LEARNING ACTIVITY SHEETS IN ENGLISH 8

Worksheet No. 5, Quarter 4

Learner’s Name: _________________________________________________

Grade Level/Section: ___________________________
Date: _________________

I. LEARNING SKILLS

A. Most Essential Learning Competency

 Compose effective paragraphs
B. Objective/s:
 Identify the topic sentence in a paragraph.
 Identify related details that support the topic sentence.
 Develop a well-organized paragraph.

II. INTRODUCTORY CONCEPT

A paragraph contains a group of sentences arranged in a certain order. A

sentence states an idea. A paragraph develops an idea. Paragraphs grow out of
sentences.
A paragraph has three basic parts:
1. Introduction
2. Body
3. Conclusion
Introduction
Introduces the topic. It is also called a topic sentence that expresses the main
idea of the paragraph. A topic sentence can be found at the beginning, middle or
ending of the paragraph. Sometimes it is implied.
Body
The body presents ideas that support the topic. It is composed of sentences or
details that introduces, explains, proves etc. the topic sentence. They answer
questions – who, what, where, when, why, and how.
Conclusion
Summarizes the main points presented.
Three elements of a strong paragraph:
1. Completeness
 A paragraph must include enough information to give the reader a
clear picture or a full discussion of its main idea (topic sentence).
2. Unity
  All paragraphs must have one key, controlling idea. All sentences
within the paragraph must clearly and specifically relate back to and
support the main topic.

3. Coherence
 Shows the relationship and establish clear connection and sequence
of ideas. This means that one sentence should relate to the next, and
therefore transitional devices or expressions should be used
4. Emphasis/Order
 Is achieved when sentences reveal an order that the reader can see
and follow, such as, general to specific, from whole to parts, from
cause to effect, from abstract to concrete and so on.
Check it Out!
Here are some methods to make sure your paragraph is well-developed:

 Use examples and illustrations

 Cite data (facts, statistics, evidence, details, and others
 Examine testimony (what other people say such as quotes and
paraphrases)
 Use an anecdote or story
 Define terms in the paragraph
 Compare and contrast
 Evaluate causes and reasons
 Examine effects and consequences
 Analyze the topic
 Describe the topic
 Offer a chronology of an event (time segments)

When to start a new paragraph:

1. When you begin a new idea or point.
2. To contrast information or ideas
3. When your readers need a pause
4. When you are ending your introduction or starting your conclusion.
Let’s Volt In! Study this example.
Writing a paragraph is easy. All you need to do is think of one
main idea. Next, you need to write that main idea which is called your
topic sentence. Then you will write five to seven sentences or more that
support your main idea. Finally, you need to have a sentence that
summarizes the main points of the paragraph. Before you finish, be sure
that your paragraph is indented, you have good spelling, and you have
proper punctuation. If you follow these simple steps, you will have no
problem writing paragraphs.

In the sample paragraph above, the main idea is directly stated at the
beginning. The succeeding sentences support the topic sentence and there is a smooth
flow of ideas with the help of transitional words. You will also notice that the first word
of the first sentence of the paragraph is indented.
III. ACTIVITIES
A. PRACTICE TASKS

Task 1. Mark It! Make It!

Directions: Using crayons or colored markers, highlight the parts of a paragraph
using the key below. Notice how the details relate to topic sentence, regardless of
where it is situated in the paragraph.

Topic Sentence Supporting Details Concluding Sentence

Green Yellow Blue

1. After the diving suit, the next great underwater breakthrough was the
famous aqua-lung, invented in 1943 by Jacques Cousteau and Emil Gaguan. The
tremendous importance of the aqua-lung, a self-contained air supply, was that it
enabled men to swim freely underwater without any connection with the surface.
Moreover, because it is simple and safe to use – provided that it is handed properly –
the aqua-lung allows almost anybody to dive. For centuries only the professional divers
were able to go into the sea. Today, hundreds of thousands of ordinary people are
exploring the marvelous world beneath the waves.

2. Failures mean nothing at all if success comes eventually. Thomas Edison had
ten thousand failures, as it were, before he invented the incandescent bulb. There is
much in life that doesn’t have to be done instantly. Edison made up his mind that each
failure should bring him closer to success. And that’s a thought that should cheer you
up and help you when the going seems hard. Keep going. One day soon, you will find a
way to do the thing that today’s looks impossible.

3. Science is a method of knowledge. This method arose and first proved its
usefulness within the realms of mechanics, physics, and chemistry. The first step is to
discover pertinent facts. Next, you make a guess as to the law that accounts for the
facts. And finally, you test the correctness of this guess by experiment. In essence, the
method is remarkably simple.

Task 2. Follow the Leader

Directions: Read the following sentences. Then, write them in the organizer to show
its proper order to form an effective paragraph.

 They are a living book where we can read valuable stories and get lessons in
life.
 Our young generation today must learn to value the wisdom of our elders.
 The wise elders are a fountain of good counsels that can never be compared to
any material wealth in this world.
 The wisdom of our elders must then be treasured by our present generation.
 Our wise elders are a great source of knowledge, wisdom and information that
will help us, the youths to be better persons.
Topic: Respecting Elders
 Topic Sentence:

Detail 1:

Detail 2:

Detail 3:

Conclusion:

Task 3. Do it Write!
Directions: Provide a topic sentence and three to five supporting details to develop a
well-organized paragraph based on the following pictures below. Then, write it in
paragraph form. Begin with your topic sentence and support it with supporting
details. See the rubric below to determine the criteria for this task.

A. Topic: Health Protocols

1. Topic Sentence:
_________________________________

2. Supporting Details
a. ____________________________________________
b. ____________________________________________
c. ____________________________________________
d. ____________________________________________
e. ____________________________________________

3. Concluding Sentence
__________________________________

Your Paragraph
_____________________________________________________________________________
_____________________________________________________________________________

B. Topic: Covid-19 Vaccine

1. Topic Sentence
_________________________________________________

2. Supporting Details
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
d. ___________________________________________________________________________
 e. ___________________________________________________________________________

3. Concluding Sentence
___________________________________________________________________________

Your Paragraph
_____________________________________________________________________________
____________________________________________________________________________

C. Frontliners’ Heroism
1. Topic Sentence:
_______________________________________________________

2. Supporting Details
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________

3. Concluding Sentence
______________________________________________________

Your Paragraph
______________________________________________________________________________
______________________________________________________________________________

B. ASSESSMENT:
A DOSE FOR OUR FRONTLINERS
Directions: Accomplish the GRASP below. Make a letter to our medical frontliners
using the situation and description below.

GOAL Compose a letter with two to three paragraphs to be given to our

frontliners telling them your admiration and appreciation of their
tireless efforts. Your goal is to inspire them that they are not alone.
ROLE You are a student-writer with great appreciation to our tireless
frontliners.
AUDIENCE Our frontliners who work beyond their limits to save lives.
SITUATION You are chosen by your barangay chairman to make a letter of
appreciation to the frontliners of your barangay.
PRODUCT A two to three paragraphs letter of appreciation to our frontliners.
Apply the parts of a letter.
STANDARD See attached rubrics.
AND
CRITERIA

IV. RUBRICS FOR SCORING

(Rubrics for Practice Task 3 and Assessment)

Point 5 4 3 2
Value
Topic Topic sentence is Topic sentence isTopic sentence Topic sentence is
sentence clear, correctly either unclear or
is unclear and unclear and
placed, and is incorrectly placed incorrectly incorrectly
restated in the and is restated in
placed, and is placed, and is
closing sentence. the closing restated in the not restated in
sentence. closing the closing
sentence sentence
Supporti Paragraph has Paragraph has at Paragraph has Paragraph has
ng three or more least two one no supporting
Details supporting supporting details supporting details that
details that that relates back detail that relates back to
relates back to to the main idea. relates back to the main idea.
the main idea. the main idea.
Organizat Details are in Details are in Some details Details are not
ion and logical order. logical order. are not in in logical or
Transitio The order keeps The order makes logical order. expected order.
ns the reader writing less Reader is
interested. interesting. distracted.
Mechanic Paragraph has no Paragraph has Paragraph has Paragraph has
s and errors in one or two errors three to five six or more
Grammar punctuations, in punctuations, errors in errors in
capitalization capitalization and punctuations, punctuations,
and spelling. spelling. capitalization capitalization
and spelling. and spelling.

IV. REFERENCES

Gabriel, Josefina Payawal, Asian & African Literature and Communiation Arts (Grade
8). Quezon City: St. Bernadette Publishing House Corporation.

Gonzales, Esperanza A., et.al. English III Textbook for Third Year High School. Frist
Edition. Quezon City, Philippines: Vibal Publishing House.

English 7, Learner’s Material; Page 82, 114-115.

https://encouragingmomsathome.com/curriculumencouragingmomsathome.com/

https://owl.purdue.edu/owl/general_writing/mechanics/transition_and_transitional
devices/

https://quizlet.com/221142828/effective-paragraphs-flash-cards/

Pictures
https://www.google.com/amp/s/amp.theguardian.com/world/2020/sep/02/us-
health-officials-covid-19-coronavirus-vaccine/

https://maryjohnston.ph/csr/mary-johnston-hospital-reminds-public-follow-health-
protocols/

https://m.facebook.com/234185320036222/posts/fightcovid19we-salute-our-
frontliners-who-risk-their-lives-to-keep-us-safe-and-h/2829639603824101/

Prepared by:

DARWIN B. OLAPANI – Teacher I

Tambognon National High School/Division of Catanduanes

Quality Assured by :

GINA B. PANTINO, Ed.D.

Education Program Supervisor - English