S

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Division of Ilocos Sur

SHS

READING

AND WRITING 11
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LESSON TITLE:
_______________________________________________________

MELC: Compare and contrast patterns of written texts

across disciplines. EN11/12RWS-IIIBF-3.5
 At the end of the lesson, you are expected to:
1. identify the common patterns of development used in
written texts across disciplines;
2. use common patterns of development effectively in your
own writings;
3. determine the patterns of development that are most
effective for the purpose of writing; and
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4. understand the nature of patterns of written texts.

“If you are not willing to learn, no one can help you. If you are determined to learn,
no one can stop you, because education is for improving the lives of others and for
leaving your community and the world better than you found it”, (Edelman, 2010).
This Learning Kit is devised to aid and guide the Senior High School learners in
the mastery of the most essential learning competency needed for the completion of the
subject Reading and Writing.
In this lesson you will be familiarized with the different patterns of development,
wherein you can develop your paragraph to whatever pattern that suits your writing
purpose. These patterns of development include narration, description, exemplification,
definition, comparison and contrast, classification and division, cause and effect and
process analysis.
This will be used for the 3rd quarter of the second semester period. It is advised
that you, as learners, should diligently do your part in understanding and learning this
module and comply with the necessary activities required by this learning approach.
You have 3 hours or 1-week learning session to accomplish this module as
scheduled in the Weekly Home Learning Plan. Be reminded NOT TO WRITE
ANYTHING in this module, instead use a separate work sheet or activity notebook in
answering the required activities.
Happy learning!
Developed by:

Writer: NEIL JOSEPH F. TITULAR

School: LIDLIDDA NATIONAL HIGH SCHOOL

Reviewers:

MARLON G. TALOZA, EPS I-ENGLISH

CHRISTIAN A. GIRON, ASSISTANT PRINCIPAL II
IRENE A. JAVILLONAR, MASTER TEACHER II
JENNY ROSE A. GESTOLE, MASTER TEACHER II
JENNIFER TAGAYUNA, MASTER TEACHER II
ROGER MONTERO, MASTER TEACHER II
SUSAN VICERRA, TEACHER III

Administrators:
 JORGE M. REINANTE, CSEE, CEO VI, CESO V
Schools Division Superintendent
NESTOR C. HERAÑA, CESO VI
Asst. Schools Division Superintendent
MARIA SALOME R. ABERO
Chief Education Supervisor, Curriculum & Implementation Division
2
Ass.
Division

The world has suddenly changed habits because of the

health crisis. Suddenly, we are unfree and confined in our
comfort zones for months now. After the quarantine period,
when was the first time you came out of your homes? Can you
tell the experience of getting out of home after months of
confinement? Give your quarantine story.
DIRECTIONS:
For the warm-up activity, try to recall concepts. Then answer the questions
substantially and purposely. Write your answer for each question below on the space
adjacent to it. Copy the table on your answer sheet.

Activity Proper
• Recall your story for the past five months since the pandemic came across the
world.
• What experiences and insights did you gain from this situation?
• After the quarantine period, share when was the first time you came out of your
home. Supply the information needed below based on what you have
experienced.

TABLE 1: My Experience of the New Normal

1. What happened when you
first came out of your home
after
confinement?

2. When was it?

3. Where did you go first?

 4. Why did you do so?

5. How did you accept the fact

about living in the “new normal”
based
on your experience of it?

Most academic essays have an overall

structure – introduction leading to a thesis, body, and conclusion.
Essays also have topic
sentences and units of support that constitute the body, and these
topic sentences and units of support need to be ordered logically in
a way that is appropriate to the essay’s thesis.

PATTERNS OF DEVELOPMENT
What is this? Why does it matter?

Patterns of Development in writing refer to the particular strategy or strategies

writers use to develop their ideas. Whether you are aware of it or not, you have already
used these patterns of development to express yourself. For instance:
• When you show someone how to properly wear face mask during this time of
pandemic; or how to wash his hands properly; or how to participate in online
classes or seminars, these show the use of pattern of development called
“process analysis”.
• Another is when you describe what a victim of COVID-19 looks like in a hospital
bed, you are using the pattern of “description”.
 • When you offer several reasons why you need to stay home during this time of
pandemic, you are using the pattern of “cause and effect”.
• When you tell your quarantine story during your confinement days, you are
using the pattern of “narration” already.
Learning to use these patterns of development in writing is not difficult; you will
need to familiarize yourself with key transitional expressions that send a signal to the

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reader that a particular pattern is being used, and you will need to make conscious
decisions about which strategies best develop your ideas.
Patterns of development are simply the logical ways to organize an entire text or
individual paragraphs and sections of a written text. Along the patterns of development
are:
• Narration
• Description
• Exemplification
• Definition
• Compare and Contrast
• Classification and Division
• Cause and Effect
• Process Analysis

Remember that writers are very careful to structure their texts for both connecting
to the audience and meeting a specific purpose because recognizing patterns of
development helps you analyse a text and how the individual or constituent parts fit
together.

Patterns of development help you sort out information

and shapes paragraphs or essays. They can help organize an
outline or, depending on the purpose, you can determine the
form that a paper will take. Remember that most paper will use
a combination of methods, working together in function of each
other.

When beginning to write, it is helpful to determine the patterns of development

that are most effective for your purpose and audience. Some general patterns of
development are:

1. Narration means to tell a story or recounting a series of events based on personal

experiences or reading and observation. It is chronologically arranged and has
concrete details and meaning. It gives specific and observable facts.

Example:
A part of paragraph written in The Day the Dancers Came, by Bienvenido N. Santos
reflects a narration of events in introducing the story.
As soon as Fil woke up, he noticed a whiteness outside, quite unusual for the
 November mornings they had been having. The fall, Chicago was sandman’s town,
sleepy valley, drowsy, grey, slumbered mistiness from sunup till noon when the
clouds drifted away in cauliflower cluster and suddenly it was evening. The lights
shone on the avenues like soiled lamps centuries old and skyscrapers became
monsters with a thousand sore eyes.

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In the example, the story is introduced by a narration of events that happened from
the time Fil woke up from bed and narrates how the day started until it finished in the
evening.

2. Description means to tell what something is like such as describing the damage done
by pollution to a river, lake, forest, etc. A good description will revolve around a
“dominant impression.” It is used to establish mood or atmosphere. The clear and
vivid description can make writing more persuasive by making it easier for readers to
empathize with the writer, their subject, or their thesis.

Example:
In the story of Manuel E. Arguilla, “How my Brother Leon Brought Home a Wife”, the
story opened with a simple but direct and quite pictorial description of Maria.

She stepped down from the carretela of Ca Celin with a quick, delicate grace. She
was lovely. She was tall. She looked up to my brother with a smile, and her forehead
was on a level with his mouth.

…Her nails were long, but they were not painted. She was fragrant like a morning
when papayas are in bloom. And a small dimple appeared momently high on her
right cheek.

In the example, all the descriptions sprang from Maria. Baldo, Leon’s younger
brother, see things only as Maria’s periphery. The descriptive flow is based on whatever
Maria looks at, touches, or whatever comes near her. It all points out how Baldo
described Maria in their first meeting.
3. Exemplification means that a generalization is supported by specific instances and
provides a series of examples – facts, specific causes, or instances – to turn a
general idea into a concrete one. It might also be one extended example or a series
of related ones. These are some signal words for exemplification: such as, for
instance, for example, which includes, specifically, namely and many more.

Example:
In the following paragraph, look into the different examples of dogs as defined by the
American Kennel Club and suggested by the Philippine Animal Welfare Society (PAWS).

Dogs are domesticated animals that have been living with humans for
generations. Dogs can be classified, in a number of different ways. For instance,
they can be classified by breed. Examples of different breeds includes beagles,
basset hounds, poodles and countless others including askals, and aspins. They can
also be classified by their role in the lives of their masters and the work they do. For
example, a dog might be a family pet such as poodle and golden retriever, working
 dogs specifically the K9 Dogs of the Police, a show dog like Maltese and
Pomeranian Dogs, or a hunting dog such as hounds, terriers etc. In many cases,
dogs are defined both by their breed and their roles.

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The given paragraph tells us the different examples of dogs, their classification as
defined by their breed, and the different roles of these dogs to their owners.

4. Definition means to explain what something is. It lays the foundation for establishing
a common ground or language for the speaker and the audience.

Example:
Defining a term is often the first step in a debate or disagreement. In some cases,
definition is only a paragraph or two that clarifies terms, but in other cases, the purpose
of an entire essay is to establish a definition. In Jane Howard’s essay “In Search of the
Good Family” (p. 283), she explores the meaning of family, a common enough term, yet
one she redefines. She opens by identifying similar terms: “Call it a clan, call it a
network, call it a tribe, and call it a family.” She contrasts the traditional “blood family”
with “new families that consist of friends of the road, ascribed by chance, or friends of
the heart, achieved by choice.” She develops her essay by first establishing the need
we all have for a network of “kin” who may or may not be blood relatives. Then she
analyses ten characteristics that define a family. Here is one:

Good families prize their rituals. Nothing welds a family more than these. Rituals
are vital especially for clans without histories because they evoke a past, imply a
future, and hint at continuity. No line in the Seder service at Passover reassures
more than the last: “Next year in Jerusalem!” A clan becomes more of a clan each
time it gathers to observe a fixed ritual (Christmas, birthdays, Thanksgiving, and so
on), grieves at a funeral (anyone may come to most funerals; those who do declare
their tribalness), and devises a new rite of its own. Equinox breakfasts can be at
least as welding as Memorial Day parades. Several of my colleagues and I used to
meet for lunch every Pearl Harbor Day, preferably to eat some politically neutral fare
like smorgasbord, to “forgive” our only ancestrally Japanese friend, Irene Kubota
Neves.
For that and other things we became, and remain, a sort of family.

In the example, Howard explains the purpose of rituals in her opening paragraph
and then provides specific examples to explain what she means by rituals. She offers
such a variety of them that her readers cannot fail to understand the flexibility and
openness she associates with her definition of family.

5. Compare and Contrast is juxtaposing two things to highlight their similarities and
differences. Comparison means to identify the ways in which two “different” items
are similar which uses different signal words such similarly, in the same manner, in
the same way, and likewise, to name a few. Contrast means to identify the ways in
which two “similar” items are different which uses signal words like in contrast, on
the other hand, while, however, yet, but, etc.
Example:
In the following excerpt from “Walking the Path between Worlds” (p. 300), Lori
Arviso Alvord compares and contrasts the landscape and culture of her home in the
Southwest with that of New England and Dartmouth College:

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My memories of my arrival in Hanover, New Hampshire, are mostly of the color
green. Green cloaked the hillsides, crawled up the ivied walls, and was reflected in
the river where the Dartmouth crew students sculled. For a girl who had never been
far from Crownpoint, New Mexico, the green felt incredibly juicy, lush, beautiful, and
threatening. Crownpoint had had vast acreage of sky and sand, but aside from the
pastel scrub brush, mesquite, and chamiso, practically the only growing things there
were the tiny stunted pines called pinion trees. Yet it is beautiful; you can see the
edges and contours of red earth stretching all the way to the box shaped faraway
cliffs and the horizon. No horizon was in sight in Hanover, only trees. I felt
claustrophobic.
If the physical contrasts were striking, the cultural ones were even more so.
Although I felt lucky to be there, I was in complete culture shock. I thought people
talked too much, laughed too loud, asked too many personal questions, and had no
respect for privacy. They seemed overly competitive and put a higher value on
material wealth than I was used to. Navajos placed much more emphasis on a
person’s relations to family, clan, tribe, and the other inhabitants of the earth, both
human and nonhuman, than on possessions. Everyone at home followed unwritten
codes for behavior. We were taught to be humble and not to draw attention to
ourselves, to favor cooperation over competition (so as not to make ourselves “look
better” at another’s expense or hurt someone’s feelings), to value silence over words,
to respect our elders, and to reserve our opinions until they were asked for.

In the first paragraph of the given example, Arviso emphasizes the physical details of
the landscape, so her comparison and contrast relies on description. In the second
paragraph, she is more analytical as she examines the behavior of the people. Although
she does not make a judgment directly, in both paragraphs she leads her readers to
understand her conclusion that her New Mexico home — the landscape and its
inhabitants — is what she prefers.

6. Classification and Division means to sort items in order to group together those with
similar characteristics and to distinguish them from those with different
characteristics. It is used to find a distinctive way to break down a larger idea or
concept into parts.

Example:

In Amy Tan’s essay “Mother Tongue” (p.542) she classifies the “Englishes” she
speaks into categories of public and private spheres:
Recently, I was made keenly aware of the different Englishes I do use. I was
giving a talk to a large group of people, the same talk I had already given to half a
dozen other groups. The nature of the talk was about my writing, my life, and my
book, “The Joy Luck Club”. The talk was going along well enough, until I
remembered one major difference that made the whole talk sound wrong. My
mother was in the room. And it was perhaps the first time she had heard me give a
 lengthy speech, using the kind of English I have never used with her. I was saying
things like “The intersection of memory upon imagination” and “There is an aspect
of my fiction that related to this and thus” — speech filled with carefully wrought
grammatical phrases, burdened, it suddenly seemed to me, with nominalized
forms, past perfect tenses,

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conditional phrases, all the forms of standard English that I had learned in school
and through books, the forms of English I did not use at home with my mother. Just
last week, I was walking down the street with my mother, and I again found myself
conscious of the English I was using, the English I do use with her. We were talking
about the price of new and used furniture and I heard myself saying this: “Not waste
money that way.” My husband was with us as well, and he didn’t notice any switch in
my Englishes. And then I realized why. It’s because over the twenty years we’ve
been together I’ve often used that same kind of English with him, and sometimes he
even uses it with me. It has become our language of intimacy, a different sort of
English that related to family talk, the language I grew up with.

In the example, Tan does not start out by identifying two categories, but as she
describes them, she classifies her “Englishes” as the English she learned in school and
in books and the language of intimacy she learned at home.

7. Cause and Effect means to find the reason that produced a certain result or to
identify the results produced by a certain phenomenon. Analysing the causes that
lead to a certain effect or, conversely, the effects that result from a cause is a
powerful foundation for argument. Transitional words to indicate cause and effect are
as a result, consequently, for this reason, therefore, to name a few.

Example:
“Harmful Effects of Man’s Activities that Disrupt the Ecosystem” is published in
Google in 2016 as an editorial about Kaingin System. A portion of the article is
emphasizing that a denuded forest is the result of man’s interference with nature.

Some farmers of our country practice the burn type of agricultural purposes.
Destruction of forest and wooded areas through Kaingin System and fires have
deprived birds of their nesting places. Animal’s habitat was destroyed, thus it
endangered wild animals. Soil erosion happened. When higher places become
denuded, this may result to landslide.

The example tells about the people’s unfavourable actions which result to the
destruction of the environment and that the ruining of the environment is caused by
man’s irresponsible interferences.

8. Process Analysis means to explain how something works or how to do something.

Clarity is the most important trait of this writing. Words to indicate this are first,
second, next, previously, before, after, finally and other words indicating how
something is done in a procedural manner.

Example:
 In the essay “Transsexual Frogs” (p. 655), Elizabeth Royte uses process analysis to
explain the research of Tyrone Hayes, a biologist at the University of California at
Berkeley investigating the impact of the pesticide atrazine.

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The next summer, Hayes headed into the field. He loaded a refrigerated 18-
wheel truck with 500 half-gallon buckets and drove east, followed by his students.
He parked near an Indiana farm, a Wyoming river, and a Utah pond, filled his
buckets with 18,000 pounds of water, and then turned his rig back toward Berkeley.
He thawed the frozen water, poured it into hundreds of individual tanks, and
dropped in thousands of leopard-frog eggs collected en route. To find out if frogs in
the wild showed hermaphroditism, Hayes dissected juveniles from numerous sites.
To see if frogs were vulnerable as adults, and if the effects were reversible, he
exposed them to atrazine at different stages of their development.

In this example, Royte explains how something was done, that is, the actual
physical journey that Hayes took when he “headed into the field”: he travelled from
California to Indiana, Wyoming, Utah, and back to California. The verbs themselves
emphasize the process of his work: he “loaded,” “parked,” “filled,”
“turned . . . back”, “thawed”, “poured” and “dropped.”

After understanding and internalizing the different

patterns of development in different writing disciplines, you can
already identify, determine, and use these patterns of
development in your own writing strategies and skills.

LET’S WORK IT OUT!

Activity #1 – Concept Recall
A. Identify what patterns of development the following ideas are. Write your answers
on a separate work sheet.
___________________ 1. Effects of the “new normal” in the recovery of people
around the world
___________________ 2. Showing the process on how the “new normal” is made
in the public places
___________________ 3. Providing examples of how we can reduce the infections
from COVID-19
___________________ 4. Describing the damages done by COVID-19 in your lives
___________________ 5. Defining “new normal” as the new trend of living after the
pandemic

B. Give what pattern of development is used in the following statements below.

 Write your answers on your work sheet.

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___________________ 1. The Corona Virus Disease 2019 (COVID-19) is an
infectious disease caused by severe acute respiratory
syndrome coronavirus 2 (SARS-CoV-2), a new strain of
virus first detected in Wuhan, China in 2019.
___________________ 2. The foods packed for the frontliners are great tasting,
made with love dishes, and appetizingly prepared.
___________________ 3. Due to this pandemic, many frontliners cannot easily
prepare their own foods or provide their own need. That
is
the reason why many volunteers and private entities are
freely extending their help such as giving foods to eat,
providing goods to use and funding them some medical
supplies.
___________________ 4. Baking and sharing foods have become my favorite
tradition during the quarantine period.
___________________ 5. COVID-19, an infectious and deadly disease, is
distinctively dangerous than those of other SARS-CoV-2
infections.

Activity #2 – Comprehension Response

Read and identify what pattern of development is used in each sentence,
then explain your choice of answer. Write your answers on your answer sheet.
__________________ 1. Although I raised Marcee and Obbie from puppies, they
have completely diverse personalities. Obbie is a six
year-old, male, toy Pomeranian, whereas Marcee is a
one-year-old, female, Boston terrier.
Explanation:

__________________ 2. My mother had a hair so dark that it looked like a waterfall

of ink. She always kept it in a braid that fell to her slim
waist, and always tied with a plain black band. The braid
of black over her shoulder, the plaits shining like scales.
Explanation:

__________________ 3. Although Corona virus is a common existing virus, Middle

East Respiratory Syndrome Coronavirus (MERS
CoV), Severe Acute Respiratory Syndrome Coronavirus
(SARS-CoV) and Coronavirus Disease 2019 (COVID
19) are becoming increasingly affecting people around
the globe.
 11
Explanation:

__________________ 4. One way of protecting yourself from the COVID-19 is

wearing a mask and the process of wearing the mask
properly are: (1) determine which side of the mask is the
front, the colored side of the mask is usually the front and
should face away from you, while the white side touches
your face, (2) mold or pinch the stiff edge to the shape of
your nose, and (3) pull the bottom of the mask over your
mouth and chin.
Explanation:

__________________ 5. COVID-19, which originated from China, is very different

from the Spanish Flu that was first identified in United
States. COVID-19 is more deadly and dangerous that
affects not only a few countries but has become a
pandemic all over the world because of its world’s
mortality rate.
Explanation:

Patterns of Development help you sort out

information and shape paragraphs or essays. They will lead
you to the purpose of your goal in expressing your ideas using
these different patterns of development:
Classification and Division
• Narration
• Cause and Effect
• Description •
• Process Analysis
Exemplification • Definition
• Compare and Contrast •

The methods of development are tools for achieving your purpose in writing,
whatever that purpose may be. They can help you discover what you know, what you
need to know, how to think critically about your subject, and how to shape your writing.
 12

Suddenly the world stopped. As it stopped, the pandemic has

infected many, not only nationally but internationally. In order to
beat the threat of the pandemic, you have confined yourself at
home for months. Relative to your quarantine period, write a
narration of your experiences amidst the pandemic. Answer the
guide questions to organize your thoughts in paragraph form in
not less done five sentences. Make sure to provide a title to your
output. Write your answer in your separate work sheet. The
rubric below will be used to rate your output.

RUBRIC
Content 10 7 5
(10 pts.)

The relevant The relevant The relevant

details are well details are details are not
defined moderately defined nor
and focused. defined and focused at all.
focused.

Organization 5 3 1
(5 pts.) The The The organization
organization organization does not
showcases the moderately showcase any
central thought. showcases the thought at all.
central thought.

Style 5 3 1
(5 pts.) The writer The writer The writer does
demonstrates a moderately not demonstrate
good grasp of demonstrates a any standard
standard writing good grasp of writing
conventions. standard writing conventions at
conventions. all.

GUIDE QUESTIONS:
1. What are your experiences during the quarantine period?
 2. What are the changes it gave you during your confinement?
3. Compare and contrast your life before this pandemic and your life at the moment.
4. Based on your experience, what more can we expect from this “New Normal” of
living?
5. In your own little way as a student, how can you help in the process of recovering
from the pandemic in your own locality?

13

Assessment 1

Directions: Write a paragraph in not less done five sentences using any pattern of
paragraph development you learned in this module. Choose one of the writing
tasks listed below based on your strand. Be guided by the rubric in page 13.

Writing Task 1 for HUMSS/GAS: You are the editor-in-chief of your school’s
publication. Write an introductory paragraph about COVID-19 pandemic for a special
edition paper.

Writing Task 2 for ABM: You are one of the business proprietors at your school’s on
going Business Expo. An interested customer sent you an e-mail asking about the
different types of products you sell. Respond to the e-mail indicating the classification of
your products. To encourage your customer to avail, your message must contain the
product’s category, specific features and prices.

Writing Task 3 for STEM: You are going to compete in a Science Investigatory Project
presentation in your school. Write a paragraph regarding the background of your project.

Writing Task 4 for HE: You are going to compete in a cooking contest in your school.
Write a paragraph describing your dish.

Writing Task 5 for EIM/ICT: You are tasked to orient your fellow learners in your school
about the safety protocols in the use of appliances/ computer sets in the classroom.
Write a paragraph explaining your topic.

Assessment 2

People love to travel to places that give them peace of mind and contentment in
life. I am sure you, too, have a travel story to tell. So, in order to know more about your
travel experiences and adventures, try to share your story by writing an essay. Make
sure you use the patterns learned in this learning kit. Read more information about this
activity in the box below. Write your answer on a separate work sheet. Follow the same
rubric in your previous activity as your guide.

DO THE ACTIVITY
 You are a writer of a travel magazine. You were asked to write a travel
article that talks about a beautiful place located in your own locality or
neighboring places you have visited already. For example, the “Katayagan”
View Deck of Lidlidda, Ilocos Sur. Your task is to write a descriptive paragraph
in not less done five sentences to advertise the place of your choice.

14
Activity Sheet in Reading and Writing Skills
SLK 1, Week 1 and 2

Name:_______________________Grade &
Section:___________
Date: ____________ Parent’s Signature_______ Score:________

Write your answers on this activity sheet. Instructions are stipulated in the
module.

Motivation (Page 3)
Q1

Q2

Q3

Q4

Q5

Activity #1 A (Page 10)

1.___________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________
Activity #1 B (Page 11)
1.___________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________

Activity #2 (Page 11-12)

1.___________________________________
Explanation:

2.___________________________________
Explanation:

3.___________________________________
Explation

4.___________________________________
Explanation

15

5.___________________________________
Explanation
Application (Page 13)

Assessment 1 (Page 14)

16
Assessment 2 (Page 14)

Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF ILOCOS SUR
TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Ilocos Sur Together, We Can Make A Difference.

WEEKLY HOME LEARNING PLAN

Grade: 11
Week: 1-2 Quarter: 3
March 22-26, 2021
March 29-April 02, 2021
Day and Time Learning Area Learning Competency Learning Tasks

8:00 – 9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!

9:00 – 9:30 Have a short exercise/meditation/bonding with family

 Monday Reading and 1. identify the For week 1, do the following
Writing common patterns activities:
11 HUMSS 1 of development 1. Fill out the table by answe
(1:00-3:00 used in written questions about your quaran
PM) texts across story. (Page 3)
disciplines; 2. Identify what patterns
2. use common development is appropriate fo
patterns of particular subject. (Page 10)
development 3. Determine what pattern
11 HUMSS 2 effectively in your development is applied in
own writings; construction of a given statem
(1:00-3:00 3. determine the (Page 11)
PM) patterns of 4. Identify what pattern of
development that development is used in a given
are most effective sentence. (Page 11)

17
for the purpose of For week 2, do the following
writing; and activities:
4. understand the 5. Write a paragraph composed
nature of patterns least five sentences narrating
of written texts. experiences amidst the pande
Use the guide questions to cons
your sentences. (Page 13)
6. Write a paragraph in not less
five sentences using any patte
paragraph development you lea
in this module. Choose one o
writing tasks listed as options b
on your strand. (Page 14)
7. Write a descriptive paragrap
not less done five sentence
advertise the place of your ch
(Page 14)

Submitted by: Checked and Noted by: Approved by:

RALPH NICOLE A. SEVILLA IRENE A. JAVILLONAR JUNE C. RACCA Subject

Teacher Subject Group Head - English Principal IV
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