LEARNING ACTIVITY SHEETS IN ENGLISH 8
Worksheet No. 7 Quarter 4
Learner’s Name: ______________________
Grade Level/ Section: ______________________
Date: ______________________
I. LEARNING SKILLS
Most Essential Learning Competency: Develop paragraphs that illustrate each text
type (factual and personal recount, persuasive).
II. INTRODUCTORY CONCEPT
RECOUNT
A recount is the retelling or recounting of an event or an experience. Often based on the
direct experience of the writer, the purpose is to tell what happened. Daily news telling in the
classroom is a useful precursor to this particular writing genre. The purpose of a recount is to list
and describe past experiences by retelling events in the order in which they happened. There are
two types of recounts:
Personal Recount- A personal recount is when the writer is involved in the event. A
personal recount has a beginning, a middle and an end.
Factual Recount- A factual recount is a recount where the writer is not in the recount but
the structure is the same as a personal recount, because it has a beginning, middle and end.
The difference between a personal recount and a factual recount is that a personal
recount is a personal moment that you have experienced and a factual recount is when it's a
moment that the writer has not experienced but has seen or thinks it is interesting to write about.
EXAMPLE of RECOUNT
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours to see
as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming
and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one
was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through
mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The
street are lined with trees and there are many old Dutch houses. Then they returned very late in
the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the scenery but to
see the art and the craft of the island. The first stop was at Batubulan, a center of stone
sculpture. There my friend watched young boys were carving away at big blocks of stone. The
next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little
while for lunch at Sukawati and on to mass. Mass is a tourist center
My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on
the beach. He went sailing or surfboarding every day. He was quiet satisfied. (Posted on August
15, 2011 by puguhyulianto @ [Link] )
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PERSUASIVE
A persuasive text is a text that really wants you to do something. Writers compose
persuasive texts to influence readers to accept an opinion, buy a product, adopt an idea, take a
particular action or believe their interpretation of specific facts. Some persuasive texts aim to
influence readers to believe one point of view over another, while others may present only a
single point of view.
Persuasive texts often contain an introduction, followed by a series of paragraphs
presenting key points, and a conclusion. They usually contain facts and details organised in a
logical manner and presented systematically. Each paragraph begins with a topic sentence,
which is developed with supporting evidence, examples, facts, details and other content
designed to reinforce a key idea. In a persuasive text, ideas are supported by evidence. The
skilful use of evidence can help a good writer convince readers to adopt a particular point of view
about a topic.
THE LANGUAGE FEATURES OF PERSUASIVE TEXTS
The structural and language features of persuasive texts include:
• introduction, main body and conclusion
• paragraphs introduced by a topic sentence
• a central line of argument that can be traced throughout the text
• details, facts, examples and other material that support the line of argument
• restatement of the main points of the argument in a conclusion
• quotations from authorities and other sources
• level of language suited to the target audience
• rhetorical questions
• exaggeration
• simplification or generalisation
• repetition
• contrast and comparison
• emotive language
• language that is high in modality (for example, words such as must rather than should or will
rather than might).
Blake Education, 2010 [Link]
EXAMPLE of PERSUASIVE
This is a sample introductory paragraph of a persuasive text.
Eight out of twelve students in my reading class believe we should start a debate team. I
believe a debate team would help us turn our negative energy into positive energy. It also would
help us stay off the streets and out of harms way. A debate team would not only teach us
discipline but it would help us better our vocabulary.
III. ACTIVITIES
a. Practice Tasks
TASK 1: Water is one of the most important substances on earth as all plants and animals
must have water to survive. Without water, there would be no life. Look at the print advertisement
below. Write a persuasive paragraph convincing your audience that saving water can save the
earth and save lives. Use the given rubric as your reference guide.
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Source: [Link]
Suggested Activity: As an alternative activity, the teacher may let the students watch a
commercial/ product advertisement. Then ask the students whether the ad convinced them to
buy the product or use the services mentioned. Let them support their answer.
TASK 2: There’s a JOURNALIST in you!
Watch the video entitled 10 Conflicts to Watch in 2021 at
[Link] uploaded on December 30, 2020 by the
International Crisis Group then take note of the KEY information. Write a short newspaper article
(factual recount) of the facts that you have noted in the video. Your article must present the
correct chronology and all the key events/info are included. Remember your opinions are not
needed in this task. Nevertheless, ensure that your possible readers are provided with enough
information to make their own opinions and inferences.
Make sure you...
Start with a catchy lead (who, what, where, when, why?)
Have a beginning, middle and end (first, next, then, after, finally)
Zoom in and tell the most important parts
Include true, exact details from the video clip in your mind
Use interesting word choices
Spelling and punctuation count - use your editing checklist!!
(NOTE: The teacher may change the video clip; opt to use a news clip; or let the students watch
a news program, to suit the needs of the students.)
TASK 3 Directions: Read the persuasive essay below then answer the following
comprehension questions.
Imagine a child as young as ten years old on the website Facebook chatting with a
grown man or grown woman. Should parents let their children as young as ten years old be on
Facebook? I think parents should not let their children or child be on Facebook because on
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Facebook there are a lot of things that are said and done that a child of that age should not be
able to see.
If a parent approves of a child being on Facebook it is very inappropriate. Because that
child may tell a story about their age and someone much older may see it and think their telling
the truth and start sending them messages and the child might not like it at all.
When a child that young is on a website like Facebook they might get excited and go
overboard. For example, the child might tell where they live, their address, and a lot more
information that is not needed.
In conclusion I think parents should not let children under age get on Facebook because
many different things can happen.
Source: [Link]
1. What did the writer forgot to include in the introduction?
2. What is the author’s first main point and how could it be improved?
3. What is the author’s second main point and how could it be improved?
4. What three things should be included in a concluding paragraph?
5. What is the author missing from his concluding paragraph?
Suggested Activity: Distribute copies of a persuasive text to students. This could be in
the form of an advertisement or newspaper editorial, for example. Challenge students to identify
various persuasive strategies employed within the text, whether in terms of structure,
presentation, visuals, or language used.
b. Assessment
Test I-Directions: Choose the letter of the best answer.
1. You are working on an argumentative essay about the COVID-19. You have sources that
contain logos (logic) and ethos (ethics), but you need some that have pathos (emotions). What
type of source could contain pathos?
a. An article that lists details about COVID-19
b. An article released from a newspaper that explains the origin of COVID-19
c. A diary that reveals the struggles of a person who tested positive of COVID-19
d. A research paper from a college student that discusses how COVID-19 spreads
2. Ana and Mary are doing research projects on how texting while driving affects the brain. They
come across a blog that explains, in detail, how a six year old was killed because of a teen who
was texting and driving. Is this source appropriate for their project?
a. Yes, because the blog is about texting and driving.
b. Yes because the blog explains the event in detail.
c. No because the blog does not give any information on the effects that texting while
driving has on the brain.
d. No because a six year old's brain isn't fully developed yet so the evidence would be
invalid.
3. All of the following are true of a thesis statement EXCEPT:
a. It is a sentence that states a central idea.
b. It is the central idea of a longer passage.
c. It is usually narrower than the ideas in the passage.
d. It is general enough to include all the ideas in the passage.
4. Which of the following is persuasive text, as taken from a letter appealing against a parking
fine?
a. I was given a parking ticket for parking in a suspended bay/space.
b. There were no warning signs or notices to say the parking area was to be suspended the
next day.
c. As there had been no previous warning, I would appreciate being let off this fine.
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d. I have an up to date resident’s parking permit.
The bright sun can be dangerous. It is important to put on sunscreen before spending time in
the summer sun. The ultraviolet rays from the sun can hurt your skin. Sunscreen protects your
skin from these rays and helps keep your skin healthy.
5. Which of the following should NOT be included as a detail in the given paragraph?
a. Those who do not use sunscreen can get sunburns.
b. Sitting in the sun is a great way to get a nice, dark sun tan.
c. Many people who spend lots of time in the sun without sunscreen develop skin cancer.
d. Sunscreen comes in different “SPFs” which means there are different protection levels
for your skin.
6. Why might a personal loan company include the following line in their advertisement?
For under P100 a month you could borrow P5, 000 immediately with no questions asked.
a. To persuade you to take out a loan for P5 000.
b. To inform you that your loan application will be accepted.
c. To instruct you to quickly contact the company to arrange the loan.
d. To describe the range of services offered by the loan company.
7. What is this text passage trying to persuade you to do?
DEBTS NO MORE!
Do you owe more money than you are making? Do you have lots of different debts?
It’s quick and easy to apply and you could get the money within just 2 days! Yes that’s
right 2 days, so why waste time. So if you want to clear your debts, make home
improvements, go on a holiday or just buy something you’ve always wanted call us now at
0921 7895 269.
a. To go on holiday.
b. To make some home improvements.
c. To buy something you’ve always wanted.
d. To take out a loan with the advertising loan company.
8. Persuasive text encourages the reader to take certain action. What is the reader encouraged
to do in this example of a letter from a clairvoyant?
I would like to help guide you through this difficult time so that you can have the
wonderful life that you deserve.
If you would like the advice you need to help you find the love and riches you have
always looked for, write to me immediately. The sooner I can send out your 12 month reading
and start you on your path to happiness and success the better.
a. To write to the clairvoyant. c. To phone the clairvoyant.
b. To fall in love. d. To attend some clairvoyant sessions.
9. Why is this car insurance company giving away a brand new car?
Pay less for your car insurance and win a brand new car! Why pay more each year for
your car insurance when you could actually cut costs with Skillswise Direct car insurance. Call
us now at 09296 296 296 for a free no-obligations quote over the phone
a. To help customers to replace cars more than 6 years old.
b. To persuade you to take out car insurance with this company.
c. To persuade customers to have environmentally-friendly cars.
d. To help customers afford a new car once they have reduced their car insurance.
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10. You read an article in the paper about some questionable practices at the company for which
you work. You disagree with the article and write a letter to the editor of the paper with your
opposing viewpoint. What type of writing is it?
a. exposition
b. narrative
c. argumentative
d. description
Test II-Persuasive Writing: Write a persuasive essay based on the topic given below.
Due to the pandemic COVID-19, most elementary and high schools are offering modular-
based and online-based education. Some parents and teachers worry that modular and online-
based education do not provide the same quality as that of a face to face classroom instruction.
Moreover, there is a bigger chance that some students ask others to do their work. On the other
hand, others believe modular and online-based instruction offer convenience and flexibility
enabling students, who cannot support education due to financial constraints or may be working/
helping their parents, to complete their education. In your opinion, is it better to have a
modular/online-based learning than face to face classroom instruction? Why? Support your
answer.
IV. RUBRIC FOR SCORING
Thesis and Main Points 30%
Organization and Style 20%
Reasons and Support 25%
Word Choice and Format/ Mechanics 25%
TOTAL 100%
V. REFERENCES
[Link]
[Link]
[Link]
Prepared by:
AILEEN T. BAJARO
Teacher III
Catanduanes National High School
Quality Assured by:
GINA B. PANTINO, Ed.D.
Education Program Supervisor, English
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