SCHOOL: INCHS Grade 8

TEACHER: Learning
ROGER JUNE CLAMONTE ENGLISH
Detailed Area:
Lesson Plan
DATE:
MARCH 13,2025 Quarter: 4TH
TIME: 1:00-1:50 PM

SESSION

I. OBJECTIVES At the end of the session, the learners should be able to:
a) Identify and differentiate the patterns of paragraph development:
comparison/contrast, definition, classification, and cause and effect.
b) Appreciate the importance of organizing ideas effectively in writing.
c) Write a well-structured paragraph using the different patterns of
development.

A. Content The learner demonstrates understanding of the principles of paragraph

writing, including unity, coherence, and development, and their role in
Standards
effective written communication.

B. Performance The learner composes well-structured paragraphs that exhibit unity,

Standard coherence, and development in conveying clear and organized ideas.

C. Most Essential
Learning
EN8WC-IIa-2.8
Competency with
Code

II. CONTENT Patterns of Paragraph Development:

• Comparison/Contrast
• Definition
• Classification
• Cause and Effect

III. LEARNING
RESOURCES
A. References Online sources

1. Teacher's DepEd Curriculum Guide for English 8

Guide

2. Learner's English 8 Learner’s Module, pages 45-55

Materials
Page
 3. Textbooks Developing Writing Skills, Chapter 3
pages

4. Additional Interactive PPT, printed sentence strips, chart paper

Materials from
Learning
Resource (LR)
Portal
B. • Sample paragraphs (printed or projected)
Other • Visual aids (charts, PowerPoint, anchor charts)
Learning • Worksheets for paragraph writing
Resources

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Prayer
A. Reviewing
previous
"Good afternoon class"
lesson or "Good afternoon Sir!"
presenting
the new "May I request everyone to please
stand up for our
lesson
opening prayer"
(The students rise for opening prayer)

" Once again, good afternoon. How "We're doing good Sir!"
are you? "

"Very good! Okay class is there

anyone absent today? " No Sir"

“Good afternoon, class! Who can

tell me what was our lesson
yesterday? “About the different Patterns of
Paragraph Development"

“That’s right! Now tell me what are

those patterns?”

“Narration, Description, Process

and, E xemplification”
“C orrect! Now tell what is
narration? ”

“Tells a story or recounts an event

in chronological order.”

“V ery good! S o, what about the

description? ”
“Uses sensory details to paint a
 vivid picture of a person, place, or
thing.”
“C orrect! How about the process?

“E xplains the steps of how

something is done or how it
works.”
“V ery good! How about the
exemplification? ”

“Provides specific examples to

clarify or support a general idea.”

COI#1:
Demonstrates
“E xcellent! So, before we go on to our applied
properdiscussion, Iet’s have an activity knowledge
first” across
curriculum
"Today, we’re playing the Mystery subjects.
Bag C hallenge! Inside this bag are (The teacher
different objects. Only few of you applies prior
will take turns pulling one out. Y our knowledge of
task is to create a short paragraph sentence
based on the object—but here’s construction to
the catch! Y ou must use one of the introduce
paragraph patterns we’ve learned: paragraph
Narration, Description, Process, or structure.)
E xemplification."

"After you read your paragraph,

the class will guess which pattern
(S tudents get excited and look at
you used. R eady? Let’s go!"
the bag.)

(S tudent 1 picks a recipe card from

the bag and reads aloud their
paragraph.)
S tudent 1:
"To make a delicious pancake,
first, mix flour, sugar, and baking
Great! C lass, what type of powder in a bowl. Then, add milk
paragraph is this? " and eggs, stirring until the batter is
smooth. Heat a pan over medium
heat and pour small circles of
"Y es! Why? " batter. C ook for two minutes, flip,
and cook for another minute.
S erve hot with syrup!"
 S tudents :
"Process paragraph!"
"Awesome job, everyone! Now, let’s
reflect—how did this activity help S tudent 2:
you understand paragraph patterns "Because it gives step-by-step
better? " instructions!"

(Another student picks a paragraph

from the mystery box)

S tudent 6:
"It was fun because we could
visualize the ideas before writing!"
S tudent 7:
"I liked guessing the paragraph
type—it made me think carefully!"
B. Establishing
a purpose "That’s great! Now, let’s take this idea
for the even further. Instead of using objects,
lesson let’s use actions! J ust like we guessed
what was inside the box, we’ll now
guess different paragraph types—but
this time, you’ll be acting them out!"

"Our next activity is called Paragraph

C harades! Each group will receive a
secret scenario that represents a type
of paragraph—comparison and
contrast, definition, classification, or
cause and effect. Y our job? Act it out
without saying the paragraph type
directly! T he rest of the class will try to
guess what kind of paragraph you’re
demonstrating."

But there’s a challenge —you can’t use

the name of the paragraph type while
acting! Instead, use actions, dialogue,
and clues to help your classmates
figure it out. Are you ready? "
S tudents: "Yes!"

"Great! Each group will pick a random

slip of paper with a scenario on it. Take
a few minutes to discuss how you’ll act
it out. Then, when it’s your turn, perform
in front of the class. After each skit,
we’ll take guesses and discuss why that
paragraph type fits the scene."

(The teacher gives each group a

scenario and allows them time to
prepare.) (S tudents starts acting and
guessing)

(Teacher F acilitates the Guessing)

"Alright, class! Based on their

discussion, what type of paragraph (S everal students raise their
were they acting out? " hands.)

S tudent 3: "C omparison and

contrast!"

Teacher: "That’s right! How did you S tudent 4: "Because they talked
know? " about the similarities and
differences between pizza and
burgers."
Teacher: "Great observation!
C omparison/contrast paragraphs
help us analyze similarities and
differences. Let’s move on to the
(Group2-4 present)
next group!"

(Teacher facilitate the guessing and ask

students the same questions with the
group 1)

"Great job, everyone! Let’s reflect on

what we learned today. Why do you
S tudent 10: "Because we had to think
think acting out these paragraph types
about how each type works in real
helped us understand them better? "
situations."
S tudent 11: "It was fun! And it made
the paragraph types easier to
remember."
 "Great job, everyone! Y our
performances in Paragraph
C. Presenting C harades showed that you really
examples/ understand how different paragraph
instances of structures organize ideas. But in
writing, we don’t act things out—we
the new
use words to structure our thoughts
lesson clearly."

"Now, it’s time to apply what we’ve

learned in a new challenge called
S pot the Pattern! I’m going to give
you four different paragraphs. E ach
paragraph follows one of the four
text structures we just acted out:
C omparison and C ontrast,
Definition, C lassification, and C ause
and E ffect. Y our job is to work with
a partner and figure out which
structure each paragraph follows."

"E ach pair will get a worksheet with

four paragraphs. R ead them
carefully, discuss with your partner,
and decide which pattern each
paragraph follows."
"R emember the four paragraph
structures:
C omparis on and C ontras t –
S howing similarities and differences
between two things.
Definition – E xplaining the
meaning of a concept or term.
C las s ification – Grouping things
into categories.
C aus e and E ffect – S howing how
one event leads to another."

"Once you and your partner have

decided on the paragraph structure,
write down the pattern and explain
how you figured it out. Be ready to
share your answers!"
(S tudents begin reading and
discussing in pairs. And start
answering.)

(After 5–7 minutes, the teacher

brings the class back together.)

"Alright, time’s up! Let’s go over

your answers together."

(Teacher continues reviewing each

paragraph, guiding students to
explain their reasoning.)

"F antastic job, everyone! This

activity showed us how different
paragraph structures help organize
information clearly. Writers choose
 a structure depending on their
purpose—whether they want to
compare things, define something,
classify items, or explain causes
and effects."

"Now that we've identified these

patterns in writing, let’s think about
how we can use them in our own
writing. In the next part of our
lesson, we’ll practice developing our
own paragraphs using these
structures!"

"Give yourselves a round of

applause for great teamwork and
analysis!" (S tudents clap and show
excitement for the next part of the
lesson.)

D. Discussing “Great job with the previous activity!

new Now, let’s take a closer look at the C OI#2 Used a
four paragraph patterns we just range of
concepts
explored. E ach of these patterns teaching
and strategies that
practicing serves a different purpose in
enhance learner
new skills #1 writing. Knowing when and how to achievement in
use them will make your writing literacy and
clearer and more effective. Let’s numeracy skills.
break them down one by one.” (The teacher
guides students in
“The first pattern we’ll discuss is recognizing each
pattern)
C omparison and C ontrast. This
type of paragraph is used to show
how two or more things are alike
and different. It helps us analyze
subjects and make decisions by
comparing their features.”
E xample:
"Dogs are loyal, while cats are
independent."
Key words: similarly, on the other
hand, whereas, in contrast, both

“Let’s analyze this sentence. What

is being compared? ” S tudent 1: " S tudent 1: “Dogs and
cats.”
“R ight! And what are their
differences? ” S tudent 2: “Dogs are loyal, but cats
are independent.”
“Good observation! When writing a
C omparison and C ontrast
paragraph, we use signal words like
‘similarly’ to show similarities and
‘on the other hand’ or ‘whereas’ to
highlight differences.”
: “Who can give another example of
a comparison and contrast
sentence? ” S tudent 2: " S tudent 3: “Basketball
and volleyball are both team sports,
but basketball is played with hands
Teacher: “E xcellent! Y ou compared only, while volleyball uses both
the two sports by pointing out both hands and arms.”
similarities and differences. We use
this structure in writing when we
want to analyze two topics, like
comparing two books, two historical
events, or even two vacation spots.”

“Next, let’s talk about Definition

paragraphs. This pattern is used
when we need to explain what
something means. Writers use this
type of paragraph in textbooks,
dictionaries, encyclopedias, and
even essays to introduce new
terms.”
E xample:
"A volcano is an opening in the
E arth's crust that allows molten rock
to escape."
Key words: is defined as, means,
refers to, is known as, consists of

“Why do we need definition S tudent 3: "The words 'Then' and

paragraphs? ” 'F inally' make it flow smoothly."

S tudent 4: “S o that readers

“E xactly! Imagine you’re reading a understand difficult words or
science book, and you come across concepts.”
the word ‘photosynthesis.’ If you
don’t know what it means, the book
might include a definition to explain
it. F or example, ‘Photosynthesis is
the process by which plants make
their own food using sunlight.’ This
helps the reader understand the
concept before moving on.”

“Let’s try one together. Define the

word ‘gravity’ in a sentence.”

S tudent 5: “Gravity is the force that

“Perfect! That’s a definition pulls objects toward the center of
paragraph in action. It gives a clear the E arth.”
explanation of what gravity is. This
type of paragraph is useful when
writing reports, research papers, or
even explaining rules and
instructions.”

“Now, let’s move on to

C lassification. This type of
paragraph is used when we need to
group similar things into categories
and explain their characteristics.”
E xample:
"Books can be classified into fiction,
non-fiction, and reference
materials."
Key words: types of, categories,
classified as, grouped into, kinds of

“Why is classification useful? ”

S tudent 6: “It helps organize things
so they’re easier to understand.”
“E xactly! Imagine you walk into a
library where books are randomly
placed on shelves with no labels.
Would it be easy to find what you
need? ”
S tudents: “No!”

“That’s why classification is

important. It helps organize things
logically. Let’s think of another
example. If we classify different
types of transportation, what
categories could we use? ” S tudent 5: “Land transportation,
water transportation, and air
transportation.”
“Great! Now let’s go deeper. Under
land transportation, what examples
can we list? ” S tudent 6: " C ars, buses,
motorcycles, and bicycles.”

“Good job! That’s how

classification works—you start with
broad categories and then break
them into specific examples. We
see this type of paragraph in
science (classifying animals),
business (types of industries), and
even in daily life (food groups, job
types, etc.).”

“F inally, let’s discuss C ause and

E ffect paragraphs. These
paragraphs explain why something
happens (cause) and what happens
as a result (effect). We use this type
of writing a lot in science, history,
and real life.”
 E xample:
"S moking causes lung disease."
Key words: because, as a result,
leads to, due to, consequently

“Why do we use cause -and-effect S tudent 9: “To explain why things

writing? ” happen.”

“E xactly! Let’s think of some S tudent 10: “F actory emissions, car

examples. What are some causes smoke, and burning garbage.”
of air pollution?”

“Good! And what are some effects

S tudent 11: “Health problems like
of air pollution? ”
asthma, climate change, and
damage to the environment.”

Teacher: “Y es! This is how cause

and effect works. We identify the
reason for something happening
and then explain the
consequences. This structure is
useful in writing about natural
disasters, global issues, or even
everyday situations.”
S tudent 12: “Y ou might fail the test!”
“F or example, what happens if you
don’t study for an exam? ”

“E xactly! That’s cause and effect in

action. C ause: Y ou didn’t study.
E ffect: Y ou failed the test.”

E. Discussing new "C lass, today we are going to play C OI#3 Applied a
a fun challenge called ‘Picture to range of teaching
concept and strategies to
Paragraph.’ I will show you four
practicing develop critical
different images, and your task is
new skill # 2 thinking, as well
to analyze the image and write a
as other higher-
short paragraph using the correct order thinking
pattern. But here's the catch— skills.
other groups will guess which S tudents : "Y es, teacher!" (T he teacher fosters
pattern you used!" critical thinking by
encouraging
(The teacher points to the first students to relate
image—S un and Moon.) images to writing
concepts.)
"Look at this image. What do you S tudent 1: "The sun and the moon!"
see? "

"Great! How might we describe

this image in a paragraph? " S tudent 2: "We can talk about how
they are different—like the sun gives
light during the day and the moon
 shines at night."

"E xactly! That means this image is

perfect for a C omparis on and
C ontras t paragraph."

(The teacher moves to the next

image—V olcano E ruption.)

"What do you see here? " S tudent 3: "A volcano erupting!"

"If we were to write about this,

what kind of paragraph would we S tudent 4: "A definition! We need to
need? " explain what a volcano is."

"C orrect! A definition paragraph

helps explain a concept clearly."

(The teacher continues pointing at

the next two images and
discussing with students to ensure
they understand the connection
between images and paragraph
types.)

Group A ctivity: Writing the

Paragraphs
"Now, I will divide you into four
groups. E ach group will receive
one of these images. Y our task is
to:
- Discuss the image with your
group.
-Decide which pattern fits the
image best.
-Write a short paragraph using
that pattern."

(S tudents gather in groups and

start working on their paragraphs.
The teacher walks around,
checking progress.)

(E ach group reads their paragraph

aloud, but they don’t reveal which S tudent 5: "C omparison and
pattern they used.) C ontrast!

"Now, let’s guess! Which pattern S tudent 6: "That sounds like a

do you think Group 1 used? " definition

"Y es! Well done! Let’s try Group

2’s paragraph."

(This continues until all

paragraphs have been presented
and guessed correctly.)
 S tudent 7: "The pictures made it
"E xcellent work, everyone! Now, easier to see how different patterns
tell me—how did this activity help work!"
you understand paragraph S tudent 8: "It helped us organize
patterns better? " our ideas before writing."

"That’s right! Using images as

inspiration can help us develop
strong, clear paragraphs. Now, in
our next activity, we’ll practice
writing more structured
paragraphs on our own!"

F. Developing "We’re going to put your

paragraph writing skills to the test
Mastery
with a fun challenge called S peed
(Leads to Writing R elay! Y ou will work in
F ormative groups to write a paragraph, but
Assessment 3) there’s a twist—you only get 3
minutes per sentence! After 3
minutes, you will pass the paper
to the next group member, who
must continue building the
paragraph until it’s complete."

"This activity will help you think

fast, collaborate, and practice
writing structured paragraphs. Are S tudent: yes Sir!
you ready? "

"Here’s how it works: E ach group

will receive a set of keywords
related to their assigned
paragraph type. The first student
will write the topic sentence using
one of the keywords. When the
timer rings, they pass the paper to
the next student, who must add
the next sentence. We continue
this until the paragraph is
complete!"

"Y ou cannot erase what was

written before! Y ou must build
upon your teammates' sentences
while maintaining a clear and
logical structure."

"Let’s do a quick example before

we start!"
(E xample)

(Teacher as s igns "C ause &

E ffect" and gives keywords :
"Pollution, air, factories , health,
environment")
S tudent 1 (Topic S entence - 3
minutes ): "Pollution has serious
effects on both the environment and
human health."

(Timer rings , paper pass es to

next s tudent)
S tudent 2 (S upporting S entence -
3 minutes ): "F or example, factories
release harmful gases into the air,
which causes respiratory diseases."

S tudent 3 (S upporting S entence -

(Timer rings , paper pas ses to 3 minutes ): "As a result, people
next s tudent) who breathe polluted air may
develop asthma or lung infections."

(Timer rings , paper pass es to S tudent 4 (C onclus ion - 3

next s tudent) minutes ): "Therefore, reducing
factory emissions and promoting
clean energy can help solve this
problem."

"S ee how the paragraph flows

naturally? E ach person
contributes to building a strong,
well-structured paragraph!"

"Now, it's your turn! E ach group

will start writing their paragraph.
The first student writes the topic
sentence and then passes it
along. S tay focused and keep
your sentences connected!"

Group K eywords :

C omparis on & C ontras t:

("Mountains, beaches, climate,
activities, scenery")
Definition: ("Photosynthesis,
plants, sunlight, energy, oxygen")
C las s ification: ("J obs, doctors,
teachers, engineers, professions")
C aus e & E ffect: ("Technology,
distractions, students, education,
productivity")
 (The teacher starts the timer and
announces when to pass the
paper.)
COI#9 Used a
"Time’s up! Now, each group will strategies for
read their paragraph aloud. As providing timely,
accurate and
you listen, think about:
constructive
- Did they follow the correct feedback to
paragraph pattern? improve learner
- Did each sentence flow performance.
logically?
-Did they use appropriate (The teacher
transition words? " provides feedback
(E ach group presents, and the class to improve learner
provides feedback.) performance.)

"Great job, everyone! Now, let’s

reflect:
Which paragraph pattern was the
easiest to write? Why?

Which pattern was the hardest?

Why?

How did working under time

pressure affect your writing "S tudents share their thoughts .)

G. F inding “Okay, so how does the C OI#8 Adapted

paragraph structures we've and used
practical
learned—C omparison and culturally
application of
C ontrast, Definition, appropriate
concepts and teaching
skills in daily C lassification, and C ause and
strategies to
living E ffect—are used in the real
address the
world. Writing isn’t just for school;
needs of learners
we use it every day in different S tudent 1: "Like in books and
from indigenous
ways. essays? "
groups.
(The teacher
"Y es! But think beyond books. connects learning
Where else do we use these to real-world
S tudent 2: "In social media contexts.)
patterns? "
posts? "
"E xactly! Imagine you're writing a
review about two phones. Y ou
compare their features—what
pattern would you use? " S tudent: "C omparison and
C ontrast!"
"Great! Let’s act it out. Imagine
you’re a tech reviewer. C ompare
two smartphones." S tudent 3: "The iPhone has a
sleek design and great security,
while the Android offers more
: "E xcellent! That’s how customization and affordability."
comparison and contrast helps in
real life. Next, what about when
we need to explain new terms,
like medical conditions or S tudent 4: "Definition! Like in a
technology terms? " dictionary or an online article
 explaining what AI is."

"Perfect! Let’s try it. Define S tudent 4: "Artificial intelligence is

'artificial intelligence'." a technology that enables
machines to simulate human
thinking and decision-making."

"Nice! This is how definition helps

clarify concepts. Now, let’s move
to classification. Where do we S tudent 5: "In menus! Like sorting
see this? " dishes into appetizers, main
courses, and desserts."

"Y es! Or in libraries where books

are grouped into fiction, non-
fiction, and reference books.
Let’s do a quick activity—classify
these: Y ouTube, Netflix, S tudent 6: "Y ouTube and Netflix
Wikipedia." are entertainment platforms, while
Wikipedia is an educational
resource."

"Perfect classification! Now, let’s

move to cause and effect. Why S tudent 7: "To explain why things
do we need this pattern? " happen! Like in news reports about
climate change."

"E xactly! Here’s a challenge—

C OI#7
explain why too much screen E stablished a
time affects sleep." S tudent 8: "Too much screen time learner-centered
at night reduces melatonin levels, culture by using
making it harder to fall asleep." teaching
strategies that
respond to their
"Great example! C ause and linguistic,
effect writing helps explain cultural, socio-
important issues in health, economic and
science, and daily life." religious
backgrounds.
(The teacher
S tudent 9: "To explain ideas connects learning
"S o, why do we use these clearly in different situations!" to real-world
paragraph patterns outside contexts.)
school? "

"R ight! Whether you're writing a

social media post, reading the
news, or writing an email,
knowing how to organize
information makes a big
difference. F rom now on, try to
notice how these patterns appear
in everyday life!"
H. Making "Alright, class, let's wrap up our
lesson! Let's take a moment to
Generalizati reflect. What are the four new
on and paragraph patterns we explored
abstraction today? " S tudents (in unis on):
about the "C omparison/C ontrast, Definition,
lesson C lassification, and C ause and
"E xcellent! Now, let's go one by E ffect!"
one. Who can explain what
C omparis on and C ontras t
means? R aise your hand."
S tudent 1: "It’s when we show
how two or more things are alike
and different!"
"V ery good! C an someone give
me an example? " S tudent 2: "Like when we
compared cats and dogs! C ats
are independent, but dogs are
loyal."
"Perfect! The key here is to
highlight both similarities and
differences. Now, moving on to
Definition—who remembers what
this pattern does? "
S tudent 3: "Definition paragraphs
explain what something means.
Like how we described a volcano as
an opening in the E arth's crust
where lava comes out."

"Great! Definitions help make

unfamiliar terms clearer. Now,
what about C lass ification? What
does it mean? " S tudent 4: "It organizes things
into categories based on shared
characteristics!"

S tudent 5: "Books can be

"Y es! C an anyone recall the
example we used earlier? " classified into fiction, non-fiction,
and reference materials."

"E xactly! C lassification helps us

organize information so it’s easier S tudent 6: "It explains why
to understand. And finally, what something happens and what
about C aus e and E ffect?" results from it!"

"That’s right! Who can recall the S tudent 7: "S moking causes lung
example? " disease!"

"E xcellent! C ause and effect

writing helps explain relationships
between events. Now, let's
connect these patterns to real life.
C an you think of a time when you
used one of these patterns S tudent 8: "When I explained to my
outside of school? " cousin why staying up late makes
 me tired the next day, that was
cause and effect!"

S tudent 9: "When I helped my

younger sister understand what a
rainbow is, I was using a definition!"

"Amazing connections! These

patterns are not just for essays—
they help us organize our
thoughts and communicate clearly
every day. Now, before we move
on, let’s summarize:
C omparis on and C ontras t
shows how things are similar and
different.
Definition explains a term or
concept.
C las s ification sorts things into
categories.
C aus e and E ffect explains
reasons and results.
C an you see how these patterns
help us in reading and writing? "

"Great! In our next activity, we will

put this knowledge into practice S tudents : "Y es, teacher!"
by writing our own paragraphs
using these patterns. Are you
ready? "

I. E valuating Now, let’s put everything we’ve

learning learned into practice. Y ou’ll each
write a short paragraph using
one of the four paragraph
patterns: C omparison and
C ontrast, Definition,
C lassification, or C ause and
E ffect. After writing, you’ll swap
papers with a partner and give
(The students begin writing,
constructive feedback. Let’s
thinking carefully about their
begin!"
structure and key ideas.)

R emember to use signal words

that match your pattern! F or
example, if you're writing a
C ause and E ffect paragraph,
words like ‘because,’ ‘as a result,’
and ‘due to’ should appear. If
(The s tudents finis h writing their
you’re writing a Definition
paragraphs .)
paragraph, make sure you clearly
explain the term."
"Now, exchange your paragraph
with your seatmate. R ead your
partner’s paragraph carefully and
answer these two questions:"
Did they use the paragraph (S tudents exchange papers and
pattern correctly? begin reading.)
How can they improve their
writing? (S tudents starts doing
feedbacking)

"Time is up! Now, Let’s reflect! (S everal students raise their

R aise your hand if your partner’s hands.)
feedback helped you see
something you could improve." S tudent : "It helps us see mistakes
we didn’t notice before!"
S tudent :"We also learn from
"Why is peer feedback reading other people’s work, not
important? " just from writing our own."

"E xactly! Writing is a process,

and getting feedback makes our
work better. Now, take a few S tudent: "That even small
minutes to revise your paragraph changes—like adding transition
based on your partner’s words—can make a paragraph
suggestions." clearer!"
(S tudents make improvements to S tudent: "That every pattern has a
their paragraphs.) structure, and following it makes
"What was the most important writing easier."
thing you learned from this
activity? "

"Great insights! Learning to write

well means practicing, getting
feedback, and improving. Keep
these skills in mind as we
continue writing in future
lessons!"
J. Additional "F or our final activity, you’re going C OI#8 Adapted
and used
activities for to write a letter—to your future
culturally
application or self! Think about what you’d like to
appropriate
remediation tell yourself five or ten years from teaching
now. Would you give advice? strategies to
Describe your dreams? R eflect on address the
your present self? Y our challenge needs of learners
is to choose one of the four from indigenous
paragraph patterns to structure groups.
your letter. Let’s go over the (The teacher
options!" provides
culturally
appropriate
"Think about what you want to say
exercises for
and which pattern fits your
students who
message best!"
need further
reinforcement.)
"Before writing, take a minute to
brainstorm. What do you want to
tell your future self? What hopes
or advice do you have? Which
pattern will help you express it
best? "
(S tudents jot down ideas in their
"If you’re unsure, discuss with a notebooks.)
seatmate which pattern might be
the best fit for your letter."

"Now, write your letter. Keep it

personal but structured—make
sure your ideas flow logically!"

"Once you’ve finished, submit (S tudents begin writing, applying

your letter. I will read them and the paragraph pattern they chose.)
give you feedback. R emember,
this letter is for you—so write
honestly and meaningfully!"
(S tudents submit their letters.)
"What was the hardest part of this
activity? "
S tudent: "C hoosing the right
paragraph pattern!"
S tudent: "Making sure my ideas
were clear."
"That’s why we practiced! Writing
is all about making choices. The
more you do it, the easier it
becomes. I can’t wait to read your
letters and see how you applied
what we learned today!"
V. ASSIGNMENT Research and find an article that
uses one of the four paragraph
patterns. Write a summary explaining
how the pattern was used.

VI. REMARKS

VII. REFLECTION

A. No. of
Learners who
earned 80% in
the evaluation

B. No. of learners
who require
additional
activities for
remediation

Prepared by: Cooperating Teacher

Roger June Clamonte JOEJOHN C. TAPALLA