Reading and Writing Q1 - M1-5

QUIRINO STATE UNIVERSITY
LABORATORY HIGH SCHOOL

LABORATORY HIGH SCHOOL
….where real transformation exists
DIFFUN CAMPUS
Diffun, 3401 Quirino
lhs@qsu.edu.ph
qsu_lhsofficial@aol.com
Subject Teacher
Reading and Writing
Quarter 1 – Module 1: Patterns of Development in Writing: Narration First Edition,
2020
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Published by the Department of Education

Reading and Writing
Quarter 1
Self-Learning Module 1
Patterns of Development in Writing: Narration
Introductory Message
For the Facilitator:
Welcome to the Reading and Writing Self-Learning Module on Patterns of

Development in Writing: Narration.
This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.
This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st-century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character 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 learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Development in Writing: Narration.
The hand is one of the most symbolized parts 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 material while being an
active learner.
This module has the following parts and corresponding icons:
Expectations - This points to the set of knowledge and skills that

you will learn after completing the module.
Pretest - This measures your prior knowledge about the lesson

at hand.
Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.
Lesson - This section discusses the topic in the module.
Activities - This is a set of activities that you need to perform.
Wrap-Up - This section summarizes the concepts and

application of the lesson.
Valuing - This part integrates a desirable moral value in the

lesson.
Posttest - This measures how much you have learned from the
entire module.
EXPECTATIONS
This is your self-instructional learner module in Reading and Writing.
All the activities provided in this lesson will help you learn and understand:
Patterns of Development in Writing: Narration.
Specifically, you will learn the following:
1. determine the construct of a narrative;
2. analyze the given narrative paragraph; and
3. apply the structure into your own narrative.
PRETEST
Directions: Write TRUE if the statement is correct and FALSE if otherwise.
Write your answer after the statement.
1. Narration is giving and sharing arguments.

2. The conflict in the story is the problem to be solved.
3. The setting of the story is the time and place.
4. The theme is the central idea or truth in the story.
5. The plot signals the protagonist and the antagonist.
RECAP
It is really true that when we share our thoughts to others through

social networking sites or verbally to our friends (with a face mask), the
feeling of sadness diminishes. It uplifts our love to hear stories and glaze our
eyes in sharing ours. It gives us consolation to move on and live the kind
of life we
have; life that is challenged by this virus, COVID-19. We engage ourselves in
telling our own stories for it shows how we acted.
This storytelling or narrating of experiences will be re-examine in this
lesson. Brace yourself with those events to tell your own story!
LESSON
The development of story is successful in its objective through the use
of variety of patterns to better understand the material. It reflects our
thinking and explores the vast ideas that we have. Structuring your ideas
will start when you formulate your topic sentence. Then linking some details
to support your topic sentence. In linking these supporting sentences, the
use of transitional devices is essential. In this lesson, one pattern of
development in writing will be explored.
Narration is one pattern of development in writing. It is basically a skill
of chronologically telling a story of events or experience that signaled by
transition devices. The transitions like first, then, soon, after, and suddenly
maintain coherence and show movement of actions. The use of these devices
predicts that the sentences that followed are all supporting the topic
sentence. The description of the details answers the how, when, where, and
why’s questions. It creates world based on the writer’s imagination.
(Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus,
Ed.D. 2016)
Every narrative contains elements namely; setting, character, plot,
conflict, and theme. Setting serves as background of a story for it gives the
place and time elements. A story links an incident or series of incidents that
take place somewhere or some time. Each story has main and subordinate
characters. They must speak and act naturally, like people we know. They
appear in our imagination and we start to understand their actions. They
start to create their own place in our thoughts as we read the story. At
times, we empathize with their feelings and actuations within the story.
These characters can be protagonist, antagonist, static or flat, dynamic, round,
antihero, and foil. The plot covers the series of incidents that occurs in the
story. It becomes clear and forceful if the narration captures the interest and
enriches the imagination of the readers. The sequence of events can be
categorized as linear (the events are chronologically arranged-beginning,
middle, and end), modular (not following one linear narrative), and episodic
(one episode can stand alone). The conflict elevates the reader’s emotion until
it reaches solution. It is the problem that needs to be resolved. Revealing
some
truth about life is its main function. This significant truth about life that a
story attempts to communicate to its readers is called theme, most important
and least explicit. It shows that reading narratives entertains and gives us
profitable experiences.
You have to bear in mind the following suggestions in narrating a
story. First, you should have a clear setting. The time and place of the story
must be specifically mentioned. Second, you should make impactful and
clear characters. They should be alive in your imagination. It is there that
they will capture memories to tell when you are going to retell the story.
Third, you
should link the events in an orderly manner. The use of transitional devices
is a must to show the smooth flow of the story. Fourth, you should use
simple and precise language. Lastly, you should use actual conversation.
Using direct or quoted statements makes your narrative clear.
Consider this story entitled “A Birthday Surprise” from

englishforeveryone.org.
then I have a surprise for you,” said Ezra. “Great,” thought Ella, “The surprise is probably
a piece of jewelry or something useless like that.”
The following day, Ezra arrived at eight to take Ella to dinner. They ate at her
favorite restaurant and as they were paying the bill Ezra gave her an envelope. “Go on,
open it,” said Ezra. “Okay, thank you so much,” replied Ella. She opened the envelope
and found two front row tickets to her favorite concert. “Oh wow! Ezra, what a wonderful
surprise!” she exclaimed.
They left the restaurant and went to the concert. Ella was so excited. They both
had a great time at the concert. The band played all of her favorite songs. Ella and Ezra
decided that it was the best birthday celebration she had ever had.
A. Let us analyze the parts.
1. Setting: The place mentioned in the story is the room of Ella, then
restaurant, and the concert venue. The time is evening.
2. Character(s): The characters are Ella and Ezra. They are lovers and
fond of music.
3. Plot: The plot is linear in manner. It starts with the day before her
birthday, then her birthday, and its celebration.
4. Conflict: Probably the conflict is the inability of Ella to watch a concert
of her favorite band and so her boyfriend surprises her with such.
5. Theme: The theme is love and how to show it to your loved.
B. Let us have a closer look at the process of narrating the story.
First, you should have a clear setting. The time and place of the story
were specifically mentioned. It helped the readers to follow the events and
the discourse of the characters.
Second, you should make impactful and clear characters. The
characters were alive in our imagination. Their exchange of conversation
showing the feeling of joy, excitement, and love were very imminent that will
be easy for you to retell the story.
Third, you should link the events in an orderly manner. The author
did not use transitional devices in the story. He instead used the
conversation between the characters to show action indicating the smooth
flow of the story.
Fourth, you should use simple and precise language. The language
used in the story is so simple. It can be understood by all for the author
used simple terms to have the events flow smoothly.
Lastly, you should use actual conversation. The use of the direct or
quoted statements of the author to show the exchange of conversation
between the two characters makes your narrative clear. The author shows
the excitement and love to both characters through their uttered words.
ACTIVITIES
Activity 1
Read carefully the narrative passage. Answer the questions on your answer
sheet.
The Wooden Bowl by Ramona Moreno Winner

A frail old man went to live with his son, daughter-in-law, and a four-year old
grandson. The old man’s hands trembled, his eyesight was blurred, and his step faltered. The
family ate together nightly at the dinner table.
But the elderly grandfather’s shaky hands and failing sight made eating rather
difficult. Peas rolled off his spoon onto the floor. When he grasped the glass often milk
spilled on the tablecloth.
The son and daughter-in-law became irritated with the mess. “We must do something
about grandfather,” said the son. I’ve had enough of his spilled milk, noisy eating, and food
on the floor.
So, the husband and the wife set a small table in the corner. There, grandfather ate
alone while the rest of the family enjoyed dinner at the dinner table.
Since grandfather had broken a dish or two, his food was served in a wooden bowl.
Sometimes when the family glanced in grandfather’s direction, he had a tear in his eyes as he
ate alone.
Still, the only words the couple had for him were sharp admonitions when he dropped
a fork or spilled food. The four-year- old watched it all in silence. One evening before supper,
the father noticed his son playing with wood scraps on the floor. He asked the child sweetly,
“What are you making?” Just as sweetly, the boy responded, “Oh, I am making a little bowl
for you and mama to eat your food when I grow up.” The four-year-old smiled and went back
to work.
The words so struck the parents that they were speechless. Then tears started to
stream down their cheeks. Though no words were spoken, both knew what must be done.
That evening the husband took the grandfather’s hand and gently led him back to the
family table. For the remainder of his days he ate every meal with the family. And for some
reason, neither husband nor wife seemed to care any longer when a fork was dropped, milk
spilled, or the tablecloth soiled.
QUESTIONS:
1. What is the setting of the story?
2. Who are the characters?
3. What is the conflict? How it was resolved in the story?
4. What is the theme? How it is applicable in our present situation?

Activity 2
Write your own narrative with 5-8 sentences. You can have the working title
“My Experiences During Pandemic”. You can narrate what have you
learned during this time. What have you accomplished so far? Remember to
indicate the needed elements; setting, character, plot, and theme. Use
transitional devices to link the events or experiences in the story.
My Experiences During Pandemic
.
Remember that your narration will be graded according to the following

criteria.
Content (the essential elements in narration are developed): 10 pts.
Originality (personal experiences during the pandemic are shared): 5 pts.
Organization (turn of events with the use of transitional devices): 5 pts. TOTAL
SCORE 20 pts.
WRAP-UP
To wrap everything up that we have talked about in this lesson,

complete the following:
I have learned in today’s lesson .

I have realized after the activities .
I will share my knowledge to .
VALUING
The pandemic that we are experiencing since March tested our faith in
God no manner how we perceived Him / Her to be. It strengthened our
bonding to our family. We reinvent ourselves especially during the times we
continuously hear news of deaths, sufferings, cases of COVID-19, and
endless
anxiety if we will also be infected. Our belief of God is manifested on our
shared stories and capsulated feelings during this time.
We continue to retell this story of ours in different avenues.
POSTTEST
Directions: Match the items in column A with the items in column B. Write
the letter of the correct answer on the space provided before each number.
A B
1. It is the central truth or idea about life. a. Plot
2. It is the problem to be solved in the story. b. Setting
3. It serves as background of a story. c. Theme
4. They speak and act naturally. d. Character(s)
5. It is the sequence of events. e. Conflict
REFERENCES
Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D. 2016. Critical Reading
and Writing for the Senior High School. Quezon City: Lorima Publishing Inc.
Reading and Writing
Quarter 1
Patterns of Development in Writing: Description

Development in Writing: Description.
This Self-Learning Module was collaboratively designed, developed,

and reviewed by educators from the Schools Division Office of Pasig City
headed by its Officer-in-Charge Schools Division Superintendent, Ma.
Evalou Concepcion A. Agustin, in partnership with the City Government of
Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers
utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) in developing this instructional
resource.

independent learning activities at their own pace and time. Further, this
also aims to help learners acquire the needed 21st-century skills especially
the 5 Cs, namely: Communication, Collaboration, Creativity, Critical
Thinking, and Character 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:

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 learning. Moreover, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
For the learner:

Development in Writing: Description.
The hand is one of the most symbolized parts 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!
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material
while being an active learner.
Expectations - This points to the set of knowledge and

skills that you will learn after completing the module.
Pretest - This measures your prior knowledge about the

lesson at hand.
Recap - This part of the module provides a review of

concepts and skills that you already know about a
previous lesson.

Wrap-Up - This section summarizes the concepts

and application of the lesson.
Valuing - This part integrates a desirable moral value in

the lesson.
Posttest - This measures how much you have learned from

the entire module.
EXPECTATIONS
This is your self-instructional learner module in Reading and
Writing. All the activities provided in this lesson will help you learn
and understand:
Patterns of Development in Writing: Description.
Specifically, you will learn the following in this module:
1. Know the structure of the descriptive pattern; and
2. Construct descriptive paragraph on a given topic.
PRETEST
Directions: Write TRUE if the statement is correct and FALSE if
otherwise. Write your answer after the statement.
1. Descriptive paragraph helps the reader to see the picture of an

object in its absence.
2. The topic sentence is always found in the first
sentence of a paragraph.
3. The sensory impressions are those pertaining to the senses.
4. Figures of speech are for poetry only.

5. Descriptive paragraphs build images in the reader’s imagination.
RECAP
Let us recall our previous lesson on patterns of development in
writing. There are eight patterns of paragraph development in writing.
Narration as discussed in our last lesson extends the requirement of
chronological ordering
of events or situations. The use of transitional words or phrases signal the
time of the turn of events. Narration is telling a story and it embodies the
elements of setting, character, plot, conflict, and theme.
This module will help you understand description as another pattern
of development in writing.
LESSON
When we write paragraphs, we tend to recreate an imaginative
representation of the ideas that we have acquired and assimilate.
These paragraphs extend our vision in a written form. Words and
group of words became a circulating body of invisible objects ready to
be digest by another entity of interpretation and representation.
This module once again will explore the other pattern of
development in writing, the world of descriptions.
Description is one pattern of paragraph development that paints
pictures with words and brings the action or scenes to the reader. It
appeals to the senses -smell, taste, hear, sight, and touch through
the imagination of the readers. It builds mental images for the reader;
it makes present what is absent. -Source: Prentice Hall, Grammar and
Composition 3
To write a good description you should learn to observe keenly
and accurately. Your eyes gather visual images; your ears gain
auditory images, and your mouth forms taste images. Behind the
sense organs is the mind which selects important details and allows
unimportant details to go unheeded.
Successful description demands a special technique depending
upon the purpose of the description. If you want to tell what a house
looks like, use objective or factual and scientific description. It describes
the scene as it is
and stays away from emotional expression. Thus, “The house is painted blue,
spacious, and Mediterranean style”. If you want to give the effect the house
has on you, your description will be subjective or suggestive and
imaginative. This kind of description is based on opinion, emotion, and
the author’s own perception of a subject. It also looks at how one
sees something
and wants something to be seen. “The house looks refreshing and
exciting for the beauty of its location”. The purpose of your description
gives your work unity.
Descriptive writing should always contain strong, specific
details. Features such as color, size, texture, shape, and condition
should be expressed clearly and sharply in action verbs, precise
nouns, and colorful adjectives.
Descriptive writing conveys a dominant impression through
specific details, sensory impressions, and figures of speech. The
central dominant impression is the focus of topic sentence that occur
commonly at the beginning of a descriptive paragraph. It helps the
reader in understanding the
text for it sets the scene. It also provides a preview of what the story
will be. It also persuades the readers to continue reading. The
supporting details to the central dominant impression are the
senses of sights, smells, sounds,
textures, and feelings commonly known as sensory impressions. It helps in
developing an absent things or ideas in the mind of the readers. The
beauty of linking one idea to another using figures of speech to provide
dramatic exchange of events and experiences add to the totality of
the story.
When we talk about figures of speech, we tend to recall
commonly used in any paragraph development in writing. Simile is a
comparison of two things through the use of “like” or “as”. Metaphor is
a direct comparison of two things. Personification is the use of human
characteristics to describe animals, things, or ideas.
Suggestions for Writing Using the Descriptive Pattern

1. Decide on a particular topic. It can be a person, place,
experience, or even objects that has an impact on you and you
can deliberately discuss and explore it.
2. Think and formulate your dominant impression and start
drafting a statement.
3. Consider your secondary purpose in writing your paragraph. It
can be to deliver entertainment or just to inform your readers
on a particular topic.
4. List down many details and sensory impressions as you
imagine your particular topic. Bank different vivid descriptions
that will help you explore your dominant impression.
5. Organize the flow of your sentences trying to imagine how your
readers can understand your point and be familiar with your
topic.
6. Consider the involvement of your reader’s emotions. It is there
that you can be successful in conveying your goals in writing a
descriptive pattern.
7. Revisit your draft for consistency of tense, emotions, mood, and
the strength of your words’ vividness and its unity in the
dominant impressions that you presented.
Let’s try this.

How does one begin a description? Remember that the opening
sentences should set the mood and give a general, visual image of the
subject. The succeeding sentences will support the development of
these central images or ideas.
Let us examine the following paragraph.

(1) Then the sun was sinking and every prismatic color was
reflecting back from this ice-encased world. (2) The valley had
become like Ali Baba’s Treasure Cave that I had read about as a
child. (3) I found my eyes and throat aching with the beauty that
blazed outside the train windows. (4) Jewels seemed to glitter
from every bush, even withered blade of grass, every twig:
sapphires and turquoise, emeralds and amethysts, rubies
crystals, diamonds.
-Catherine Marshall as mentioned in the Prentice Hall Grammar and Composition 2.
Dominant Impression
Then the sun was sinking and every prismatic colorwas reflecting back from this ice- encased world.
Sensory Impression
"The valley had become like Ali Baba's Treasure Cave that I had read about as a child."
"...every prismaticcolor wasreflecting backfromthis ice-encased world."
The first part of the paragraph is objective and towards the
end, it changes to subjective.
ACTIVITIES
Activity 1
Using the above descriptive passage, choose the best answer by
writing the letter of your choice on the space before each item.
1. “The valley had become like Ali Baba’s Treasure Cave that I had
read about as a child.” is what kind of figure of speech?
A. Metaphor
B. Simile
C. Personification
2. What time of the day is described in “…the sun was sinking…”?

A. Dawn
B. Sunset
C. Sunrise
3. “Jewels seemed to glitter from every bush, even withered blade of
grass, every twig: sapphires and turquoise, emeralds and
amethysts, rubies crystals, diamonds? is what kind of description?
A. Objective
B. Subjective
C. Both objective and subjective
Activity 2
Write your own descriptive paragraph with 5-8 sentences. You can
have the working title “The Pandemic’s Hero and Heroine in White
Gown”. You can describe what you have learned and seen during this
time. What have you felt upon hearing news about the sacrifices of
our front liners? Remember to include the central dominant
impression, sensory impression, and the magic of figures of speech.
The Pandemic’s Hero and Heroine in White Gown
.
Remember that your narration will be graded according to the following
criteria.
Content (the essential elements in narration are developed) 10 pts.
Originality (personal experiences during the pandemic are shared) 5 pts.
Organization (turn of events with the use of transitional devices) 5 pts.
TOTAL SCORE
WRAP-UP
As a summary, complete the statements below.
The three things that I have learned are , , and

.
I will share to others my knowledge through .
VALUING
There are modern heroes and heroine in our society during this
pandemic. They unselfishly serve the nation with high hopes. They
remain true to their promise when they pledge before the witnessing
crowd. Their white gown is enveloped with fear of being infected but
the need and love to serve others uplift their spirit to continue. There
are also other heroes and heroine in their own special way like
garbage collector, barangay front liners, cashiers, food delivery
drivers, pharmacists, vendors, and the healthy and young volunteer
of each family to do some errands in going out of the safety their
humble home offers. Let us always pray for all these modern heroes
and heroine of our society.
POSTTEST
Directions: Match the items in column A with the items in column B.

Write the letter of the correct answer on the space provided before
each number.
A B
1. It builds mental images to the a. Objective

minds of the reader.
2. It is based on the opinion, emotion, b. Description

and the author’s own perception.
3. It describes the senses of sight, c. Subjective

smell, sound, texture, and feeling.
4. It describes the scene as it is. d. Dominant impression
5. It focuses on the topic sentence

e. Sensory impression
in a descriptive paragraph.
References
Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus,

Ed.D. 2016. Critical Reading and Writing for the Senior High School. Quezon
City: Lorima Publishing Inc.
Gary Forlini, et al. 2005. Prentice Hall Grammar and Composition 2.
Pearson Education South Asia Pte. Ltd.
Reading and Writing
Quarter 1
Patterns of Development Using Definition

Development Using Definition.

resource.

circumstances.


module.
For the learner:

Development Using Definition.


lesson at hand.

previous lesson.



the lesson.

the entire module.
EXPECTATIONS
CONTENT STANDARD: The learner realizes that information in a
written text may be selected and organized to achieve a particular
purpose.
PERFORMANCE STANDARD: The learner critiques a chosen sample of
each pattern of development focusing on information organization
and development.
LEARNING COMPETENCIES: Distinguishes between and among the
patterns of development in writing across disciplines.
LEARNING OBJECTIVES:
1. Define definition as a pattern of paragraph development.
2. Identify the different ways to define a word.
3. Write a paragraph using definition as pattern of
paragraph development.
PRETEST
Directions: Identify which paragraph development is used in each
line. Write
F for formal definition, I for informal definition and E for extended
definition.
1. Families are an integral part of one’s life. It does not matter if

you have a small or big family, as long as you have one.
2. Family values are a set of beliefs or morals that help achieve
family unity and social interaction.
3. Good habits and manners that are instilled by our family make
us better persons.
4. Unity in a family always leads to a harmonious and fulfilling life.
5. Family bonding is the time when a family spends time together
meaningfully.
RECAP
We have learned that a paragraph or an essay can be developed

in many different ways. Topic and support sentences, unity and
coherence are among the characteristics in paragraph development.
There are different patterns of development in writing that you can
use that often depend on its purpose. By knowing various patterns,
you can have more ways of expressing yourself and more tools to
construct interesting prose.
LESSON
Words often have different meanings based on their use. When
beginning to write, it is helpful to determine the patterns of
development that are most effective for your purpose and audience.
One pattern in paragraph development is using DEFINITION. Its
purpose is to explain the meaning of a word, a concept or idea.
A paragraph that is developed by definition answers the
question “What is it?” Usually expository or informational, the
definition may be one sentence or extended to be a paragraph, theme,
or even a book. It is usually combined with other methods of
development.
The definition is intended to clarify meaning; thus, it should
identify essential qualities and limit the term’s meaning.
There are different ways to define a word. These are formal
definition, informal definition and extended definition.
Formal definition is a sentence that contains three parts such as:
1) the term that needs defining or species;
2) the class to which the item belongs or genus; and
3) the differentiation of that item from the other forms belonging to
the class or differentia.
Here is an example:
A unified family is a strong team that is capable of weathering
adversity, investing in meaningful relationships and activities, and
creating value together.
In this example,
A unified family family a strong team that is capable of

Species Genus Differentia
weathering adversity, investing in meaningful relationships and activities, and
creating value together.
Another way to define is through informal definition. Unlike

formal definition, informal is partial or incomplete definition. It does
not define a term in its complete sense as it is based on the writer’s
experience.
For example:
Families are a strong team.
Extended definition is one or more paragraphs that attempt to explain a

complex term.
For example:
A unified family is a strong team that is capable of weathering
adversity, investing in meaningful relationships and activities, and
creating value together. Research claims that open and frequent
communication is the quality of strong and united families.
Guided Practice
Let’s try to identify whether the statement uses formal, informal, or
extended definition.
1. A family is a basic social unit consisting of parents and their offspring.

2. Respect and good attitude are among the most essential
characteristics in a family relationship to avoid conflict.
3. I believe that unity in the family is vital in achieving a
harmonious relationship.
4. Family values can be described as a set of beliefs or morals that
help provide for family unity and social interaction as well as
providing for a societal view for childhood development.
5. Unity occurs when a family spend time together with love and
constant communication.
ACTIVITIES
Activity 1
Use the chart below to define UNITY.
FORMAL DEFINTION INFORMAL EXTENDED

DEFINITION DEFINITION
Activity 2
Write a short paragraph about the topic “Strengthening Filipino
Family Values During a Pandemic” using definition.
WRAP-UP
As a summary, let us remember that:

Definition is a pattern of paragraph development which purpose
is to explain the meaning of a word, a concept or idea.
There are different ways to define a word namely: formal, a
sentence that contains three parts – species, genus and differentia;
informal, partial or incomplete definitions; and extended definition, one
or more paragraphs that attempt to explain a complex term.
VALUING
Unity in a family is most evident during crises like the
pandemic. As a family member, tell situations where you supported
your family the most during a problem or crisis.
POSTTEST
Draw if the definition is formal, for informal, and for extended.
1. Brock University Associate Professor of Sport Management

Dawn Trussell says that families are primary source of
companionship and gratification.
2. Families are considered to be the foundation of social life.
3. Oxford Dictionary defines family as a set that includes parents
and children that all live together in one household.
4. Many are saying that urbanization has been great phenomena
that happened to the family for it provided advance technologies
to help strengthen the family bonding.
5. A family is the basic unit of our society and can be likened to a
human body consisting of different parts. Each part however
has its own function and purpose and should work in sync in
order to accomplish a common goal.
References
Germiniano, Gener. The Typical Filipino Family, updated March

5, 2013.https://hubpages.com/family/The-Typical-Filipino-
Family. Accessed 11
June, 2020.
Essay on Unity for Students and
Children https://www.toppr.com/guides/essays/essay-on-
unity/. Accessed 12 June, 2020.
Quality time, Structure Important for Families During COVID-19 Pandemic.
https://medicalxpress.com/news/2020-04-quality-important-families-
covid- pandemic.html. Accessed 12 June, 2020.
Cultural Atlas Filipino Culture and
Family. https://culturalatlas.sbs.com.au/filipino-
culture/filipino-culture-family. Accessed 12 June, 2020.
Nessafron. 8 October, 2013. Free Essay: The Filipino Family.
https://www.studymode.com/essays/The-Filipino-Family-39462556.html .
Reading and Writing
Quarter 1
Patterns of Development Using Classification

Development Using Classification.

resource.

circumstances.


module.
For the learner:



lesson at hand.

previous lesson.


the lesson.

the entire module.
EXPECTATIONS
CONTENT STANDARD: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.
PERFORMANCE STANDARD: The learner critiques a chosen sample of each
pattern of development focusing on information organization and
development.
1. Define classification as a pattern of paragraph development.
2. Sort information to create order in writing.
3. Apply classification in paragraph development.
PRETEST
Direction: Check ( ) the statements that use classification.
1. Doctors, nurses, policemen, firemen, grocers, teachers, and city employees

are among civic workers.
2. By staying at home, we can do our share in minimizing the cases
of COVID-19.
3. Students can join community projects like Brigada Eskwela,
Sagip- Mag-aaral, tree planting, recycling, and donating a book.
4. Common symptoms of COVID-19 are dry cough, tiredness, and fever.
5. While staying home, we can do different household chores like
washing the dishes, cooking, cleaning, and organizing the house.
RECAP
We have learned that a paragraph or an essay can be developed in

many different ways. Topic and support sentences, unity and coherence are
among the characteristics in paragraph development. There are different
patterns of development in writing that you can use that often depend on its
purpose. By knowing various patterns, you can have more ways of
expressing yourself and more tools to construct interesting prose.
LESSON
Words often have different meanings based on their use. When
beginning to write, it is helpful to determine the patterns of development
that are most effective for your purpose and audience.
Look at the picture below. How are the books classified?
One pattern in paragraph development is using classification. Its purpose is to

create an air of systematization and order in writing. Classification entails
categorization which enables one to group together items according to their similarities.
This pattern allows you to either divide
a topic into its component parts, or to categorize (or classify) a group of
related items or events.
When dividing, you begin with one central topic and break that down
into multiple parts. Classification works in the other direction, putting
things together based on shared qualities or characteristics.
Here are the examples:

During the pandemic, frontliners like health workers, policemen, soldiers,
volunteers and those people who serve the public are considered to be heroes.
Joining in a choir, helping in an elderly nursing home, teaching street children

and out-of-school youths, cleaning trash and planting trees are types of
community services.
Guided Practice
Let’s try classifying our frontliners. Choose your answers from the word pool
below.
Health Care Community and Food Transportation
Workers Government Manufacturer and Logistics
Workers and Sellers Workers
physicians soldiers/policemen farmers

delivery pharmacists flight crews
employees
security nurses social workers
personnel
drivers grocers and food hospital technicians and
vendors technologists
ACTIVITIES
Activity 1
Write a short paragraph (50-75 words) about the classification of frontliners.
Refer to your answer in the Guided Practice.
Activity 2
How do you organize your room? Write a short essay (150-200 words) on how
you do the layout using classification.
WRAP-UP
To wrap everything up that we have talked about in this lesson, let us

always remember that:
Classification entails categorization which enables one to group
together items according to their similarities. This pattern allows you to either divide a
topic into its component parts, or to categorize (or classify) a group of related items or
events.
VALUING
Draw an editorial cartoon or illustration discussing the message of the
quotation below.
"The greatness of a community is most accurately measured by the
compassionate actions of its members." – Coretta Scott King
POSTTEST
Directions: Read the passage carefully. Identify the enumerated items, then
indicate their classification. The first item is given as an example.
There are so many things that we need to know about COVID-19. The
symptoms can include fever, cough and shortness of breath. Symptoms are
similar with influenza. The virus is transmitted through direct contact with
respiratory droplets from an infected person which is generated through
coughing, sneezing, touching surfaces contaminated with the virus and
touching the face specifically eyes, nose and mouth. The most at risk are
older people, people with chronic medical conditions such as diabetes and
heart disease.
1. Symptoms - fever, cough AND shortness of breATh
2.
3.
4.
5.
Reading and Writing
Quarter 1
tterns of Paragraph Development by Exemplificati


resource.

circumstances.


module.
For the learner:



lesson at hand.

previous lesson.


the lesson.

the entire module.
EXPECTATIONS
CONTENT STANDARD: The learner realizes that information in a
written text may be selected and organized to achieve a particular
purpose.
PERFORMANCE STANDARD: The learner critiques a chosen sample of
each pattern of development focusing on information organization
and development.
1. Define and understand the nature of exemplification as a
pattern of paragraph development.
2. Identify the types of exemplification used in sentences.
3. Write an essay using exemplification as a primary mode of
paragraph development.
PRETEST
Directions: Read the paragraph below and answer the questions
that follow.
EMPATHY
Looking at the different angles of life situations, we can find
flashes of empathy. Putting ourselves in one’s situation,
understanding other people’s cultures and beliefs and being mindful,
helpful and not being judgmental are among the important aspects of
empathy. It is very easy to empathize. We just have to share, keep an
open heart and mind and be attentive to the thoughts, emotions and
needs of others. Empathy is not so much about what you say but
what you hear.
Questions:
1. What is the topic sentence of the paragraph? Encircle the
answer of the letter.
a. It is very easy to empathize.
b. Empathy is not so much about what you say but what you hear.
c. Looking at the different angles of life situations, we can
find flashes of empathy.
d. We just have to share, keep an open heart and mind and
be attentive to the thoughts, emotions and needs of
others.
2. What technique of exemplification is used in the paragraph?

Encircle the letter of the answer.
a. Examples that illustrate c. Examples that tell a story
b. Examples that explain d. Examples that describe
3. List at least 4 specific examples the writer uses to develop her

topic sentence.
a.
b.
c.
d.
RECAP
We learned that another pattern in paragraph development is
using classification. Its purpose is to create an air of systematization
and order in writing. Classification entails categorization which
enables one to group together items according to their similarities.
This pattern allows you to either divide a topic into its component
parts, or to categorize (or classify) a group of related items or events.
When dividing, you begin with one central topic and break that down
into multiple parts. Classification works in the other direction,
putting things together based on shared qualities or characteristics.
LESSON
Read the paragraph below then identify the examples given and the
type of example used.
Vitamins and minerals can be added to enrich (replace nutrients

lost in processing) or fortify (add nutrients not normally present) foods to
improve their nutritional quality. Breads and cereals are usually
enriched with some B vitamins and iron. Common examples of
fortification include the addition of vitamin D to milk, vitamin A to
margarine, vitamin C to fruit drinks, calcium to orange juice, and iodine
to table salt. --P. Insel and W. Roth, Core Concepts in Health
Exemplification means giving examples. It is simply proving or

supporting your point or thesis with examples.
Features of Exemplification
The structure of essays usually begins with a topic sentence or
main idea, and then use more vivid examples to prove the point to be
true. Effective
examples should enhance your writing, giving your essay vitality
and intensity.
Types of Examples
1. Examples that illustrate - use concrete examples to illustrate an idea.
In the above paragraph, bread and cereals are concrete examples of
food enriched with B-vitamins and iron whereas addition of vitamin
D to milk, vitamin A to margarine, vitamin C to fruit drinks, calcium to
orange juice, and iodine to table salt are concrete examples of
fortification
2. Examples that explain - give an explanation to illustrate a concept. A
Filipino girl can cook daily meals. The reason she cooks daily meals
for
her husband and children because she thinks she is supposed to do so.
Even though most women in Philippines are very well educated,
professional in career, they still cook daily meals for their family and
children. Here, “The reason she cooks daily meals for her husband…is
an explanation to illustrate the concept about a Filipino girl.
3. Examples that tell a story - use a short story to illustrate a point.

When a person visits a friend's house, the host greets him or her with a
very warm welcome. The host will immediately let their visitor sit down
and will prepare a meal or a snack plus drinks for the visitor. The host
will insist that the friend not leave the house with an empty stomach. A
host will always make sure you had a great time visiting them.
4. Examples that describe - use examples to make help the reader

visualize a scene or a thing. Example: Men are so sweet and romantic
when it comes to love. They will send their beloved flowers, bring her to
a very romantic place, text her sweet quotes, and tell often how special
she is to them.
ACTIVITIES
Activity 1
Identify the topic sentence and the type of exemplification used in the
following. Write the answers BELOW each paragraph.
1. Kindness is being generous with others, giving your time, money,

and talent to support those who are in need. Performing random
acts of kindness can help someone to see the good in the world. As
you spread joy and happiness, you will help others experience the
good during difficult times.
2. Exceptional people live with a sense of inner elegance and are

graceful even amidst a challenge. They are able to handle
themselves in a noble and ethical manner. They hold good
posture, their energy has a mystery, softness, strength and
cleverness to it. They are vulnerable yet self-assured.
3. Kindness is a genuine love and care for others. It is being

compassionate, which means to really be there for someone,
listening intently to their suffering or just sitting with them and
silently supporting them. Such compassion involves a deep
concern for the welfare of others.
4. Every time Dad goes to the grocery store, he does these acts of
kindness consistently. He would add some items which he
would give the old woman outside. Not only the old woman
whom he made has eaten but the street children who pass by.
Activity 2
Write a short essay (100-150 words) about “Little Acts of Kindness” using
any of the types of exemplification.
WRAP-UP
Fill in the blanks with key ideas to complete the insights about
the topic that has been discussed.
Exemplification is a pattern of paragraph development that is useful in
.
The types of exemplification are .
VALUING
Discuss with somebody in your household the thoughts of the
quotation given below. Give examples on how you can practice the
focus value.
"Kindness is the language which the deaf can hear and the blind can
see." – Mark Twain
POSTTEST
Directions: Read the paragraph below. Using the pattern below, do

what are asked.
Topic Sentence:
Examples:
Type of Example used:
Now is a good time as any to reach out to those who may have
had a brief, albeit powerful impact on the way we live our lives.
Spreading joy and saying thank you is so important, especially as
many of us shelter-in-place and limit social interactions during the
COVID-19 pandemic.
During a time of uncertainty and isolation, reaching out to
loved ones, family, friends, and acquaintances can mean more than
you will ever know. When someone has an impact on your life, a
simple ‘thank you’ can be extraordinary. This time can inspire you to
reach out to others and let them know how they have been influential
in your life and that they are not alone. Spread some joy to make
others smile and brighten their day with random acts of kindness.
Ren Lenhof, July 3, 2020
References
Book
Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez. Reading and
Writing Skills. First Edition. Rex Bookstore Inc. 2016.
Web Sources
-https://blog.mindvalley.com/empathy-examples/
https://gradesfixer.com/free-essay-examples/what-is-
empathy/
http://legacy.owensboro.kctcs.edu/crunyon/E090/WU3-
L.htm
https://www.coursehero.com/file/23781208/exemplificat
ion/
http://www.articlesfactory.com/articles/dating-advice/what-make-filipino-
women- the-best-asian-women- today.html#:~:text=Filipino%20women
%20have%20the%20stunning%20beauty%2 0and
%20extraordinary,responsible.%20They%20respect%20their%20parents
%20a nd%20the%20elders.
https://owlcation.com/social-sciences/Filipino-Traits-and-
Characteristics https://www.entrepreneur.com/article/246347
https://viacharacter.org/character-strengths/kindness
https://yfsmagazine.com/2020/07/03/the-response-to-covid-19-should-be-
more- kindness/
https://www.who.int/docs/default-source/coronaviruse/key-
messages-and- actions-for-covid-19-prevention-and-control-in-
schools-march- 2020.pdf?sfvrsn=baf81d52_4Accessed July 1,
2020

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QUIRINO STATE UNIVERSITY

LABORATORY HIGH SCHOOL

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education

Welcome to the Reading and Writing Self-Learning Module on Patterns of

This Self-Learning Module was collaboratively designed, developed, and

This learning material hopes to engage the learners in guided and

Notes to the Teacher

Welcome to the Reading and Writing Self-Learning Module on Patterns of

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills that

Pretest - This measures your prior knowledge about the lesson

Recap - This part of the module provides a review of concepts

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

Valuing - This part integrates a desirable moral value in the

1. Narration is giving and sharing arguments.

It is really true that when we share our thoughts to others through

Consider this story entitled “A Birthday Surprise” from

A. Let us analyze the parts.

B. Let us have a closer look at the process of narrating the story.

The Wooden Bowl by Ramona Moreno Winner

2. Who are the characters?

3. What is the conflict? How it was resolved in the story?

4. What is the theme? How it is applicable in our present situation?

Remember that your narration will be graded according to the following

To wrap everything up that we have talked about in this lesson,

I have learned in today’s lesson .

Welcome to the Reading and Writing Self-Learning Module on Patterns of

This Self-Learning Module was collaboratively designed, developed,

This learning material hopes to engage the learners in guided and

Notes to the Teacher

As a facilitator, you are expected to orient the learners on how to use

Welcome to the Reading and Writing Self-Learning Module on Patterns of

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and

Pretest - This measures your prior knowledge about the

Recap - This part of the module provides a review of

Lesson - This section discusses the topic in the module.

Wrap-Up - This section summarizes the concepts

Valuing - This part integrates a desirable moral value in

Posttest - This measures how much you have learned from

1. Descriptive paragraph helps the reader to see the picture of an

4. Figures of speech are for poetry only.

Suggestions for Writing Using the Descriptive Pattern

Let’s try this.

Let us examine the following paragraph.

2. What time of the day is described in “…the sun was sinking…”?

The Pandemic’s Hero and Heroine in White Gown

As a summary, complete the statements below.

The three things that I have learned are , , and

Directions: Match the items in column A with the items in column B.

1. It builds mental images to the a. Objective

2. It is based on the opinion, emotion, b. Description

3. It describes the senses of sight, c. Subjective

5. It focuses on the topic sentence

Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus,

Welcome to the Reading and Writing Self-Learning Module on Patterns of

This Self-Learning Module was collaboratively designed, developed,