LAS-7 Qtr3 Patterns-of-Paragraph-Development-1 i hope i ohpe PDF

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Department of Education Schools Division Office of Quezon City Novaliches High School ENGLISH 10 Name of Student: Section:

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Date Received: Date Accomplished:

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LEARNING ACTIVITY SHEET O ON N Wr Writing iting Paragra Paragraphs phs Using Different Patt Patterns erns of Develo Development pment MODULE 7 -WEEK 7 | QUARTER 3 | SCHOO SCHOOL L YEAR 2020 2020-2021 -2021

Learning Competency wi with th Code EN10WC: Writing Paragrap Paragraphs hs Using Differe Different nt Patterns of De Development velopment General Directions/Ins Directions/Instructions tructions Read and follow the directions for each activity carefully and correctly. BRAIN STARTER Match Column A wit with h Column B. Write only the lletters. etters. A B _____ 1. Deduction a. space order _____ 2. Induction b. particular/specific _____ 3. Spatial c. general _____ 4. Chronological d. groups of sentences _____ 5. Paragraph e. time order BRAIN BUILDER

Patterns of Paragraph Devel Development opment Developing a Paragraph A paragraph is a group of sentences that present and develop one main idea. It is a block of thought containing three kinds of sentences: 1. topic sentence - states the main idea 2. supporting sentences - expand on the main idea with specific facts, examples, details or reason, and 3. concluding sentence - provides a strong ending. A paragraph may be developed by 1)) definition, 2) examples and illustrations, 3) analysis analysis, 4) comparison and co contrast ntrast 5) analogy and 6) cause and effect. The writer may vary the pattern or combine some to fit the train of ideas he wants to convey. The paragraph should be coherent. One sentence naturally leads to the next sentence. The ideas may follow any of the following orders. 1. Chronological or time order. Events are sequenced in the order of their occurrence. 2. Spatial or space order. The reader is taken from a starting place to other places in an orderly manner. 3. Induction (particular to general). The paragraph starts with specific details which are tied together for the generalization at the end. 4. Deduction (general to specific). The paragraph starts with a general statement and continues by presenting specific relevant details. There are links that cement the different parts of a paragraph. The most common means of transition are: 1) transitional words and phrases like conjunctions conjunctions, conjunctive adverbs, and connective phrases phrases; 2) repetition of key words and 3) pronoun reference.

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METHODS OF PAR PARAGRAPH AGRAPH DEVELOPMENT 1. By definition. The meaning of a term is defined. Example:

A bud is an undeveloped shoot; a group of undeveloped parts which, under favorable circumstances, will grow into some kind of stem and leaves. If it is a leaf bud, it will grow into a leafy branch or continue the growth of the main stem at its tip. If it is a flower bud, it will grow into that kind of specialized branch which we call a flower. Of it is a mixed bud, it will grow into one or more flowers and will also develop some ordinary leaves. 2. By examples and illustrations. Specify incidents, conditions, or facts are given to support a point. Example:

Young animals are strikingly like children in their craving for amusement. A young bear will lie on his back and play with his feet and toes by the hour, while a young puppy can have a great game with only a dry bone, or by chasing his shadow on the wall. Rabbits come out in evenings on the sand-hills to play hide-and-seek with their young, and squirrels never weary of this universally popular game. I know a young fox that used to come from adjacent woods every morning to play with a young fox terrier. They became great friends and were often seen in the woods together. 3. By analysis. The subject matter is divided into parts and then each part is developed in turn. Example:

Our Constitution created a national government with three distinct branches. They are the legislative branch or Congress (House of Representatives and Senate), the executive branch (the President and his Cabinet), and the judicial branch (justice system). No one branch has absolute power; each one has its own duties and limitations. For example, the President is the one to appoint Supreme Court justices. He also appoints his Cabinet members who shall be approved by Congress. When Congress, on the other hand, makes a law, the president has the right to veto it, and the Supreme Court may determine whether it is constitutional or not. The separation of powers prevents any one branch or person from becoming too powerful. 4. By comparison and contrast. Similar and different features of things and ideas belonging to the same class or category are pointed out. Example:

It is curious to note how ant societies resemble and differ from those of men. Human societies may be divided into six classes or stages—the hunting, pastoral, agricultural, commercial, industrial, and intellectual; and ants have stages corresponding to the first three. Some ants live solely by the products of the chase; they are known as driver and legionary ants. Some keep domestic animals, in the shape of plant lice, scale insects, and caterpillars. These belong to pastoral class. The agricultural class is represented by the harvesting ants which collect, store, and plant seeds. Against these resemblances may be set the fact that ant societies are almost solely composed of females because the males take little part in the social life of the colony. Each female is predestined to a certain task, and an ant community may be likened to a big family. A very large family it is in some cases for a community may consist of five hundred thousand ants. Such a community resembles a perfect republic, where each works for the good of the whole community, each having her appointed work, laboring constantly for the good of all and each ready to sacrifice herself for the good of all. It is a veritable insect Utopia. 5. By analogy. Two unlike things with similar features are compared. Example:

Many of us prefer to be snap-shooters rather than photographers and thus shy

away from using camera any more complicated than disk camera. We just want to take pictures, not spend the time fussing with camera adjustments. An autofocus camera may be just the camera for you. An autofocus camera adjusts its focus as quickly and as automatically as the human eye does. When you point an autofocus camera at an 2|L AS 7

object, a small motor cranks the lens in or out until the object comes into sharp focus, just as the human eye automatically adjusts itself to focus on nearby or distant objects without conscious effort on your part. An electronic circuit inside the camera automatically makes the focus adjustment for you, just as your eye maintains a constant focus on moving object without your consciously telling it to do so. An autofocus camera can make picture taking as simple as seeing. 6. By cause and effect. A situation is described, and its cause is given. Example:

Success grows out of struggles to overcome difficulties. If there were no difficulties, there would be no success. Id there nothing to struggle or compete for, there would be nothing achieved. It is well, therefore, that men should be under necessity of exerting themselves. In this necessity for exertion, we find the chief source of all human development – the advancement of individuals as nation. It has led to most of the splendid mechanical inventions and improvements of the age. It has stimulated the shipbuilder, the merchant, the manufacturer, the machinist, the tradesman, the skilled workman. In all departments of productive industry, it has been the moving power. It has developed resources of countries – the resources of the soil, and the character and qualities of the men who dwell upon it. It seems to be absolutely necessary for the purpose of stimulating the growth and culture of every individual. It is deeply rooted in man, leading him ever to seek after, and endeavor to realize, something better and higher than he has attained.

BRAIN ENRICHMENT Activity 1 1. Recognizing Patterns of Development Read each paragraph. Determine the patterns of development used and write it on the blank. 1. Life, like a sculptor, shapes all living things; an artist, it designs every leaf of every tree, and colors every flower. Life is a musician and has taught each bird to sing its love song, the insects to call each other in the music of their multitudinous sounds. Life is a sublime chemist and gives perfume to the rose changing water and carbonic acid into sugar and wood, and, in so doing, releasing oxygen that animals may have the breath of life. Pattern of Developmen Developmentt: _____________________________________ 2. “There is more to life than just work,” may say today. Or “you should work to live, not live to work.” And the Western world is rocked by insatiable demand for less work and more pay. Work is something that wears you down, that produces stress – and stress is known to take a heavy toll. Pattern of Developmen Developmentt: _____________________________________ 3. Every nation has been the slave of some besetting idea, the Egyptians were slaves to the idea of life after death, the Greeks to the idea of beauty, the Romans to that of conquest, the Medieval people to that of the Church, the Germans to that of autocracy, our forefathers to that of money. We are slaves to the idea of time. Pattern of Developmen Developmentt: _____________________________________ 4. Irene was like Eve, a brilliant, courageous bearer of the great Curie name, yet in every other respect the two sisters were far apart. Where Eve was a Gaullist, Irene was procommunist. Eve was chic and smart; Irene lived in a gray chemist’s working smock. Eve traveled the world and mingled with the mighty; Irene’s world was the laboratory of the Curie Institute and she mingled with molecules and atoms whose power was less visible if not mightier. Pattern of Developmen Developmentt: _____________________________________ 5. A fine distinction between health and disease is often difficult to make. In a general sense disease is the opposite of health. It is a harmful departure from normal. Disease is usually associated with misery, whereas health is associated with abundant and zestful living. Disease is not a static condition but a changing one. It is the result of malfunction which produces...