RW-Learning Activity Sheet 1

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
BALETE INTEGRATED SCHOOL
Learning Area Reading and Writing

Learning Delivery Modality Modular Learning Modality
School Balete Integrated School Grade 11

Worksheet 1 Teacher William R. De Villa Subject Reading and Writing
Date Quarter 1st
Number of
Time 1
Days
Name Section
This worksheet has the following parts and corresponding icons:
This will give you an idea of the skills or competencies

What I Need to Know you are expected to learn in the module.
This part includes an activity that aims to check what

What I Know you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.
This is a brief drill or review to help you link the current

What’s In lesson with the previous one.
In this portion, the new lesson will be introduced to

What’s New you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.
This section provides a brief discussion of the lesson.

What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to

What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph

What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.
In this portion, another activity will be given to you to

Additional Activities enrich your knowledge or skill of the lesson learned.
This also tends retention of learned concepts.
Balete Road Balete, Batangas City.Tel. No. (043) 402 1471 TOGETHER WE CAN MAKE A DIFFERENCE!
This contains answers to all activities in the module.

Answer Key
At the end of this module you will also find:
References This is a list of all sources used in developing this

module.
I. Introduction
What I Need to Know
This module was written and intended for Grade 11 TVL-Caregiving students. As we explore
the lesson, the question on how do we describe text as connected discourse arise. The nature of a
written text as connected discourse is a formal, lengthy discussion of the topic.
If we speak of Text as Connected Discourse, we will be dragging in two interrelated concepts –
the text and the discourse.
The discussions and exercises contained in this module aims to answer the following questions:
1. How do you connect ideas when writing?
2. What are the words or expressions that you use to show the connection between ideas in
sentences?
3. When you read, do you observe how the ideas in the text are linked together?
For instance, when you read a recipe, it is easy to see how the ideas are connected because the
information is presented in chronological order. When reading an article, you may notice that the
ideas all relate to a particular topic. How can this clear connection of ideas be achieved when you
write a text?
The Worksheet is divided into three lessons, namely:

 WS 1 – Describing a written text as connected discourse
 WS 2 - Organizing information through narration
After going through this module, you are expected to:

1. Describes a written text as connected discourse EN11/12RWS-IIIa-1
2. Organizing Information through narration.
3. Appreciate the essence of ta written text as a connected discourse.
What I Know
Activity 1:
1. What is a narrative?
a.
b. story d. dialogue
c. poetry e. research project
2. .It means the time and place in which the events happen in a story.
a. chronological order c. dialogue
b. setting d. transition words
3. It is the chronological order of events
a. setting c. plot
b. sequence d. character
4. True or False. Descriptive words are important because they add detail to the story.
a. True
b. False
5. An example of a transition word is
a. Can't c. Next
b. Freezing d. Difficult
II. Development
What’s in?
Activity 2:
The teacher introduces a paragraph: Exploring the Sea of Goodness by Lee Emm
1.) Do you believe that a sea of goodness ispossible in this world? 2.) I always believe it is possible.
3.)Doing something good, no matter what the consequences willalways make me contented and
secure. 4.) There are a lot of waysI can do such, especially in doing something “good” forothers. 5.)
The steps are easy but zealousness, humility andconsistency are the subtle ways. Here are the
simple ones: 6.)The first one is I imagine that I am in the place of the other person I’ll do good to. 7.)
Next, I’ll imagine how she’ll feel andreact. 8.) That way, I’ll think doing good to others will make me at
least a better person. 9.) That will make me be grateful that Ihave done something good. 10.) With
these simple but notableways I can prove to myself, to others and to God that I canexplore the sea of
goodness in this ever changing world. 11.)How about you, can you explore it also? 12.) I bet you can!
Question:
1. Is this an example of a discourse? Why or why not.
2. Write 5 sentences describing the features or nature of the paragraph or an essay.
Ex. 1. The sentences in the paragraph are (parallel with one another).
We have learned in the paragraph above that written text as

connected discourse is formed from spontaneous discreteness that
predetermined its connectedness. It means that the text itself does not
have meaning and its meaning can be determined by their
connectedness. We also learned techniques in selecting and
organizing information by identifying relevant and irrelevant ideas or
information. After learning these skills in organizing information, you
must learn some writing patterns on how you can develop paragraphs.
What’s new?
How to Cook Chicken Adobo
Ingredients:
4 to 5 pounds chicken thighs
1/2 cup soy sauce
1/2 cup white vinegar
4 cloves of crushed garlic
1 teaspoon black peppercorns
3 bay leaves
Directions:
1. First, combine the vinegar, soy sauce, peppercorns, garlic, bay leaves, and chicken thighs in
a large pot. Cover and let the chicken marinate in the refrigerator for around one to three
hours.
2. Next, bring the chicken to a boil over high heat.
3. Afterward, lower the heat, cover, and let the chicken simmer for half an hour. Stir
occasionally.
4. Remove the lid and simmer for around 20 minutes or until the sauce thickens and the chicken
becomes tender.
5. Finally, turn off the heat and serve the adobo with rice.
Explanation:
Upon reading the text, you most likely immediately noticed that it is a recipe. But what makes it a
recipe? Notice the features of the text. The title starts with the words “how to cook,” and the headings
are “ingredients” and “directions.” From these features alone, you would already be able to tell that the
text is a recipe. Other features of this text include the use of discourse markers that express
chronological order and the use of the imperative mood in the directions.
Question:
1. How is the recipe being presented as a text?
2. What words are used to describe the step by step process?
3. What can you say about the choice of words in each sentences?
Activity 2
Read the set of events and rewrite the following details on your
answer sheet to create a coherent story.
1. Finally, the old lady crossed the street safely
and Juan was able to reach school on time.
2. One morning, Juan is in a hurry going to school.
3. Then, he thought of helping the old lady even
though he will be late in school.
4. Suddenly, he saw an old lady, carrying a full of basket, crossing
the street.
Then, answer the follow-up questions:
1. What words are used to signal the correct sequence of the
events?
2. How do you think the ideas were able to relate to one another?
3. What do we call these words?
4. How do these words help to create a story?
5. What kind of paragraph were you able to create using the given
details?
What’s it?
Writing a paragraph involves deep understanding of how one can

achieve well- focused and unified ideas in a composition. For example,
when students are asked to come up with a summary of a story, they tend
to chop parts of the story and put it in their summary. If that is so, it leads
to create unrelated details that do not contribute in the oneness and
clarity of one’s summary.
It is important to use strategies developing ideas using a particular
pattern. One of these is through narration. A narrative text contains the
plot which gives direction in making a story.
In developing narration, sequential presentation of events plays an
important role. Signal words help to create unified thought and to show the
transition of events to the next. This leads us to focus on the use of the
action words in the story. It also helps to move the story and makes the
story interesting.
The chronological ordering of events helps to show the reader how the story
moves. Most of the common transitional words are first, next, then, after and
suddenly. Moreover, it is also important to give specific details in pointing out
the direction of the story.
Discourse is the use of words to exchange thoughts and ideas in an orderly and organized
manner. It deals not only with the grammar aspect of a language but also with the features of the text
and the relationship of words to one another.
Discourse markers—or conjunctions, connectives, and linking devices—help connect ideas
to form a logical text. They are words or expressions that link, manage and help to organise
sentences. They connect what is written or said with something else. They make no change to the
meaning.
 They are also often called linking words and, sometimes, fillers. They are important to make
your speech or text flow and to avoid a series of short unconnected statements
Example:.
 Firstly, secondly, thirdly – organise your points logically. Firstly we need to reduce prices
on the products. Secondly, we need to upgrade the channel to market etc. etc.
 Finally – marks the final point of a list. Finally I want to talk about the environment.
 To begin with –
 In addition – provides extra information. In addition to my earlier point, we also need to think
about delivery.
 In conclusion – marks the summary and round up of your essay or speech. In conclusion, I
have demonstrated that savings will be 10%.
 In summary – another way to mark the conclusion. In summary, the average costs will
reduce.
 Moreover – as a further matter, there is even more to tell you. It’s a difficult
decision, moreover, they would have to move home.
 On (the) one hand, on the other hand – introduces two opposing ideas. On the one handit’s
cheaper, on the other hand it means a lot of work to make it worth the trouble.
Text is the “data” in which ideas are presented in print form. Merriam-Webster Dictionary defines it as
“the original words of a piece of writing or a speech.” But before you can even create a logical text
through discourse, you have to be guided by writing—its rules and processes.
III. Engagement
 What’s more?
Activity 3
Read the paragraph and answer the following questions on a separate sheet.
Being a transferee is never easy. At first, I was hesitant to come

but my mother told me that I would find new friends in Masayahin
Senior High School. I would never forget the day I first entered this
school, I felt so shy and nervous. I did not know anyone for I was a new
Grade 11 student. When I entered my first class looking for a chair to
sit in, a boy sitting beside the window sill asked me, “Are you new in
this school?” and I answered shyly, “Yes.” Then, he offered me the
vacant seat beside him. He was Jasper, an old student in that school.
We got along with each other well in our class. We worked on our
assignments and school projects. , he slept in our house doing our

research work. After a year, we both realized that in many ways we had a
lot of similarities in terms of interests in life. In the end, we became best of
friends.
Questions:
Where and when did the story happen?
What transitional devices are used to indicate the chronological order of time?
What event happened first?
What does the paragraph tell?
What sequence is presented in the story?
IV. Assimilation
What have I learned?
Activity 5
Choose the best word/group of words that will complete the statements. Write
your answer in a separate sheet.
Chronological Ordering Narration Transitional Devices Sequence Plot
1. is a writing pattern that is used to tell story.

2. A narrative text contains the which gives direction in
the story.
3. are words or phrases that help carry a thought from
one sentence to another, from one idea to another, or from one
paragraph to another.
4. Most of the common transitional words to show of events
are first, next, then, after and suddenly.
5. The of events helps to show the reader how the story moves.
Activity 6
What can I do?

In a short paragraph, narrate how something originated in your
place/community. Use the score guide below:
5 points All transitional devices are appropriate; the narration was very clear.
3 points Some transitional devices are appropriate; the narration was clear.
1 point No transitional devices used in the narrative; the narration is unclear.
Reflection:
 The learners, in their notebook, journal or portfolio will write their personal insights about the
lesson using the prompts below.
I understand that ______________________________________________.
I realize that __________________________________________________

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Republic of the Philippines

Learning Area Reading and Writing

School Balete Integrated School Grade 11

This worksheet has the following parts and corresponding icons:

This will give you an idea of the skills or competencies

This part includes an activity that aims to check what

This is a brief drill or review to help you link the current

In this portion, the new lesson will be introduced to

This section provides a brief discussion of the lesson.

This comprises activities for independent practice to

This includes questions or blank sentence/paragraph

This section provides an activity which will help you

This is a task which aims to evaluate your level of

In this portion, another activity will be given to you to

This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

The Worksheet is divided into three lessons, namely:

After going through this module, you are expected to:

We have learned in the paragraph above that written text as

Writing a paragraph involves deep understanding of how one can

Being a transferee is never easy. At first, I was hesitant to come

assignments and school projects. , he slept in our house doing our

Chronological Ordering Narration Transitional Devices Sequence Plot

1. is a writing pattern that is used to tell story.

What can I do?

I realize that __________________________________________________

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