Republic of the Philippines

Region V
Division of Masbate
MALBUG NATIONAL HIGH SCHOOL
Malbug, Cawayan, Masbate

READING AND WRITING SKILLS

11 (Week 1-3)

Name of Learner: ____________________________________ Grade Level: __________

Section: __________________________ Date: _______________

LEARNING ACTIVITY SHEETS No. 1

READING AND THINKING STRATEGIES ACROSS TEXT TYPES

Background Information for Learners

 The word paragraph comes from two Greek words: para which means “beyond” or “beside” and graphein
which means “to write”.
 A paragraph is a collection of related sentences with one central idea. Each sentence shows connection
to other sentences in the paragraph.
 A paragraph is an independent unit or a related unit. As an independent unit, it is complete in itself. As a
related unit, it is a part of a composition that is combined with other paragraphs to make a larger
composition.
 Whether a paragraph is an independent unit or a related unit, it has its beginning, middle and end.

DEVELOPING EFFECTIVE PARAGRAPHS

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.

 Topic sentence – it reveals the main or central idea of the paragraph. It does not necessarily have to be
placed at the beginning of the paragraph. It may be found in the middle of the first and the last sentence
or at the end. If it is found at the end of the paragraph, it may be used as a clinching or concluding
sentence.
 Supporting details – they give the paragraph life as it elaborates on the scope given by the topic sentence.
 Clinching sentence – it closes your paragraph. According to Dagdag (2010), this “may be a restatement
of the topic sentence, a summary, or a conclusion based on the supporting details.”

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Learning Competency 1:
Compare and contrast patterns of written texts across disciplines:
a) Paragraph Development - EN11/12RWS-IIIbf-3
b) Narration - EN11/12RWS-IIIbf-3.1
c) Description - EN11/12RWS-IIIbf-3.2
d) Definition - EN11/12RWS-IIIbf-3.3

Directions/ Instructions:
To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises diligently.
 Answer all the given tests and exercises.

Activity 1: Read the paragraph below and identify the topic sentence. Write your answer on the blank
provided below each paragraph.

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

Topic Sentence: ________________________________________________________________

2. Sunset is the time of day when our sky meets the outer space solar winds. There are blue, pink, and purple
swirls, spinning and twisting, like clouds of balloons caught in a blender. Sunset is the opposite of sunrise.
The sun moves slowly to hide behind the line of horizon, while the moon races to take its place in prominence
atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that still must be done. There
is a coolness, a calmness, when the sun does set.

Topic Sentence: ________________________________________________________________

3. 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!

Topic Sentence: ________________________________________________________________

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 LEARNING ACTIVITY SHEET No. 2
Reading & Thinking Strategies: Narration

Background Information for Learners

 Narration, from the root word narrates, originated from the Latin word narrare— which means related or
told.
 It gives a written account of an event or story, or simply, storytelling. The sequence of events is told in
chronological order.
 It usually contains the following: the who, what and when.
 A narrative must have “vivid” description of details, a consistent point of view and verb tense, and a well-
defined point or significance.” (Tiongson, 2016).
 At the end of writing it, it must send a clear message to its readers through the story.

A 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.

Narration is the most common type of paragraph development. It has the following elements:
1. Setting. It is the time and location in which a story takes place.
2. Characters. The life-giving element of the story.
3. Plot. It is the logical series of events in the story.
The five essential parts of the plot are:
a. Exposition. It is the part of the story where the characters and the setting are revealed.
b. Rising Action. It is where the events in the story become complicated and the conflict
in the story is exposed.
c. Climax. This is the highest point of interest and the turning point of the story.
d. Falling Action. The events and complications begin to resolve themselves.
e. Denouement. The final resolution of the plot in the story.
4. Point of View. It is the perspective of the writer in narrating the story.
a. First person point of view. The story is told by the protagonist or one of the characters
using pronouns I , me , we.
b. Second person point of view. The author tells the story in second point of view using
the pronouns you , yours, and your.
c. Third person point of view. The narrator is not part of the story but describes the
events that happen. The writer uses the pronouns he, she, him, and her.

Activity 2: Read the story “Not Necessary News From The Beat” and answer the comprehension
questions that follow.

Palace liaison in Congress Jesus Ayala has an incident to share with friends, after meeting a
world-renowned missionary, Mother Teresa of Calcutta, India last week. When Mother Teresa , dubbed a
“ living saint “ in religious circles, paid a courtesy call on President Aquino at the Malacanang Premier
Guest House Thursday afternoon last week, Chito was one among the palace staff members who
eagerly lived up to have a glimpsed of the 79-year-old nun. It was a blessing that Chito even had the
chance to kiss Mother Teresa’s hands. And, on bended knees, Chito publicly confessed. “Bless me, Mother

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Teresa for I have many sins, “ he whispered to her. (Reprinted from: Philippine Daily Inquirer “Not Necessary
from the Beat”).

COMPREHENSION QUESTIONS
1. Who is the main character of the story?
A. Jesus Ayala C. President Aquino
B. Mother Teresa D. Palace Sta
2. Where is the setting of the narrated story?
A. Malacanang Guest House C. Office
B. Garden D. Sala
3. Who is the world –renowned missionary?
A. Chito Ayala C. Sta. Rita
B. Mother Teresa D. Pres. Aquino

4. Where is the setting of the narrated story?

A. Spain D. Malaysia
B. Calcuta, India
C. Philippines
5. Who is the president mentioned in the story?
A. Pres. Estrada
B. Pres. Macapagal
C. Pres. Aquino
D. Pres. Duterte

LEARNING ACTIVITY SHEET No. 3

Reading & Thinking Strategies: Description

Background Information for Learners:

 Description gives information of what a person, an object, a place or a situation is like.

 It appeals to the reader’s senses.
 A descriptive paragraph has concrete and specific details, which are carefully chosen by a writer to paint a
picture in the mind of the reader.

Descriptive writing emphasizes a reader’s ability to paint vivid pictures using words on a reader’s mind. This
relies on the writer’s ability to appeal to his/her five senses: the sight, smell, touch, taste, and hearing.

To rouse feelings, emotions and reactions from the readers is what descriptive paragraphs aim for.
Simple adjectives will not simply cut it for readers desiring for appropriate description of an event, thing, place or
person.
According to Dagdag (2010), there are two types of description: objective and subjective. Objective
description is a factual description of the topic at hand. This relies its information on physical aspects and appeals
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to those who crave for facts. Meanwhile, subjective description allows the writer to explore ways to describe an
emotion, an event, a thing, a place or person, appealing to emotions. Often, this is an artistic way of describing
things, mostly from the eye and perspective of the writer.

Here is a word bank of sensory words to refer to when you want to add descriptive details to your
paragraphs:

SIGHT SOUND SMELL TOUCH TASTE

sparkling yelp musty sticky spicy
gloomy shriek rotten grainy sweet
glossy whisper fragrant smooth sour
bright hiss fresh satiny bitter
dazzling screech pungent pointy bland
cloudy chortle fruity clammy creamy
blurred sneeze stinky furry delectable

Activity 3: Try these writing activities. Use your imagination!

A. Imagine yourself somewhere in the forest. You cannot find your way to get back home. Write a short paragraph
describing your sensations. You may use the word bank list to help you express your sensations.
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_______

B. Then imagine yourself still in the forest. You continue walking and you get lost along the way and you really
don’t know where to go. You get tired, so you sit under a tree. Suddenly, a lady appears in front of you. How
would you describe the lady so that others could imagine her?
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 LEARNING ACTIVITY SHEET 4
Reading & Thinking Strategies: Definition

Background Information for Learners:

 Definition explains a concept, term or subject. Its main purpose is to tell what something is.
 It consists of three parts: (1) the term, concept or subject to be defined; (2) the general class to which it
belongs; and (3) the characteristics that differentiate it from the other members of its class.
 A definition explains what a term means. When you want your readers to know exactly how you are
using a certain term or an unfamiliar concept , you use definition.
 It appeals to the reader’s senses.
 A descriptive paragraph has concrete and specific details, which are carefully chosen by a writer to paint a
picture in the mind of the reader.

Definition is the main constituent of any dictionary. In developing a paragraph by definition, you should take
account of these things:
a) the term to be defined
b) the class to which the term belongs
c) the characteristics that distinguish the term from the other members of its class.
Take a look at this example of a definition:
An owl is a bird with a large head, strong talons and has a nocturnal habit.
Owl – is the term to defined
Bird – is the class where the owl belongs with a large head, strong talons and has a nocturnal habit – are the
characteristics that distinguish the owl from the other birds.
The following are the different types of definitions:
1. Formal Definition. The definitions provided in dictionaries.
2. Informal Definitions. The three common informal definitions are operational definitions, synonyms, and
connotations.
a. Operational Definitions gives the meaning of an abstract word for one particular time and
place.
b. Synonyms or words that mean the same as another word.
c. Denotation is the exact meaning of the word
d. Connotation is an idea or meaning suggested by or associated with a word or things.
3. Definition Paragraph. It is a definition sentence which is extended into a paragraph by adding
meanings, descriptions, narrations , and other kinds of paragraph development to make clear the
term being defined.

Activity 4: Try to develop a paragraph by using the definition method. Choose your topic from the words
listed below. Define the term and expand it by description or giving examples.

1. Education
2. Senior High School
3. Family
4. COVID-19
5. Student

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________________________________________________________________________________________
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Reflection:
Based from the activities, I learned that
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REFERENCES:

Farahzad, F. &Emman. A., (2010). Reading-writing connections in EAP courses: Implications and applications.
Journal of Language Teaching and Research, Vol. 1, No. 5, pp. 596-604, September 2010.
doi:10.4304/jltr.1.5.596-604.

Key to Answers

Pre-Test & Post-test

Classification 5.
Paragraph 4. ACTIVITY 2
Narration 3. C 5.
Comparison & Contrast 2. A 4.
Description 1. D 3.
A 2.
A 1.
ACTIVITY 1
3. Here is a perfect system for cleaning your room. ACTIVITY 3: Answers may vary.
solar winds. ACTIVITY 4: Answers may vary.
2. Sunset is the time of the day when our sky meets
are also quite different.
1. Oceans and lakes have much in common, but they

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 LEARNING ACTIVITY SHEET No. 5
Reading & Thinking Strategies: Classification

Background Information for Learners

 Classification paragraphs group items into categories, to establish a clear distinction.

 If the topic encompasses a large body of information, one effective way of elaborating it is through classifying
things of distinct features into groups/classes.
 Classification groups items into categories to establish a clear distinction between related or similar ideas.
Similar items are grouped into categories for the readers to better understand and analyze the material at
hand.

In a classification paragraph you tell readers how a collection of items can be sorted into categories.
It is an activity of sorting items (people, things , ideas ) into categories.

1. Terms that signal classification

aspects kinds qualities traits
areas levels systems types

2. Transitional Expressions

can be divided can be categorized

can be classified the first type

Learning Competency 1:
Compare and contrast patterns of written texts across disciplines:
a) Classification - EN11/12RWS-IIIbf-3.4
b) Comparison & Contrast - EN11/12RWS-IIIbf-3.5
c) Cause & Effect - EN11/12RWS-IIIbf-3.6
d) Problem-Solution - EN11/12RWS-IIIbf-3.7
e) Persuasion - EN11/12RWS-IIIbf-3.8

Directions/ Instructions:
To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises diligently.
 Answer all the given tests and exercises.

Activity 5: Read the paragraph below and answer the questions that follow.

Types of Friends

Friends can be classified according to their honesty , loyalty , the type that fits you into their
schedule , or the type that finds time for you when they need something. An honest friend tells you
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the truth even if it’s not always what you want to hear. In the long run , that honest friend may have
saved you from embarrassment or possibly rejection. They give you constructive criticisms overall. The
loyal friend is the type of friend that will be there for you through thick and thin. They don’t care how
good or bad you may look one day; they are sensitive to your feelings , they respect you and the
other people in your life, and most of all they will never let you down when times are hard. They may
be what you call a best friend. The third group, the person that fits you into their schedule , is the type
of person that is always on the go. They barely have time for themselves let alone another person. More
than likely they will not be there for you when you need them most, because they are so wrapped up
in their busy , hectic life. Then you have the self-absorbent type of friend that finds time for you only
when they need something. This type of person isn’t what you would call a friend. This person may
always be extremely nice to you because they know that from being nice they will more than likely get what
they want. They will call you every once in a while when it is almost time for them to use that person
again. It may be for a ride to work, home or they just want somebody to hang out with because they
have no other friends. If the person that is being used is smart they will eventually realize that they
are getting used and will stop being there for that person. (Amy Neil, 2005)

Comprehension Questions

1. What are the three types of friends?

2. What basis is used by the author to classify friends?

3. How does the author develop the classification essay?

LEARNING ACTIVITY SHEET No. 6

Reading & Thinking Strategies: Comparison and Contrast

Background Information for Learners

 A comparison tells how two things are similar. A contrast tells how they are different.
 A paragraph developed by comparison and contrast has a unifying idea or purpose of attempting to weigh
decisions between two ideas or subjects.
 A comparison and contrast paragraph must be balanced in such a way that there is an equal amount of
information for each subject to avoid bias.

There are two ways in writing a comparison and contrast paragraph.

1. Subject – by - Subject Method. You present all of the facts and supporting details about one
topic , and then you give all the facts and supporting details about the other topic.

2. Point – by - Point Arrangement. You discuss each point for both subjects before giving on the
next point.

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 Activity 6: Write sentences by comparing and contrasting the given pictures below.

1. Classroom Laboratory

(sign & symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

2. Computer Calculator

(sign& symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

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 LEARNING ACTIVITY SHEET No. 7
Reading & Thinking Strategies: Cause and Effect

Background Information for Learners

 A cause is what makes a particular thing happen.
 An effect is what results from a particular situation, activity, or behavior.
 A paragraph developed by causal analysis must not only raise the question why, but also give answers to the
satisfaction of the reader.

Cause and Effect paragraphs are written for the following purposes:
 to discuss why a certain phenomenon occurs
 to discuss the results of a phenomenon, event, feeling or action
 to understand a situation
 to solve a problem
 to predict an outcome
 to entertain
 to persuade
Some of the signal words used in this type of paragraph are the following:
 For
 Because
 Since
 Due to
 So
 But
 For this reason
 As a result
 Consequently
 Otherwise
 Therefore
 Thus

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 Activity 7: Read the passage below and answer the questions that follow.

The Influence of Video Games to Children

Video games have been a part of children’s life for the past few decades. It all started when Atari came up
with its first gaming consul, which included a very simple game of tennis. The controller had just 1 stick and 1
button to play with. Now, we have many different types of consuls available in the market with very complex
games that requires controllers with two or more sticks and a variety of buttons. Video games are almost second
nature to the modern children and they are more comfortable playing them. Playing video games can have many
different effects (both positive as well as negative) on children. Some of this effects include increasing hand eye
coordination and increasing dexterity mental skills; a decrease interest in other interest such as studies and
sports ; and a very negative effect of inducing violence.

One of the most positive effects of video games is increasing the dexterity of a child and improving his
or her hand eye coordination. As mentioned earlier, the new video games that are coming out are extremely
complex and they involve the movement of many different kinds of sticks and buttons on the controllers. These
can be very good for children as they learn to make the fast connections between what they see and what their
hands and fingers are doing. This allows them to think quickly and improves their reflexes. The newest games
are very precision-based and it takes very minute and accurate movements for the children to control the
characters. This helps in making the children much more a depth at handling and operating real-life machinery
and objectives.

Another effect that playing video games have on children is that they tend to get addicted to playing this
games and give them foremost priority. This takes the children away from their other responsibilities, such as
doing house chores, homework, and other physical activities. Children also end at spending more time playing
video games in front of television screens than playing real and actual sports that involve physical exercise. This
in turn can have many health related problems for children, as they can get obese if they don’t exercise ad stay
home playing video games. This is perhaps the worst negative effect that video games can have on children.
Parents and educators all over the world are concern about this phenomenon and they are urging the children
to not spend so much time playing video games. Many new video games consuls, such as the new Nintendo WII
have come out with games that require users to actually get up and move.

Many researchers have talked about the effects of viewing violence in the media and how it affects
children. Video games takes this to another level, where the children are actually participating in being violent in
the video games. There are many games out there that allow children to play arm bearing characters who can
kill anyone that they want, steal cars, and commit many different kinds of crime. These games can have negative
implications on the children as they get immune to the idea of committing crime and end up believing that it is
alright. Research still on going on this negative effect and it has not entirely been proven or disproven as of yet.

We find that plain video games can have various effects on children, both positive as well as negative.
Even though children can benefit by increasing their dexterity and improving their reflexes, the cost of them
losing out on their physical exercise and homework, as well as their becoming prone to violent acts, are way too
much. It is important that the parents and educators take up this problem seriously and enable certain rules and
regulations that allow children to divide their time responsively between playing video games and completing
their studies and other responsibilities.

(Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm)

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Comprehension Questions

1. Why are video games popular with children?

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2. What are the positive effects of playing video games?

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3. What are the negative effects of playing video games?

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LEARNING ACTIVITY SHEET No. 8

Reading & Thinking Strategies: Problem-Solution

Background Information for Learners

 In composition writing, problem-solution is a method for analyzing and writing about a topic by identifying a
problem and proposing one or more solutions.
 Problem-solution paragraphs as the term implies, presents and identifies a problem and proposes possible
solution/s.

In composing this type of essay, you must present an argument or stand and support it with reliable
evidence in order to persuade the readers to make a particular move or action (Kemper et.al, 2016).

According to Soles (2010), topics for problem-solution essays “are typically framed in the form of
questions.” Problem-solution essay can provide answers to 5W and 1H (who, what, when, where, why, and how)
questions. Soles (2010) added that this type of essay has essentially two parts: “a full explanation of the nature
of the problem, followed by an analysis of solutions and their likelihood of success.”

Structure of paragraphs in a problem-solution essay:

Nordquist (1995) suggested the following structure of a problem-solution paper that may serve as a guide
on what to include in this type of essay:
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 1. Introduction. At the forefront of the essay, the introduction must serve to capture the reader’s
attention. This may contain the thesis statement wherein the problem or topic at hand is presented.
This is where the problem is defined, and the reason why it is significant to a specific group of people
(or the target audience).
2. Problem Paragraph. This paragraph/s will dwell on the elaboration of the problem, effectively
conveying the importance of a solution. You may present reliable sources and evidence to support
your stand.
3. Solution Paragraph. Present and describe a concrete solution to the problem. Explain how this
solution is better than other probable solutions.
4. Conclusion. Conclude the essay with connection between the problem and its proposed solution.

Activity 8: Directions: Read the passage below and complete the graphic organizer that follows.

Deforestation is a serious problem because it destroys forests—and forests and trees are not just pretty
to look at, they do an important job making the earth´s environment suitable for life. They clean the air, store
water, preserve oil, and provide homes for animals. They also supply food, fuel, wood products, and paper
products for humans. In the past fifty years, more than half of the world´s rainforests have been destroyed.

Today, all around the world, deforestation continues, the world´s climate may change, floods may
become more common, and animals will die. One solution to the problem of deforestation is to use less paper.
If you use less paper, fewer trees will be cut for paper making. How can you use less paper? One answer is to
reduce your paper use by using both sides of the paper when you photocopy, write a letter, or write an essay. A
second answer is to reuse old paper when you can, rather than using a new sheet of paper. The backs of old
envelopes are perfect for shopping list or phone messages, and when you write a rough draft of an essay, write
it on the back of something else. A final answer is to recycle used paper products instead of throwing them away.
Most schools, offices, and districts have some kind of recycling center. If you follow "the three Rs"- reduce, reuse,
and recycle-you can help save the world´s forest.

Use the figure above

as your guide

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 LEARNING ACTIVITY SHEET No. 9
Reading & Thinking Strategies: Persuasion

Background Information for Learners

 A 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.
 Knowing how to write a persuasive paragraph allows you to express your personal conviction or opinion about
an issue or topic and make the readers agree with or adopt your conviction or opinion.

Much like problem-solution essays, persuasion essays seek to urge readers to take a particular action
(Forlini, et.al, 1990). The main goal of persuasive essays is to convince the reader to agree to the writer’s opinion
or at the very least, take it into serious consideration.

According to Forlini (1990), “the purpose of persuasive writing is to obtain the reader’s agreement on a
matter of opinion.”
The statements given in persuasive essays are heavy on opinion while based on facts. The opinions of
the writer must be (a) controversial enough or something that would inspire conversation and debate, (b)
significant and interesting, and (c) supported by evidence. (Forlini, 1990).
It is also vital that in order to prove your stand, you must thoroughly research about the issue you are
about to discuss. Make a list of your strongest arguments composed of facts and data. Introduce a new reason
or fact with every paragraph.

Some of the transitional expressions used in persuasive paragraphs are the following:

ANSWER THE
GIVE REASONS DRAW CONCLUSION
OPPOSITION
First (second, third, etc.) Of course Therefore
Another, Next Some may say Nevertheless Thus
Last, finally On the other hand Hence
Because, since, for Consequently
Although

Activity 9: Write a paragraph with the topic “I Changed My _________”. (e.g. lifestyle, attitude, priorities,
eating habits, mind, etc.). Devote your attention to the cause of your change and its effects.

Your paragraph will be rated based on the rubric below. You may write your paragraph on the space provided.

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

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 I CHANGED MY ____________________

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REFERENCES

Baker, L. & Beall, L.C.(2010). Metacognitive processes and reading comprehension

In S. Israel & G. Duffy (Eds.) Handbook of research on reading comprehension. Routledge, NY.

Paris, E. G., Bracken, S. S., &Fischel, J. E. (2015). Predicting improvement after first-Grade reading difficulties:
The effects of oral language, emergent literacy, and behavior skills [Electronic version]. Developmental
Psychology, 41 (I), 225-234.Press

Key to Answers

ACTIVITY 5: Answers may vary.

ACTIVITY 6: Answers may vary.
ACTIVITY 7: Answers may vary.
ACTIVITY 8: Answers may vary.
ACTIVITY 9: Answers may vary.

Prepared by: Noted by: Approved by:

MILDRED S. DEOGRADES ROCKY B. DE ONTOY NANCY A. BALDIA

SHS Teacher SHS Coordinator Principal-I

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