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ENGLISH
Quarter 4 - Module 2: Lesson 2
Writing a Paragraph Showing
Problem- Solution Relationship
Department of Education - MIMAROPA Region
English – Grade 5
Quarter 4- Module 2: Lesson 2: Writing a Paragraph Showing Problem-Solution
Relationship
First Edition, 2020
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Published by the Department of Education
Regional Director: Benjamin D. Paragas, CESO V
Assistant Regional Director: Atty. Suzette T. Gannaban-Medina
Chief, CLMD: Mariflor B. Musa
Development Team of the Module
Author: Ileen R. Sta. Rinala
Editor: Adelardo I. Maluan, Ph.D, Hazel Portia C. Austria,
Reviewer: Julie Ann Cueto, Kathleen R. Osano, Lavinia J. Cueto
Illustrator: Alexander Abeleda, Elena C. Tugade
Layout Artist: Mark Roger A. Dacayanan
Printed in the Philippines by DepEd MIMAROPA
Department of Education – MIMAROPA Region
Office Address:
Department of Education, MIMAROPA Region (CLMD)
Meralco Avenue corner St. Paul Road, Pasig City
Telefax:
(02) 631-40-70; (02) 637-3093
E-mail Add:
clmd@depedro4b.gov.ph
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Introductory Message
For the facilitator:
This Self-Learning Module (SLM) focuses on Writing a Paragraph
Showing Problem-Solution Relationship as one of the Most Essential
Learning Competencies (MELCs) in Grade 5 English. This learning material is
patterned on Bloom’s Taxonomy Instructional Design wherein learning
activities are aligned with the identified objectives and sequenced according
to their level of difficulty considering the learner’s needs, interest and abilities.
You need to ensure that the learner clearly understands the
lesson or concepts discussed in the module. You are also expected to guide
him/her in answering the activities or accomplishing the different learning
tasks thereby enabling him/her to master the competency.
For the learner:
This Self-Learning Module (SLM) is especially made to enhance
your attitude, knowledge and skills vis-à-vis the identified learning
competency. Through this module, you will engage in fun and interesting
learning activities and answer varied exercises and tasks to help you gain
mastery of the target competency which will enable you to effectively use the
English language in listening, speaking, reading and writing. Those learning
activities are appropriately selected and carefully crafted according to your
needs, interests, and abilities.
To successfully achieve the objectives of this module, kindly do
the following:
•
•
•
•
Read and follow the instructions in all the learning activities and
exercises very carefully,
Be honest in answering all the learning activities and exercises,
Write your answers neatly and legibly in your subject notebook
or on a separate sheet of paper, and
Seek guidance from your parents, guardians or subject teacher if
you encounter difficulty in accomplishing the learning activities.
Working on each learning activity in this module will surely
enable you to learn certain aspects of the target language in an enjoyable and
meaningful way. So take good care of this module and have fun while learning!
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What I Need to Know
In this lesson, you are given the opportunity to develop your writing
skill. After going through this lesson, you are expected to:
•
determine the problem- solution relationship in sentences and
paragraphs
•
write a paragraph showing problem- solution
I know you are excited to start your #writingGoals. So, start turning
each page of this module and unleash your skill in writing throughout the
process.
Happy writing!
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What I Know
In your previous lesson, you have learned about writing a paragraph
showing comparison and contrast. Below is the box that contains a paragraph
that you need to study and analyze. Identify the similarities and differences
between the two individuals described in the passage by accomplishing the
Venn diagram. Do this on your notebook.
We Are Unique Individuals
People in the school think that I look the same as my sister
Hannah. They say we are twins but actually not. My sister is two years
younger than me. Although we are physically the same in height, physique
and hair, we are both unique in different ways. She has a whiter
complexion, a dimple on her left cheek and an eight inches shoe size. I have
a brown complexion, a dimple on my left cheek and a seven inches shoe
size. Aside from this, she is fond of enhancing her intellectual capacity while
I’m more of the athletic type. Given all these differences, we only knew two
things—we are sisters and we love each other with our own uniqueness.
Venn Diagram:
My
sister
Me
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WRITING A PARAGRAPH SHOWING PROBLEMLesson
SOLUTION RELATIONSHIP
Have you heard about King Solomon’s God-given wisdom and how
he fairly judges unusual difficulties in his kingdom in Israel?
Here is the story from the Bible that tells about how King Solomon
solved a very complicated problem.
As you read the Bible story below, you have to find out how King
Solomon made his solution to the problem.
What’s In
SOLOMON’S EXCEPTIONAL WISDOM
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One day in the kingdom of Israel, King Solomon, the son of
David faced two women in the court. These women presented their
arguments by bringing in their arms, a lifeless baby and an active baby
who they claimed to be theirs. The first woman asserted the alive as hers
and accused the second woman who rolled over the lifeless baby in her
arms and exchanged it with hers while asleep. She pointed out that there
was no one in the house except them. Also, she insisted that she knew the
looks of her baby since it was born three days ahead than the second
woman’s child. On the contrary, the second woman told the king that the
first woman lied.
Due to their contradictory testimonies, King Solomon requested
his soldiers to cut the living baby into halves. This enhanced the tension
in the court which made the people thought of their king as brutal.
With this, the first woman begged to stop the order for the action
might kill her child and committed the baby to be in the care of the second
woman. However, the second woman entirely approved the King’s proposal
so the two of them could not have the baby.
To everyone’s surprise in the court, the King decided to give the
living baby to the first woman. According to him, a real mother knew how
to care for her child.
Solomon as wise and fair ruler became known to the world.
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Comprehension Questions:
Answer the following questions based on the text you have read.
Write your answers on your notebook.
1. What does the story tell about?
2. Who are the characters in the Biblical story?
3. What is the setting of the story?
4. What are the arguments introduced by the two women in the court?
5. Who stated the real testimony—the first or the second woman? Why?
6. How did King Solomon discern who the real mother was?
7. Do you think he really meant cutting the child in halves? Why?
8. Was the problem solved?
9. If you were to decide, to whom are you going to give the living baby?
10. Nowadays, if you were faced with this kind of problem, what other
solutions would you do to discover the answer to the problem?
What’s New
What you have read is a biblical story taken from I King 3:16-28.
The story features how King Solomon was able to discern the real mother from
the fake one.
With his test of mother’s love for the child, he was able to find a
solution to the problem. Thus, the one who demonstrates the genuine love
of a mother to the baby was identified.
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Every situation in our lives demands finding a solution when faced
with problems before we come up to a decision or conclusion. As children of
the 21st century, you should possess the skill of identifying the problem and
finding out the solutions to discern right from wrong in achieving your goal
or purpose.
Going back to the story, we may sum up the problem-solution
relationship through the given organizer below:
Problem:
Who is the real
mother?
Listen to the
testimony of
the mothers
Solution
s
Cut the living
baby into
halves
Conclusion:
The baby belongs to
the first mother.
The problem, solution and conclusion are the features of a problemsolution text. These are also the three important elements or parts you have
to keep on your mind in writing your own paragraph. The following are the
steps to follow:
1. Ponder on the things with a problem and possible solutions.
Ex: PROBLEM: What makes the plants inside our house wither?
SOLUTION: Is there enough sunshine? Water? Nutrients in the soil?
Is there a need to experiment on it using the given variables? Think of your
own possible solution.
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2. Consolidate your ideas using a graphic organizer.
3. Using the ideas you organized, write a paragraph. Remember to follow the
standards in writing a paragraph such as using proper margin,
indentation, capitalization and appropriate punctuation marks.
Can you now start writing your own paragraph showing problemsolution? Let’s see how well you are!
What Is It
Read the text on the next page. Identify the problem and the
solutions indicated in the content. Accomplish the fish-bone organizer. Write
your answers on your notebook.
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Global warming effects have been very drastic as time passes by.
With this, the community should exert double effort to avoid this
phenomenon or somehow lessen the problem.
In our community, officials, together with the barangay residents,
have taken actions regarding this problem. Yesterday, they launched the
Bayanihan Tree Planting that required every family to plant at least one fruitbearing tree in their backyard. They also conducted the program “Gulayan
sa Bakuran” to lessen the burden of food shortage in times of El Niṅo
phenomenon. Moreover, they facilitated the coastal and sewage system cleanup drives to eliminate wastes that do not decay like plastic. These actions
were due to the possibilities of flooding as the water level rose because of the
melting of ice in Polar Regions. Today, they have been conducting a houseto-house campaign to stop and warn families from burning their garbage
especially those that produce toxic wastes that harm the ozone layer.
Our barangay is indeed dedicated to fight global warming.
FISH-BONE ORGANIZER
problem
solutions
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What’s More
A.
Match the problem to the appropriate solutions. Write your
answers on your notebook.
PROBLEMS
SOLUTIONS
1. Corona Virus attack
a. wearing face masks
b. 15 days self- quarantine
c. socialization
d. social distancing
e. group gatherings
2. Financial Constraint
a. Cost-cutting
b. buy needs rather than wants
c. ask for financial assistance
from
relatives
and
government
d. sell communication gadgets
e. look for other source of
income like poultry, farming,
hog raising or online selling
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B. Match the solutions to the appropriate problem. Write your
answers on your notebook.
SOLUTIONS
PROBLEMS
a. animal tagging
b. head counting
•
extinction of Tamaraw
c. issuance of an intensified
•
forest Denudation
law for animal protection
•
marine exploitation
b. Prepare hot lemonades
•
drug addiction
c. Take decongestant/
• cough/colds
d. establishments of gene
pools
a. Drink 8-10 glasses a day
antibacterial medicines
•
dehydration
d. Eat foods rich in Vitamin C
What Have I Learned
When writing a paragraph showing problem-solution
relationship, remember the following things:
1. Think of a situation with a problem and solution.
2. Consolidate your ideas through an organizer.
3. Write your ideas in a paragraph form.
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What I Can Do
Below is a news article. Read it and illustrate the problem-solution
relationship shown in the text through a graphic organizer. After completing
your concept map, organize the ideas again and write a paragraph related to
the ideas presented in the article. Do this on your English notebook.
Girl scouts support cleanliness drive
Reesay Mae Decain
SJPES Girl Scouts are on the lead.
To maintain the cleanliness around San Jose Pilot Elementary
School, girl scouts from the intermediate levels have performed their duties
by conducting civic works every Friday.
The girls, wearing their GSP uniforms, walk around the school
to pick pieces of papers, candy wrappers and other kinds of garbage.
They also clean areas where mosquitoes thrive by pulling shrubs
and grasses.
Carrying their empty sacks, they show to other pupils the
importance doing a good turn daily.
Girl scouts work with Science Club and YES-O members as
‘Little Environmentalists’ to get names of pupils who were caught littering
in school surroundings.
They give disciplinary actions to ‘policy-breakers’ in simple
community service like cleaning school ground or sending them to the
guidance office.
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A. Fill-out the graphic organizer using the above information in
the article.
Girls Scouts Support Cleanliness Drive
solutions
problem
B. Write a paragraph showing problem- solution based on your
answer in the graphic organizer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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What I Can Do on My Own
A.
Fill out the graphic organizer below giving the possible
solutions to the given problem. Write your answers on your notebook.
Solution
Solution
Problem:
Low grades
Solution
Solution
B. Write a short paragraph based on your answers in the graphic
organizer. Write your answers on your notebook.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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What I Can Do
More
Read old newspapers and magazines. Cut an example of text
showing problem-solution relationship and paste it on your notebook.
Underline the problem once and the solution/s twice.
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Answer Key
Comprehension Questions: (possible answers)
1. The story tells about how King Solomon solved a problem through the wisdom
given to him by God.
2. The characters are King Solomon, the king of Israel and the two women who
are arguing about the living baby.
3. The story happens inside the court of King Solomon’s Kingdom.
4. The first woman claimed that the living baby was hers and that the second
woman switched their babies while asleep. However, the second woman
denied the accusation and told the king that she’s the real mother.
5. I think. The first woman stated the truth. Since her child was born three days
ahead than the second woman’s baby, I knew that a real mother could
recognize that it was hers in the first place. Aside from this, a true mother’s
love is seen through her selfless care.
6. He tested the love of the two women by ordering his soldier to cut the baby
into halves.
7. No, he didn’t mean it. He only did it to test the selfless love of the two mothers.
8. Yes! It was solved.
9. Just like King Solomon, I would also give the child to the first woman because
she sacrificed her own desire to be with her child than to let it be killed by the
soldier’s sword.
10. Since we are now in the 21st century, I would have them take the DNA Test.
That could easily solve the problem in a 100% scale.
What Is It:
Problem: Global warming
Solutions: Officials, together with the barangay residents have taken actions
like:
•
launched the Bayanihan Tree Planting that required every family to
plant at least one fruit-bearing tree in their backyard
•
conducted the program “Gulayan sa Bakuran” to lessen the burden
of food shortage in times of El Niṅo phenomenon
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•
facilitated the coastal and sewage system clean-up drives to eliminate
wastes that do not decay like plastic
•
conducted a house-to-house campaign to stop and warn families from
burning their garbage especially those that produce toxic wastes that
harm the ozone layer
What’s More:
A.
PROBLEMS
SOLUTIONS
1. Corona Virus attack
a, b, d
2. Financial Constraint
a, b, e
B.
SOLUTIONS
PROBLEMS
e. animal tagging
f. head counting
•
extinction of Tamaraw
g. issuance of an intensified
law for animal protection
h. establishments
of
gene
pools
C. Drink 8-10 glasses
a day
•
D. Prepare hot
lemonades
E. Take decongestant/
antibacterial
medicines
F. Eat foods rich in
Vitamin C
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cough/colds
What Can I Do: Answers may vary
A. Fill- out the graphic organizer using the above information in the article.
Girls Scouts Support Cleanliness Drive
solutions
- Conducting
problem
of
civic works every
School wastes
Friday
- Picking pieces of
papers,
candy
wrappers and other
trash
-pulling
grasses
and shrubs
-giving disciplinary
actions to violators
B. Possible answer:
Since the school have been facing problems regarding wastes, the
School GSP of San Jose Pilot Elementary School has taken actions to maintain
the cleanliness of the school. With this, they’ve been conducting civic works
every Friday. They pick pieces of papers, candy wrappers and other trash.
They also pulled grasses and shrubs. Violators were given disciplinary actions.
What Can I Do On My Own: Possible Answers
A.
1. Failing grades
1. have a study habit
2. seek help from the expertise of the
teachers, parents, siblings or even
classmates and friends
3. exercise reading with comprehension
and review lessons
B. Answers may vary
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Reference:
Decain,
Ressay
Mae
“Girl
Scouts
Support Cleanliness
Drive”
THE
PANDURUCAN, The official Publication of San Jose Pilot Elementary School.
San Jose Occidental Mindoro: San Jose Pilot Elementary School. JuneOctober, 2017
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For inquiries or feedback, please write or call:
Department of Education, MIMAROPA Region – (CLMD)
Meralco Avenue, corner St. Paul Road, Pasig City
Telephone Nos.: (02) 631-40-70; (02) 637-3093
Email Address: mimaropa.region@deped.gov.ph