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LEARNING ACTIVITY SHEET IN ENGLISH 8

Quarter 4, LAS 4
Learner’s Name: _____________________________________________________
Grade Level/Section: __________________ Date:
__________________________

L I. LEARNING SKILLS

A. Most Essential Learning Competency

 Compose effective paragraphs

B. Objectives:
At the end of this learning activity, I would be able to:
 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.

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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.

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.

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 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

Practice 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

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facts. And finally, you test the correctness of this guess by experiment. In essence, the
method is remarkably simple.

Practice 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:

Practice 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. ____________________________________________

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 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
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ASSESSMEN
T
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

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 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. RUBRIC FOR SCORING

(Rubrics for Practice Task 3 and Assessment)

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

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___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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/

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