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ENGLISH
Quarter 4 – Module 4:
Composing Effective Paragraphs

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Department of Education - MIMAROPA Region
English – Grade 8
Self-Learning Module
Quarter 4- Module 4: Composing Effective Paragraphs
First Edition, 2020

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Published by the Department of Education- MIMAROPA Region

Regional Director: Dr. Benjamin D. Paragas, CESO IV
Assistant Regional Director: Atty. Suzette Gannaban-Medina
Chief, CLMD: Mariflor B. Musa

Development Team of the Module

Authors: Jola B. Trespuer
Editors: PSDS Lilian A. San Jose, Levi M. Dalumpines
Reviewer: EPS Nancy J. Alaska, Florencio D. Muyo Jr.
Illustrators: Alexander P. Abeleda, Louie J. Cortez
Layout Artist: Joseph Prince Garry O. Malagday Jr.
Management Team:
BENJAMIN D. PARAGAS, CESO V ATTY. SUZETTE T. GANNABAN -MEDINA
Director IV Chief Administrative Officer
N
Regional Director OIC, Office of the Assistant Regional Director
MARIFLOR B. MUSA NATIVIDAD P. BAYUBAY CESO VI
Chief CLMD SDS

LOIDA P. OLAVARIO, Ph.D. FELIX M. FAMARAN AURELIA B. MARQUEZ

ASDS ASDS CID Chief

FREDDIE REY RAMIREZ EDNA C. OABEL NANCY J. ALASKA RODGIE A. DIMALINAO

LR Supervisor EPS - English Division EPS LRMDS Supervisor

Printed in the Philippines by DepEd MIMAROPA

Department of Education – MIMAROPA Region

Office Address: Department of Education, MIMAROPA Region – (CLMD) Meralco

Avenue corner St. Paul Road, Pasig City
Telephone Nos.: (02) 631-40-70; (02) 637-3093
Email Address: [email protected]

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Introductory Message

Welcome to another pages of adventures!

This module is created especially for you! This will help you learn more
about Composing Effective Paragraphs.

In here, you’ll find lessons and activities/exercises that will help you
gain knowledge about the topic. The materials are meticulously selected and
crafted according to your needs, and learning level.
To successfully accomplish the activities and exercises of this module,
please be reminded of the following:
- Read each instruction with understanding and follow it carefully.
- Answer the guide and comprehension questions with sense and
understanding.

For the facilitator:

Welcome to the Grade 8 self-directed learning module!
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 in guided and

independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

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

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the

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module. You, facilitator or teacher, should also pay attention on the
performance of the students in every activity for you to find out which activity
is difficult for them to do that needs your guidance and assistance.

For the learner:

Welcome to your new exciting learning journey!

This module is specifically created for you Grade 8 students as a
modality of learning in response to the crisis that we are facing due to COVID-
19 Pandemic. This module contains engaging and interesting activities that
will develop your skills and intellect that is useful and appropriate in the new
normal.

This module was written suitable for the 21st Century learners like you
to be multi-skilled and globally competitive in all aspects of learning. The
lesson to be discussed in this module will assist you in understanding how to
evaluate and make judgment about a range of texts using sets of criteria
through various methods and strategies appropriate to your abilities and
capabilities.

As you work on each activity presented in this module, you will feel the
real enjoyment and pleasure it offers. Discover and realize the true meaning
of your own learning journey.

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

After going through this module, you are expected to write a paragraph.
Specifically, you will be able to do the following:

1. observe in writing the correct indention, main idea, topic

sentence, and supporting sentences when writing a paragraph;
2. identify/familiarize the types of paragraphs; and
3. compose a paragraph based on their opinions, ideas, and
experiences.

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What I Know
PRETEST

Directions: Read all the questions carefully; then, choose the letter of the
correct answer to each.
1. What is a paragraph?
a. It is made up of one or more words and expresses a complete
thought.
b. It is a group of words that contains a subject and a verb.
c. These are writings about real things and are written based on
personal viewpoints.
d. A unit of writing which focuses on one specific topic which can be
developed in the form of a story, a description, an explanation, or an
opinion.
2. What are the four types of paragraph?
a. descriptive, demonstrative, expository, narrative
b. declarative, interrogative, imperative, expository
c. descriptive, narrative, expository, persuasive
d. descriptive, demonstrative, expository, persuasive
3. What is a topic sentence?
a. It is the summary sentence that restates or emphasizes the main
idea of the paragraph.
b. It is always the first sentence in the paragraph.
c. It is a statement that sums up the paragraph or passage.
d. It states the main idea and tells reader what it is going to be
discussed in the rest of the paragraph.
4. It is a type of paragraph which gives the details of an event or experience
in story form or in the order they happened.
A. descriptive C. expository
B. narrative D. persuasive
5. A type of paragraph that expresses an opinion and tries to convince the
reader that this opinion is correct.
a. descriptive C. expository
b. narrative D. persuasive

For items 6-8, read the paragraph below and answer the questions that
follow.
It is well known that Korea’s traditional morality has been strongly
influenced by Confucianism centered on the family. On the other hand,
today’s Korean students have the preconceived notion that Confucian
moral philosophy is “obsolete” and that the family-first trend should also
be drastically revised. However, our survey on the students’ moral views
unexpectedly show that they are conservative and that they are actually

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not so far away from the traditional moral views of Confucianism as they
think they are. However, the Korean students agree on the principle that
they should uphold filial duties and they should not dare deny parental
merits of their duties to support their parents in their old age.
“The Changing Morals of Korean Students” Excerpts

6. What is the topic sentence in the paragraph?

a. It is well known that Korea’s traditional morality has been strongly

influenced by Confucianism centered on the family.
b. On the other hand, today’s Korean students have the preconceived
notion that Confucian moral philosophy is “obsolete” and that the
family-first trend should also be drastically revised.
c. Our survey on the students’ moral views unexpectedly shows that
they are conservative and that they are actually not so far away from
the traditional moral views of Confucianism.
d. The Korean students agree on the principle that they should uphold
filial duties and they should not dare deny parental merits of their
duty to support their parents in their old age.

7. What is the main idea of the paragraph?

a. Korea’s traditional morality
b. Confucianism centered on the family
c. Confucian moral philosophy is “obsolete”
d. The family-first trend should also be drastically revised

8. Paragraph in item no.6 is an example of

a. descriptive paragraph
b. narrative paragraph
c. expository paragraph
d. persuasive paragraph

For items 9 – 12. Read the excerpt from a student’s essay below and
answer the questions that follow.
It is hard to ignore the hunger problem occurring in parts of Africa. For
the past three years, television has shown us relief camps packed with
homeless and hungry Africans. Headlines in our newspapers warn us of what
could happen in the drought – stricken areas of Africa: Millions in Africa Face
Starvation” or “Starving Countries Must Be Helped”. The problem is so serious
that Africa is going to need all the help it can get to save its hungry people.
Yet Africa can also help itself.

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9.What type of paragraph did the student used?
a. descriptive
b. narrative
c. expository
d. persuasive
10.What is the topic sentence in the paragraph?
a. It is hard to ignore the hunger problem occurring in parts of Africa.
b. For the past three years, television has shown us relief camps packed
with homeless and hungry Africans.
c. Headlines in our newspapers warn us of what could happen in the
drought – stricken areas of Africa.
d. Millions in Africa Face Starvation” or “Starving Countries Must Be
Helped”.
11. What is the main idea of the paragraph?
a. Headlines in our newspapers warn us of what could happen in the
drought
b. Hunger problem occurring in parts of Africa
c. Africa is going to need all the help it can get
d. Africa can also help itself
12. How does the paragraph use examples/explanations to support the topic
sentence?
a. It says that Africa can stand alone and feeds its country.
b. It states that Africa needs all the help from other countries.
c. It opens the problem of hunger in Africa by showing the news and
headlines of drought faced by Africans which caused starvation.
d. It shows how pity Africa is because of drought.
13. These are the details/sentences that say something about the topic.
A. topic sentences
B. additional sentences
C. long sentences
D. supporting sentences

14. Read the paragraph and identify what detail best supports the main idea?
Our lives have been affected in so many ways by this coronavirus
pandemic. Following public policy toward mitigation of this dreaded illness
has turned our lives upside down. We have been struggling to find ways to
tolerate stay at home orders. To learn new routines within our social
isolation and for many to incorporate the education of their children during
the day while schools remain closed. And above all, our stress and
anxieties are peaked by the fear of contracting coronavirus as we see each
day the numbers of confirmed positive cases and deaths from COVID-19.
Deacon Jerry Jablonowski

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A. The pandemic turned our lives upside down
B. We have been struggling from corona virus
C. Schools were closed because of the pandemic
D. Following public policy toward mitigation, finding ways to tolerate
stay at home orders, learn new routines within social isolation,
stress and anxieties of contracting coronavirus were some of the
changes we are experiencing during the pandemic.
15. It restates, reviews, or emphasizes the main idea of the paragraph using
different words.
a. additional sentence
b. end sentence
c. final sentence
d. closing/clincher sentence

Let’s check your answers. How did you find taking the test? How was
it? If your answers are correct, very good! If your scores are low, do not worry.
You will surely learn as you go through with this module. Way to go learners!

Lesson
Composing Effective
Paragraphs
Most of your subjects require you to write paragraphs. This is one
reason why you need to acquire skills in paragraph writing.
To have the skills of paragraph writing, constant practice is suggested.
Moreover, it is important that you first become aware of the characteristics of
a good paragraph.

What’s In
You learned about synthesizing essential information found in various
text in your previous lessons. Let’s review how much you know about
composing effective paragraphs by doing the activity below.

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Directions: In the graphic organizer below, connect the following ideas; then,
write a paragraph about these ideas.

pandemic

Hope
loss of lives loss of job

self- isolation
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Great! You were able to do it.

What’s New

Most of your subjects require you to write paragraphs. This is one

reason why you need to acquire skills in paragraph writing.
To have the skills of paragraph writing, constant practice is suggested.
Moreover, it is important that you first become aware of the characteristics of
a good paragraph.

Directions: Read the paragraph below and answer the questions that follow.
The coronavirus COVID-19 pandemic is the defining global health
crisis of our time and the greatest challenge we have faced since World War

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Two. Since its emergence in Asia late last year, the virus has spread to every
continent except Antarctica. But the pandemic is much more than a health
crisis, it's also an unprecedented socio-economic crisis. Stressing every one
of the countries it touches, it has the potential to create devastating social,
economic and political effects that will leave deep and longstanding scars.
Comprehension Questions:
1. What is the paragraph all about?
_____________________________________________________________________
2. Did you find the text easy to understand? Why?
_____________________________________________________________________
3. Did the supporting details lead you to find the main idea? Why?
_____________________________________________________________________

To let you know more on how to compose effective paragraphs, this

lesson will help you discover more with your learning journey. Get ready!

What Is It

PARAGRAPH
The paragraph is a unit of writing. It focuses on one specific topic which
can be developed in the form of a story, a description, an explanation or an
opinion. The paragraph must contain enough information- enough supporting
details-to give the reader a complete and interesting picture of the topic. Each
sentence in the paragraph should add something to the over-all picture.

A good paragraph has four characteristics. These are the indentation,

main idea, topic sentence and three to five supporting sentences.

Although there are other characteristics to consider when writing

paragraphs, these four will be the focus of discussion for this module.

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The Indentation
Be sure to include a space, called the indentation, at the beginning of
each paragraph. Indenting signals the reader that a new topic is going to be
discussed.

The Main Idea

The main idea is the viewpoint you will develop in your paragraph. It is
the guiding idea that gives the sentences of a paragraph purpose. Each
paragraph should only have one main idea.

The Topic Sentence

The topic sentence of the paragraph states the main idea and tells the
reader what is going to be discussed in the rest of the paragraph. The topic
sentence gives a paragraph focus and makes it easier for the reader to
understand the main idea of the paragraph.

If you need to put across your thoughts in only one paragraph, you
should be clear about the central thought of your paragraph and the details
that support that thought. The most important part of a single-paragraph is
the topic sentence, which contains the paragraph’s main idea.
The topic sentence is often (but not always) the first sentence.

Ex. Folk dances, along with folk dramas, which are found in all Asean
cultures, reveal the Asians’ wealth of cultural heritage. These folk dances are
usually taught by masters who learn their craft not from schools but from
older masters with whom they apprenticed.

The underlined sentence is the topic sentence while the italicize word
is the main idea in the paragraph.

Supporting Sentences
After you write your topic sentence, you need to support it with details
and examples. Sentences that include supporting information are called
supporting sentences. Each of the supporting sentences must say something
about the topic sentence.

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Two good ways to support a topic sentence are examples and
explanations. Good paragraphs utilize examples to make the topic seem real.
Explanations clarify how the examples support the topic.
A single-paragraph composition also ends with a summary sentence
called the closing or clincher sentence. It restates, reviews, or emphasizes the
main idea of the paragraph using different words.
Types of Paragraphs
Depending upon your topic and purpose for writing, there are several
types of paragraphs to choose from: descriptive, narrative, expository, and
persuasive.

• A descriptive paragraph gives you a single, clear picture of a person,

place, thing, or idea.
• A narrative paragraph gives the details of an event or experience in
story form or in order they happened.
• An expository paragraph gives facts or directions, explains ideas, or
defines terms. It is often used for writing assignments.
• A persuasive paragraph expresses an opinion and tries to convince the
reader that this opinion is correct.

What’s More

Activity 1

Directions: Identify the main idea of the following sentences.

______________1. Our lack of participation in government and lack of civic

consciousness can be traced back to our past foreign and alien governance
that was irresponsible.

______________2. From our experience with colonial governments for four

centuries, we learned to be self-reliant.

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______________3. We maintain close family ties because of our need for
security and self-preservation.

______________4. Misfortune and difficulties often bring out the best in the
Filipino character.

______________5. One common trait we have with many Asians is close

family kinship, largely self-protective.

Activity 2

Directions: Identify the topic sentence of each of the following paragraphs.

1. This pandemic gave us the opportunity to share time with our loved
ones. Our family enjoyed playing games together, planting in our garden,
singing along, and a lot more. We were not able to do those things together
before, and despite of the pandemic, we were still glad that we have spent
more time with one another.

Most of the Filipino youth today are fanatics of Korean groups. Aside
2. from watching their videos and shows, they are also imitating the way how
these groups act, speak, dress, etc. Even viewing their films seems making
the youth—zombies, for taking too much time just to finish watching their
shows. They don’t even take time to read or watch our own arts.

Our lives have been affected in so many ways by this coronavirus

pandemic. Following public policy toward mitigation of this dreaded illness
has turned our lives upside down. We have been struggling to find ways to
3. tolerate stay at home orders. To learn new routines within our social
isolation and for many to incorporate the education of their children
during the day while schools remain closed. And above all, our stress and
anxieties are peaked by the fear of contracting coronavirus as we see each
day the numbers of confirmed positive cases and deaths from COVID-19.
Deacon Jerry Jablonowski

13
A massive explosion rocked Beirut on Tuesday, flattening much of the port,
damaging buildings across the capital and sending a giant mushroom
4. cloud into the sky. More than 60 people were killed and more than 3,000
injured, with bodies buried in the rubble. The sudden devastation
overwhelmed a country already struggling with both the coronavirus
pandemic and an economic crisis: Beirut hospitals quickly filled beyond
capacity, pleading for blood supplies and generators to keep their lights
on.

We of all ages have now come to know better the pain and sorrow,
as well as the heartbreak, of true isolation. We have experienced the
5. frustration that comes from being stuck in our homes. We have now lived
with the anguish of the loneliness of not being in the daily presence of
friends and neighbors. Of not being able to be with children or
grandchildren and feel their precious hugs and experience that tender
touch of another human person.
Activity 3
Directions: Write a topic sentence for each of the following topics.
Ex. pandemic This pandemic taught people how to take care of themselves.
1. Coronavirus_________________________________________________________
2. quarantine ________________________________________________________
3. social-distancing __________________________________________________
4. education _________________________________________________________
5. stress _____________________________________________________________
6. anxiety ____________________________________________________________
7. positivity __________________________________________________________
8. faith ______________________________________________________________
9. strength __________________________________________________________
10.love ________________________________________________________________

Were you able to reflect and connect your experiences with the given
topics? Brainstorming will help you relate and write your supporting sentences
with your topic.
You are now ready to proceed to the next activity.

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Activity 4

Directions: Read the following paragraph carefully; then, extract the

supporting sentences from it using the graphic organizer given.

It is hard to ignore the hunger problem occurring in parts of Africa. For

the past three years, television has shown us relief camps packed with
homeless and hungry Africans. Headlines in our newspapers warn us of what
could happen in the drought – stricken areas of Africa: Millions in Africa Face
Starvation” or “Starving Countries Must Be Helped”. The problem is so serious
that Africa is going to need all the help it can get to save its hungry people.

How does the paragraph use examples/explanations to support the topic

sentence?
___________________________________________________________________________
__________________________________________________________________________.

You are amazing! You were able to identify the supporting sentences
from the paragraph. It only showed that you were able to catch up with the
lesson.
Let’s sum up how much you have learned. Keep going!

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What I Have Learned

The paragraph is a unit of writing. It focuses on one specific

topic which can be developed in the form of a story, a
description, an explanation or an opinion.
A good paragraph has four characteristics. These are the
indentation, main idea, topic sentence and three to five
supporting sentences.

What I Can Do

Activity 1
Directions: Compose a paragraph considering its four characteristics
mentioned above with your topic below. Please refer to the rubric given for
every writing activity.

During this pandemic, I am willing to help our government by:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Process Questions:
1. How do you feel upon doing this activity?
__________________________________________________________________
2. Are you now able to write a paragraph easily?
_________________________________________________________________
3. How were you able to compose a paragraph?
_______________________________________________________________________

Activity 2

Directions: Say something about the following picture; then, write a

paragraph about it.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Paragraph Writing Rubric

2 3 4 5 Score
Topic The topic is Topic Topic Topic
Sentence missing. sentence sentence sentence
does not states the states the
relate to the general idea central idea
rest of the of the in an
paragraph. paragraph. interesting
way and
grabs the
reader’s
attention.
Supporting One Two Two Three or
Details sentence or supporting supporting more
less, and it sentences, sentences supporting
does not but do not that all sentences
relate to the relate to the relate to the that relate to
topic. topic. topic. the topic.
Mechanics Distracting A few errors Some Consistent
errors in in usage, errors, but standards in
usage, spelling, or none major English
spelling, or punctuation in usage, usage,
punctuation (3-4) spelling, or spelling, and
punctuation punctuation.
(1-2) No errors.
Message The writing The writing The The message
does not makes some message is clear and
make any sense but still makes concise.
sense. needs sense but is
improvement. not
completely
clear.

Add all your scores: ___________

Great job! You did your tasks so well. But wait, there’s more. Let us know
how much percent you’ve learned from this learning journey. Prepare yourself
to do the next activities. Break a leg!

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What I Can Do On My Own

Activity 1
Directions: A. Write T if the statement is true and F if it is false. Write your
answer before each number.
_____________1. Paragraph is a unit of writing which focuses on one specific
topic which can be developed in the form of a story, a description, an
explanation or an opinion.
_____________2. The types of paragraphs are descriptive, narrative, expository,
and persuasive
_____________3. Topic sentence is the summary sentence that restates or
emphasizes the main idea of the paragraph.
_____________4. Descriptive paragraph is a type of paragraph which gives the
details of an event or experience in story form or in the order they happened.
_____________5. Persuasive paragraph is a type of paragraph that expresses
an opinion and tries to convince the reader that this opinion is correct.
_____________6. Closing or clincher sentence restates, reviews, or emphasizes
the main idea of the paragraph using different words.
_____________7. Additional sentences are details that say something about the
topic.

Activity 2
Directions: Read each paragraph and answer the questions that follow.
Paragraph 1
It is well known that Korea’s traditional morality has been strongly
influenced by Confucianism centered on the family. On the other hand,
today’s Korean Student has the preconceived notion that Confucian moral
philosophy is “obsolete” and that the family-first trend should also be
drastically revised. However, our survey on the students’ moral views
unexpectedly shows that he is conservative and that he is actually not so far
away from the traditional moral views of Confucianism as he thinks he is. The
Korean student agrees in principle that he should uphold filial duties and he
does not dare deny parental merits of his duty to support his parents in their
old age.
“The Changing Morals of Korean Students” Excerpts

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8. What is the topic sentence of the paragraph?

a. It is well known that Korea’s traditional morality has been strongly

influenced by Confucianism centered on the family.
b. On the other hand, today’s Korean Student has the preconceived notion
that Confucian moral philosophy is “obsolete” and that the family-first
trend should also be drastically revised.
c. Our survey on the students’ moral views unexpectedly shows that he is
conservative and that he is actually not so far away from the traditional
moral views of Confucians.
d. The Korean student agrees in principle that he should uphold filial
duties and he does not dare deny parental merits of his duty to support
his parents in their old age.

9. What is the main idea of the paragraph?

a. Korea’s traditional morality

b. Confucianism centered on the family
c. Confucian moral philosophy is “obsolete”
d. the family-first trend should also be drastically revised

10. The paragraph above is an example of

a. descriptive paragraph c. expository paragraph

b. narrative paragraph d. persuasive paragraph

Paragraph 2

A massive explosion rocked Beirut on Tuesday, flattening much of the

port, damaging buildings across the capital and sending a giant mushroom
cloud into the sky. More than 60 people were killed and more than 3,000
injured, with bodies buried in the rubble. The sudden devastation
overwhelmed a country already struggling with both the coronavirus
pandemic and an economic crisis: Beirut hospitals quickly filled beyond
capacity, pleading for blood supplies and generators to keep their lights on.

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11. What type of paragraph is this?
a. descriptive
b. narrative
c. expository
d. persuasive
12. What is the topic sentence of the paragraph?
a. A massive explosion rocked Beirut on Tuesday, flattening much of
the port, damaging buildings across the capital and sending a giant
mushroom cloud into the sky.
b. More than 60 people were killed and more than 3,000 injured, with
bodies buried in the rubble. Headlines in our newspapers warn us of
what could happen in the drought – stricken areas of Africa.
c. The sudden devastation overwhelmed a country already struggling
with both the coronavirus pandemic and an economic crisis.

d. Beirut hospitals quickly filled beyond capacity, pleading for blood

supplies and generators to keep their lights on.

13. What is the main idea of the paragraph?

a. People who were killed and injured
b. Damaged buildings across the land
c. A massive explosion in Beirut
d. Hospitals need of blood donors.

Paragraph 3
Our lives have been affected in so many ways by this coronavirus
pandemic. Following public policy toward mitigation of this dreaded illness
has turned our lives upside down. We have been struggling to find ways to
tolerate stay at home orders. To learn new routines within our social isolation
and for many to incorporate the education of their children during the day
while schools remain closed. And above all, our stress and anxieties are
peaked by the fear of contracting coronavirus as we see each day the numbers
of confirmed positive cases and deaths from COVID-19.
Deacon Jerry Jablonowski

21
14. What detail best supports the main idea of the paragraph?
a. The pandemic turned our lives upside down
b. We have been struggling from corona virus
c. Schools were closed because of the pandemic
d. Following public policy toward mitigation, finding ways to tolerate
stay at home orders, learn new routines within social isolation, stress and
anxieties of contracting coronavirus were some of the changes we are
experiencing during the pandemic.
15. What is the clincher sentence of the paragraph?

a. Coronavirus pandemic
b. We have been struggling to find ways to tolerate stay at home orders.
c. To learn new routines within our social isolation
d. And above all, our stress and anxieties are peaked by the fear of
contracting coronavirus as we see each day the numbers of confirmed
positive cases and deaths from COVID-19.

Way to go learner! You are seriously doing your part to bring out the best
in you! You have quite mastered the characteristics in composing paragraphs.
Your learning journey has almost come to an end. But before that, here
is another additional activity to reinforce your skills.
Stay focus!

What I Can Do More

Directions: Choose one topic from What’s More, Activity 3, p. 15, and write
your personal experiences about it in a separate sheet of paper.

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

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Answers Key

What I Know
What I Can Do On
1. d My Own
2. c 1.T
2. T
3. d 3.F
4. b 4. F
5. d 5. T
6. a 6. T
7. a 7.F
8.A
8. d 9. A
9. d 10. D
10. a 11. A
11. b 12. A
12. c 13. C
14. D
13. d 15. D
14. d
15. d

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References

Murray, A.V. (2018). High School Subjects for Self-Study. 1611 Quezon
Avenue, Quezon City, Philippines: Success Unlimited Enterprises.

Reeve, J.W. (1997). GED Skill Book The Essay. Steck-Vaughn Company.

Ladera, H.P., Flores, M.M., & Dela Cruz E.M. (2000). New Horizons in
Learning English II Textbook for Second Year High School. 856 Nicanor Reyes,
Sr. St., Sampaloc, Manila: REX Book Store, Inc.

https://www.undp.org/content/undp/en/home/coronavirus.html
https://www.pbs.org/newshour/world/massive-explosion-shakes-lebanons-
capital-beirut

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue, corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: [email protected]

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