Lesson 20
Features and Elements of a Descriptive Essay
I. Objectives
· explain the common features of descriptive writings
· write an impressive, creative, and imaginative essay based on personal observations, reflections, imagination and experiences; and
· evaluate own and others’ descriptive essay using the agreed upon criteria.
II. Subject Matter
Topic: Features and Elements of a Descriptive Essay
Text: A sample Essay entitled “Thank, You, Mom, for Everything.”
III. Procedure
A. Pre Activities
1. Review of Previous Topic
2. Motivation
· Divide the class into two groups.
· Assign each group jumbled words posted in each division of the board.
· Ask them to arrange the jumbled words assigned to each group.
Group 1 Group 2
| consisting A related of paragraph. is piece essay a writing of | An essay a words consists is writing which of combining, and paragraphs into a whole sentences |
· Process the activity by letting students to give their ideas about an essay.
B. Developmental Activities
· Retain previous groupings.
· Assign each group a part of an essay with descriptions for them to discuss in their group.
· Let them share with the class the ideas they have discussed through a one minute reporting.
· Give them questions as there guide for discussion.
Group 1. Title- it indicates what the composition is about?
Guide Questions: How can a title create reader’s interest to read an essay?
Should the important words in a title be capitalized? Why or Why not?
Should a title be brief or lengthy? Reason out.
Group 2: Introduction- it is the first major part of the composition. It includes the thesis statement, which gives the plan for the essay. Its purpose is to prepare the reader for the subject, to engage his interest in it, and to lead him to the discussion.
Guide Questions: How can a writer create a catchy introduction?
Is it acceptable to use quotations in your introduction?
Is it acceptable to begin an essay with a question to be raised?
Is it acceptable to begin an essay with a humorous or an interesting story?
Group 3: Body/ Main Text/ Discussion- this is the second major part of an essay. It is determined by the supporting details about the topic.
Guide Questions: How can you assure that you apply consistency of supporting details in
writing the body of an essay?
How can you ensure that you consider appropriate word choice, effective sentence structure, and logical organization of the paragraphs in writing an effective body of an essay?
Group 4: Concluding Paragraph- is the third major part of the composition. It is the most powerful part of writing, because it provokes the reader and stimulates him to think about the topic.
Guide Questions: Is it acceptable to summarize the main points taken from them main topic of an essay to come up a concluding sentence?
Is it acceptable to use a final question to come up a concluding sentence for an essay?
It is acceptable to come up a captivating quotation to come up a concluding sentence for an essay?
How can you make an effective concluding sentence?
Discussion
· Discuss with the class the guidelines in writing an effective title, introduction, body/,main text and the concluding sentence of an essay.
IV. Evaluation
· Assign each group to read and analyze a copy of sample essay entitled “Thank You, Mom For Everything.”
· Ask them to accomplish the table below.
| Title | What is the title of the essay? __________________________________________ |
| Introduction or thesis statement | Which paragraph states the main topic or the thesis statement of the essay? _____________________________________ _____________________________________________ _____________________________________________ |
| Body/ Main Text/ Discussion (Developing paragraph) | Because of her: 1. I have become a woman of faith. 2.________________________________________ 3. ________________________________________ 4. ________________________________________ 5. _________________________________________ 6. ___________________________________________ |
| Concluding Paragraph | Which paragraph summarizes the main points taken from the thesis statement of the main text? _______________________________________ ___________________________________________ _____________________________________________ |
V. Assignment
· Ask the students to make an essay.
· Ask them to write an impressive, creative, and imaginative essay based on personal observations, reflections, imagination and experiences.
· Ask them to apply what they have learned from the discussion about features and elements of a descriptive essay.
Lesson 21
Paragraph by Comparison and Contrast
I. Objectives
· compare two similar ideas or things,
· contrast two different ideas or things,
· analyze the features of a sample paragraph by comparison and contrast,
· analyze the functions of transitional words and phrase present in a sample paragraph,
· write a paragraph by comparison and contrast,
· evaluate own and others’ paragraph using the agreed upon criteria; and
· use in a sentence the signal words that are used for comparison and contrast.
II. Subject Matter
Topic: Paragraph by Comparison and Contrast
Text: A sample paragraph by comparison and contrast adapted from “Winning Strategies for Study, Thinking and Writing Skills.”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
· Ask the students the following questions:
a. What are the similarities of the beliefs of Christians and Muslims?
b. What are the differences of the beliefs of Christian and Muslims?
B. During Reading
1. Divide the class into 4 groups.
2. Provide each group with a copy of a sample paragraph by comparison and contrast.
3. Ask them to read silently the paragraph.
| The affinity between the Thais and the Filipinos may seem strange because on the surface they appear different. The Thais are Buddhists, but the Filipinos are mostly Catholics. The Thais belong to a monarchy; whereas the Filipinos have a republic as their form of government. The Thais are fiercely nationalistic and were never colonized; on the other hand, the Filipinos were under three colonial masters: Spain, America and Japan. Furthermore, their languages belong to two different families, with almost no similar words. But, over and above all these differences exist some commonalities. Both the Thais and the Filipinos are children of the feudal system where the wealth and the landed classes wielded power in and out of government. Both underwent a dictatorship in the 70s. Stereotyped as paragons of patience like the water buffalo, both find it to forgive than to forget a hurt or an offense. Moreover, both are residents of a country plagued by traffic jams, misgovernance and a volatile economy. How far this tale of twin cultures will go remains to be seen. |
C. Post Reading
· Ask the students to answer the following questions:
Comprehension Questions
1. Which meaning explains the underlined words or phrase?
a. The affinity between the Thais and the Filipinos lies in the similarities of their physical features.
a. blood relation b. natural liking c. historical ties
b. The Thais and the Filipinos are stereotyped as paragons of patience.
a. accepted as models b. trained to be leaders c. disciples
c. Our country is plagued by economic ills brought about by graft and corruption.
a. powered b. troubled c. devastated
2. To what country do the Thais belong? How did the Thais show their strong nationalism?
3. What measures has our government taken to solve the problems of land ownership in our country? to minimize graft and corruption?
· Ask the students to compare and contrast Thais and Filipinos using the table below.
| Bases | Filipinos | Thais |
| Contrast | | |
| Religion | | |
| form of government | | |
| historical background | | |
| Language | | |
| Comparison | | |
| Agrarian | | |
| System | | |
| character traits | | |
| common problems | | |
2. Language Focus: Signal Words used for Comparison and Contrast
· Ask the students to focus on the underlined words or phrase in the paragraph.
· Ask the students how the underlined words or phrase function in the paragraph.
Generalization: Explain to the students that the underlined words and phrase are examples of signal words used for comparison and contrast. Provide the students other examples of signal words used for comparison and contrast. Ask them to categorize the underlined words and phrase using the table below.
| For Comparison | For Contrast |
| | |
IV. Evaluation
· Ask the students to compare and contrast two of their friends.
· Let them decide on which features they would base their comparison (physical features, character traits, intelligence, emotional intelligence, etc.).
· Ask them to use signal words in their composition.
· Call randomly at least 5 students to share their composition with class.
· Ask them to evaluate their classmates’ work using the agreed upon criteria.
| Indicators | Agree | Disagree |
| The topic sentence is clearly mentioned. | | |
| The supporting details clearly expand the main topic. | | |
| The points of comparison or contrast are clearly stated. | | |
| Enough signal words that denote comparison or contrast were utilized in the composition. | | |
V. Assignment
· Ask the students to use in a sentence the following signal words or phrases used for comparison and contrast.
whereas 1. _____________________________________________
however 2. _____________________________________________
also 3.______________________________________________
both_and 4.______________________________________________
but 5. _____________________________________________
also 6. _____________________________________________
on the other hand 7.______________________________________________
on the contrary 8. _____________________________________________
similarly 9. ______________________________________________
like 10. ______________________________________________
Lesson 22
Paragraph by Definition
I. Objectives
· analyze the features and structure of a sample paragraph by definition,
· write a paragraph by definition; and
· evaluate own and others’ paragraph using the agreed upon criteria.
II. Subject Matter
Topic: Paragraph by Definition
Text: A sample paragraph by definition adapted from “Winning Strategies for Study, Thinking and Writing Skills.”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
· Ask the students the following questions:
a. What is a paragraph?
b. What is a sentence?
c. What is an essay?
· Make the learners give their appropriate definitions of the words such as paragraph, sentence and essay.
B. During Reading
· Divide the class into four groups.
· Provide each group a copy of a sample paragraph by definition.
| Emotional Intelligence Are you a person who graduated with honors yet cannot keep or advance in a job? Are you a person with a dream of becoming n entrepreneur but lacks the courage to pursue a project that is clearly within your area of expertise? If you are, then you are wanting in emotional intelligence: abilities involving emotional discipline and control such as being able to motivate oneself and persist in the face of frustration; to control impulse and delay gratification; to regulate one’s moods; to control impulse and delay gratification; to regulate one’s moods; and to keep distress from swamping the ability to thinks, to empathize, and hope. While IQ has its nearly one hundred-year history of research on hundreds of thousands of people, emotional intelligence is a new concept. No one yet say exactly how much of the variability from person to person in life’s course it accounts for. But data exist suggest that EQ can be as powerful as IQ, and at times, more powerful in shaping the destiny of man. And while there are those who agree that IQ cannot be changed much by experience or education, these crucial emotional competencies can indeed be learned- if we bother to teach them. |
C. Post Reading
· Ask the students to answer the following questions:
1. What is emotional intelligence or EQ?
2. What are some signs of emotional intelligence? Which of these do you have? Which do you aspire to learn?
3. Who do you think play major roles in guiding the development of an individual’s EQ?
IV. Evaluation
· Analyze the features and structure of the sample paragraph by definition through completing the table below.
| Questions | Answers |
| 1. Unity What is the term defined? | |
| Topic Sentence | What is Emotional Intelligence? |
| Supporting details | What are the characteristics that differentiate Emotional Intelligence from IQ? |
| Concluding Sentence | |
V. Assignment
· Ask the students to choose one from the lists of topics below.
· Ask them to make a paragraph by definition out of the topic they will choose.
a. Science
b. Education
c. Computer
· Next meeting, call randomly at least 5 students to share their composition with class.
· Ask them to evaluate their classmates’ work using the agreed upon criteria.
| Indicators | Agree | Disagree |
| The topic sentence is clearly mentioned. | | |
| The supporting details clearly expand the main topic. | | |
| The term is clearly defined. | | |
Lesson 23
Paragraph by Classification
I. Objectives
· analyze the features and structure of a sample paragraph by classification,
· write a paragraph by classification; and
· evaluate own and others’ paragraph using the agreed upon criteria.
II. Subject Matter
Topic: Paragraph by Classification
Text: A sample paragraph by classification adapted from “Winning Strategies for Study, Thinking and Writing Skills.”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
· Ask the students to classify the words inside the box into their main category or group.
Non Alcoholic Drinks Alcoholic Drinks
| Wine vodka gatorade tea beer coffee wine vodka cocoa tequila |
B. During Reading
· Ask the students to read the sample paragraph by classification.
Sources of chemical threats may be categorized as reproductive and genetic hazards. The main causes of male and female reproductive toxicity in ordinary factories include tobacco smoke, solvents, volatile liquids, chemicals, endocrine disrupters, lead and other heavy metals. In nuclear power plants, radiation leaks and emission of radioactive products pose great risks to workers. As to genetic hazards, there are harmful genetic agents in the workplace environment that enter the body through respiration, skin absorption, and ingestion. Along with environmental monitoring……….
C. Post Reading
· Ask the students to complete the table below.
| 1. Unity · Topic Sentence | What is the central idea of the sample paragraph? |
| · Supporting details | A. Chemical threats 1. Reproductive toxicity a. ______________ b. ______________ 2. Genetic hazards a. _____________ b. ______________ c. _______________ |
| · Concluding Sentence | What is the concluding sentence of the sample paragraph? |
IV. Evaluation
· Ask the students to study carefully the diagram classifying drinks.
 |
· Ask the students to write a paragraph on the classification of drinks based upon the information in the diagram.
· Tell them that they can begin their paragraph by this statement: Drinks may be classified into two main groups.
· Call randomly at least 5 students to share their composition with class.
· Ask them to evaluate their classmates’ work using the agreed upon criteria.
| Indicators | Agree | Disagree |
| The topic sentence is clearly mentioned. | | |
| The supporting details clearly expand the main topic. | | |
| The things are clearly classified. | | |
V. Assignment
· Ask the students to read an article about Multiple Intelligence by Howard Garner.
· Ask them to classify types of people inside the box using the matrix below.
| Linguistic/Language Intelligence | Ex. journalist |
| Mathematical Intelligence | |
| Musical Intelligence | |
| Bodily Kinesthetic Intelligence | |
|
Lesson 24
Paragraph by Cause and Effect
I. Objectives
· analyze the features and structure of a sample cause and effect,
· write a paragraph by cause and effect
· use in a sentence the signal words that indicate cause and effect relationship; and
· evaluate own and others’ paragraph using the agreed upon criteria.
II. Subject Matter
Topic: Paragraph by Cause and Effect
Text: A sample paragraph by cause and effect adapted from “Winning Strategies for Study, Thinking and Writing Skills.”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
· Ask the students the following questions:
· Let them think for some possible answers for the questions below.
a. What makes the air polluted?
b. Throwing garbage anywhere will result to what?
c. Sleeping late at night will result to what?
B. During Reading
· Divide the class into 4 groups.
· Provide each group a copy of the sample paragraph by cause and effect.
· Ask them to read it silently.
In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century as a result of the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. As a result, many families leave farming and move to the cities because of the promise of a better education. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.
C. Post Reading
· Ask the students to complete the table below.
| EFFECT (Topic Sentence) | CAUSES (Supporting Sentences) |
| Cities have grown very large. | [There are several reasons for this.] a. _______________________________ b.________________________________ c. _______________________________ |
Grammar Focus: Signal words to indicate cause and effect.
· Ask the students to focus on the underlined words or phrase in the paragraph.
· Ask the students how the underlined words or phrase function in the paragraph.
Generalization: Explain to the students that the underlined words and phrase are examples of signal words used to indicate cause and effect relationship. Provide the students other examples of signal words used for cause and effect.
IV. Evaluation
· Ask the students to write a paragraph by cause and effect utilizing any one of the following topics.
· Ask them to use signal words that indicate cause and effect.
a. Poor performance in school
b. Misunderstanding between parents and teenage children
c. Wholesome family
· Call randomly at least 5 students to share their composition with class.
· Ask them to evaluate their classmates’ work using the agreed upon criteria.
| Indicators | Agree | Disagree |
| The topic sentence is clearly mentioned. | | |
| The supporting details clearly support the main topic. | | |
| The cause and effect relationship of the ideas presented are coherent with each other. | | |
V. Assignment
· Ask the students to use in a sentence the following signal words that indicate cause and effect relationship.
as a result 1. _________________________________________________
thus 2. _________________________________________________
therefore 3._________________________________________________
as a consequence 4. _________________________________________________
because of 5. _________________________________________________
Lesson 25
Idioms
I. Objectives
- analyze idioms/idiomatic expression to come up their figurative meaning,
§ use idiomatic expression in a sentence, and
§ appreciate the value of idioms in writing an essay.
II. Subject Matter
Topic: Idioms and Idiomatic Expression
III. Procedure
A. Pre Activities
1. Review of Previous Topic
2. Motivation
· Introduce to the students some definitions of idioms.
· Make them guess what is being defined.
First Definition:
It is a phrase where the words together have a meaning that is different from the dictionary definitions
of the individual words.
Second Definition:
It is a group of words whose meaning cannot be predicted from the meanings of the constituent words, as for example.
B. Developmental Activities
· Present with class common idiomatic expressions.
· Ask them to think of ideas which are not literal out the idiomatic expressions presented below.
· Ask them questions that will make them think or analyze.
Idioms/ Idiomatic Expression
· Using context clues, ask the students to figure out the meaning of the underlined idioms/idiomatic expressions.
· Ask them to choose the corresponding meaning from the lists below.
1. When someone greets you “many happy returns,” what does it mean?
a. You’re celebrating your birthday
b. You’re celebrating your wedding anniversary
c. You’re celebrating New Year’s Day
2. When someone says, the fourth grading examination is “a piece of cake,” what does it mean?
a. The examination is very difficult.
b. The examination is very easy.
c. The examination is a little bit difficult.
3. When someone says you’re such an “all thumbs,” what does it mean?
a. You’re awkward or clumsy.
b. You’re impressive.
c. You’re lucky.
4. After having conversation with your friend, she said “please off the record,” your friend said:
a. Don’t tell anyone I told you.
b. Please tell anyone I told you.
c. I don’t want to have a conversation with you again.
5. Your teacher says, “students, your presentation is “nice as pie,” what should be your response?
a. Thank you ma’am!
b. I hate you ma’am!
c. I don’t like that ma’am.
· Process the activity by asking the following questions:
a. In what instance we can use idiomatic expressions?
b. How could idiomatic expressions be of great help in terms writing an essay for example?
IV. Evaluation
· Ask the students to match the idiomatic expressions from Column A with their meanings from Column B.
Column A Column B
______1. Wouldn’t hurt a fly a. Very rarely
______2. Once in a blue moon b. unimportant
______ 3. Dog’s breakfast c. unadventurous person
______ 4. Stick in the mud d. a mess
______ 5. A drop in the ocean e. Very gentle
V. Assignment
· Ask the students to search for 10 idiomatic expressions.
· Ask them to use them in a sentence.
