English 5

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English – Grade 5
Quarter 4-Module 17: Writing a 3-Paragraph Feature Article (A Topic about
Science)
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 English 5
Quarter 4
Self-Learning Module 17
Writing a 3-Paragraph Feature
Article (A Topic about Science)

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Introductory Message

For the Facilitator:

Welcome to the English 5 Self-Learning Module on Writing a 3-paragraph feature

article (a topic about Science)

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the English 5 Self-Learning Module on Writing a 3-paragraph feature

article (a topic about Science)

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional learner module in English 5. All the

activities provided in this lesson will help you learn and understand: Writing
a 3-Paragraph Feature Article (A Topic about Science)

P R E – T E S T
PRETEST
Directions: Arrange the jumbled words and figure out what categories do the
given statements belong. Write your answer on the space provided.

___________1. Stories that explain and explore issues and trends affecting our
minds (goals, relationships, jobs, families) and our bodies (fads in fashion and
fitness).
LEIEFSYLST

___________2. Is wine good for your heart? How much sunscreen do you need?
Why do we belch? What’s your diet? Any advice on hair loss?
HEHALT

___________3. Environmental issues such as global warming and natural

calamities. Technological advances explained in an easy-to-understand way,
especially when it improves lives such as computers, cell phones, robots,
televisions etc.
S E C N I E C AND O G Y T E N O C H L

___________4. Movies, concerts, theatre, art galleries, books, recordings,

computer games, festivals, and restaurants.
E N T A I T E N TE R N M

___________5. Kitchen-friendly advice on how to buy it, bake it, or even grow
it.
DOFO

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 RECAP

We have learned from our previous lesson about the features/parts of

a feature article.

Parts of Feature article are the following:

1. Lead- Most interesting information. Something that will grab the

reader's attention and drag them into the story.
2. Nut Graph- A summary of what the story is going to be about. Why the
story is important.
3. Main Body-The body provides vital information while it educates,
entertains, and emotionally ties an audience to the subject.
4. Conclusion/Ending-Ending or conclusion can be a powerful quote, a
summary ending: sums up a story, a circle ending: ties the end of the
beginning, a snapper: a shock, a surprise, or a revelation, a resolution
or solution to the issue or problem.

LESSON

Feature article (also called feature story) takes a detailed look at a

particular aspect of a story- a specific person, place, event, or phenomenon.
Feature stories are often called “human interest” stories because they allow
the reader to understand the topic through stories of individuals involved in
it. Because of this, feature articles depend heavily on interviews.
Feature Writing tells the reader a story. It has a beginning (lead), middle
and end. It uses quotes liberally and allows the reader to see the story through
detailed description and vivid writing.

Kinds of Feature Stories:

1. News feature- presents an interesting angle of a news event.
2. Trend story- reports on gradual changes that happen over time.
3. Human interest story- tells about an issue and its impacts on people.
4. Personality profile- tells about the success or other aspects of the life of
a person.
5. How-to article- helps learn how to do something.
6. Behind the scenes- gives the reader an inside view of occupations and
events.
Different techniques in writing feature article:

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 1. Start with a good hook in the introduction or lead to capture your
reader’s attention and encourage him or her to read on;
2. Develop ideas in different and creative ways to bring out the special
factor or hidden aspect of your topic:
3. Separate main ideas into different paragraphs (only one per paragraph);
4. Have an effective concluding paragraph that leaves your readers with
something to think about; and
5. Add an attention-grabbing title or headline to your article.

Let us look and examine the latest sample of a feature article by Associated
Press, Inquirer.Net posted in the internet this September 24,2020.
You can also use this link: https://newsinfo.inquirer.net/1339715/how-can-i-tell-
the-difference-between-the-flu-and-covid-19#ixzz6YwbQKSiw

How can I tell the difference between the flu and COVID-19?
Associated Press / 03:41 PM September 24, 2020

How can I tell the difference between the flu and COVID-19?

It’s impossible to tell without a test. Influenza and COVID-19 have such
similar symptoms, you may need to get tested to know what’s making
you miserable.

Body aches, sore throat, fever, cough, shortness of breath, fatigue, and
headaches are symptoms shared by the two.

One difference? People with the flu typically feel sickest during the first
week of illness. With COVID-19, people may feel the worst during the
second or third week, and they may be sicker for a longer period.

Another difference: COVID-19 is more likely than the flu to cause a loss
of taste or smell. But not everyone experiences that symptom, so it’s
not a reliable way to tell the viruses apart.

That leaves testing, which will become more important as flu season
ramps up this fall in the Northern Hemisphere. Doctors will need to
know test results to determine the best treatment.

It’s also possible to be infected with both viruses at the same time, said
Dr. Daniel Solomon, an infectious diseases expert at Brigham and
Women’s Hospital and Harvard Medical School in Boston.

Whether you get tested for one or both viruses may depend on how
available tests are and which viruses are circulating where you live, he
said.

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 “Right now, we are not seeing community transmission of influenza, so
widespread testing for the flu is not yet recommended,” Solomon said.

Both the flu and coronavirus spread through droplets from the nose
and mouth. Both can spread before people know they are sick. The flu
has a shorter incubation period — meaning after infection it can take
one to four days to feel sick — compared to the coronavirus, which can
take two to 14 days from infection to symptoms.

On average, COVID-19 is more contagious than flu. But many people

with COVID-19 don’t spread the virus to anyone, while a few people
spread it to many others. These “super spreader events” are more
common with COVID-19 than flu, Solomon said.

Preventing the flu starts with an annual flu shot tailored to the strains
of the flu virus that are circulating. Health officials would like to see
record numbers of people get flu shots this year so hospitals aren’t
overwhelmed with two epidemics at once.

There’s no vaccine yet for COVID-19, although several candidates are

in the final testing stages.
Precautions against COVID-19 — masks, social distancing, hand-
washing — also slow the spread of the flu, so health officials hope
continued vigilance could lessen the severity of this year’s flu season.

Guided Practice

Answer the following questions regarding the article “How can I tell the
difference between the flu and COVID-19?

1. What kind of feature article is the given story above?

It is a Science article under the human-interest story which tells about
medical issues and its impacts on people.
2. Do you think the writer hooked the attention of the readers with his/her
lead? Why?
Yes, one thing that I think the writer did to hook the reader’s attention is
to put a question to readers mind that makes them wonder what would
be the possible answers and would lead them to continually read the
article and to think that the lead is a timely issue.
3. Is there a closure to the writers’ article or story? How did the writer end
his/her article?
Yes, there’s a closure to the writer’s story. The writer concluded his/her
story with stating the preventive measures to be taken for FLU while
revealing the fact that there’s still no vaccine yet for the COVID19 instead
he/she promoted to do the following precautions against the virus.

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 ACTIVITIES

Activity 1

Directions: What occupies your mind today? Recall an event, story, issue or
thing, in connection with any topic in Science and choose the one you would
like to write about. What is it all about?

You will be writing a feature article with any topic in Science. Use the
bubble below to brainstorm and generate ideas about what you know/ or
would like to write about it. It is best to use words and short phrases here.
Add more circles if necessary.

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Activity 2

Directions: Prepare an outline for your 3-paragraph feature article using your
given ideas in Activity 1.

____________________________________

I.Lead_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________

___________________________________________________________________________
_______

II.Body____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________

___________________________________________________________________________
_______

III.
Conclusion________________________________________________________________
_______

___________________________________________________________________________
___________________________________________________________________________
______________

___________________________________________________________________________
_______

WRAP-UP

Complete the following statement:

To write a strong feature article it’s not enough to just give the facts. Your
piece must have ___________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

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 VALUING

News is all around us in any forms, we can gather those on the

television, radios, newspapers, internet, social medias and many more. But
how can we be sure that those information are accurate or legitimate? Do we
need to check the accuracy of every article that we read? Why?

POSTTEST

Directions: Follow the steps.

1. Revise and edit your draft from activity number 2. Use a blue ballpen
to take note of what you need to change in terms of the ideas you have
and the essay’s structure. Use a red pen when you proofread for errors
in grammar, conventions (spelling, capitalization, punctuation), and
sentence structure. If there are lot of errors that you need to fix, it is
best to write another draft of your feature.

2. Write the final draft of your essay on a clean sheet of paper. Use your
best cursive handwriting and be sure to leave enough space for you
teacher’s comments.

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 KEY TO CORRECTION

5. Food
4. Entertainment
Technology
3. Science and
2. Health
for checking. for checking. checking.
given rubric given rubric rubric for
apply the apply the apply the given
Teacher will Teacher will Teacher will
the learners. the learners. learners.
the ideas of the ideas of the ideas of the
depending on depending on depending on
vary vary vary
Answers may Answers may Answers may 1. Lifestyle
Posttest Activity #2 Activity #1 Pre-test

Activity#1-Rubric in Brainstorming and Generating Ideas Using Bubble

Categor Excellent(5p Good(4pts) Fair(3pts) Needs
y ts) Improvement(2
pt)
Topic There is one Main idea is clear Main idea The main idea
clear, well- but the is is not clear.
focused supporting somewhat There is a
topic. Main information is clear but seemingly
idea stands general. there is a random
out and is need for collection of
supported by more information.
detailed supportin
information. g
informatio
n.

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 Body Both facts Both facts and Either Facts and/or
and opinions opinions are used facts or opinions are
with many with some opinions missing. There
supporting supporting are are little to no
details are details. The lacking. supporting
used. The author gives most There are details.
author gives of the necessary little
the read all information. supportin
the g details.
necessary The
information. author is
missing
much of
the
necessary
informatio
n.
Structu Details are Details are placed Some Many details
re placed in a in a logical order, details are are not in a
logical order but the way in not in a logical or
and the way which they are logical or expected order.
they are presented/introdu expected There is little
presented ced sometimes order, and sense that the
effectively makes the writing this writing is
keeps the less interesting. distracts organized.
interest of the
the reader. reader.
Clear Focus of the Focus is fairly Story No clear angle;
Focus idea is clear; clear but on or lacks story is
and nothing two areas detract strong rambling and
Unity detracts from from the primary sense of awkward
(deals primary angle unity and
with focus; focus;
content) everything several
contributes areas
to overall seem to
angle detract
from
angle
Score:
Total:

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 Activity#2-Rubric in Feature Writing
Objectives Fair(2pts) Good(3pts) Excellent(5pts)
The writer grabs the reader’s
attention with his/her lead.
The writer uses proper
transitions to make the story
flow.
The writer properly uses
quotes.
The writer has properly
organized the story.
The writer concludes with
either a strong quote or
brings the reader back to the
beginning.

Total(25pts)

Comments:
1. What are the strong points of the feature?
2. What are the weak points of the feature?
3. What suggestions do you have for improvement?

Posttest-Rubric in Feature Writing

Objectives Fair(2pts) Good(3pts) Excellent(5pts)
The writer grabs the reader’s
attention with his/her lead.
The writer uses proper
transitions to make the story
flow.
The writer properly uses
quotes.
The writer has properly
organized the story.
The writer concludes with
either a strong quote or
brings the reader back to the
beginning.
The writer makes no errors in
capitalization or punctuation,
so the paper is exceptionally
easy to read.

Total(30pts)

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Comments:

1. What are the strong points of the feature?

2. What are the weak points of the feature?

3. What suggestions do you have for improvement?

References
Roberta Mari SD-Quiambao, (2018). Language Achievers 5, Parang,
Marikina City: Instructional Coverage System Publishing, Inc. pp.370-376
https://www.slideshare.net/maryquin/feature-writing-25550342
https://www.slideshare.net/PiritaJuppi/structure-of-a-feature-story
https://newsinfo.inquirer.net/1339715/how-can-i-tell-the-difference-
between-the-flu-and-covid-19#ixzz6YwbQKSiw

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