READING ANDWRITING SKILLSQuarter 3–Module 1: Readingand Thinking Strategiesacross Text(Second Semester)11
iiReading and Writing Skills–Grade 11Alternative Delivery ModeQuarter 3–Module 1: Reading and Thinking Strategies across TextFirst Edition, 2020Republic Act 8293, Section 176 states that: No copyright shall subsistin any work of the Government of the Philippines. However, prior approval ofthe government agency or office wherein the work is created shall benecessary for exploitation of such work for profit. Such agency or office may,among other things, impose as a condition the payment of royalties.Borrowed materials (i.e., songs, stories, poems, pictures, photos, brandnames, trademarks, etc.) included in this book are owned by their respectivecopyright holders. Every effort has been exerted to locate and seek permissionto use these materials from their respective copyright owners. The publisherand authors do not represent nor claim ownership over them.Published by the Department of EducationSecretary:Leonor Magtolis BrionesUndersecretary:Diosdado M. San AntonioDevelopment Team of the ModuleWriter:Sedfrey Aldrich Obar, Master Teacher IIEditor:Dr. Roniko C. Natividad, Master Teacher IIReviewer:Vicente M. Victorio Jr.-EPSManagement Team:Maria Magdalena M. LimSchools Division Superintendent-ManilaAida H. RondillaChief Education SupervisorLucky S. CarpioEPSLady Hannah C GilloLibrarian II-LRMSPrinted in the Philippines byDepartment of Education–Division of City Schools–ManilaOffice Address:Manila Education Center Arroceros Forest Park Antonio J.Villegas St. Ermita, ManilaTelefax:E-mail Address:[email protected]
iii11READING ANDWRITING SKILLSQuarter 3–Module 1: Readingand Thinking Strategiesacross Text(Second Semester)
ivIntroductory MessageFor the facilitator:Welcome toReading and Writing SkillsAlternative Delivery Mode(ADM) Module onReading and Thinking Strategies across Text!This module was collaboratively designed, developed and reviewed byeducators both from public and private institutions to assist you, the teacheror facilitator in helping the learners meet the standards set by the K to 12Curriculum while overcoming their personal, social, and economicconstraints in schooling.This learning resource hopes to engage the learners into guided andindependent learning activities at their own pace and time. Furthermore, thisalso aims to help learners acquire the needed 21st century skills while takinginto consideration their needs and circumstances.In addition to the material in the main text, you will also see this box inthe body of the module:For the learner:Welcome toReading and Writing SkillsAlternative Delivery Mode(ADM) Module onReading and Thinking Strategies across Text!
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Reading and Writing Skills Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines
Reading and Writing Skills – Grade 11/12 Alternative Delivery Mode Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
SENIOR HS MODULE DEVELOPMENT TEAM Author Co-Author – Language Editor Co-Author – Content Evaluator Co-Author – Illustrator Co-Author – Layout Artist Team Leaders: School Head LRMDS Coordinator
: Frances Therese D. San Juan : Guilito B. Macatuggal : Guilito B. Macatuggal : Guilito B. Macatuggal : Guilito B. Macatuggal
: Emelita G. Paguio : Edgar E. Garcia, MITE
SDO-BATAAN MANAGEMENT TEAM: Schools Division Superintendent OIC- Asst. Schools Division Superintendent Chief Education Supervisor, CID Education Program Supervisor, LRMDS Education Program Supervisor, AP/ADM Education Program Supervisor, Senior HS Project Development Officer II, LRMDS Division Librarian II, LRMDS
: Romeo M. Alip, PhD, CESO V : William Roderick R. Fallorin, CESE : Milagros M. Peñaflor, PhD : Edgar E. Garcia, MITE : Romeo M. Layug : Danilo S. Caysido : Joan T. Briz : Rosita P. Serrano
REGIONAL OFFICE 3 MANAGEMENT TEAM: Regional Director Chief Education Supervisor, CLMD Education Program Supervisor, LRMS Education Program Supervisor, ADM
: May B. Eclar, PhD, CESO III : Librada M. Rubio, PhD : Ma. Editha R. Caparas, EdD : Nestor P. Nuesca, EdD
Printed in the Philippines by the Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: [email protected]
Reading and Writing Skills Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines
Introductory Message For the facilitator: Welcome to the Reading and Writing Skills – Grade 11/12 Alternative Delivery Mode (ADM) Module on Patterns of Development in Writing Across Disciplines! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
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For the learner: Welcome to the Reading and Writing Skills – Grade 11/12 Alternative Delivery Mode (ADM) Module on Patterns of Development in Writing Across Disciplines! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.
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Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References
This is a list of all sources used in developing this module.
The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know Welcome to this module on Reading and Writing Skills! This module has been designed as a resource for you who are currently involved in writing assignments or course projects in order to prepare for future academic reading and writing at university. Although this module will provide guidance and useful tips and tricks to student writers, it is specifically useful to those who are writing in second language contexts and whose native language is not English. This learning material will guide you in differentiating the patterns of a written text while reading a selection. After going through this module, you are expected to distinguish between and among patterns of development in writing across disciplines (EN11/12RWSIIIbf-3), specifically: 1. identify the patterns of a written texts from the reading selection; 2. distinguish one pattern from the other by looking at its similarities and differences; and 3. critique a chosen sample reading text of each pattern of development by focusing on information selection, organization, and development.
(Mstjahanara903)
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What I Know
Let us start this module with these short easy exercises. Try to complete this crossword puzzle using the clues provided. Check your answer from the answer key at the back of this module.
1.
e
2.
3. 5.
c
c
t 6.
p
7.
d
c
t e
N 8.
9.
4.
D
n
e
c
10.
p
s
N n
e
5
Down: 1. result or outcome 2. tells what someone or something is like 3. puts concepts or things in a group or set 4. reason 9. to note similarities Across: 5. to cite differences 6. to convince 7. gives the meaning of a term, concept or subject 8. to tell a story 10. a topic of concern or issue is addressed to be solved
Lesson
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Patterns of Development in Writing Across Disciplines
Writers write for a purpose either to narrate, describe, define, classify, compare, contrast, persuade or show cause and effect or problem-solution relationships. The selection of patterns of development in writing is dependable on the writer’s purpose.
What’s In Complete the statements about paragraph writing from the pool of words below.
coherence paragraph supporting details topic sentence understanding (Marish, Book festival concept illustration-a group of tiny people reading a huge open book) 1. A ___________ is composed of sentences that are related to develop a central idea. 2. The ___________________ states the main idea of a paragraph. 3. There should be a smooth flow of connection between and among ideas and sentences in a paragraph to achieve _____________. 4. ________________ are information and/or facts that serve as evidence, explanation or examples. They help readers gain full understanding of the main idea. 5. It is important to select and ______________ ideas and details when writing a paragraph.
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What’s New Read the poem below about patterns of development in writing.
Writing needs direction before your ideas slip away Let these patterns in writing help you, if they may
If you tell a story of what happened, narration is the way Description is when large, sweet or soft are words you say
If you tell the meaning of a concept, term or subject And explain what something is, definition is what you expect
Put items related in categories or groups in any way, Classification is definitely the game you play
Stating the reason and result, that’s cause and effect You want to convince readers? Persuasion is perfect
When there’s an issue or problem and a solution is made today Obviously, problem- solution pattern is on display
If similarities and differences are the ideas you collect then comparison and contrast pattern is what you reflect
These are the patterns of developing the thoughts in your head Remember that to achieve a particular purpose in the end, information in a written text may be organized and selected.
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What is It Writing is one basic and important skill one should have in order to communicate, whether it be for the humanities, sciences or business. Under these various disciplines or fields where writing is required, we need to determine which writing pattern is best to use. The Humanities may involve writing literature reviews, book reports, literary analyses, essays, critical reviews, and argumentative papers. The Sciences have natural, social, formal and applied science. Writing for this discipline calls for precise use of terms, simple and direct language, objectivity and clarity. As for Business, we have memos, claim letters, economic research papers, résumés, school application essays, scholarship application letters, and business proposals. There are things you may want to write first before speaking since writing will give you more time to think of what you want to say. As a student, you may have already encountered different writing tasks. By this time, you may have also developed your own way of expressing your thoughts through writing. Composing paragraphs, essays or short answers for your homework are some of the instances when you have to write. When you write, you need to know your reason. Why do you need to write? What are you writing for? This sounds a little difficult in the beginning. That is why it is necessary that you organize your ideas first. How do you organize your ideas? Arranging your thoughts will depend on the purpose you have for writing, hence, there are patterns of written texts across disciplines. The different patterns of development of these written texts across disciplines will help you find the direction of the thoughts and ideas you write. Some of the patterns may have similarities and differences that distinguish one from the others. To help you tell apart a specific pattern, look into the distinctive characteristics it has.
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What’s More Let us have a brief check. What are the patterns of development in writing mentioned in the poem? A. List down the underlined patterns according to how they were stated in the poem. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ B. Match the pattern of writing above with its description below. a. It tells why something happens and what happens after. It explains how an incident or action produces results. It is fitting for argumentation, explanation or narration. The writer may begin from the cause, followed by the effect or from the effect, followed by the cause.
b. This presents how a thing, person or a certain subject is similar or different from another. It is concerned with how alike (compare) or unlike (contrast) someone or something is from someone or something else.
c. It gives the meaning of an idea, concept or word and may specify certain limits of its meaning. This is commonly used in writing scientific research or term papers.
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d. This pattern aims to create a picture in the minds of the reader by using adjectives and words that appeal to the senses. Its purpose is to help the readers imagine what the writer saw, heard, smelled, tasted, felt or experienced.
e. This is done by noting relationships among things. Particular items are placed in categories that distinguish them from the other groups of kinds based on certain principles or bases.
f. It presents logically- arranged events which should also describe what happened and when, where, how and why something occurred. This is usually told with action words. It should appeal to readers’ feelings and understanding. Events are organized according to time or chronology so transitional devices used are usually first, second, next, then, finally and others that denote time.
g. The intention of this pattern is to convince or influence the reader to do or believe in a certain idea or perception.
h. This pattern identifies an issue or a problem and posts a suggested solution to solve it. It may be compared to cause and effect pattern. It is different because it presents a solution to the problem while cause and effect just provides the effects of the problem.
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What I Have Learned Writing paragraphs is easier when you know which pattern is applicable for the topic you have. Let us recall the different patterns of development in writing across disciplines. The diagram below describes a distinguishing characteristic of a specific pattern of development. Can you identify the descriptions from the diagram?
_______________ relates a story
__________________ shows cause and effect
_________________ aims to convince readers
___________________ uses adjectives and descriptive words
Patterns of Written Texts Across Disciplines (Sciences, Hmanities, Business)
_____________________ discusses certain issue and the solution to it
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_________________ gives meaning to a term
___________________ cites similarities and differences
_____________________ sorts/places subjects ot things into categories of class
What I Can Do Now that the different patterns of development in writing texts across disciplines are familiar to you, analyze which of them is best for the topics below. Which pattern of written text should be used if you will write a paragraph for each topic? 1. Write about the types of classmates you have. 2. Tell us about your happiest day. 3. Give the similarities and differences you have with your closest friend. 4. Identify a problem you experience every Sunday and give a solution for it. 5. Define petrichor. 6. Explain the reason and result of not having good study habits. 7. Make your readers approve of the importance of wearing face mask when going out. 8. State what you saw, heard, tasted, smelled and felt the last time someone cooked at home. 9. Discuss how this school year is the same and how different it is from the previous school year. 10. Write about one common problem of teenagers today and suggest a way to solve it.
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Let us match the appropriate pattern of writing for each of the title of written text. Each pattern of development in writing texts across disciplines is fit for a unique writing situation. Choosing the appropriate writing pattern will help in organizing ideas suitable for the paragraph to be developed.
1. Solved! How I Deal with Bullies
a. cause and effect
2. A Rainy Day to Remember
b. classification c. comparison and contrast
3. My Hometown, Then and Now
d. definition
4. What is Oversleeping?
e. description 5. Nature’s Beauty: Breathe, Look and Listen
f. narration g. persuasion
6. One, Two. Three, Let’s Plant Trees!
h. problem- solution 7. Four Types of Heartbreak 8. Being a Vegetarian: Its Cause and Effects 9. Winning the Race against Anxiety 10. The Old Me vs. the New Me
(Marish, Book festival concept illustration-a group of tiny people reading a huge open book)
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Assessment
Congratulations for making it this far! You’re almost done. Before you proceed to your next lesson, let us test your mastery. Today’s task is to read the following paragraphs and determine which pattern of development in writing is used. Are you ready? Here are the paragraphs.
1. Caring for yourself during these times is also caring for others. When we are allowed to go outside our houses, we should obey health practices. Some are skeptic about wearing masks. Others are still in doubt when asked to wash hands often or use alcohol and sanitizer. There are also people who question the need to maintain distance from each other in public areas. These safety measures are set because they are proven to be helpful in preventing the spread of the virus. They are not mere wishes to make our lives difficult. We are asked to do these health protocols because we are still in danger with the rising number of COVID-19 cases. Be responsible for yourself so that you will not be the reason for others to catch the virus. If you care for your loved ones, you must take care of yourself first. You do not want to be the one bringing the virus to your home.
2. The word quarantine is such a familiar one to almost everyone who are aware of the pandemic today. According to the Merriam- Webster dictionary online, it is a noun that has several meanings. It states that it is a period of 40 days. It may also be a term during which a ship arriving in port and suspected of carrying contagious disease is held in isolation from the shore. Also, it means a restraint upon the activities or communication of persons or the transport of goods designed to prevent the spread of disease or pests. It is also defined as a state of enforced isolation. For us, who have been in community quarantine for more or less three months, we know that quarantine means staying at home and waiting for the situation to be better. It is a condition wherein only those who have quarantine pass are allowed to go out for essential needs of the family. For others, the concept quarantine may also be equated to “no work, no pay” policy. Some may define it as something needed for people who are sick or those who came from places with COVID-19 cases. On the other hand, some probably sees quarantine as something that takes away their right to see family, relatives and friends. To sum it up, whatever or however we understand quarantine, we need to follow it as a safety protocol since we are still fighting this pandemic.
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3. There are several similarities and differences between being a senior and junior high school student. Being a senior and junior high school student both require you to study hard to be able to get desirable outputs and decent grades. Subjects are equally important to be given attention. It’s just that some subject areas may be easier to deal with depending on different factors. The subjects in senior high school (SHS) and junior high school (JHS) differ in a way that SHS subjects are more specific areas that are deemed essential for the track and strand you chose while in JHS, subjects are the general ones that we have since first grade, just increasing in complexity. Another similarity is that when you enter SHS and JHS, you have to prepare yourself to be a responsible part of the institution that you will enroll in. You should be ready to follow the policy that the school implements. Being a “senior” high student doesn’t mean you are superior or anything and being a “junior” high student doesn’t mean that you are under those in the SHS. The difference comes when there may be slight changes in the way rules and regulations are applied and the gravity of reprimands you may receive as you step up to higher grade levels or as you encounter different situations. In general, whether there are similarity or difference in being a Senior or Junior high school student, it’s is still up to you how you will handle it.
4. The Corona virus disease 2019 (COVID-19) pandemic has made people realize many things. We are faced with an “invisible” enemy. Many usual activities that some may have taken for granted are now things we miss doing like shaking hands or hugging our buddies. Going out is now a privilege and a great responsibility. Being at work and coming home from work has become a battlefield. And having a stable income is a major struggle. Physical, as well as mental stress are silently creeping in and we have to overcome them, while being a “healthy” person. All these may just be the tip of the ice berg. There are a lot more that can be unnamed but we have to face. How do we deal with things new to everyone? How do we fight against these? Two significant attitudes emerge from us in this unsolved puzzle- resilience and cooperation. We have proven to be resilient in times of calamities. We are still able to flash a smile despite heavy burdens. We have come out stronger every after storm, in a literal sense or not. We are bent but not totally broken. What makes us take in everything, both the negative and positive events is the sense of cooperation. Left and right, we see donors. Ordinary people or the public figures go the extra mile just to share what they can. We witness neighbors and strangers help each other in any way they can. We are in the same boat and bad news cannot stop good hearts spreading hope to those who need it. These are why we move forward in spite of the gigantic obstacles we see ahead.
5. I have a panda-like brother. He has round, chubby face and tiny round eyes. The circles under his eyes add to that panda look because of constantly wearing glasses. His short, flat hair that perfectly fits his round face has white and gray streaks already because of age. His hairy arms were quite short for his size or maybe his weight makes them seem shorter than I expect them to be. His big paw-like hands were soft and cuddly. That’s why his nephews and nieces love holding them. He gives them big warm hugs whenever they visited him. He is one unique guy with a big heart fit for a panda-looking bro.
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6. There are several reasons why you need a good a study habit and its effects will prove it beneficial. First, a good study habit is necessary since you are a student who aims to pass the grade level you are in. That’s one basic objective anyone who studies has. And if you pass, most probably, you, yourself and your loved ones will be happy for the achievement. When you pass, it will be one step making you closer to your goal. Second, a good study habit is important because you want to be ready. This serves as your pre-determined plan that will help you get through your student life easier. Having a regular review of your notes every 9 o’clock in the evening is better than cramming to read all of your notes ten minutes before an exam. You will be able to prepare for a quiz or test; may it be a surprise or not because you habitually read your notes. Third, setting a good study habit is the same as training your mind to work. In real life, when you have a habit of practicing, you know how the saying goes. Practice makes perfect. If you practice good study habits, then you are more likely to get the outcome that you expect. Who doesn’t want to see good scores on his or her papers? These are just some of the causes and effects of having good study habit. You may discover more if you actually do it. 7. I will never forget how I learned to ride a bike. It was the summer of 2000 when our mother bought us a new bicycle. We were all happy and excited to play outside because of the new companion. We began self- learning. We took turns in riding the bike with the hope that I will learn first. Our friends had bicycles too so it was some kind of a competition who will be able to get the right balance first. To cut the story short, I won the unofficial contest of knowing how to ride the bike without training wheels. How did I do it? Thanks to the angry dogs in our neighborhood. They were determined to teach me drive the bike so fast that I forgot I didn’t know how to.
8. There are three classifications of Corona virus disease 2019 (COVID-19) cases according to the situation report – 101 of the World Health Organization (WHO) which was based on data from national authorities on April 30, 2020. These are suspect case, probable case and confirmed case. First, a person is categorized under the suspect case if he or she has acute respiratory illness, that is, having fever and at least one respiratory disease symptom like cough or shortness of breath, and a travel history to or residence in a place where community transmission of COVID-19 is reported during the 14 days preceding the start of showing signs. In addition, a patient is also a suspect case if he or she has any acute respiratory illness and had contact with a confirmed or probable COVID-19 case in the last 14 days prior to symptom onset. Lastly, one is considered a suspect case is he or she has severe acute respiratory illness, with fever and at least one sign of respiratory disease such as cough or shortness of breath to the extent that the person requires hospitalization, and when there is no alternative diagnosis that fully explains the condition. Second, a patient is a classified as probable case if he or she is a suspect case but the result of testing for the COVID-19 virus is inconclusive or questionable which should be reported by the laboratory. Another situation a patient is a probable case is when a suspect case could not undergo testing for COVID-19 for whatever reason. Third, a person is a confirmed case if he or she has a laboratory confirmation of COVID-19 infection, regardless of clinical signs and symptoms.
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Amazing! Great reading you have there. Now, this part will test your reading skills by distinguishing the pattern of written text as described.
1. This pattern helps the reader to create a picture as the writer provides details, sharing his or her experience about a particular topic. 2. It discusses an issue or problem, sometimes involving its root cause with the aim of citing a solution or proposing a resolution to it. 3. With this pattern, you may see a chain of connected occurrences and how something may happen as a consequence of a preceding one. It poses the cause and result of an action or an incident. 4. The main purpose of this pattern is to bring the readers to agree on an idea or thought the writer suggests as true and correct. Its goal is to convince the readers to believe on or do something. 5. This pattern gives a concept, idea or term clarity by providing its meaning and some limiting or distinguishing characteristics that sets it apart from other concepts, ideas or terms. 6. It is a pattern used to tell about a significant human experience in chronological order. If one wants to relate events about an event or episode in one’s life, this pattern is appropriate. 7. This pattern features items or subjects that are put into groups or categories based on identifying characteristics that set them to belong into a particular classification.
(Marish, Book festival concept illustration - a group of tiny people reading a huge open book.)
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Additional Activities In three to five sentences, explain how do you determine an appropriate pattern of development when asked to write for a certain topic and why is it important to identify the pattern of written text you have to use?
(Cosmokidz) SELF-CHECK. How confident are you in distinguishing the patterns of writing in a written text? Yes
No
To Some Extent
Can I identify the different patterns of development in writing texts across disciplines? Am I able to decide which pattern of development is appropriate for a certain topic? Can I determine the similar and different characteristics of the patterns of written texts? NOTE: If you answered NO and TO SOME EXTENT, go back and review the topics you’re not confident to have mastery with. Keep on trying. Practice, practice, practice.
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19 What I Can Do: Assessment: A. 1. 2. 3.
4. 5. 6.
Additional Activities: Answers may vary.
7. 8.
persuasion definition comparison and contrast problemsolution description cause and effect narration classification
B.
A. 1. classification 2. narration 3. comparison and contrast 4. problem- solution 5. definition 6. cause and effect 7. persuasion 8. description 9. comparison and contrast 10. problem- solution B.
1. 2. 3. 4. 5. 6. 7.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
description problemsolution cause and effect persuasion definition narration classification
What’s More:
h f c d e g b a h c
What I Know:
LIST AND MATCH 1. 2. 3. 4. 5. 6. 7. 8.
Narration F Description D Definition C Classification E Cause and effect A Persuasion G Problem- solution H Comparison and contrast B
What’s In: 1. 2. 3. 4. 5.
paragraph topic sentence coherence supporting details organize
Down 1. Effect 2. description 3. classification 4. cause 5. compare Across 5. contrast 6. persuade 7.definition 8. narrate 10. problem-solution
Answer Key
References Antonio, Maria Teresa, Maria Sarte, Maria Edna Inigo, and Orlando Tangonan. Reading and Writing Skills for Senior High School Students. Reprint, Malabon City: Mutya Publishing House, Inc., 2017. Cosmokidz. (n.d.). Handsome man in glasses doubts - guy with a question mark. Retrieved from //www.dreamstime.com/cosmokidz_info DepEd (2020). K to 12 Most Essential Learning Competencies with Corresponding CG Codes. Reading and Writing Skills Marish. (n.d.). Book festival concept illustration - a group of tiny people reading a huge open book. Retrieved from //www.dreamstime.com/marish_info Marish. (n.d.). Book festival concept illustration-a group of tiny people reading a huge open book. Retrieved from //www.dreamstime.com/marish_info Mstjahanara903. (n.d.). Focused people studying in online school. Retrieved from //www.dreamstime.com/mstjahanara903_info 2020. //www.who.int/docs/default-source/coronaviruse/situationreports/20200430-sitrep-101-covid-19.pdf?sfvrsn=2ba4e093_2 Cosmokidz. (n.d.). Handsome man in glasses doubts - guy with a question mark. Retrieved from //www.dreamstime.com/cosmokidz_info Marish. (n.d.). Book festival concept illustration - a group of tiny people reading a huge open book. Retrieved from //www.dreamstime.com/marish_info Marish. (n.d.). Book festival concept illustration-a group of tiny people reading a huge open book. Retrieved from //www.dreamstime.com/marish_info Mstjahanara903. (n.d.). Focused people studying in online school. Retrieved from //www.dreamstime.com/mstjahanara903_info
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For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: [email protected]