PASAY-ENG5 Q4 W2 D1

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Fourth Quarter/ Week 2/ Day 1

Name: ____________________________ Section: ____________________

Grade Level: _______________________ Teacher: ____________________

OBJECTIVE: Revise writing for clarity. (appropriate punctuation marks)

YOUR LESSON FOR TODAY:

Revising and editing are the two tasks you undertake to significantly improve your essay.
Both are very important elements of the writing process. You may think that a completed
first draft means little improvement is needed. However, even experienced writers need to
improve their drafts and rely on peers during revising and editing.
In composition, revision is the process of rereading a text and making changes (in content,
organization, sentence structures, and word choice) to improve it.
During the revision stage of the writing process, writers may add, remove, move and
substitute text.

TRY TO DISCOVER!
Today, you will learn how to revise your writing for clarity by choosing appropriate
punctuation mark. Your sentences must be properly punctuated.
Punctuation is the system of signs or symbols.
Why punctuate?
 helps the reader know how your sentence was constructed
 helps the reader how your sentences should be read
 so that the information is understandable
 to show that the meaning is clear

PUNCTUATION MARKS

1. Parenthesis ( )
This symbol is used after the full term in abbreviation and acronyms.
Examples: ( Dr.) (Atty.) (DENR) (NFA)

2. Comma ( , )
It is commonly used to separate three or more item in a series.
Examples: I like eating fish, fruits, and vegetables.
Rene plays basketball, football, and gulf

Page 1 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

3. Colon ( : )
It is used to introduce a list (including examples), summaries, and second clause that
expands or illustrates the meaning of the first.

Examples: There are three types of muscle in the body: cardiac, smooth, and skeletal.
A dolphin is not fish: it is a warm-blooded mammal.

4. Semicolon ( ; )
It is used to separate two closely linked clauses in a sentence.
Examples: Call me tomorrow; you can give me an answer then.
We have paid our dues; we expect all the privileges listed in the contract.
5. Period ( . )
It is used at the end of a declarative and imperative sentence.

Examples: Gloria wants to be a nurse after she finishes high school.

Rinse the dishes before putting them in the dishwasher.

6. Question Mark ( ? )
It is used at the end of an interrogative sentence.

Examples: Will you go with me?

Are you familiar with this?

7. Quotation Marks ( “ “ )
It is used with direct quotes, with titles of certain works, to imply alternate meanings,
and to write words as words.

Examples: John said, “I really hate when it’s hot outside.”

His favorite movie is, “Harry Potter.”

8. Exclamation Point ( ! )
It is also called an exclamation mark, is a punctuation mark that goes at the end of
exclamatory sentences.

Examples: Careful! That spider is poisonous.

Get out of my sight!

9. Apostrophe (‘ )
It has two functions: it marks possession, and it is used in contractions to indicate the
place where the letters have been omitted.

Examples: The teacher’s table is always clean.

She’s my bestfriend.

Page 2 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Rewrite the paragraph by adding commas, periods and capital letters where needed.

The archerfish's water pistol is part of his body_ A narrow groove runs along his
mouth_ When his tongue is pressed against this groove it makes a little tube To shoot
the archerfish fills his mouth with water_ Then he quickly closes his gills_ This forces
the water out of his mouth_ the archer knows how to control the water too_ He can
make it come out one drop at a time or he can make it come in one big squirt_

Answer:

The archerfish's water pistol is part of his body. A narrow groove runs along his mouth,
when his tongue is pressed against his groove it makes a little tube. To shoot the archerfish fills
his mouth, the archer knows how to control the water too, he can make it come out one drop and
a time or he can make it come in one big squirt.

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE 1

DIRECTIONS: Revise the following. Use correct punctuations.

1. The morning before her trip with her dog in the kennel the house felt very
lonely to Amelia

2. My father has to cut the grass every day the yard is so big by the time he
finishes cutting it at the end of the week it is time to start again

3. I am very pleased with my new desk Mary told us I sat there for hours working
on a project last night

4. A Saturday morning just isn’t complete without a pancake breakfast

5. Every time I see Jonah my heart starts fluttering in my chest he’s so cute

6. My mother always keeps fresh cut flowers in the house and often uses baby’s
breath in the bouquets because it makes the bouquets look fuller

7. Since my mother started freelancing it seems like shes always working I never
get to see her anymore

8. This weekend we need to go to the grocery store since we are out of nearly
everything

9. Even though it seems young my seven year old sister has a cell phone

10. Im irritated Tina said because there are no paper clips in the supply closet

Page 3 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

PRACTICE EXERCISE 2

DIRECTIONS: Revise the paragraph below using correct punctuation marks. Rewrite it inside the
Box below.

Winston is one of the most laid back people I know he is tall slim and
with black hair and he always wears a t shirt and black jeans his jeans have
holes in them and his baseball boots are scruffy too he usually sits at the back
of the class and he often seems to be asleep however when the exam results
are given out he always gets an "A" I don't think hes as lazy as he appears to
be

GENERALIZATION

Page 4 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

EVALUATION
DIRECTIONS: Punctuate the following sentences.
1. All of the people at the school, including the teachers and _______________ were glad when summer
break came.
A. students: C. students;
B. students, D. students
2. Sit up straight _____
A ; C ( )
B? D
3. Choose the sentence below with the correct punctuation.
A. Ted and Janice, who had been friends for years, went on vacation together every summer.
B. Ted and Janice, who had been friends for years, went on vacation together, every summer.
C. Ted, and Janice who had been friends for years, went on vacation together every summer.
D. Ted and Janice who had been friends for years went on vacation together every summer.
4. To _______________, Anne was on time for her math class.
A. everybody’s surprise
B. every body’s surprise
C. everybodys surprise
D. everybodys’ surprise
5. In Edgar Allen Poe’s _______________________ Edgar Allen Poe describes a man with a guilty
conscience.
A. short story, “The Tell-Tale Heart,”
B. short story The Tell-Tale Heart,
C. short story, The Tell-Tale Heart
D. short story. “the Tell-Tale Heart,”

References:
https://brainly.ph/question/11962222#:~:text=Revising%20Writing%20for%20Clarity%20%2D%20Punctuation%20Mark%20Rewrite%20the%2
0paragraph%20by,it%20makes%20a%20little%20tube
https://www.google.com/search?q=revising+writing+for+clarity-punctuation+mark&ei=EfC4YL3JFcv6-
QaFoLioAg&oq=rrevising+writing+for+clarity&gs_lcp=Cgdnd3Mtd2l6EAEYADIHCAAQRxCwAzIHCAAQRxCwAzIHCAAQRxCwAzIHCA
AQRxCwAzIHCAAQRxCwAzIHCAAQRxCwAzIHCAAQRxCwAzIHCAAQRxCwA1AAWABgmaYKaAFwAXgAgAGHAYgBhwGSAQM
wLjGYAQCqAQdnd3Mtd2l6yAEIwAEB&sclient=gws-wiz

https://studyassistantph.com/english/revising-writing-for-clarity-punctu-11962223

Prepared by:
GRACE P. VALDEZ
Master Teacher II KES

Page 5 of 25
 PASAY-EN5 Q4 W2 D2

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Fourth Quarter/ Week 2/ Day 2

Name: ____________________________ Section: ____________________

Grade Level: _______________________ Teacher: ____________________

OBJECTIVE: Revise writing for clarity. (transition/signal words)

YOUR LESSON FOR TODAY:

Revising and editing allow you to examine two important aspects of your writing separately,
so that you can give each task your undivided attention.
When you revise, you take a second look at your ideas. You might add, cut, move, or change
information in order to make your ideas clearer, more accurate, more interesting, or more
convincing.
When you edit, you take a second look at how you expressed your ideas. You add or change
words. You fix any problems in grammar, punctuation, and sentence structure. You improve
your writing style. You make your essay into a polished, mature piece of writing, the end
product of your best efforts.

Transition words tie two thoughts together and add fluency to writing. They also help readers
to understand location, similarities and differences, or main points. There are several
categories of transition words and understanding each is important to choosing good
transition words and phrases for a sentence or paragraph.

TRY TO DISCOVER!

Writers use transition words to show sequence and organization in their story. These words
help bridge the gap between ideas in a story.
Transitions are, in short, the glue that promotes logical coherence in a document.
Transition words and phrases also help writers; as they consider which transitions best suit
the logical flow of their message, they might discover that their ideas are not in the best
order, that they have left out important information, or that they have included information
that is unhelpful. Increased focus on transitions strengthens both the product and the process.

Page 6 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Transitions Within a Sentence

 Linking expressions can be used within a sentence to connect two related clauses.
Example
To plant similar trees, on the other hand, could result in one disease wiping out all the trees
on the block.
 If used to connect two sentences, transition words will appear at the beginning of the
second sentence.
Example
Skateboarding is prohibited in certain public areas. As a result, many skaters use designated
skating areas and are working hard to convince the city council to build more skate parks.
A strategy for revising your writing to clarify and reinforce the connections between ideas
is to closely examine the transitions between sentences.
 As always, it is helpful if your draft is double-spaced.
First, draw a box around the last word of the first sentence and the first word of the next
sentence. Identify the relationship that connects the sentences. If the relationship is clear,
then move on the next sentence. If the relationship is unclear, and you cannot identify it, try
adding a linking expression to serve as a transition.

Transitions Between Paragraphs

Paragraphs are organized in many ways. The same transitions—or linking expressions—
used to connect sentences can be used to connect paragraphs, and will help clarify the
relationship between ideas in paragraphs.
Checking to see that your transitions between paragraphs are clear is similar to the method
you used when checking transitions between sentences.Place a box around the last sentence
of a paragraph and the first sentence of the next paragraph. Identify the relationship that
connects the two ideas. If the relationship is clear and the transition is smooth, then there is
no need to revise. If the relationship is not clear and there is not a smooth transition, sentences
within the paragraphs may need to be rearranged, the paragraphs may need to be better
organized, or the transition between the paragraphs may need to be revised. Transitions
between paragraphs are very important for maintaining coherence.
Transitions or signal words help you, the reader, follow the direction of a writer’s thought.
They are like signposts on the road that guide the traveler.
Look at the following sentences:
 I love drinking coffee. It keeps me awake at night.

These sentences imply that the writer loves drinking coffee because it keeps her awake at
night. To add more specificity, the signal word “because” can be used. To change the
relationship between the sentences, other transition words can be used. Transitions (or signal
words) are words and phrases that show the connection between ideas. To show how
transitions guide us, here are the same two ideas, but this time with a transition word:

 I love drinking coffee even though it keeps me awake at night.

Page 7 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

TRANSITION/SIGNAL WORDS

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE 1

DIRECTIONS: Revise the following sentences by writing a linking expression on the line
provided.

1. We wanted to go to a movie, ______ the theater was closed.

2. Joey’s car was full of gas, ______ we drove it to the beach.

3. The ballet did not impress the students. ______, the break dancers were a big hit.

4. We visited Phoenix, Tucson, Albuquerque, Santa Fe, and ______, Las Vegas.

5. Some chili recipes do not include kidney beans. ______ would be the traditional West
Texas Chili.

Page 8 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

PRACTICE EXERCISE 2

GENERALIZATION

Transitional devices are like bridges between parts of your paper. They are cues that help the reader
to interpret ideas a paper develops. Transitional devices 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.
And finally, transitional devices link sentences and paragraphs together smoothly so that there are
no abrupt jumps or breaks between ideas.

Page 9 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

EVALUATION
DIRECTIONS: Revise the sentences below by following the directions in parentheses. Write the
new sentences on the lines. Suggested answers can be found at the end of the lesson.
6. It rained all morning. We went to the park. (Begin the second sentence with a transition
word that introduces contradiction.)
________________________________________________________________________
7. The company wants to hire experienced employees. Those people with no experience
need not apply. (Combine these sentences using a cause and effect transition word.)
________________________________________________________________________
8. Sylvia greeted all of her guests at the door. She seated them at the dinner table. (Combine
these sentences using a transition word that shows chronological order.)
________________________________________________________________________
9. Bob Marley used Sly and Robbie for a rhythm section. Peter Tosh recorded with Sly and
Robbie on at least one of his records. (Begin the second sentence with a transition word that
shows comparison and contrast.)
________________________________________________________________________
10. We kept adding water to the paint. It was too thin to use. (Begin the second sentence with a
transition word used for concluding.)
________________________________________________________________________

References:
https://www.google.com/search?q=revise+writing+for+clarity.+(+transition%2Fsignal+words)&oq=rev&aqs=chrome.1.69i59l3j69i57j0i433j69i
61j69i60j69i61.5468j0j7&sourceid=chrom

https://www.google.com/search?q=revise+writing+for+clarity.+(+transition/signal+words)+exercises&hl=en&ei=vCq7YPicIpCC-
Qa86JXgBg&start=10&sa=N&ved=2ahUKEwj46u6G___wAhUQQd4K

Prepared by:
GRACE P. VALDEZ
Master Teacher II KES

Page 10 of 25
 PASAY-EN5 Q4 W2 D3

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Fourth Quarter/ Week 2/ Day 3

Name: ____________________________ Section: ____________________

Grade Level: _______________________ Teacher: ____________________

OBJECTIVE: Use appropriate graphic organizers in texts read.

YOUR LESSON FOR TODAY:

A graphic organizer is a powerful, visual learning tool that teachers like to use to help students
organize their ideas. They can also be used to clarify or simplify complex concepts, help with
problem solving or decision making, or be used to plan research or brainstorm ideas.
A graphic organizer, also known as a knowledge map, concept map, story map, cognitive
organizer, advance organizer, or concept diagram is a pedagogical tool that uses visual symbols to
express knowledge and concepts through relationships between them.

TRY TO DISCOVER!

A graphic organizer is a visual display that organizes ideas and shows the relationships between
concepts or information. Graphic organizers guide children’s thinking and help them to
comprehend what they read. Graphic organizers are also an important tool for guiding student
writing. Using a graphic organizer helps students to see their thinking. They are most frequently
used to…
 brainstorm ideas
 organize thoughts
 structure a writing project
 collect information while researching
 increase reading comprehension
 plan for literature circles and book talks
 examine relationships in literature
 guide student thinking

Page 11 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

What are the Different Types of Graphic Organizers?

Venn Diagram
A Venn diagram is a graphic organizer that has two interlocking circles. This type of organizer is
used to identify differences and similarities. Students write details about how the topics are
different in the outer parts of the circles and how they are the same in the shared inner space of
circles.
Venn diagrams can be used to compare and contrast two characters. For example, students would
write how each character is different in the outer spaces and how they are the same in the
overlapping space in the middle. Then, students can use this graphic organizer to help them write
an essay about each character.

Concept Map
A concept map is a graphic organizer that looks like a web with arrows connecting each circle.
This type of map helps students identify a main concept as well as sub-concepts. It can be used
to help visually organize thoughts as well as illustrate hierarchical information.
There are a variety of ways this type of organizer can be used in the classroom. Students can
show relationships between specific concepts, characters in a story, or even vocabulary words.
Many teachers like to use it to assess students’ prior knowledge on a topic.

Page 12 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

T-Chart
A T-chart is a graphic organizer that is used to compare and contrast two different things. Students
can use a T-chart to make comparisons related to a variety of topics or subjects; they can also be
used in any content area or genre. For example, in social studies students can compare two different
political candidates, then use the chart to help them in a class debate.

Idea Web/ Concept Map

An idea web is a graphic organizer that is used for brainstorming and helps students organize
ideas or concepts. Much like a concept map, an idea web is comprised of circles that are
connected. This type of organizer is mainly used to help students brainstorm story ideas. For
example, a topic is written in the center circle and students write in the details in the surrounding
smaller circles.

KWL Chart
A KWL chart is another popular graphic organizer, especially in the elementary classroom. This
visual learning tool consists of three questions, each in their own column (‘what I Know’, ‘what I
Want to know’, and ‘what I Learned’). This is a great graphic organizer for activating prior
knowledge.
This organizer is used both before and after learning a concept. Before learning, students write
down “what they want to know” and “what they already know” about the topic. Then, after the
concept is learned, students write down “what they learned” in the third column of the chart. This
three-step process is great for developing a sense of purpose and helps students become more
engaged in the topic they are learning.

Page 13 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE 1

DIRECTIONS: Read the story below then fill in the venn diagram to show the similarities and
differences between the characters.

Karen and Ana are best friends. They both live in Kalayaan Village, Pasay City. Karen is
10 years old and Ana is 9 years old. They both love to play Barbie dolls. They both like to eat
spaghetti and ice cream. Karen’s favorite color is pink while Ana is red. Karen is good in Math
and Ana is good in English. They are kind and loving children.

PRACTICE EXERCISE 2

DIRECTIONS: Read the paragraph below then make an idea map/ concept map about it.

Our solar system consists of eight planets that revolve around the Sun, which is central to
our solar system. These planets have broadly been classified into two categories that are inner
planets and outer planets. Mercury, Venus, Earth, and Mars are called inner planets. The inner
planets are closer to the Sun and they are smaller in size as compared to the outer planets. These
are also referred to as the Terrestrial planets. And the other four Jupiter, Saturn, Uranus, and
Neptune are termed as the outer planets. These four are massive in size and are often referred to
as Giant planets.

Page 14 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

GENERALIZATION

Graphic organizers are aids that show visual explanations of concepts

and relationships among ideas presented in texts. You will be able to grasp and
recall information fast, thus you will understand the text better.

EVALUATION
DIRECTIONS: Read the paragraph below then fill in the KWL chart below.
Coronaviruses (CoV) are a large family of viruses that cause illness ranging from the common cold to
more severe diseases such as Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute
Respiratory Syndrome (SARS-CoV). A novel coronavirus (nCoV) is a new strain that has not been
previously identified in humans.
Coronaviruses are zoonotic, meaning they are transmitted between animals and people. Detailed
investigations found that SARS-CoV was transmitted from civet cats to humans and MERS-CoV from
dromedary camels to humans. Several known coronaviruses are circulating in animals that have not yet
infected humans.
Common signs of infection include respiratory symptoms, fever, cough, shortness of breath and
breathing difficulties. In more severe cases, infection can cause pneumonia, severe acute respiratory
syndrome, kidney failure and even death.
Standard recommendations to prevent infection spread include regular hand washing, covering mouth
and nose when coughing and sneezing, thoroughly cooking meat and eggs. Avoid close contact with anyone
showing symptoms of respiratory illness such as coughing and sneezing.

References:
https://www.google.com/search?q=graphic+organizers+in+reading+activities&ei=HHy6YMq8Iauj1e8PrPmVgAc&oq=graphic+organizers+in+r
eading+activities&gs_lcp=Cgdnd3Mtd2l6EAMyCAghEBYQHRAeMggIIRAWEB0QHjoHCAAQRxCwAzoCCAA6BggA

https://www.google.com/search?q=paragraphs+on+covid+19&source=lmns&bih=664&biw=1517&hl=en&sa=X&ved=2ahUKEwiZwKatuf_wA
hUPAKYKHRocCa0Q_AUoAHoECAEQAA

Prepared by:
GRACE P. VALDEZ
Master Teacher II KES

Page 15 of 25
 PASAY-EN5 Q4 W2 D4

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Fourth Quarter/ Week 2/ Day 4

Name: ____________________________ Section: ____________________

Grade Level: _______________________ Teacher: ____________________

OBJECTIVE: Use appropriate graphic organizers in texts read.

YOUR LESSON FOR TODAY:

A graphic organizer is a teaching and learning tool that is used to organize information and ideas
in a way that is easy to comprehend and internalize. By integrating text and visuals, graphic
organizers show relationships and connections between concepts, terms, and facts.

TRY TO DISCOVER!

Benefits of Graphic Organizers

Different types of graphic organizers can be used across the curriculum for teaching, learning,
and note-taking. They are easy to create and impactful in simplifying information.
 Help visualize or present information in a way that is easier to comprehend, by breaking
down larger or complex concepts or ideas into smaller and simpler parts.
 Provide students the opportunity to actively contribute and participate in the learning
process through the creation of graphic organizers.
 Help develop cognitive skills such as brainstorming, critical and creative thinking,
categorizing and prioritizing content, reflection, etc.
 Help recall prior knowledge about a subject and quickly connect it to new information
 Promotes self-learning. By using graphic organizers for notetaking, analyzing, studying,
etc. students can familiarize themselves with a lesson far more easily.

Types of Graphic Organizers

Story Map
A story map can be used to identify the different elements such as characters, character plots,
themes, techniques, etc. in a book students are reading. It’s a useful tool that teachers can
integrate into the lesson to improve students’ comprehension.

Page 16 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Analogy Graphic Organizer

The analogy graphic organizer uses analogy to help students identify similarities and differences
between a new topic and a topic that they are already familiar with.

Sequence Chart
A sequence graphic organizer is a tool that helps visualize the order of steps of a process or a
timeline of events, etc. It can also be used for notetaking, lesson planning, and essay writing.

Page 17 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Vocabulary Graphic Organizer

This tool can be used to assess the vocabulary knowledge of students. You can create
graphic organizers including various elements to help students learn new words, and learn
antonyms and synonyms.

Problem-solving Organizer
Problem-solving graphic organizers can be used to improve the problem-solving skills of the
students. It helps students identify and evaluate solutions to problems.

Page 18 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Cause and effect graphic organizer/ Fishbone Diagram

This type of graphic organizer shows the causes and effects of an event. The cause is the reason
why something has happened, and effect is the result of what has happened. Visualization helps
clearly understand the different cause and effect relationships.

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE

DIRECTIONS: Fill in the vocabulary map using the underlined word in this sentence:

These are hazardous chemicals that can cause death if inhaled.

Page 19 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

GENERALIZATION

Graphic organizers are visual thinking tools that make pictures of your thoughts. The pictures
demonstrate relationships between facts, concepts, or ideas, and guide your thinking as you design
the map or diagram.
Graphic organizers can help to visualize and construct ideas, organize and/or sequence
information, plan what to write, increase reading comprehension, brainstorm, organize problems
and solutions, compare and contrast ideas, show cause and effect, and more.

EVALUATION
DIRECTIONS: Read the paragraph below then fill in the Problem-Solution Organizer chart
below
Deforestation is a serious problem because forests and trees aren’t just pretty to look at, they
do an important job making the earth’s environment suitable for life. They clean the air, store
water, preserve soil, and provide homes for animals. In the past fifty years, more than half of the
world’s rain forests have been destroyed. Today, the forests of the world are being cut down at a
rate of fifty acres every minute! Scientists say that if deforestation continues, the world’s climate
may change, floods may become more common, and animals will die.
One solution to the problem of deforestation is to use less paper. If you use less paper, fewer
trees will be cut for paper making. How can you use less paper? One answer is to reduce your
paper use by using both sides of the paper when you photocopy, write a letter, or write a paper for
school. A second answer is to reuse old paper when you can, rather than using a new sheet of
paper. The backs of old envelopes are perfect for shopping lists or phone messages, and when you
write a rough draft of an essay, write it on the back of something else. A final answer is to recycle
used paper products instead of throwing them away. Most schools, offices, and neighborhoods
have some kind of recycling center. If you follow the three Rs-reduce, reuse, and recycle-you can
help save the world’s forests.

References:
https://www.google.com/search?q=what+are+graphic+organizers&oq=graphic+organizers+meaning&aqs=chrome.8.69i59j0i22i30l2j0i10i22i30j
0i22i30l4j0i39

https://www.scribd.com/document/378083548/Problem-and-Solution-Paragraph

Prepared by:
GRACE P. VALDEZ
Master Teacher II KES

Page 20 of 25
 PASAY-EN5 Q4 W2 D5

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Fourth Quarter/ Week 2/ Day 5

Name: ____________________________ Section: ____________________

Grade Level: _______________________ Teacher: ____________________

OBJECTIVE: Write paragraphs showing comparison and contrast.

YOUR LESSON FOR TODAY:

Comparing and contrasting is also an evaluative tool. In order to make accurate evaluations
about a given topic, you must first know the critical points of similarity and difference.
Comparing and contrasting is a primary tool for many workplace assessments. You have
likely compared and contrasted yourself to other colleagues. Employee advancements, pay
raises, hiring, and firing are typically conducted using comparison and contrast. Comparison
and contrast could be used to evaluate companies, departments, or individuals.

TRY TO DISCOVER!
Comparison in writing discusses elements that are similar, while contrast in writing discusses
elements that are different. A compare-and-contrast essay, then, analyzes two subjects by
comparing them, contrasting them, or both.
The key to a good compare-and-contrast essay is to choose two or more subjects that connect in a
meaningful way. The purpose of conducting the comparison or contrast is not to state the obvious
but rather to illuminate subtle differences or unexpected similarities.

How to Write a Comparison and Contrast Paragraph

Step 1 - Choose Your Subject
Remember that your two subjects must be different, but still in the same ballpark, to create a
meaningful compare-and-contrast essay. For example, if you want to write about two different
historical figures, it makes sense to choose two great artists rather than an artist and a politician.
Step 2 - Brainstorm Similarities and Differences
Make two lists: one list of similarities, and another of differences. If you are a visual person, a
Venn diagram can facilitate this process. Simply create two overlapping circles, one for each of
the topics that you are comparing.
Step 3 - Hone in on Your Main Argument
A good compare-and-contrast essay goes beyond a simple listing of similarities and differences to
make a meaningful statement about a larger topic. When you look at the lists you’ve made, what
strikes you as significant? What do these similarities and differences say about the topic? That will
be your main argument.

Page 21 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

Step 4 - Decide on Your Organizational Structure

There are many possibilities for structuring a compare-and-contrast essay. You could write about
one subject in detail, and then switch to the other.
Step 5 - Write an Outline
Craft an outline that fits the structure you have chosen. Traditionally, an essay consists of an
introductory paragraph, three body paragraphs, and a conclusion. Consider including four body
paragraphs instead to give balance to your two subjects.
Step 6 - Fill in Supporting Evidence
As you begin to write your essay, back up your assertions with evidence from research, reading,
or personal experience.
Step 7 - Craft Your Paragraph with Strong Transitional Words
Transitional words give your essay a nice flow from one statement to the next. When comparing,
use words like “both,” “likewise” and “similarly.” Words such as “nonetheless,” “on the other
hand,” and “whereas” are ideal for forming a contrast.
Step 8 - Proofread and Revise Carefully
Once you have finished, read your essay several times to check spelling, grammar, and
punctuation. Make use of spell check and grammar check tools in your word processing
program.

Outline of a Comparison and Contrast Paragraph

I. Introduction
II. Body
Discuss similarities and differences
III. Conclusion

EXAMPLE
Basketball and Soccer
Basketball and soccer are sports with many similarities and differences. Both sports are fun
to play and each one has many beneficial qualities.
Here are some of the similarities and differences with basketball and soccer. Basketball
and soccer are played with a round ball. They both provide a ton of cardiovascular exercise such
as running; so if you want to get in shape these are the sports to play. A referee judges each game.
When a player breaks the rules he or she is called for a foul. A soccer player receives a red or
yellow card and a basketball player is called for a foul. Finally, a score is kept in each game. The
team with the highest score wins. Even though basketball and soccer are similar, differences do
exist. Even though an athlete dribbles the ball in both sports, a basketball player uses his hands
and a soccer player uses his feet. Usually soccer is played outside on a large field and basketball
is played indoor on a court made out of wood. Basketball is played with 5 players and soccer has
11. Lastly, basketball has four quarters and soccer has two halves.
In conclusion both sports are fun and exciting to play. Each one offers exercise and
competitiveness. Also, they are unique in their own way.

Page 22 of 25
Name: ____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE 1

DIRECTIONS: Write a comparison and contrast paragraph on spending money for education
versus spending money on fun.

Page 23 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

PRACTICE EXERCISE 2

DIRECTIONS: Write a comparison and contrast paragraph on playing tennis versus badminton.

GENERALIZATION

A comparison and contrast paragraph focuses on how two items or texts are similar,different, or
similar in some ways and different in others. You can compare and contrast any number of items
including theories, events, books, or people.

Page 24 of 25
EVALUATION
DIRECTIONS: Write a comparison and contrast paragraph about online learning versus face
to face learning.

References:
https://www.google.com/search?q=Write+paragraphs+showing+comparison+and+contrast.&oq=Write+paragraphs+showing++comparison+and
+contrast.

oogle.com/search?q=Write+paragraphs+showing+comparison+and+contrast.&oq=Write+paragraphs+showing++comparison+and+con

https://www.northallegheny.org/cms/lib4/PA01001119/Centricity/Domain/253/Compare%20and%20Contrast%20Paragraph%20Example.pdf

Prepared by:
GRACE P. VALDEZ
Master Teacher II KES

Page 25 of 25