Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office – City of Mandaluyong

PROJECT CLAID (Contextualized and Localized Activities Intended for Distance Learning)

Name: ______________________________ Date: ____________ Score:________

ENGLISH 8
Quarter 4 – Week – 4

Competency: Develop paragraphs that illustrate each text type (narrative

in literature, expository, explanatory, factual, and personal recount,
persuasive)

Lesson: Types of Paragraph Development

Objectives

1. Differentiate types of paragraph development that illustrate each text

type (narrative in literature, expository, explanatory, factual, and
personal recount, persuasive).
2. Identify the type of paragraph used in the text.

Concept
Paragraph is a self-contained unit of a discourse in writing dealing
with a particular point or idea. A paragraph consists of one or more
sentences. Though not required by the syntax of any language, paragraphs
are usually an expected part of formal writing used to organize longer
prose.
Developing an effective paragraph -- a combination of sentences
joined cohesively together to further a focused topic -- requires seven steps:
plan, gather, order, compose, elaborate, conclude, and review. The seven
steps apply to each of the six types: narrative in literature, expository,
explanatory, factual, and personal recount, and persuasive paragraphs.
A well-developed paragraph will advance a particular topic in a clear,
united, and cohesive manner.
---- https://mutzenterprises.wordpress.com

_________________________________________________________________________
1
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)
PRETEST
Directions: Read the sentences carefully. Then, choose the appropriate answer from the
word pool below to complete the meaning of each sentence.

PARAGRAPH NARRATIVE EXPOSITORY PERSUASIVE

EXPLANATORY FACTUAL RECOUNT PERSONAL RECOUNT

1. _________________ requires you to describe how something works or is done.

2. _________________ is a group of sentences which expresses an idea. It may express
an opinion, provide information using facts and details, tell a
story or simply describe a person, a place, an object, or a feeling.
3. _________________ gives information, explains directions, or shows how
something happens.
4. _________________ tries to convince the reader of the author’s point of view.
5. _________________ tells about an event, adventure, scene, or happening.
6. _________________ describes a place, a thing or an idea using facts.
7. _________________ gives an opinion on how you feel about a novel, a play or a film
and a story.

ACTIVITY NO.1

Getting Started
Directions: Read each paragraph carefully and decide whether it is a narrative, descriptive,
expository, or persuasive paragraph. Label it appropriately in the blank.

1. Paragraph Type (narrative, explanatory, expository, or persuasive) _____________________

To be healthy, teens can exercise, eat nutritious foods, and keep themselves safe.
First, participating in various kinds of fitness can keep them in shape. This can include
walking, riding their bikes, and playing sports. Next, maintaining a nutrient-rich diet
can help teens stay well. Three balanced meals and two wholesome snacks a day can
keep their health on track. Finally, staying out of dangerous situations can keep teens
healthy. Avoiding strangers, wearing seatbelts in cars, and checking smoke detectors
are all great ways to accomplish this task. Teens who follow these tips will keep their
bodies unharmed and in good physical shape.
--- https://www.time4writing.com/downloads/PDFs/Printable-WritingParagraphs-TypesofParagraphs-HS.pdf

2. Paragraph Type (narrative, explanatory, expository, or persuasive) ____________________

Pets should be allowed in school for several reasons. First, they help students feel
more comfortable. Some students feel very uncomfortable in a school setting but taking
along a pet gerbil or gecko might help students relax. Also, students can make friends
more easily with a pet. A pet frog or tarantula can gather quite a crowd; and when
students see what pets they have in common, they can unite around their common
interests.
Finally, pets can keep students safe. Who wants to bully a student who has a
protective dog with him? For all these reasons, students should be allowed to take their
pets to school.
--- https://www.time4writing.com/downloads/PDFs/Printable-WritingParagraphs-TypesofParagraphs-HS.pdf

3. Paragraph Type (narrative, explanatory, expository, or persuasive) _____________________

Hanging on my bedroom wall is a picture of a train. Sometimes, when I am lying on
my bed, I take a closer look. The front of the train has a few flags, but they do not look
like today’s American flag. Instead, these flags have stripes and a circle of stars. The
_________________________________________________________________________
2
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)
 train is at a station, and the conductor is walking toward the tracks in front of the train.
Is he preparing to speak to all the hat-wearing men and children behind him, or is he
checking out the tracks? I cannot decide. The clock on the post outside the station says
it is about six-fifteen, and I am guessing that it is evening and not morning since it does
not look dark. I can just imagine the smell of coal and hear the train as it snorts and
breathes, chomping at the bit to get moving. The picture always makes me think about
life in the past.

4. Paragraph Type (narrative, explanatory, expository, or persuasive) _____________________

All students should be required to learn how to use the internet. First, because the
web gives students access to a tremendous amount of research from the comfort of
school or home, they can save time doing research if they learn to use this resource. For
example, if students want to write about poodles, they can easily go to a search engine
and find all the resources they could possibly want or need on the topic. Next, the
internet allows instant communication with access to everything from email to Skype.
Students who have access to the web can communicate with parents and friends during
breaks, resolving issues or letting parents know about a schedule change. Finally,
learning to use the internet will help students compete in the highly competitive and
technologically savvy world. Many jobs today require employees to use the internet, and
if students do not know how to do this, they will be stuck in lower-paying jobs. Clearly,
the internet is a necessity in today’s world, so all students should learn how to use it.

5. Paragraph Type (narrative, explanatory, factual recount, or personal recount)

_____________________

COVID-19 has become a global health crisis. As of October 6, 2020, almost 36

million people have been infected and over one million have died. In the Philippines, this
translates into almost 325,000 infected and 6,000 deaths (Worldometer, 2020). To curb
the spread of COVID-19, most governments have opted to employ quarantine protocols
and temporarily shut down their educational institutions. Therefore, more than a billion
learners have been affected worldwide. Among this number are over 28 million Filipino
learners across academic levels who have to stay at home and comply with the
Philippine government’s quarantine measures (UNESCO, 2020).
--- https://www.frontiersin.org/
6. Paragraph Type (narrative, explanatory, factual recount, or personal recount)
_____________________

A Day in My Life: Living Under the COVID-19 Pandemic

We are living in an unprecedented time as globally, we are all dealing with the
interruptions, disruptions, and changes to our lives due to the COVID-19 pandemic. No
matter how frustrating, confusing, or scary this crisis gets, fear does not have the final
say. 1 John 4:18 says, “There is no fear in love, but perfect love casts out fear.” Our
hope is built on the perfect love of Jesus Christ, so we have been called to share that
love with the world. Fear will not have the last word but love and hope will! Let us use
these troubled times to “journey with the youth,” a way to empower our youth in such a
way that will connect them like before. A simple but compelling way to do this is
through the power of the story. Specifically, let us allow our youth to share their stories
with each other as they experience and live through these uncertain times. Let us invite
them into conversation with each other through the windows of their worlds in their
own voices.
---

Discussion
A paragraph is a group of related sentences which may be complete or part of a longer
piece of writing. Most good paragraphs are built around a good idea. The exception being a
paragraph that describes a person, thing, scene, and idea.
_________________________________________________________________________
3
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)
 A well-developed paragraph is one that includes adequate support for each of the
topic sentences in the paragraph. Such support may be facts, examples, statistics, expert
opinion, or any other evidence the writer wants to present.

Paragraph Development Examples

Narrative
o Tells a story.
o Uses specific details.
o Is not a mere listing of events- it has characters, setting, conflict, and resolution?
o Time and place are usually established.
o Usually chronologically organized.

Example:
The NCR Plus areas will be under a 6 pm to 5 am curfew with exception to
authorized persons outside of residence, cargo vehicles, and public transportation. Persons
below 18 and above 60 years old, pregnant women, those with immunodeficiencies,
comorbidities, and other health risks should always remain in their homes.

Expository
o Informative/explanatory
o Can be included incidentally with narrative or descriptive but can also stand alone.
o The challenge of writing an exposition paragraph is your credibility – how do I know that
you know what you are talking about?
Answer: Citations! (from experts)

Example:
Stress is defined as a state of extreme difficulty that causes mental or physical
tension. In a recent study, teenagers were shown to experience stress as often as adults.
According to the study, the most common causes of stressors to teens include divorce of
parents, death of a loved one, loneliness, moving to a new neighborhood, and having
difficulty in a social environment. These stressors can greatly change the way teens act in
many circumstances.

Explanatory
o An explanatory paragraph is required if you are asked to describe how something works
or is done.
o Topic sentence identifies what is being explained.
o Support sentences give a sequenced explanation of how and why something works or
happens.

Example:
Coronaviruses (CoV) are a large family of viruses that cause illnesses ranging from
the common cold to more severe diseases such as Middle East Respiratory Syndrome
(MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A novel coronavirus
(nCoV) is a new strain that has not been previously identified in humans. Common signs of
infection include respiratory symptoms, fever, cough, shortness of breath, and breathing
difficulties. In more severe cases, the infection can cause pneumonia, severe acute
respiratory syndrome, kidney failure, and even death.

Persuasive
o Uses a direct approach.
o Calls reader to action or to take a stand on an important issue. “Believe me and do it!”
o More than just opinion is needed: information, analysis, and context must be given to
the reader to let him/her make a decision.

Example:
Students are currently getting ripped off. Students who spend an average of 10
hours or more on extracurricular activities should receive academic credit. Most students

_________________________________________________________________________
4
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)
who are involved in sports, music, journalism, or theater activities are actively learning on a
daily basis.
They attend practice and events and participate regularly as they would in class.
Furthermore, their participation helps them become more responsible and disciplined
students. Students are putting forth the effort, and not getting any recognition for their
time.

Factual Recount
o The purpose of a factual recount is to retell events in the order in which they happened.
o Examples of factual recounts include: • journals • historical texts
o Factual recounts use Past tense Action verbs Emotive language Descriptive language
Time connectives.

Example:
In the Philippines, the government closed schools on 9 March 2020 one month
before the planned end of term, prematurely ending the school year for almost 25 million
students and postponed the usual start of the 2020-2021 academic year from June to the
end of August due to concerns about COVID-19. As cases are still increasing, coursework
will remain by distance only. At the end of the recently concluded campaign for the
upcoming school year, enrolment stands at 77 percent of the previous academic year,
highlighting the serious negative impact of the pandemic on students.

Personal Recount
o Requires you to retell an activity or event that happened in your own life.
o You must structure your story in a way that makes sense while using language that
matches the same purpose.

Example:
Online learning is more exotic than going to school. I like it, but it has some
drawbacks. Some are serious, others are not. Sitting at home is fun, but to be honest, it is
much more tiring to sit and study at the computer all day long. Many children get pains in
the eyes, so there should be a longer break after two lessons. Often, we do not even
understand the teacher because of Internet problems. Sometimes the sound goes off.

ACTIVITY NO. 2
Getting it Right
Directions: Identify what is being described below. Choose if they are expository,
descriptive, narrative, persuasive, or explanatory.
1. Which text type is this? The day I won first place in the boxcar derby race was the
proudest day of my life.
2. Which text type is this? The Himalayan Mountains are the tallest mountains in the
world.
3. The goal of this type of paragraph is to convince another person to change or at least
think about changing, their opinion about something.
4. In this type of paragraph, the author is writing about what a person, place, or thing is
like.
5. This paragraph is used to tell a story. There is a logical sequence of events.

ACTIVITY NO. 3
Sparking
Directions: Identify each of the following excerpts as either a narrative, explanatory,
expository or persuasive paragraph.

_________________________________________________________________________
5
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)
_____________1. The sun is only one among 200 billion stars that are bound together by
gravity into a large cluster of stars called the galaxy. The stars of the galaxy revolve about
its center as the planets revolve about the sun. The sun itself participates in this rotating
motion, completing one circuit around the galaxy in 250 million years. —from “The Size of
Things” in Red Giants and White Dwarfs by Robert Jastrow
_____________2. Members of the fire department were starting to arrive at the front door, but
Albert ignored them. He was white now, like death, and he made a low terrible sound. He
did not exactly pull his lips back from his teeth and growl, but the result was similar. It was
like the sound a dog makes before he leaps for the throat. And what he said was “You just
leave me be, woman!” —from “Be-ers and Doers” by Budge Wilson
____________3. As public schools reopen for the new year, strategies to curb school violence
will once again be hotly debated. Installing metal detectors and hiring security guards will
help, but the experience of my two sisters makes a compelling case for greater use of dress
codes as a way to protect students and promote learning. —from “Appearances Are
Destructive” by Mark Mathabane
___________4. Across the street lived old Dikran, who was almost blind. He was past eighty
and his wife was only a few years younger. They had a little house that was as neat inside
as it was ordinary outside—except for old Dikran’s garden, which was the best thing of its
kind in the world. Plants, bushes, trees—all strong, in sweet black moist earth whose
guardian was old Dikran. All things from the sky loved this spot in our poor neighborhood,
and old Dikran loved them. —from “The Hummingbird That Lived through Winter ” by
William Saroyan

REFERENCES

• https://covid19.who.int/region/wpro/country/ph
• https://www.educatemagis.org/blogs/students-reflections-a-day-in-my-life-living-
under-the-covid-19-pandemic/
• https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full
• http://www.emro.who.int/health-topics/corona-virus/about-covid-19.html
• https://www.quia.com/quiz/822364.html?AP_rand=804384883

Prepared by:

EDWIN VASQUEZ NOLASCO

Highway Hills Integrated School
SDO Mandaluyong

Editors:

LEA M. YUMANG AUREA G. NACIONALES JOESON E. MEJICA

Head Teacher III, ILIS Head Teacher I, ERIS Master Teacher I, BJNHS
Content Language Layout

Approved:

RAMON M. BELARDO JR.

Education Program Supervisor, English

_________________________________________________________________________
6
Q4 Week No.4 Competency Code: EN8WC-IIf-2.2
Competency: Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual, and personal recount, persuasive)