8

English
Quarter 4 – Module 4:
Composing effective paragraphs
Subject Area – English Grade 8
Self-Learning Module (SLM)
Quarter 4 – Module 4: Composing effective paragraphs
First Edition, 2020

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ownership over them.

Development Team of the Module

Writer: Kristen T. Caalim
Editor: Grace V. Laraya
Reviewers: Ma. Petra A. Romualdo, Mary Joy D. Bautista, Mary Anne A. Barrientos,
Agabai S. Kandalayang, Yusof A. Aliudin
Illustrator: Nixson B. Varona
Layout Artist: Argie Ray A. Butalid
Cover Art Designer: Reggie D. Galindez
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
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Gerardo O. Magno – Subject Area Supervisor
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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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E-mail Address: [email protected]

ii
 8

English
Quarter 4 – Module 4:

Composing effective paragraphs

Introductory Message
For the facilitator:
Welcome to the English Grade 8 Self-Learning Module (SLM) on composing
effective paragraphs!
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

Hello, dear teachers! You are lucky to have this learning material to easily deliver the
lesson for our learners and enhance their knowledge on Contextual Learning Using English
Skills in Understanding Philippine Culture. Please help them achieve our learning objectives.

Please tell our learners to read, understand, analyze, and answer all the given activities
and questions seriously as this material is designed and made for them. This is also to inform
our learners to take some precautionary measures and some activities need extra care.

This is just a reminder dear teacher, do not go beyond our objectives and main goal for
our learners. Be an agent of learning. Have fun!

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.
For the learner:
Welcome to the English Grade 8 Self-Learning Module (SLM) on composing
effective paragraphs!
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.

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!
 What I Need to Know

Introduction
Everyone has a story to tell and ideas to express. You see it in Facebook,
Twitter and the like where your friends rave or rant about their days, post pictures
captioned with what they would like to express or say anything in a paragraph.
Paragraph writing is an essential skill. Similarly, a well-structured paragraph is the
foundation of great writing.

In this module, you will learn how to write effective paragraphs. In the first
part, you will study its key parts. As you go along, you will understand how its
unity and coherence contribute to the effectiveness of the paragraph. You are
expected to employ those key points as you compose your own effective paragraph.
All you need to do is write right now, and let the world hear your voice through
writing.

Most Essential Learning Competency

Compose effective paragraphs. (EN8WC-IIa-2.8)

Objectives:
At the end of this module, you should be able to:
1. identify the structure of a paragraph;
2. develop mastery in organizing details of a paragraph in terms of the
elements of unity and coherence; and
3. compose an effective paragraph.
 What I Know

Test I: True or False

Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
Write
your answer on a separate sheet of paper.

1. A paragraph is a group of sentences about one topic.

2. A paragraph should be unified around a main point.
3. A paragraph has a main idea and all the sentences in that paragraph
must relate to that main idea.
4. A detail that does not support the idea probably belongs to the
paragraph.
5. An outline is a good way to organize the main idea and the supporting
details in the paragraph.
6. The topic sentence of a paragraph supports the conclusion.
7. The concluding sentence is often seen in the first sentence of the
paragraph.
8. A concluding sentence recalls the main idea and adds a strong ending to
a paragraph.
9. Unity and coherence are necessary in paragraph writing

Test II: Analysis

Directions: The topic sentence for a paragraph is given below, followed by a

number
of details. For items 10-13, decide which details should be included in
a paragraph which uses the given topic sentence. Write the letter of
your
answer on a separate sheet of paper.

TOPIC SENTENCE: My favorite place to visit is the beach.

DETAILS:
a. I really like swimming in the waves and body surfing.
b. The beach is never crowded with people.
c. I don’t like the hot dogs sold at the cafeteria at the beach.
d. Sometimes crabs come out of their holes in the sand and play in the
water.
 e. My mother and father let me stay up later in the summer.
f. Being outside in the sunshine gives me a good appetite at lunch time.
g. I like playing in the sand.
h. Sometimes we have a barbeque at the beach and I really like the
hamburgers my dad makes there.

Test III: Completion

Directions: For items 14-15, fill in the blanks with the correct topic sentence and
concluding sentence to form a paragraph. Choose your answer from
the box. Write your answer on a separate sheet of paper.

• In Asia, drama, dance and music are inseparable.

• Therefore, in Asia, it is simply not possible to classify stage arts as
“nonverbal dance” or “spoken theatre”.
• The interaction of puppet theatre and living theatre is one of the
characteristics of Asian theatrical traditions.
• In Asia, there are dozens of important forms of puppet theatre.

The interrelatedness of drama, dance and music

14.)______________________________________________________________________________
___________________________________________________Most of the traditional forms of
Asian performing art combine drama, dance and music into a kind of whole in
which it is difficult to draw a clear borderline between these art forms. Most of the
Asian traditions employ either dance-like, stylized movements, while movements
are frequently interwoven with text. In addition to this, most of the traditions are
characterized by their own specific musical styles or genres. The acting technique,
which employs dance-like body language, is usually very intricate and it demands
many years of arduous training as western ballet technique, for example does. 15.)
__________________________________________________________________________________
Asian Traditional Theater and Dance -Searching for Knowledge- Learning Module for English- Grade 8-p.91
 What’s In

In your previous lesson, you were able to synthesize essential information

found in various sources. In synthesizing information, you had written words,
phrases, clauses, and sentences that form a paragraph. In this lesson, you are
expected to learn how to compose effective paragraphs. Do not miss the
opportunity to learn!

Directions: Read the selection below. Write a synthesis in paragraph form on a

separate sheet of paper.

“It has been suggested that the term “learning” defies precise definition because it is
put to multiple uses. Learning is used to refer to (1) the acquisition and mastery of what
is already known about something, (2) the extension and clarification of meaning of
one’s experience, or (3) an organized, intentional process of testing ideas relevant to
problems. In other words, it is used to describe a product, a process, or a function.”
–From Learning How to Learn: Applied Theory for Adults by R.M. Smith

Guide questions:
1. What are the similarities of the definitions given?
2. What are their differences?
3. What significant understanding have you learned from the definitions?

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 What’s New

Activity 1: Lemonade!
Directions: The following sentences in the box are not in their proper order.
Rearrange them to make a paragraph. Then give it a good title. Start
with the sentence – It is enjoyable to make lemonade, even though it
is easy to buy it at the store. Write your answer on a separate sheet of
paper.

Then, add some Next, put some water

sugar and stir it. in a pitcher and add
the lemon juice.

First, slice the lemons

Finally, pour it in a
in half, squeeze the
cup, add a straw and
lemon to get the juice
enjoy.
out.

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 What Is It

Activity 2: The How’s of Yours

Directions: Answer the following questions based on the activity that you had.
Write your answer on a separate sheet of paper.

How did you find the activity?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_

How were you able to arrange the sentences to form a paragraph?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_

Now, you are ready to get on the next phase of your search for knowledge as
you go along with this module.

Paragraph

“In its simplest and most basic form, a paragraph is a group of sentences about
one topic. Paragraphs are the fundamental building blocks of texts. Their purpose
is to inform, give an opinion, state facts or explain. An effective paragraph is logical
and well-structured and clear” (Courtald, 2008).

A paragraph is a unit of composition that establishes oneness because it

develops a central and main idea on its structure. The entire paragraph must be
unified on its structure and all sentences within the paragraph should focus on the
topic sentence.
 Structure of a Paragraph

Structure is vital in paragraph writing. It is an arrangement of sentences

within a paragraph.

An effective paragraph starts with the topic sentence, the details which
compose of three (3) to five (5) or more sentences and then the closing sentence.

In a good paragraph, every sentence plays a role. Notice the role of each
sentence in the paragraph that follows.

Towards One Asia

TOPIC SENTENCE Historic changes in Asia brought dramatic and sometimes tragic
STATES THE MAIN IDEA events in the quest for a peaceful and independent life. Even today, in
the international relations of the states in the multi-faceted Asian
continent, we see the interaction, interlacing, and clashing of diverse
factors – historical, political, socio- economic, cultural and
psychological. We are aware of the complex problems which the Asian
people have inherited from both the distant and the recent past.
SUPPORTING DETAILS Among these are the gaps in the levels of economic development of
DEVELOP MAIN IDEA
the various countries on the continent, the independent status of
many of them in the system of the world’s capitalist economy,
territorial disputes, religious contradictions, ethnic differences,
CONCLUDING SENTENCE
among others. These complicated problems become more acute
PROVIDES A STRONG because of acts of subversion of forces hostile to the peace and
ENDING freedom of Asian Nations. As a result, instability still prevails in the
Asian region.
Changing Perspective-Learning Module for English Grade 8-p.435

a. Topic Sentence

A topic sentence states the main idea of the paragraph.

Because it states the main idea, a topic sentence is usually more general
than the sentences that develop the idea. In the following example, the main idea is
general enough for the supporting details to support it. At the same time, the main
idea is specific enough to be developed adequately in one paragraph.

The Heavy Task of Fighting Fires

TOPIC SENTENCE
Fighting a major fire takes a tremendous strength and
endurance. The protective clothing that a fire fighter wears into
a burning building will weigh more than 20 pounds. To protect
himself from the smoke, the fire fighter will usually wear an
oxygen tank and mask. These self- contained breathing units
may weigh as much as 50 pounds. The weight of the hose and
other tools that the fire fighter carries will raise the total weight
to more than 100 pounds.
-Walter Brown/ Norman Anderson, Fires

As the above example shows, the topic sentence is general enough to cover
all the details yet specific enough to develop adequately in one paragraph.
b. Supporting Details

Supporting details explain the topic sentence by giving specific details,

facts, examples, or reasons.

The following topic sentence begins a paragraph about firefighting that takes
a tremendous strength and endurance.

Fighting a major fire takes a tremendous strength and endurance.

Readers will naturally wonder, “What were the reasons that firefighting takes a
tremendous strength and endurance?” The supporting sentences answer the
question.

The protective clothing that a fire fighter wears into a burning

SUPPORTING building will weigh more than 20 pounds. To protect himself from the
DETAILS smoke, the fire fighter will usually wear an oxygen tank and mask.
These self- contained breathing units may weigh as much as 50
pounds.

When you write supporting sentences, think of the questions that readers
might ask and answer those questions.

c. Concluding Sentence

A one- paragraph composition often needs a concluding sentence to

summarize the ideas presented in the paragraph.

A concluding sentence recalls the main idea and adds a strong ending to a
paragraph.

Strategies for Ending a Paragraph

1. Restate the main idea using different words.
2. Summarize the paragraph.
3. Add an insight about the main idea.
4. Express how you feel about the subject.

Avoid making your concluding sentence too repetitive or oversimplified. The

following paragraph, for example, has a strong ending and creates more meaning to
the paragraph as a whole.

Fighting a major fire takes a tremendous strength and

endurance. The protective clothing that a fire fighter wears into
a burning building will weigh more than 20 pounds. To protect
himself from the smoke, the fire fighter will usually wear an
oxygen tank and mask. These self- contained breathing units
may weigh as much as 50 pounds. The weight of the hose and
CONCLUDING
other tools that the fire fighter carries will raise the total weight
SENTENCE to more than 100 pounds.
Key elements of an Effective Paragraph

1. Unity

Unity in paragraph means that the entire paragraph should focus on one
single idea. The supporting details should explain the main idea and the
concluding sentence should end the paragraph with the same idea. Thus, a unified
paragraph presents a thought, supports it with details. If it is to achieve such
focus, each succeeding sentence must show a clear connection to the topic idea.

2. Coherence

Coherence is a smooth movement from one idea to the next in a paragraph.

There are several ways to arrange ideas to achieve coherence in a paragraph:

1. chronological order: This means that the ideas are presented in the same order
that they occurred in time.
2. physical order: This means that the ideas, particularly in a description, are
placed in some kind of order of space, such as left to right, top to bottom, or
outside to inside.
3. order of importance: The writer can begin with the most important idea and
lead to the least important idea.
4. order of climax: The writer can build suspense leading to a climax. This type of
order is similar to the order of importance in that the climax (the most important
idea) is put last.
Whatever order the writer chooses, it is important that the sentences in the
paragraph be arranged in a logical sequence, so that one idea follows another.

The chart below provides examples of transition words which can express each of
these types of arrangement.
Type of Examples
Arrangement
Time then before next
afterwards later eventually
now meanwhile
Physical Order to the right to the left in the distance
above below straight ahead
under beside
Order of more importantly to some degree to a lesser
Importance extent

Similar Ideas in addition similarly also

moreover likewise and
Different Ideas on the other hand but on the contrary
otherwise however still
Conclusion therefore thus hence
These are only some of the many transition or connecting words available in
English.

What’s More

Activity 3: Level- up the Label!

Directions: Read and analyze the paragraph below. Determine its different parts.
Copy the paragraph on a separate sheet of paper and label them
accordingly. Encircle the topic sentence, underline the supporting
details and box the concluding sentence. Write your answer on a
separate sheet of paper.

The virus that causes COVID- 19 is in the family of viruses called

Coronavidae. Antibiotics do not work against viruses. Some people who become
ill with COVID-19 can also develop a bacterial infection as a complication. In
this case, antibiotics may be recommended by a health care provider. There is
currently no licensed medication to cure COVID19.
-World Health Organization

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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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Activity 5: Exercise for Unity
Directions: The topic sentence for a paragraph is given below, followed by a
number
of details. Decide which should be included in a paragraph which uses
the given topic sentence. Write the letter of your choice on a separate
sheet of paper.

TOPIC SENTENCE: On the bus next to me sat the strangest looking person I have
ever seen.
DETAILS:
a. She carried a large shopping bag loaded with fireworks and another one
with groceries.
b. She had long, red hair which stood up all over her head.
c. As she breathed in and out, she gasped for air.
d. She looked like she was over a hundred years old.
e. Her orange and green floor-length dress had long sleeves, but it was
ripped and tattered.
f. She looked like she was enjoying the ride on the bus.
g. She got on the bus at Maple Street and got off at Simcoe Hall.
h. Her cheeks were sunken and pale.
i. She had a wart on her chin and the wart was covered with hairs.
j. She stared straight ahead and did not say a word.

Activity 5: Exercise for Coherence

Directions: The topic sentence for a paragraph is given below, followed by a
number
of details. Decide the order in which the details should appear in the
paragraph. Write your answer on a separate sheet of paper.

TOPIC SENTENCE: On the bus next to me sat the strangest looking person I have
ever seen.
DETAILS:
1. She carried a large shopping bag loaded with fireworks and another one
with groceries.
2. She had long, red hair which stood up all over her head.
3. As she breathed in and out, she gasped for air.
4. She looked like she was over a hundred years old.
5. Her orange and green floor-length dress had long sleeves, but it was
ripped and tattered.
6. Her cheeks were sunken and pale.
7. She had a wart on her chin and the wart was covered with hairs.
8. She stared straight ahead and did not say a word.

ORDER: Write the sentence number in sequence:

 What I Have Learned
Activity 6: What’s on your mind?
Directions: Now it is time for you to write what is in your mind. Summarize what
you have learned from the lesson by completing the following
sentences to form a paragraph. Write your answer on a separate sheet
of paper.

An Effective Paragraph

A paragraph is _______________________________________________________.

It has ________________, __________________________, and __________________that

all relate closely to the main idea. There are two essential elements of an

effective paragraph which are unity and coherence. In order to achieve unity, a

writer should make sure that

________________________________________________. Likewise, coherence can be

achieved when there is ________________________. Thus, an effective paragraph

_________________________________________________.

___________________________
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 What I Can Do

Activity 7: Welcome to my Blog!

Are you a blogger? Whether you are into blogging or not, it is now your time to
publish your passion. Take the following steps:
A. Think of yourself as a professional blogger.
B. Write a personal blog about the COVID- 19 pandemic.
C. Make your blog creative and unique. Provide a title for your blog.
D. Ensure that your paragraph follow unity and coherence.
E. Use proper key elements and ways of writing an effective paragraph.
F. Write your blog using the template below. Use a separate sheet of paper.

Welcome to my Blog!
Name:

_________________________________
Title
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CRITERIA POINTS Score

Content (provide comprehensive insight, understanding, and 5
reflective thought about the topic)
Creativity (relatively and fluently written to stimulate 5
dialogue and commentary)
Organization (Clear transitions between ideas) 5
Language ((Proper spelling, mechanics, grammar, and usage 5
is observed.) 
TOTAL 20

Your blog shall be graded using the following rubric.

 Assessment

Post- Assessment

Test I: Multiple Choice

Directions: Choose from the pool of words the correct term that pertains to each
statement. Write your answer on a separate sheet of paper.

a. Coherence e. Supporting details

b. Paragraphs f. Topic sentence
c. Concluding sentence g. Time
d. Physical Order h. Unity

1. It is a final statement leading to the end of the paragraph. It summarizes the

thought of your paragraph.
2. This is where you tell the reader about your topic by including specific details.
3. It expresses the main point in a paragraph.
4. It means that the entire paragraph should focus on one single idea.
5. It is a smooth movement from one idea to the next in a paragraph.

Directions: Write the letter of the topic sentence that is specific enough to be
covered adequately in a single paragraph.

6. a. Many medical discoveries were made by accident.

b. There have been some interesting discoveries.

7. a. Folk songs are part of life.

b. Folk songs reveal a country’s values.

8. a. Many people like camping.

b. Pitching a tent is easy if you follow directions.

9. a. Dolphins are always friendly to humans.

b. Dolphins are amazing creatures.
Test II: Identification

Directions: Decide what kind of order (chronological, physical order, order of

importance, order of climax) would be best for a paragraph on each of
the following topics. Provide one good reason for choosing each kind of
order.

10. a story about a visit to a haunted house

11. a paragraph describing your best friend

12. an explanation of how to make a peanut butter sandwich

Test III: Composition

Directions: For items 13-15, choose one of the general statements below and
write
a topic sentence that is specific enough to be developed adequately in a
single paragraph. After writing a topic sentence, write three sentences
that would support your topic sentence. Finally, write a concluding
sentence. Write your answer on a separate sheet of paper.

a. how high school students spend their money

b. television role models
c. using leisure time

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 Additional Activity

Activity 8: Wish Upon a Star

Now, that you have filled up your knowledge bank, write a paragraph
entitled “Wish Upon A Star” following the correct structure and the key elements of
an effective paragraph. You may begin your paragraph this way.

If there’s life, there’s hope. Since my elementary years, I’ve been dreaming of …

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Your output will be graded based on the following:

CRITERIA POINT Score

S
Content (Focus on details, reasons are clearly stated) 4
Organization (Clear transitions between ideas) 4
Language (Proper spelling, mechanics, grammar, and 2
usage is observed.) 
TOTAL 10
 Additional Activity
Answer Key
Assessment
Test I Test II Test III
1. c 6. a 10. chronological
What I Can Do 2. e 7. b 11. Physical order
3. f 8. B 12. Order of importance

What I have Learned

Activity 6: What’s on your mind?

A paragraph is a group of sentences about one topic. It has topic sentence, supporting details and concluding
sentence that all relate closely to the main idea. There are two essential elements of an effective paragraph

What’s More
Activity 3: Level- up the Label!

The virus that causes COVID- 19 is in the family of viruses called Coronavidae.
Antibiotics do not work against viruses. Some people who become ill with COVID-19 can also
develop a bacterial infection as a complication. In this case, antibiotics may be recommended by a
health care provider. There is currently no licensed medication to cure COVID19.

Activity 4: Exercise for Unity

1.a 2. b 3. c. 4. d 5. e 6. h 7. i

Activity 5: Exercise for Coherence

1, 5, 2, 6, 7, 8

What Is It What I Know

Test I
Activity 2: The How’s of Yours 1. True
2. True
Answers may vary.
3. True
4. False
What’s New 5. True
6. True
7. False
Activity 1: Lemonade! 8. True
9. True
It is enjoyable to make lemonade,even though it is easy Test II
to buy it at the store. First, slice the lemons in half, 10. a
squeeze the lemon to get the juice out. Next, put some 11. b
12. g
water in a pitcher and add the lemon juice. Then, add 13. h
some sugar and stir it. Finally, pour it in a cup, add a Test III
straw and enjoy. 14. In Asia, drama, dance
and music are
inseparable.
15. Therefore, in Asia, it is
What’s In simply not possible to
classify stage arts as
Answers may vary. “nonverbal dance” or
“spoken theatre”.
References
Books
Alcober, Edna M,et al.English Arts I. G. Araneta Avenue, Quezon City: JTW
Corporation. 2000
Gonzales, D.,Faz, A.,Soaring to Greater Heights II. p. 80

Printed Resources
Wolpert, T., The Random House Achievement Program in Composition. Mc- Graw Hill
Education.p.40
Gadd T.,How To Write A Paragraph.1997. The Solski Group. pp 5-15.

Internet Sources
Accessed: June 6, 2020
http://www.occc.edu/mschneberger/howtoparagraph.html
Accessed: June 6, 2020 https://writingcenter.unc.edu/tips-and
tools/paragraphs/paragraph-development-examples/
Accessed June 6, 2020 https://writingcenter.unc.edu/tips-and-
tools/paragraphs/paragraph-development-examples/
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material to be used by all learners of Region XII in all
public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. we highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]