Lesson 10
Basic Principles of Paragraph Development/ Parts of Paragraph
I. Objectives
· develop vocabulary skill through spelling,
· analyze the basic principles of paragraph development a sample paragraph,
· identify the topic sentence, supporting details in a sample paragraph,
· supply the concluding sentence in a sample paragraph,
· write a paragraph observing the basic principles of paragraph development; and
· value the essence of the basic principles of paragraph development in making a paragraph.
II. Subject Matter
Topic: Basic Principles of paragraph Development/ Parts of Paragraph
Text: “Touch “taken from the book entitled “Winning Strategies for Study, Thinking and Writing English”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
Activity 1: Spelling
· Ask the students to spell the following words
____________1. Coherence
___________ 2. Emphasis
___________ 3. Paragraph
___________ 4. Logically
___________ 5. Sequencing
___________6. Intimate
___________7. Caresses
___________ 8. Satisfaction
___________ 9. Stimulations
___________ 10. Tactile
B. During Reading
· Ask the students to read a sample paragraph governed by the basic principles of paragraph development such as unity, coherence and emphasis.
| Touch is our most intimate and powerful means of communication. A doctor makes the mother feel her baby to give her satisfaction after her birth labor. The mother caresses the newborn to give the baby a feeling of love and security that will be the foundation of the self. A father taps the shoulder of his son to boost the latter’s sagging morale after his defeat in a school contest. A son holds his father’s hand in a final goodbye. A friend embraces another friend to drive away the latter’s loneliness. These tactile stimulations oftentimes spell a difference. |
Analysis and Discussion
· Ask the students with the following questions:
a. What does the paragraph present? (topic sentence)
b. The paragraph focuses on, how many topic/images, pictures/details? (supporting sentences)
c. Are the details closely related to one another? (coherence)
Are they logically arranged? (Coherence)
d. Does it present a clear overall impression of the subject?
| Generalization: Lead the students to figure out that paragraph needs unity, coherence and emphasis to become effective. |
IV. Evaluation
· Ask the students to choose the topic sentence of the paragraph below.
· Encircle the supporting sentences.
· Supply the concluding sentence.
_(Topic Sentence)___________________________________. Even the sky line of the squatter communities and of the more advanced rural barangays is littered TV antennas. A teleholic society has emerged from passive influence of the boob tube. The lives of many have been reduced to passivity as their mental energies are refocused away from the harsh realities of existence. The television has inflicted more than that since it has refashioned family relations, stifled intellectual life and transformed leisure into idleness._________________________________ (Concluding Sentence)____
a. TV viewing is a very popular past time activity.
b. Tv has changed the Filipino way of life.
c. Tv viewing has its advantages and disadvantages.
V. Assignment
· Ask the students to write a paragraph describing the word “love.”
· Tell them to apply unity, coherence and emphasis in describing love.
Lesson 11
Kinds of Descriptive Details (Objective and Subjective Description)
I. Objectives
· analyze a sample descriptive paragraph,
· distinguish objective and subjective description present in a sample descriptive paragraph,
· describe an object using objective and subjective description; and
· appreciate the functions of objective and subjective description in a paragraph.
II. Subject Matter
Topic: Kinds of Descriptive Details (Objective and Subjective Description)
Text: “The Working Robot”
III. Procedure
A. Pre-Reading
1. Review of Previous Topic
2. Motivation
· Ask the students to supply 3 descriptive words that can describe the following object.
Love ___________ ___________ ___________
Peace ___________ ___________ ___________
Computer____________ ___________ ___________
Robot ____________ ___________ ___________
B. During Reading
· Provide the students a sample paragraph describing an object.
“The Working Robot”
Hitachi’s EMIEW which stands for Excellent Mobility and Interactive as Workmate is stocky robot called Pal on two wheels that can take orders from human voices and lend a hand with daily chores. This short-legged and long armed robot can work as fast as six kilometers (3.7 miles) tall and weighs 70 kilograms (150 pound). It is equipped with flexible arms and hands and censor to avoid obstacles, analyze sounds and recognize human faces.
C. Post Reading
· Ask the students about the following questions:
1. How the object is introduced?
2. What kind of details is used?
3. What specific details make the description work?
4. Which details focus on the physical aspect of the object? (Objective Description)
5. What details highlight/state that attitude /impression / feeling of the observer? (Subjective Description)
6. What words or which part states the over-all impression of the object?
IV. Evaluation
· Ask the students to choose any object. Ask them to describe their chosen object. Ask them to write their description of an object in a ½ sheet of paper. Tell them to use objective and subjective description.
V. Assignment
· Tell the students to share their description of an object to their classmates.
· Ask them to encourage their classmates to read their description of an object and write their comment and suggestion about their output.
· Discuss to them why each correction is needed.
· Ask them to proofread and rewrite their descriptions.
Lesson 12
Sensory and Picture Making Words
I. Objectives
· Categorize words using sensory word bank,
· Identify sensory and picture making words present in a descriptive paragraph; and
· Appreciate the use of senses in using sensory and picture making words
II. Subject Matter
Topic: Sensory and Picture Making Words
Text: A Descriptive Paragraph from Men’s Zones Magazine
III. Procedure
a. Pre Activities
1. Review of previous topic
2. Motivation
· Ask the students to list five objects that they find most useful in their lives.
· Have them write at least three precise sensory details for each item, and to use five senses to think for the details.
· Impress them that when they describe an object, they must use colorful, moving and lovely words to paint a vivid picture of how it looks in real life.
b. Developmental Activities
Activity: Breaking In
· Group the students into five groups.
· Make sure that each group should have a copy of a word bank grid and fill in with appropriate entries.
· Ask them to use the words inside the box as bases for their entries as sensory details.
Sensory Words Bank
| Sight | Taste | Hear | Feel | Smell |
| | | | | |
|
· Ask the students the following questions:
1. Did all the words appeal to the five senses?
2. Is there a word that appeals to two or more senses?
3. How important those words in making a descriptive paragraph?
IV. Evaluation
· List down five words that appeal to the following senses.
Sight__________ __________ __________
Hear _________ __________ __________
Smell ________ __________ __________
Taste________ __________ __________
Feel_________ __________ __________
V. Assignment
· Ask the students to research for a sample descriptive paragraph.
· Ask them to underline the words that appeal to the sense of sight.
· Ask them encircle the words that appeal to the sense of hearing.
· Ask them to enclose with parentheses the words that appeal to the smell.
Lesson 13
Adjectives
I. Objectives
· supply descriptive words to complete the sentences,
· analyze a descriptive poem,
· explain how adjectives function in the descriptive poem,
· change the type of words into adjectival form; and
· express appreciation on a descriptive poem.
II. Subject Matter
Topic: Adjective
Text: A Descriptive Poem
III. Procedure
a. Pre Reading
1. Review of previous topic
2. Motivation
· Ask the students to supply an appropriate descriptive word to complete the descriptive sentences below.
1. She is a ___________________ person.
2. I love to visit _______________ place.
3. The sampaguita smells____________.
4. The color of my bag is ____________.
5. The shape of the ball is ___________.
b. During Reading
· Instruct the learners to read the descriptive paragraph.
· Ask them to fill in the blanks with the words inside the box.
_____________, ______________, ____________ rock is everywhere
Of ___________ sizes, ___________ like gold________, __________.
The ____________ soul and ______________ beauty
As it moves, follows, observes and stays
The source of inspiration, strength, willpower
____________ to reach its sanctity- it rejoices
|
· Tell them to focus their attention on the words they have supplied, study them carefully and pair up and ask each other the following questions:
1. What the poem is all about?
2. What expressions are supplied to complete the descriptive poem?
3. What do they have in common?
4. Where are they positioned/located in sentences?
5. How do they function in sentences?
IV. Evaluation
A. Adjectives: Change each word in the parenthesis into its adjective from. Write your answer on the spaces provided to complete the sentence.
Ex. 1. The girl is very ____beautiful____________. (beauty)
21. The cake tastes ________________ . (deliciously)
22. A man is _______ so long as he chooses to be happy and nothing can stop him. (happiness)
23. Hope is the power of being ___________ in circumstances which we know to be desperate. (cheerfulness)
24. It is a ________thing for a man to resist the natural necessity of mortal passions. (difficulty)
25. Enough is __________to a feast. (equality)
V. Assignment
· List down in a ½ sheet of paper 20 adjectives that can be found in the dictionary.
· Ask them to write the meaning of each adjective.
Lesson Plan 14
Chronological Order of Details
I. Objectives
· Analyze the chronological order of details of a sample paragraph,
· Arrange the jumbled details of a paragraph using chronological order,
· Write an autobiography with proper observance of chronological order of details; and
· Appreciate the significance of chronological order of details as being applied in the paragraph.
II. Subject Matter
Topic: Chronological Order of Details
Text: A Sample Paragraph taken from the book entitled “Winning Strategies for Study, Thinking and Writing English.”
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
· Ask the students the following questions:
a. Which should come first, a lightning or a thunder?
b. What are the stages of metamorphosis that will create a butterfly?
B. During Reading
· Group the students into five.
· Ask them to read a sample paragraph observing chronological order.
· Ask them to observe the sequencing of event in the paragraph below.
The top sizzler of the Las Vegas Strip is its casino. As you enter the casino hallway, you notice the eerie smoky, shadowy taverns and lobbies. The ringing slot machines, chinking of coins and howls of rowdy revelers emanating from the rooms indicate that you are on the threshold of all sorts of gaming machines and card game tables. Watching players for a while win or lose; you observe that the name of the game is chance. You try another slot machine for good luck’s sake, and still another. The game of chance fever has gotten you. Give up? No way!
C. Post Reading
· Ask the students the following questions:
a. How are the events in the paragraph arranged?
b. Are the events arranged on the basis of time, such as the following:
- From the past to the present
- From the earliest to the latest
- From the first stage to the last
IV. Evaluation
· Ask the students to rearrange the sentences in the paragraph below according to the paragraph order most appropriate for them.
· Indicate the sequencing by numbers.
· State the paragraph order used.
| The past is a vital part of our lives and our identity. This legacy consists of precious threads woven into the intricate fabric of our history and our culture. It provides us with an indispensable insight into what we were, are and how we can build a better future. In our eagerness to accelerate and fast-track our present into the future, we tend to downgrade and abandon the past, regardless of its relevance and merits. |
IV. Assignment
· Write an autobiography and sequence the events in your life from past to the present.
Lesson Plan 15
Spatial Order of Details
I. Objectives
· Analyze the spatial order of details of a sample paragraph,
· Arrange the jumbled details of a paragraph using spatial order,
· Write a paragraph tracing the sequence or order of the planets in the solar system; and
· Appreciate the significance of spatial order of details as being used in the paragraph.
II. Subject Matter
Topic: Chronological Order of Details
Text: A Sample Paragraph taken from the book entitled “Winning Strategies for Study, Thinking and Writing English.”
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
· As the students the following questions:
a. Considering that you are in Davao city, which place is farther, is it Baguio or Manila?
b. Which planet comes nearest from the sun?
c. Which planet comes farthest from the sun?
B. During Reading
· Ask the students to read a sample paragraph observing spatial order of details.
| We made a tour of Rizal’s Manila. We walked around Binondo Street armed with a copy of the Noli me Tangere and an 1872 map of Manila. We started from the State Investmnet House on Juan Luna Street (formerly Calle Anloague) where the house of Kapitan Tiago once stood. From there we crossed a creek to the site of the Fonda de Lala Ari where Ibarra spent the night as mentioned at the beginning of the novel. We walked down Sacristia Street on the side of Binondo church. The sights, smells and sounds of the areas in the 1880s seemed to be there still. The physical looks might have changed, but the physical outline of the City—its streets, rivers, esteros, and other landmarks—hardly did. |
C. Post Reading
· Ask the students the following questions:
a. In the paragraph, the writer’s focal point is the State Investment House on Juan Luna Street. How does the writer proceed with the descriptive details of Rizal’s Manila.
b. Are the details arranged on in the order of space, such as the following:
- From the nearest to the farthest( vice versa)
- From the inside to the outside
- From left to right
- From top to bottom
IV. Evaluation
· Ask the students to arrange the following group of words according to the order of space.
A. Offices inside Francisco Bangoy National High School
1. Library
2. School’s Clinic
3. Reading Access Center
4. Registrar’s Office
B. Cities Near Davao City
1. Tagum City
2. Island Garden City of Samal
3. Cagayan de Oro
4. Panabo City
V. Assignment
· Ask the students to write a paragraph tracing the sequence or order of the planets in the solar system.
· Ask the students to start their description from the nearest planet from the sun up to the farthest one.
Lesson Plan 16
Description of a Place
I. Objectives
· Read a sample paragraph describing a place,
· Analyze the structure of a sample paragraph describing a place,
· Write a paragraph describing the location of a place; and
· Share to the class their output of making a paragraph.
II. Subject Matter
Topic: Description of a Place
Text: “Peggy’s Cove” taken from the book entitled “Winning Strategies for Study, Thinking and Writing English.”
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
Activity 1: Picking up the Pieces
· Ask the students to use cut up of words/phrases from the boxes to make two sensible questions.
· Ask them to use each word/phrase once.
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Question 1: ______________________________? Question 2: __________________________ ?
· Present this question to the class.
· Answer the question, and give tentative assumptions.
Activity 2: Free Wheelies
· Divide the students into 3 groups.
· Tell them to brainstorm on the possible places they like to explore and describe.
· Tell them to rank their choices (places) according to the order of importance/impression.
· Ask them to share their lists with the class.
B. During Reading
· Ask the students to read a sample paragraph describing a place entiled “Peggy’s Cove” taken from the book entitled “Winning Strategies for Study, Thinking and Writing English.”
Peggy’s Cove lies along what is known as Lighthouse Route on Nova Scotia’s southern coast. Images of this tiny fishing village come to my mind. The charm of Peggy’s Cove is in the village itself. Perched on granite rocks that were left behind by the receding glaciers ten thousand years ago, it looks picturesque. The water is so placid that it might as well be named Pacific. Its hue of brilliant blue seems mysteriously hypnotic. It beckons the beholder to come closer to the edge and be engulfed in its majestic beauty. This is Peggy’s Cove.
C. Post Reading
1. What makes the village picturesque?
2. Where did the granite rocks come from?
3. What smoothened the granite rocks?
4. Why is the writer tempted to name the Atlantic Ocean “Pacific Ocean.”
IV. Evaluation
· Ask the students to fill in the table below.
| Title: Once Upon a Time in Peggy’s Cove. | |
| | Description |
| Topic Sentence: | |
| Supporting Details/Sentences: | |
| Concluding Sentence: | |
V. Assignment:
· Ask the students to write a paragraph describing the location of their residence.
Lesson Plan 17
Giving Titles
I. Objectives
· Identify the appropriate title in a given paragraph,
· Compose a title for a given paragraph,
· Write a paragraph with appropriate title; and
· Appreciate the significance of giving the best title as one of the factors that makes the paragraph effective.
II. Subject Matter
Topic: Giving Titles
Text: Paragraphs taken from the book entitled ““Winning Strategies for Study, Thinking and Writing English.”
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
· Show some pictures of famous stories.
· Ask the students to guess the title of each story.
B. During Reading
Sample Paragraph No. 1:
Ask the students to read each paragraph below. It is the remarkable tale of an unknown but brilliant young Pole. He is an intellectual with little appetite for the affairs of the state, who worked closely with top echelon of the USA intelligence to save his homeland and to shape history in what was never before revealed.
Sample Paragraph No. 1:
Shouldering High up, skyscrapers are the modern world’s cathedrals of aspiration: The greater the dreams of commercial glory, the higher the towers reach toward the sky. As the century starts, the world’s tallest building will be rising over the skylines of Asia.
C. Post Reading
•Ask them to choose from the list provided an appropriate title for the paragraph read.
Paragraph 1: a. The Real Abe Lincoln
b. Heart of Gold
c. The Clintons and the Union Board
d. John Paul II
Paragraph 2: a. Race to the Clouds
b. Don’t Look Down
c. Awesome Mount Kinabalu
d. Dream of Gold
IV. Evaluation
· Ask the students to compose a title for each paragraph below.
1.__________________
I was hurt and I wanted revenge. I felt broken and I believed I could never put the pieces of my life together again. I had known hatred, anger, shame, guilt and betrayal. I had touched the depths of pain. But my friends never talked to me about the Christian virtue of forgiveness, although they had known, as I later came to understand, that forgiveness could not be forced or made to happen. Forgiveness comes in its own time.
2. __________________
Each generation writes its own history. Our forebears have written theirs. With fortitude and excellence, we must write ours. We must renew the vision of greatness for our country. This is the vision of our people rising above the routine to face formidable challenges and overcoming them. It means the rigorous pursuit of excellence. This is your dream and mine. Come, then, let us march together towards that dream of greatness.
V. Assignment
· Ask the students to write a paragraph about their “dreams in life.”
· Ask them to give the best title for their paragraph.
Lesson Plan 18
Signal Words that Denote Location
I. Objectives
· Analyze a paragraph having signal words that denote location,
· Identify signal words that denote location,
· Supply appropriate signal words for the following sentences; and
· Value the significance of signal words as these help in indicating locations
II. Subject Matter
Topic: Signal Words that Denote Location
Text: A Paragraph taken from the book entitled ““Winning Strategies for Study, Thinking and Writing English.”
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
· Ask the students the following questions:
a. Where do you live?
b. What places had you visited? State the location.
B. During Reading
· Ask the students to read the sample paragraph below.
Imagine a clubhouse built in Tuscany- a region that abounds in olive groves and vineyards, cypress-lined paths and undulating fields, sunlit villas and farmhouses. Besides its timeless and unforgettable setting, the clubhouse, from its attractive terra-cota roof and stonework accents, to its earth-toned façade, bears the marks of a typical dwelling within a pastoral Tuscan Villa. Arched doorways lead to an interior with mural-adorned walls and trellised courtyards that keep blooms. Even the floor, with its textured tile finish, is traditional Tuscan taste. Such splendor enthralls the beholder.
C. Post Reading
· Ask the students to answer the comprehension questions below:
Comprehension Questions:
a) Tuscany is the name of the place. Can you tell where it is located?
b) This clubhouse is located in the heart of a metropolis, but the paragraph paints a picture of countryside, of the good old things. What are these good old countryside details?
Language Focus: Signal Words that denote location
· Ask the students how to focus on the underlined words in the paragraph.
· Ask the students how the underlined words function in the sentence.
· Introduce to the students some examples of signal words that denote location such as the following:
| Near, at the top, bottom, under above, below, behind, on the surface, just inside, in between, next to, at the front , beyond, over, etc. |
IV. Evaluation
Signal Words that denote Location/Direction:
· Supply appropriate signal words for the following sentences. Write your answer on the spaces provided.
Ex. 1. __Beside the Sasa Public Market, my house comes in full view.
1. _____________the Sasa Health Center, Francisco Bangoy Elementary School is located.
2 ______________ the Francisco Bangoy National High School’s Clinic, the principal’s office is located.
3______________ the Francisco Bangoy National High School’s office of the Registrar, the Reading Access Center is located.
4 Just ____________ the campus, the students can be catered by the 4 canteens of Francisco Bangoy National High School.
5________________ the Francisco Bangoy National High School’s office of the registrar and the Reading Access Center, the school’s library is located.
IV. Assignment
· Ask the students to write 10 sentences using 10 signal words that denote location.
· Tell them to write their answer in a one half sheet of paper.
Lesson Plan 19
Paragraph by Character Sketch
I. Objectives
· Analyze the structure of the sample paragraph(character sketch),
· Write a paragraph by character sketch; and
· Share with the class their paragraph composition
II. Subject Matter
Topic: Paragraph by Character Sketch
Text: “The Remarkable Mission of Herman Steur” from Erlich 49.
III. Procedure
A. Pre Reading
1. Review of previous topic
2. Motivation
Activity 1: Arrange the Jumbled Phrase
· Ask the students to arrange the jumbled phrase to come up the description of a Paragraph by Character Sketch.
| a form of exposition that seeks the characteristics of an individual or a group. It is to explain or portray |
· Ask them to give any idea about the description as well as the type of paragraph.
B. During Reading
· Group the students into 4.
· Give each group copies of the paragraph entitled “The Remarkable Mission of Herman Steur.”
· Ask the students to read the paragraph.
Herman Steur, a wealthy Dutch businessman, was sleeping soundly in his beachfront mansion in Pamunugama, Sri Lanka, when his butler jolted him awake to announce that he had visitors- a distraught woman and her four children dressed in ragged clothes. Her husband, a poor fisherman, had died and she had neither coffin nor blanket to wrap him up for the burial. Profoundly touched by the tormented widow, Steur ordered his butler to give her all the bed sheets that she needed and pressed into her butler to give her all bed sheets that she needed and pressed into her hand 1000 rupees. “Don’t worry about the funeral expenses, “he assured her, “I will take care of that for you.” This is Herman Steur, who, moved by his encounter with this hapless woman, has given generously to countless charities throughout his life.
C. Post Reading
· Ask the students to answer the following questions:
1. Why did the butler jolt Herman Steur awake?
2. Why was Herman Steur deeply touched by his encounter with the hapless woman?
3. What was the long-term effect of this stirring experience upon him?
4. If you had the means to help others, how would you go about your task?
IV. Evaluation
· Ask the students to fill in the table below to expose the structure of the paragraph by character
sketch.
· Refer you analysis on the given paragraph above.
Note the structure of the sample paragraph.
| Setting | |
| Characters | |
| Person characterized | |
| Character traits portrayed | |
| Incident that portrayed these traits | |
| Point of View | |
V. Assignment
· Ask the students to write a paragraph describing their parents.
· Tell them observe or use the structure of a paragraph by character sketch.
· Tell them to share with the class their paragraph composition.
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