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Reading and Writing

The document outlines a series of lessons focused on narrative writing, including the use of signal words for sequencing events, the importance of transitional devices, and the creation of descriptive paragraphs. It emphasizes the significance of chronological ordering in storytelling and introduces sensory language for vivid descriptions. Additionally, it covers the distinction between objective and subjective descriptions in writing.

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Andria Belle Manalili
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7 views3 pages

Reading and Writing

The document outlines a series of lessons focused on narrative writing, including the use of signal words for sequencing events, the importance of transitional devices, and the creation of descriptive paragraphs. It emphasizes the significance of chronological ordering in storytelling and introduces sensory language for vivid descriptions. Additionally, it covers the distinction between objective and subjective descriptions in writing.

Uploaded by

Andria Belle Manalili
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 1

Lesson 1

What’s New
One morning, Juan is in a hurry going to school. Suddenly, he saw an old lady carrying
a full of basket, crossing the street. Then, he thought of helping the old lady even
though he will be late in school. Finally, the old lady crossed the street safely and Juan
was able to reach school on time.
1. What words are used to signal the correct sequence of events?
The words used to signal the correct sequence of events were: One morning,
suddenly, then and finally.
2. How do you think the ideas were able to relate to one another?
All the given sentences share the same main idea; which is Juan sacrificing his
time in order to help the old lady cross the street. The words also helped in the
transition of ideas as it was chronologically narrating the story.
3. What to we call these words?
If I remember it correctly, these words are called Signal Words.
4. How do these words help to create a story?
It helps in connecting and transitioning the ideas your writing contains.
5. What kind paragraph were you able to create using the given details?
The paragraph formed from the given ideas was a Narrative Paragraph or a
Narration.

What’s More
1. Where and when did the story happen?
The story happened at Masayahin Senior High School during his first day of
class in Grade 11.
2. What transitional devices are used to indicate the chronological order of time?
The transitional devices used to indicate the chronological order of time were: At
first, Then, After a year and In the end.
3. What event happened first?
The event that happened first is when the narrator entered the class and was
offered a seat by Jasper.
4. What does the paragraph tell?
It tells a story of someone’s first day in Grade 11 at Masayahin Senior High
School.
5. What sequence is presented in the story?
The story was presented in chronological order.
What I Have Learned
1. Narration
2. Plot
3. Transitional Devices
4. Sequence
5. Chronological Ordering

Additional Activities

Lesson 2

What’s New

Subject SIGHT HEARING SMELL TASTE TOUCH


Example long-legged soft-voice heavenly silky skin
beauty beautiful scent
queen
concert
beachside
adobo

1. What do you call the words that are used to provide a striking effect on the
senses of the reader?
2. How do these words help create a vivid description of the given words?
3. What kind of paragraph can you develop using the given details?

What’s More
1. Objective – it mentions the type of volcano, exact location
and appropriate size.
2. Subjective – it describes the place being the best tourist spot
where you can witness the beauty of nature.

What I Have Learned


1. Description
2. Sensory Languages
3. Modifiers
4. Objective
5. Subjective

What I Can Do

Lesson 3

What’s New
1. What is being defined in this paragraph?
2. Do the supporting points help you understand the definition better? Are there
facts, reasons, examples, and details that make it even clearer?
3. What transition words are used between supporting points?

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