, even though, for all that, however, in contrast, in spite of,
instead, nevertheless, notwithstanding, on the contrary, on the other
hand, otherwise, regardless, still, though, yet
emphasis certainly, indeed, in fact, of course
Example or after all, as an illustration, even, for example, for instance, in conclusion,
illustration indeed, in fact, in other words, in short, it is true, of course, namely,
specifically, that is, to illustrate, thus, truly
summary all in all, altogether, as has been said, finally, in brief, in conclusion, in
other words, in particular, in short, in simpler terms, in summary, on the
whole, that is, therefore
time sequence after a while, afterward, again, also, and then, as long as, at last, at
length, at that time, before, besides, earlier, eventually, finally, formerly,
further, furthermore, in addition, in the first place, in the past, last, lately,
meanwhile, moreover, next, now, presently, second, shortly,
simultaneously, since,

Activity 1: Let’s write


Directions: Write five sentences using the different transitional devices and underline it, then use
the chart above as your reference. (2 points each)
1. ___________________________________________________________________.
2.___________________________________________________________________.
3.___________________________________________________________________.
4. ___________________________________________________________________.
5. ___________________________________________________________________

Name: _____________________________Grade & Section:______________Date:___________

Subject: English 8 Teacher: _________________________ Score:_____


Lesson: QUARTER 4, WEEK 5, LAS 3
Activity Title: Understanding Coherence and Unity
Learning Target: Compose effective paragraphs (EN8WC-IIa-2.8)
References: Study and Thinking Skills Towards Proficiency by Ladia, MA P., et, al ( pgs.172-177)
Elements of a Good Paragraph

As a beginner, you should always bear in mind that your ideas are expressed fully when
your paragraph is written cohesively. To attain this, paragraph must possess the three basic
qualities of unity, coherence and emphasis.

a. Unity- implies oneness and harmony of all parts of the paragraph. The tense, voice,
number, person of verbs help attain unity and develop the central idea of the paragraph.

b. Coherence-speaks of relatedness of ideas expressed in sentences. Smooth and effortless


links between sentences will make your writing more convincing. Appropriate connectives such as
additionally, also, consider, conversely, furthermore, likewise, on the contrary, parallel, similarly,
unlike and whereas are among others are the most commonly used in achieving coherence in a
paragraph.

c. Emphasis- refers to construction of sentences which shows the important and subordinate
content of the paragraph. It is attained by various ways such as repetition, parallelism, proportion,
position and climactic order.

Activity 1. Getting to know the elements in me


Directions: Read the paragraph below and identify the basic quality that it possesses. (3points)
1. The successful people in our midst, according to Fr. Bob Garon, “are individuals who are
effective problem solvers. They, of course, do not enjoy having problems but they fully understand
that there can be no success without the corresponding problems that accompany it. And because
they fully realize that this really positive thinking to meet their problems head-on”.
______________________

Activity 2. Let’s do arrangement


Directions: After identifying the elements of paragraph in the previous activity, let’s enhance your
skill to recognize the elements of the paragraph. Below are the jumbled sentences of a paragraph.
Arrange the sentences to come up with a good paragraph and note the element used in each of
them. Write the number of your answer on the space provided. (2 points each)
_______________ But when a person writes to communicate, he has to think of his readers.
_______________ People write for two general reasons, for self-expression and for
communication. _______________ He must see to it that they understand and react favorably to
what he has written. _______________ To be able to get across his ideas to his readers, he
should master and apply the principles and rules of effective writing.
_______________ When a person writes for self-expression, he does not take into account other
people, for his aim is only to put down his thoughts and feelings in writing.

LEARNING ACTIVITY SHEETS ATTACHMENTS


Attachment 1

Note: This attachment is intended for reading purposes only. Please do not copy.

The following paragraph illustrates this pattern of organization. In this paragraph the topic
sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s
main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS


WAYS. In front of the tiny pupil of the eye they put, on Mount Palomar, a great monocle 200
inches in diameter, and with it see 2000 times farther into the depths of space. Or they look
through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify
by as much as 2000 diameters the living creatures there, many of which are among man’s most
dangerous enemies. Or, if we want to see distant happenings on earth, they use some of the
previously wasted electromagnetic waves to carry television images which they re-create as light
by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings
of long ago and far away as colored motion pictures, by arranging silver atoms and color-
absorbing molecules to force light waves into the patterns of original reality. Or if we want to see
into the center of a steel casting or the chest of an injured child, they send the information on a
beam of penetrating short-wave X rays, and then convert it back into images we can see on a
screen or photograph.

THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED


HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY.

-George Harrison, “Faith and the Scientist”

Attachment 2 Some examples of ways to begin a paragraph a. ANECDOTE


I was a Grade-7 freshmen when I first tried to write for the school paper. The editor in chief asked
me to scribble some lines for the The Shield, our official school publication. I did my part and that
was the beginning. MY passion for writing was born. That was almost two decades ago. Many
related things have come and gone. I wrote several articles for the school paper, the school
bulletin and the annual reports…

b. QUESTION
Global climate change is a crisis that affects everyone, rich and poor, young and old. From rising
ocean levels to increased temperature extremes, the world is changing for everyone. How will your
life be different in the coming years?

c. QUOTATION

William James once said, “Act as though what you do makes a difference. It does.” It
seems as if many people do not understand how their actions affect others. This is also true about
citizenship. The actions of a good citizenship are like a rock being thrown into a pond. The ripples
spread out, causing other people to become good citizens.” Being a good citizen means
demonstrating obedience for laws, showing respect, and exhibiting cooperation within one’s
community.

Name: _____________________________Grade & Section:______________Date:___________


Subject: English 8 Teacher: _________________________ Score:_____

Lesson : Quarter 4 – Week 6


Activity Title : Paragraph Development; Text Types
Learning Target: Develop paragraphs that illustrate each text type (narrative in literature,
expository, explanatory, factual and personal recount, persuasive)( EN8WC-
IIa2.9)
References: Learning Activity Sheets in Reading and Writing – SHARED Options (Div.
of CDOC)
Shane Mac Donnchaidh, https://www.literacyideas.com/
https://www.centralriversaea.org/curriculum/literacy/text-types-purposes/
https://www.time4writing.com/articles-about-writing/expositoryparagraphs/

DEVELOPING EFFECTIVE PARAGRAPHS

A. What’s New?

As a writer, it is important to arrange your ideas in a text according to your purpose in writing. Are
you narrating an event, giving explanation, exposing personal recount? Your purpose suggests a
method of organization or logical arrangement known as the pattern of development. It could be
a way of logically organizing the whole text or a just an individual paragraph.

B. What Is It?

One of the most important elements in writing is the form or structure. It is worth noting that
without a solid structure in place, the content you have gathered would fall apart. After constructing
an outline and writing your first draft, it is time to get on to paragraph writing.

An effective paragraph shows the unity of the sentences used in developing the main idea. A
paragraph is made up of the topic sentence which contains the main idea, the supporting
details and the conclusion or the clinching sentence at the end.

Text Types
1. Narrative paragraph simply tells what happened and establishes facts. It is sharing of
personal experiences that offer lessons and insights. It is more than just a chronological
sequence of events that happen to the different characters. It also contains elements of
drama and tension.

2. Expository paragraph, you give information. You explain a subject, give directions, or
show how something happens. In expository writing, linking words like first, second, then, and
finally are usually used to help readers follow the ideas.

3. Personal Recount retells an activity the writer has been personally involved in and may be
used to build the relationship between the writer and the reader e.g. anecdote, diary journal,
personal letter. These usually retell an event that the writer was personally involved in.

4. Factual / Newspaper Recount reports the particulars of an incident by reconstructing


factual information e.g. police reconstruction of an accident, historical recount, biographical and
autobiographical recounts. A factual recount is an objective recount of a true event by someone
not personally involved in the situation. Its purpose is either to inform, entertain or both.

5. Persuasive paragraph tries to convince the reader that a particular point of view is worthy
of consideration. It wants you to consider both sides of an issue, but it reveals a bias in favor of
one side over another.
 A persuasive paragraph intends to convince readers to do or believe in something.

C. Learning Activities
Direction: Encircle the letter of your chosen answer.
1. This is a collection of related sentences with one central idea.
a. sentence b. paragraph c. fragment
2. Expository writing does____
a. display an information b. tells a story c. convince an idea

3. What of text type is this?

Here is the perfect system for cleaning your room. First, move all of the items that do not have a proper
place to the center of the room. Get rid of at least five things that you have not used within the last year.
Take out all of the trash, and place all of the dirty dishes in the kitchen sink. Now find a location for each of
the items you had placed in the center of the room. 5s is a Japanese cleaning system. For any remaining
items, see if you can squeeze them in under your bed or stuff them into the back of your closet. See, that
was easy!
a. expository b. persuasive c. narrative

Direction: Write one paragraph of each of the text type discussed.

D. Rubrics for Scoring


Your paragraph will be rated based on the rubric below.
Criteria Performance Indicators Points Score
Complete and thoughtful explanation of ideas 5
CONTENT Strong organization and structure 3
Vivid supporting details included 3
Written in complete sentence 2
MECHANICS Correct and appropriate grammar, punctuation,
2
spelling, etc.
Total 15

Name: _____________________________Grade & Section:______________Date:___________


Subject: English 8 Teacher: _________________________ Score:_____
Lesson Quarter 4 – Week 7
:
Activity Speech Convention
Title :
Learning Deliver a self-composed speech using all the need speech convention (EN8WC-IIa-
Target: 2.10)
References: https://courses.lumenlearning.com/atd-fscj-publicspeaking/chapter/
techniquesfor-effective-delivery/
https://liduaeka.weebly.com/uploads/1/0/7/6/10761275/2_convention_in_langu
age_use.pdfpen.lib.umn.edu/publicspeaking/chapter/14-1-four-methods-
ofdelivery/
https://www.occc.edu/institutionalcommittees/general/pdf/OCCC%20Rubric%2
0for%20Public%20Speaking.pdf

Techniques for Effective Speech Delivery


A. What’s New?

Whenever you speak in public, it is really a multimedia experience for the audience. Not only does
the audience listen to the speech, but they also get to see you in action. And, if the speaker uses
visual aids, such as demonstration objects, charts, or PowerPoint slides, the audience receives
other visual stimuli as well. How you put a speech presentation together is what will set you apart
from those who give an “adequate ” speech.
The easiest approach to speech delivery is not always the best. Substantial work goes into the
careful preparation of an interesting and ethical message, so it is understandable that students
may have the impulse to avoid “messing it up” by simply reading it word for word.

B. What Is It?

TIPS FOR EFFECTIVE DELIVERY


1. Make a good set of notes you can follow at a glance, and PRACTICE your presentation.
2. Dress for the occasion and tidy yourself up. Do something about hair that tends to fall into
your face. Avoid wearing a hat or cap because it can obscure your face.
3. Arrange the environment to suit your presentation and get rid of distractions. Turn on enough
light so people can adequately see you, your eyes and your facial expressions.
4. Check the operation of audo visual equipment before your presentation. Have a backup plan
in case it fails.
5. Make sure your notes and other materials are in proper order before you begin.
6. Get rid of any gum or food you might have in your mouth. Don't hold a pen or paper clip or
anything else that you might twiddle and distract your listeners.
7. Stand or sit up straight with your weight balanced. Avoid slumping, twisting or leaning on the
lectern, table, or computer console. Don't stand in the light from the projector.
8. Make eye contact before you start to speak, as you normally do in beginning a conversation.
Talk to your listeners as if you are having a conversation with them.
9. Don't start with “um” or “OK.” Minimize the uhs, ums, likes and y’knows. Minimize distracting
mannerisms and aimlessly shifting weight or moving about.
10. Avoid merely reading your presentation.
11. Use your voice expressively and meaningfully. Enunciate words clearly. Don’t mumble or
garble them. Speak with appropriate loudness and speed. Consider audience, place and
topic.
12. Use variations in speed, inflections, and force to enhance your meaning and hold audience
attention. Avoid monotony.

13. Look interested in your topic. Show your enthusiasm, sincerity, commitment.
14. Use gesture and movement naturally to describe things, underscore transitions and
emphasize points. Use your body expressively and meaningfully.
15. Remember the 3 Es of Effective Delivery: Energy, Eye Contact and Expression!
C. Learning Activities
1. Watch the evening news. Observe the differences between news anchors using a
TelePrompTer and interviewees who are using no notes of any kind. What differences do
you observe?
2. Record a 5-minute self-composed speech and pass it via messenger.

D. Rubrics for Scoring


Rubric for Oral Communication Competency
Public Speaking Outcome: The student will demonstrate effective public speaking skills. Goal:
70% of students will score 10 points or higher on the rubric.

Outstanding (5) Good (4) Acceptable (3) Fair (2)


*Speaking in *Speaking in *The student will make *While speaking, the
meaningful, strategic, meaningful and some meaningful eye student does not
deliberate, fluid and controlled sentences or contact with the entire make meaningful eye
controlled sentences phrases. audience. contact with the entire
or phrases. audience, but looks at
•The student’s vocal just a few people.
*No vocalized pauses
tone and body
•No vocalized pauses will be performed. language are
will be performed. appropriate but not *The student’s vocal
*Gestures, facial powerful; they seem tone is nervous and
•Gestures, facial expressions and tone unpracticed. ineffective; the tone is
expressions and tone will be appropriate and soft or strained.
will be appropriate, meaningful, but not •The student uses a
deliberate and necessarily powerful. few vocalized pauses *Word choices are
meaningful. or mispronounced random and delivered
*The student’s words. awkwardly.
•Direct and powerful presentation has a good •The student will
eye contact with the beginning and ending. attempt an organized *The student reads
entire audience is and purposeful part of the speech
beginning and ending,
evident and effective. *The student speaks but will perhaps not and looks down
with some purpose, deliver it with polish often.
•The student’s demonstrating some and conviction. •The
delivers a demeanor of speech was *Vocalized pauses
presentation having a accomplishment at the interesting but are awkward,
strong, definite perhaps not well distracting and many
end of the speech. executed.
beginning and ending However, stronger in number.
delivery in both oral and
on-verbal skills is
needed.

Categories to be considered:
Organization:

1. Introduction: Rate (2-5)


Speaker gained/maintained audience attention and oriented the audience to the topic.

2. Body: Rate (2-5) Main ideas were clear, transitions good.

3. Conclusion: Rate (2-5) ________________


Speaker summarized key points in a meaningful and effective way.

Delivery:
1. Audience Orientation: Rate (2-5) _______________________
Speaker was audience-centered, adapted to the listeners and maintained the appropriate time
limit.

2. Verbal Delivery: Rate (2-5) ________________


Speaker delivered the presentation with effective tone of voice relative to the content of speech
and eye contact relative to the use of presentational aids (when applicable) and the audience.

3. Nonverbal Delivery: Rate (2-5) ________________________


Speaker demonstrated appropriate attire, gesture, good posture, and meaningful body movement.

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