LEARNING ACTIVITY SHEETS IN ENGLISH 8

Quarter 4 Worksheet No. 3

Learner’s Name: ____________________________________________________

Grade & Section: ____________________________________________________
Date : ____________________________________________________

I. INTRODUCTORY CONCEPT
Writing, form of human communication by means of a set of visible marks that are related, by convention,
to some particular structural level of [Link] effective paragraph is like a miniature essay. It has a clear
beginning, middle, and ending. An effective paragraph combine focus and attention to detail to develop a single
idea thoroughly. It also help the reader transition from one idea to the next.

II. LEARNING SKILLS

A. Most Essential Learning Competency
 Compose effective paragraphs EN8WC-IIc-2.8
B. Objectives:
 Identify the topic sentence in a paragraph.
 Analyze related details that support the topic sentence.
 Develop a well-organized paragraph.

Learning Concept
In order to write a good paragraph, students need to understand the four essential elements of paragraph
writing and how each element contributes to the whole. The four elements essential to good paragraph writing
are: unity, order, coherence, and completeness.
What is a paragraph?

Paragraphs are composed of sentences, but not random sentences. A paragraph is a group of sentences organized
around a central topic. In fact, the cardinal rule of paragraph writing is to focus on one idea. A solidly written
paragraph takes its readers on a clear path, without detours. Master the paragraph, and you’ll be on your way to
writing “gold-star” essays, term papers, and stories.

How do you write a paragraph?

A basic paragraph structure usually consists of five sentences: the topic sentence, three supporting sentences,
and a concluding sentence. But the secrets to paragraph writing lay in four essential elements, which when used
correctly, can make an okay paragraph into a great paragraph.

1. Element #1: Unity. Unity in a paragraph begins with the topic sentence. Every paragraph has one single,
controlling idea that is expressed in its topic sentence, which is typically the first sentence of the paragraph. A
paragraph is unified around this main idea, with the supporting sentences providing detail and discussion. In
order to write a good topic sentence, think about your theme and all the points you want to make. Decide
which point drives the rest, and then write it as your topic sentence.
2. Element #2: Order. Order refers to the way you organize your supporting sentences. Whether you choose
chronological order, order of importance, or another logical presentation of detail, a solid paragraph always
has a definite organization. In a well-ordered paragraph, the reader follows along easily, aided by the
pattern you’ve established. Order helps the reader grasp your meaning and avoid confusion.
 3. Element #3: Coherence. Coherence is the quality that makes your writing understandable. Sentences
within a paragraph need to connect to each other and work together as a whole. One of the best ways to
achieve coherency is to use transition words. These words create bridges from one sentence to the next. You
can use transition words that show order (first, second, third); spatial relationships (above, below) or logic
(furthermore, in addition, in fact). Also, in writing a paragraph, using a consistent verb tense and point of
view are important ingredients for coherency.
4. Element #4: Completeness. Completeness means a paragraph is well-developed. If all sentences clearly
and sufficiently support the main idea, then your paragraph is complete. If there are not enough sentences
or enough information to prove your thesis, then the paragraph is incomplete. Usually three supporting
sentences, in addition to a topic sentence and concluding sentence, are needed for a paragraph to be
complete. The concluding sentence or last sentence of the paragraph should summarize your main idea by
reinforcing your topic sentence.

Writing Paragraph Prompts: Using the Four Essential Elements

Writing paragraphs takes practice, but what should students write about? Good paragraph writing
prompts allow students to write about what they know and like, so their focus can be on the writing process
and using the four essential elements. Paragraph writing prompts, such as Explain why ______ is your favorite
activity, encourage students to develop a topic sentence, write supporting sentences in a proper order, use
transition words to achieve coherency, and conclude their paragraphs for completeness.

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 : 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.

2. 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.

3. Conclusion : Summarizes the main points presented.

Four 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

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

IV. REFERENCES

Gabriel, Josefina Payawal, Asian & African Literature and Communiation Arts (Grade 8). Quezon City: St.
Bernadette Publishing House Corporation.
Gonzales, Esperanza A., [Link]. 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.
[Link]
[Link] devices/
[Link]
Pictures
[Link]
coronavirus-vaccine/
[Link]
[Link]
keep-us-safe-and-h/2829639603824101/
[Link]
[Link]
6xuuR4JPuq4KKGJQ27FSjvA:1621423279230&q=What+is+effective+paragraph+usage%3F&ved=2ahUKEwilw9q00
NXwAhVSL6YKHRdxBJUQzmd6BAgFEAk&biw=784&bih=593

Prepared by:

VIRGINIA TEVES PEŇAFLOR, MT II

Camarines Sur National High School
Naga City

DARWIN B. OLAPANI – Teacher I

Tambognon National High School
Division of Catanduanes
Quality Assured by :

GINA B. PANTINO, Ed.D.

Education Program Supervisor - English