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Grade 10 Q2 English LAS PDF

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82% found this document useful (11 votes)

9K views

Grade 10 Q2 English LAS PDF

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Ideza Sabado

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You are on page 1/ 60

ENGLISH

Second Quarter

LEARNING ACTIVITY SHEETS

i
COPYRIGHT PAGE

Learning Activity Sheet in English

Grade 10

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and
the copyright is attributed. No work may be derived from this material for commercial purposes and
profit.

Consultants:
Regional Director : BENJAMIN D. PARAGAS, EdD, CESO IV
Assistant Regional Director : JESSIE L. AMIN, PhD, CESO V
Schools Division Superintendent : RACHEL R. LLANA, PhD., CESO VI
Asst. Schools Division Superintendent : MARY JULIE A. TRUS, PhD., CESE
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD.
Chief Education Supervisor, CID : EVELYN V. RAMOS

Development Team

Writers : HEIDI C. BORJA, ROXANNE ELAINE J. CONCEPCION, CHRYSTEL

FRANCES JANE D. OLIVEROS, ROSALE B. MANALAD, BENJAMIN B.
BATAAN JR., LEAH DELA CRUZ, ARLEE M. VICMUDO

Content Editor : MERLIE M. BINAY-AN, MT II, Dupax del Norte NHS, Nueva Vizcaya
MARYELLE MACAPIA, Master Teacher-TCSHS, SDO Tuguegarao City

Language Editor : FLORENCE F. ESPARRAGO, HT III, Nansiakan NHS, Nueva Vizcaya

Layout Artist : CHESTER C. CORTEZ, Librarian II-LRMDS, Nueva Vizcaya

Focal Persons : DINDO JOHN H. MORENO, EPS-ENGLISH, Nueva Vizcaya

: BERMELITA E. GUILLERMO, PhD., Division LR Supervisor
: RONNIE F. TEJANO, PhD., English Regional EPS
: RIZALINO G. CARONAN, Regional LR Supervisor

Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

ii
TABLE OF CONTENTS

Learning Competency Page

Observe the language of research, campaigns, and advocacies 1-8

Identify features and parts of an argumentative essay 9-21

Make statements of assertion or opinion 22-27

Formulate claims of fact, policy, and value 28-36

Write an exposition or discussion on a familiar issue to include key structural 37-42

elements and language features

Make and deliver impromptu and extemporaneous speeches with ease and 43-50

confidence

Compose texts which include multimodal elements 51-57

iii
ENGLISH 10
Name of Learner: _________________________________ Grade Level: __________
Section: __________________________________________ Date: ________________

LEARNING ACTIVITY SHEET

Language of Research, Campaigns and Advocacies

Background information
The 21st century has brought dramatic changes to society at large. Through technology,
people from different parts of the world have become more connected today than they were in
the past. This means that huge amounts of information can be easily accessed in seconds. This
changes had prompted a rewiring of how human beings think and what is deemed worth
learning; this means that gaining information is no longer an end itself.
As a 21st-century learner, you must acquire the knowledge and skills that are important
in meeting the demands of the academe and the industry. The 21 st-century skills are abilities
that today’s students need to succeed in their careers during the information age. These are
critical thinking, creativity, collaboration, communication, information literacy, media literacy,
technology literacy, flexibility, leadership, initiative, productivity and social skills.
With the help of the tasks you’ll explore in this lesson, you are expected to hone your
communication skills and to observe the language of research, campaigns, and advocacies.
Remember the following:
• Research - the systematic investigation into and study of materials and sources
in order to establish facts and reach new conclusions
• Campaign - an organized course of action to achieve a goal
• Advocacy - public support for or recommendation of a particular cause or policy

Learning Competency

EN10G-IVa-32 (MELC Quarter 2-Module 1)

Observe the language of research, campaigns, and advocacies

Task 1. Learning in the 21st Century

Being a 21st-century learner means acquiring the essential knowledge, skills and right
attitude to navigate the world. One of the most important skills that will enable you to achieve
this is your skill in identifying the language of research, campaigns, and advocacies.
Use the IN THE BOX portion to answer this question:
In what way can identifying the language of research,
campaigns and advocacies help you achieve 21st-century skills?

Note: Practice Personal Hygiene protocols at all times. 1

Task 2. Portrait of 21st-Century Leaners
Use the illustration below to indicate the knowledge, skills, and attitude that 21 st-century
learners must possess.

Knowledge

Skills Attitudes

Task 3. Make and Match

Get to know some research terms. Match the descriptions in Column A with the
corresponding section names listed in Column B.
A B
_____1.Presents background information, scope, and focus of the A. Methodology
research paper
_____ 2.Provides a review of what others have written or researched on B. Literature
concerning the topic Review
_____3.Explains how the research was conducted C. Introduction
_____4.Presents the information gathered through the research D. Reference
_____5.Evaluates the results of the study or research E. Discussion
_____6.Provides the summary of the research F. Conclusion
_____7.Lists all the sources used in the research G. Results
_____8.Contains other related information such as graphs, charts, tables, H. Research
lists
_____9.Summarizes all sections and helps readers decide whether or not I. Abstract
to read the entire report
_____10.A systematic investigation to contribute to an existing body of J. Appendix
knowledge

Task 4. Let’s Write!

A. Getting Ready to Write. Before you set out to write your draft, answer the writing
disposition survey found below. Place a check mark on the response that best describes
how you generally feel toward writing. To what extent do you agree or disagree with
the following statements?
1-Strongly Disagree
2-Disagree
3- Neither agree or disagree
4-Agree
5-Strongly Agree
Note: Practice Personal Hygiene protocols at all times. 2
My Writing Disposition
Statements 1 2 3 4 5
1. I write well in English.
2. Being a proficient writer will help me succeed
academically and professionally.
3. Good writers know the rules of grammar and
mechanics.
4. I don’t bother rewriting my written output
especially when I am busy.
5. I don’t usually pay attention to the purpose why I’m
writing an output or to whom it is addressed.
6. It is important to reread, revise, and edit my written
outputs.
7. I am nervous about writing in English.
8. I find it helpful to show my written output to others
and get feedback.
9. I find it difficult to express my ideas accurately.
10. I find it hard to write fluidly.
11. I always consider the intended purpose when I
write.
12. It is important to consider my audience when I
write.
13. Writing is a social activity.
14. I need not engage others in my writing process.
15. Engaging in the writing process helps me become
a better writer.
Questions to answer:
1. Based on your responses, what is your view of the writing process?
2. Is writing a solitary or social affair?
3. Why should you consider your intended audience or readers when
you write?

B. Cite it Right! Review what you have learned about academic honesty. Read the
statements below and write A if the act shows academic honesty and P if otherwise.
STATEMENTS
A OR P
A student…
1. submits the same paper to two teachers without the
knowledge of both.
2. copies a paragraph from a source, use quotation marks, and
neglects to cite the source.
3. changes the structure of copied sentences from a source
and cites the source of sentences.
4. targets the original source of the copied material and
creates a fictional author’s name.
5. copies the passage verbatim, encloses it in quotation and
cites the source.
6. grabs a photo from the internet, includes it in a submitted
work, and fails to cite the source.

Note: Practice Personal Hygiene protocols at all times. 3

7. uses another concept from a source, rephrases the idea, and
provides proper citation.
8. purchases an essay from the internet, and submits it to a
professor
9. paraphrases a passage completely and claims it as her or
his.
10. Asks a family member to write her or his class
requirement, and submits it to the professor.

Points to Remember
A. Right Write!
Review the different sections needed to write a Research Report.

Writing the Introduction

Let us first start with the first goal by reviewing the essential parts of the
introduction:
A. Brief Background: Provide an overview of the scope of the research.
B. Objectives of the Study: Articulate what you intend to find out or achieve in the
study. Some researchers use research questions that they intend to address in the
report. Others articulate the objectives of the study. Either way, research questions
or objectives are tools to guide readers in knowing the direction of the research.
C. Significance of the Study: Discuss the relevance of the study to your intended
audience. Cite the specific benefits that they can get from the findings of the
research.
D. Literature review: Discuss previous studies done on the chosen topic. Relate how
your research relates to these previous researches.

Note: Practice Personal Hygiene protocols at all times. 4

In writing the introduction, you also have to think of catchy devices or hooks
that would get the interest of your readers. This can be done through the use of questions,
a direct quotation, a startling fact, or a vivid description.
Writing the Body
The body of research reports contains the substantial amount of information that
needs to be clearly and accurately presented and analyzed. The data that will be
presented in this section are meant to address the research questions or objectives. In
presenting the gathered information you can use pie charts, graphs, or tables. Note that
you must introduce each illustration appropriately followed by an adequate discussion
of the data presented.
Moreover, you need to use related studies to support or refute the findings. You
can do this by incorporating the notes (summary, quote, paraphrase) that you have
gathered in the pre-writing phase. Remember to cite your sources using recommended
system of documentation. Also, introduce and explain the direct quotation, paraphrase,
or summary that you have incorporated in the discussions.
Writing the Conclusion
The conclusion is important in bringing home the highlights of the research
paper. A well-written conclusion allows readers to take on a new perspective about the
thesis. Moreover, it provides readers with recommendations that can be explored
concerning the topic.
B. Quest in Advocacy
Using the research writing process, you can investigate a social issue, discuss
your findings, and propose solutions and options to address the issue. You can extend
advocacy of your case through a presentation. Consider the points below:
Introduction
• Start with the big idea.
• Think of a device that will get the attention and interest of the audience.
• Highlight the significance of your research by relating your topic to your
audience.
• Discuss the significance of the research and literature review.
Body
• Outline the findings of the research.
• Use graphs and illustrations to forward your points clearly.
Conclusion
• Provide options or recommendations concerning the issue you have researched.
Highlight your call to action. Talk about specific steps that your audience can
take in addressing the issue locally or globally.

Note: Practice Personal Hygiene protocols at all times. 5

Task 5. My Advocacy Campaign Poster Slogan
The COVID-19 pandemic has affected educational systems worldwide, leading to the near-total
closures of schools, universities and colleges. As a 21st -century learner in the Philippines, create
a simple advocacy campaign poster slogan on education and continuous learning despite the
pandemic. Put your output in a long bond paper. Be guided with the scoring rubrics below:
4 3 2 1
Best Effort Great Effort Good Effort Little effort
Content All of theMost of the Few of the The contents are
campaign campaign poster’s elements not aligned with
poster’s poster’s are aligned with the advocacy.
elements areelements are the advocacy.
aligned with thealigned with the
advocacy advocacy.
Organization Compelling Slogan present. No slogan. Poster No slogan.
slogan, poster Poster has has information Poster is
has adequateappropriate but is not easy to disorganized and
information amount read. Has too difficult to read.
with a balance information much text or too
between with a balance many pictures.
pictures andbetween Unbalanced.
text. pictures and
Information is text.
easy to read andInformation is
flows. easy to read and
flows.
Word Choice The word choice The word choice The word choice Word choices
is unique and is appropriate. does not enhance are incorrectly
clever. the propaganda used and/or do
techniques used. not make sense.
Word usage is
bland.
Punctuation Poster has been Poster has been Poster has been Poster has not
and Grammar edited carefully edited with edited with fewer been edited and
and has no fewer than 3 than 5 errors. has multiple
errors. errors. errors.
Creativity The ideas are The ideas are The ideas are not The ideas are not
full developed, developed, fully developed, developed, lack
focused and somewhat focused or focus and are not
original. focused and are original. original.
good but not
original.
Appearance Appearance Appearance is Appearance is not Appearance is
shows time and neat and neat and lacks unfinished and
effort. Poster is colorful. Some color. The lack of reflects that little
neat, colorful handwritten text effort is time and effort
and attention- takes away from noticeable. were put forth.
grabbing. overall polished
Overall polished look.
look.
Source: https://www.scribd.com/document/370299501/RUBRICS-for-Etech
Note: Practice Personal Hygiene protocols at all times. 6
Task 6: Let’s Evaluate!
Using what you have learned in this lesson, identify if the following statements are
correct or not. Draw a ( √ ) before the item number if the statement is correct and ( X ) if the
statement is wrong.
______1. In creating an introduction of your research, you must incorporate catchy devices or
hooks that would get the interest of your readers.
______2. Use of questions, a direct quotation, a startling fact, or a vivid description your
introduction is not a good idea.
______3. The body of research reports contains the substantial amount of information that needs
to be clearly and accurately presented and analyzed.
______4. In writing a research report, you must need to cite your sources using recommended
system of documentation.
______5. There is a need to use related studies to support or refute the findings.
______6. The introduction in the research report provides readers with recommendations that
can be explored concerning the topic.
______7. Using the research writing process, you can investigate a social issue, discuss your
findings, and propose solutions and options to address the issue.
______8. You must highlight the significance of your research by relating your topic to your
audience.
______9. In creating an advocacy presentation, you must highlight your call to action and talk
about specific steps that your audience can take in addressing the issue locally or globally.
______10. You must introduce and explain the direct quotation, paraphrase, or summary that
you have incorporated in the discussions in the body of your research report.

Task 7: My Treasure
Use the OUT OF THE BOX portion to answer this question:

In what way can identifying the language of research, campaigns

and advocacies help you achieve 21st century skills?

Reflection
Complete this statement:

What I have learned in this activity______________________________________

Note: Practice Personal Hygiene protocols at all times. 7

Answer Key
Task 1. Answers may vary
Task 2. Answers may vary
Task 3.
1. C 6. F
2. B 7. D
3. A 8. J
4. G 9. I
5. E 10. H
Task 4.
A. Answers may vary
B.
1. P 6. P
2. P 7. A
3. P 8. P
4. P 9. P
5. A 10. P
Task 5. Answers may vary
Task 6.
1. √ 6. X
2. X 7. √
3. √ 8. √
4. √ 9. √
5. √ 10. √
Task 7. Answers may vary

References
English Learner’s Material for Grade 10 (pp. 457-474, pp. 494-497)
https://www.scribd.com/document/370299501/RUBRICS-for-Etech
https://languages.oup.com/google-dictionary-en/

Prepared by:
HEIDI C. BORJA
Teacher-I, Carolotan HS
MARYELLE MACAPIA
Master Teacher-TCSHS, SDO Tuguegarao City

Note: Practice Personal Hygiene protocols at all times. 8

ENGLISH 10
Name of Learner: ______________________________________ Grade Level: ___________
Section: _______________________________________________ Date: ________________

LEARNING ACTIVITY SHEET

Parts and Features of an Argumentative Essay

Background Information for Learners

In your previous grade levels, you have been taught of different types of essays and how
to write them. In this lesson, you will learn more on argumentative essay, its parts and its
features.

Argumentative essay
Argumentative essay is a type of formal essay that tries to change the reader’s mind
by convincing the reader to agree with the writer’s point of view about a certain issue. It
uses evidence and facts to support the claim that the author makes. Thus, the pros and cons
are given to both sides so that the reader can weigh and decide on the stand that s/he is going
to take.

Argumentative Essay vs. Persuasive Essay

Argumentative essay asks you to give the facts straight. The facts and evidence to be
included in your argument should be from credible sources. Evidence can be in the form of
scientific data, results from researches or statistics.

Persuasive essay asks you to convince the reader with your beliefs using your own
words. Your ideas and opinions should stir up the emotion of your reader. In this type of
essay, the use of persuasive techniques should be employed.

Parts of an Argumentative Essay

Generally, all essays have three parts namely introduction, body, and conclusion.
The introduction is the first paragraph of your essay. This contains the general
statement and thesis statement of your essay. General statements are few sentences about
the subject of your essay to catch the attention of your reader while a thesis statement
contains your main point about the subject.
The body contains the supporting details of your main idea. This consists of one or
more paragraphs following the introduction. Each paragraph supports the main idea of your
essay by breaking it down into smaller ideas or sub- topics.
The conclusion is the last paragraph in the essay. It completes the essay by
summarizing the most important ideas.
An argumentative essay has these parts. However, the following should be observed
when writing the said parts.
The introduction of your argumentative essay should contain a general statement and
a thesis statement. The thesis statement is your claim as a writer.
🧐Add-on to Learning. A claim is your opinion or your position about the issue
that you are talking about.

Note: Practice Personal Hygiene protocols at all times. 9

The body of your essay should include 1 -3 reasons about your claim. Reasons should
be backed up by evidence like facts including scientific data and statistics. Each reason will
be one paragraph each.
The conclusion part of your essay should summarize and review your main points and
let your reader think about your claim.
Specifically, argumentative essay has two more parts. These are the:
Counterclaim- this is a claim or a reason that your reader might bring up to disagree
with your position.
🧐Add-on to Learning. Counterclaim is also called as counter-argument.
Rebuttal- this follows the counterclaim. This is your response to the counterclaim.
This negates or disagrees with the counterclaim given. In this part, you should have
the “last word” by giving a concrete piece of evidence to strengthen your claim.

Language Features of an Argumentative Text

I. Uses of Modals
Modals are used as auxiliary or helping verbs with special functions.
The following are examples of modals which you can use in strengthening your positions/
arguments when making an argumentative text.
Should- used for advice and recommendations.
Example: You should observe proper personal hygiene in order to avoid from getting
sick.
Must – used for orders, suggestions, required action and very strong advice.
Example: You must wear a face mask whenever you are going to go out from
your house.
May- suggests that something is possible.
Example: You may become what you wish to be if you will work for it.
Might- suggests a weaker possibility.
Example: Some of your decisions might affect your future.
Will- express willingness and intentions. It is also use to announce a decision at the moment
that one makes it.
Example: Being obedient and responsible towards your actions will help you
become successful someday.
🧐Add-on to Learning. Modal adverbs are also used to add conviction to your claim.

Examples of modal adverbs are certainly, absolutely, probably, usually and definitely.

II. Use of Conjunctions or Connectives

Conjunction is a word used to connect other words, group of words or ideas. It also called as
connectives. Examples of connectives are because, although, on the other hand, therefore, in
order that, and as much as.

III. Use of Evaluative Language

Implicit language- this kind of evaluative language is used when the writer wants to add
effect to the purpose of his writing by not directly stating his aim but can be understood by
the reader.

Explicit language- this kind of evaluative language is used when the writer wants to explain
and describe things in a detailed manner by directly stating his purpose of writing.

Note: Practice Personal Hygiene protocols at all times. 10

Take a look at the parts of an argumentative essay below:
Title: Are you Distracted by Technology?
This part is the Introduction of an essay
According to an article published by Daily Mail, an average person spends 8 hours
and 41 minutes on electronic devices. That period of time surpasses the time an average
person spends sleeping for 20 minutes. There is no doubt in the fact that people are getting
more dependent on technology as time goes by. The only question is: are we too distracted
by it?
Author’s Claim
Technology can be a distraction only when people fail to use it responsibly. When
a responsible individual uses smartphones, tablets, laptops and other devices to get access
to knowledge, contacts and truthful information, technology serves as the most useful tool
for elevating their quality of life.
Body of the Essay
Technology takes us to places most of us never get to see, it helps us find out every
piece of information we need, and it enables us to communicate with any person, regardless
of their location. A report from a survey conducted by Pew Research Center showed that
62% of smartphone owners in the U.S. have used their devices to find information about
health conditions; 57% relied on their phones to do online banking; and 30% of them have
taken a class or accessed educational content via smartphone during 2015.
Counterclaim
The biggest argument against the statement that technology can be beneficial for
everyone is the fact that it can be addictive. Children and teenagers, who seem to be
absorbed by games, are the most commonly used example that shows how distorted modern
values are. The Internet is presented as one of the greatest problems of today's youth. Online
media proved to be an extremely powerful weapon to control the population and turn young
people into slaves of consumerism. Websites and online magazines that aim towards
teenagers are flooded with topics that revolve around makeup, fitness, fashion models,
movie stars, and many more.
Rebuttal
The way we use contemporary technology is not determined by the content that's
being served online, but by our own character. If some people use Facebook as a dating
service, a distraction or a way to promote themselves, we cannot blame the creator of this
platform for their inability to gain knowledge, meaningful connections, and other benefits
from modern technology.
Conclusion
In conclusion, we cannot even imagine living without our smartphones, tablets and
laptops. We need these wonders of technology to communicate with the rest of the world
and get instant, free access to any piece of information we need. Whether we allow
ourselves to be entirely consumed by these devices or we stay resistant to the temptations
they impose - that's something we should all decide for ourselves. It's in our nature to adapt
everything to our interests. Thus, we take the devices that are available to us and we choose
the way we use them. Technology can distract only those who do not plan to use it in the
most beneficial way. For everyone else, it's a necessary aspect of the way we function, and
it makes us more effective and knowledgeable than humans ever were.

Note: Practice Personal Hygiene protocols at all times. 11

Your Learning Competency

Identify features and parts of an argumentative essay (Quarter 2, Week 1) EN10WC-IIa13.1

General Directions

Answer the following activities in order for you to learn more about the parts, features and
proper ways of writing an argumentative essay.

Review
Directions: The following statements are about essay, its parts and essay writing. On the
line before the number, write TRUE if the statement is correct and FALSE if not.
__________1. An essay is a piece of writing expressing the author’s side of argument, story
or experiences.
__________2. Generally, there are four parts of an essay: introduction, argument, body and
conclusion.
__________3. The introductory part of an essay provides the most vital and important
content of the writing where the author provides evidence to tell his point.
__________4. A thesis statement is a clear one or two- sentence explanation of one’s position
about the topic.
__________5. When writing an essay, the use of transition words helps the reader
understands how the writing flows from one idea to the next.

Activity 1: Quick Writing

In the space given, write as many ideas, answers or reasons as you can for two minutes
about the question given. Remember, in this activity, technical parts of writing will not yet be
considered.

Note: Practice Personal Hygiene protocols at all times. 12

Activity 2: Argumentative vs. Persuasive
Directions: Read the two essays below and try to distinguish between argumentative essay
and the persuasive essay by answering the questions that follow.

Essay 1

Washing your hands is like a 'do it yourself' vaccine - it reduces the spread of diarrhea and
respiratory system illness, it has 5 simple and effective steps (wet, bubbles, scrub, rinse, dry).
Especially, washing hands regularly before and after specific activities is one of the best ways
to eliminate bacteria, prevent sickness, and prevent bacteria from spreading to other people. It
is fast and very simple, it can make us all free from being sick. In addition to bacteria, washing
hands is everyone's victory.
(Source:www.essaybot.com)

Essay 2
Hand hygiene is a major issue in infection control. It is considered to be the most important
infection preventing measures. Many infections are spreading by direct contacts. To prevent
contamination, good hand washing techniques must be practiced. Hand washing is also the
least expensive measure to prevent transmission of nosomical infections. Hand washing is
just one important way of avoiding transmission of organisms present on the hands. Hand
hygiene is a well-researched subject. It is stated to be an important route of transmitting
infection (DOH 2001a cited in Dougherty, L. et al 2004). Survey shows that hand washing
is not carried out to the high standards desired (Taylor 1978a cited in Dougherty, L. et al
2004).
(Source: nursinganswers.net)

Questions:

1. What essay appeals more to the emotion?

Note: Practice Personal Hygiene protocols at all times. 13

Activity 3. Modal Works.
Direction: Complete the sentence in each item by encircling the correct modal.
1. As law- abiding citizens of our country, we (may, must, will) obey the rules and
regulations set by the government.
2. During this time of pandemic, the Philippine government set different rules and
regulations that we (may, must, will) follow.
3. Our obedience to the said rules (might, should, will) help in the prevention of the spread
of the disease.
4. Region 02 is one of the areas put under the General Community Quarantine. Under this,
50- 100% of selected establishments (may, must, will) open subject to the health
standards.
5. However, if you are living with your family and one of the members is pregnant, elder
aged 60 years old and above and younger siblings aged 20 and below, they (may, might,
will) not be allowed to go out because they are more prone to acquire the disease
according to the health experts.
6. Only one person, aging 20-59 years old (may, must, will) go out and buy their basic
necessities. Wearing face masks and observing social distancing (may, must, should)
be observed when going out.
7. As a student and a citizen of our country, you (can, may, will) spread awareness to other
people about how we can solve the problem that we are facing.
8. Writing a reminder post, sharing truthful information and educating yourself in order
for you to educate also others like the immediate members of your family (may, must,
will) be a great help in the fight against this pandemic.
9. Aside from these, you (can, might, should) share an inspirational quote, poem or song,
make an inspirational video, draw appreciation images or utter a sincere prayer to God
can help and inspire others to remain strong and have a positive mindset.
10. Remember, Dr. Jose Rizal believed that learners like you are the hope of this country.
Simple and small acts and words from you (can, might, will) make a difference.

Activity 4: Connectives Play

Direction: Fill in the blanks with the correct conjunction to complete the thought
of the sentence. Choose your answer from the given conjunctions.
also although as a result
because but usually

1. Looking for one another and other creatures here on earth is a shared responsibility
among us ______________ we are called to be good stewards of creation.
2. Learners like you are also stewards. Each steward is different from one another.
____________ you are different from one another in terms of religion, ethnicity and
culture, you are called to look for each other’s welfare and safety.
3. _________________, you think that you need to be rich or popular to make a difference
in our country _______________, you can use whatever God-given talent, gift or
intelligence that you have to help other people most especially the less fortunate.
4. Being a good steward ______________ means taking care of other creations around us

Note: Practice Personal Hygiene protocols at all times. 14

like the natural resources whether these are the plants in your school, river in your town
or your house pets.
5. Doing things that will not harm the environment like observing proper waste disposal
can lead to a better planet for us. __________________ we can live healthier and
happier.

Activity 5: Structure of an Argumentative Essay

Direction: Fill in the boxes below by providing the parts of an argumentative essay.

Activity 6. Parts of the Argument

Direction: Identify whether the given sentence is an example of claim, counterclaim or a
rebuttal. Write your answer on the space before the number.

__________1. Washing your hands with soap after holding something or making contact
with someone is important.
__________2. Using hand sanitizer is as effective as washing your hands with soap.
__________3. Handwashing with soap removes germs from the hands and prevent infections.
__________4. Hand sanitizers without 60-95% alcohol will merely reduce the growth of
germs rather than kill them outright.
__________5. Hand sanitizers are 63 percent ethanol, which kills almost 100 percent of the
germs it comes in contact with.

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Activity 7: A Safe Argument
Direction: Gather at least four (4) safety measures set by the government to be observed
while your place is under a community quarantine (eg. observing proper personal hygiene).
Include facts on how it can help you to fight against the COVID 19 pandemic. Write them in
the diagram below.

SAFETY MEASURES TO FOLLOW

List your sources below. Remember to use the APA format.

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Final Task. Writing an Argumentative Essay.
Direction: From your answer in activity 5, choose one (1) among the safety measures which
you consider as the most important one that everyone should follow. Then, write a 15-18
sentence essay about the said topic. Follow the structure of writing an argumentative essay.
Your output will be graded according to the given rubrics.

Title: ________________________________________________________

___________________________________________________________________________
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___________________________________________________________________________
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Rubrics for Scoring of a Written Argumentative Essay
5 3 1
Well-developed Introductory paragraph Introduction states
introductory paragraph contains some background the thesis but does
contains detailed information and states the not adequately
INTRODUCTI background problem, but does not explain the
ON information, a clear explain using details. background of the
Background explanation or States the thesis of the problem. The
Thesis Statement definition of paper. problem is stated,
the problem, and but lacks detail.
a thesis statement.
Two or three main Two or three main points Two or three main
points are well are present but may lack points, but all lack
developed with detail and development in development.
supporting details. one or two. Counter claim Counter claim and
MAIN POINTS Counter claim and and rebuttal paragraph rebuttal paragraph
Body Paragraphs rebuttal paragraph acknowledge the are missing and/or
acknowledge the opposing view, but vague.
opposing view, and doesn't summarize points.
summarizes their main
points.
Conclusion Conclusion summarizes Conclusion
summarizes the main main topics. Some summarizes main
topics without suggestions for change topics, but is
repeating previous are evident. repetitive. No
CONCLUSION sentences; writer's suggestions for
opinions and change and/or
suggestions for change opinions are
are logical and well included.
thought out.

The writer treats the The writer uses some Some unclear or
subject seriously using informal language and confused sentences;
SENTENCE formal language. All slang. Most sentences are the writer shifts
PRECISION sentences are complete, accurate and person throughout
Sentence complete, accurate, clear; there is an the essay.
Clarity and clear; the writer occasional use of "you" in
controls the point of the essay, indicating a
view appropriately. lack of revision or
control.

Punctuation and Sentence structure is Work contains

capitalization are generally correct. Some structural weaknesses
MECHANICS correct. awkward sentences do and grammatical
Punctuation appear. There are one or errors. There are
Capitalization two errors in punctuation three or four errors in
and/or capitalization. punctuation and/or
capitalization.

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Reflection. Making a Sound Argument
Direction: There are times in your life where you cannot avoid having an argument to some
people like your parents, siblings or friends. What do you need to bear in mind when you want
to give your side without offending other people? Share your thoughts by writing an “I should
list”.

When I want to give my side but someone is still talking, I should

References
Argumentative Essay vs. Persuasive Essay: What’s the Difference? January 25,
2017. Retrieved from https://theasianlife.com/argumentative-persuasive-essay-whats-
difference/

Argumentative Essay: Are you distracted by technology? (February 3, 2016). Retrieved

from https://www.essaymama.com/blog/argumentative-essay-are-youdistracted-by-
technology/

Cruz,L., Arbozo,L., Relucio, G. (2013). Perspectives 7, 8, 9. Jo-Es Publishing House,

Inc. Valenzuela City.

Department of Education. (2015).English Learner’s Material 10: Celebrating Diversity

through World Literature. Department of Education. Pasig City.

Pearson Education South Asia. (2004). Writing and Grammar: Communication in

Action. Pearson Education Inc. Singapore.

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ANSWER KEY.
Review.
1. TRUE 4. TRUE
2. FALSE 5. TRUE
3. FALSE

Activity 1: Quick Writing

Learners will have varied answers. The teacher will focus on checking their ideas and opinions.

Activity 2: Argumentative vs. Persuasive

1. Essay 1- Persuasive Essay
2. Essay 2- Argumentative Essay
3. Washing hands regularly before and after specific activities is one of the best ways to
eliminate bacteria, prevent sickness, and prevent bacteria from spreading to other
people.
4. Good hand washing techniques must be practiced. Hand washing is also the least
5. expensive measure to prevent transmission of nosomical infections

Activity 3. Modal works.

1. must 4. may
2. might 5. should
3. will

Activity 4. Connectives.
1. because 4. also
2. although 5. as a result
3. usually, but

Activity 5: Structure of an Argumentative Essay

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Activity 6: My Argument.
The teacher will check the information given by the learners depending on the
source that they have given.

Final Task: Writing an Argumentative Essay.

The teacher will grade the learner’s output using the rubrics provided.

Prepared by ROXANNE ELAINE J. CONCEPCION

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ENGLISH 10
Name of Learner: __________________________________ Grade Level:___________
Section: __________________________________________ Score:_________________

LEARNING ACTIVITY SHEET

Assertion or Opinion

Background Information for Learners

An opinion is an expressed belief or judgment about something that isn’t necessarily
based on fact. It is an utterance of one’s view, judgment or an appraisal about a particular matter
that is not conclusive. The statement, “Hon. Vico Sotto is the best mayor in the Philippines,”
is an opinion statement because there are no facts provided to validate and qualify that he is
the best mayor in the Philippines.

Developing a good opinion statement makes an effective argument. This starts with a
clear opinion statement known as a “claim or proposition.”

Meanwhile, an assertion or assertive communication is a stylistic approach that

involves a strong declaration, a forceful or confident and positive statement regarding a belief
letting the readers to accept the idea or notion as an indisputable fact.

This rhetorical style has been proven to be one of the best approaches for writers to
express their personal feelings, beliefs, and ideas in a direct way without violating the rights of
others. This style has 4 types:

1. Basic Assertion - simple and straightforward statement for expressing feelings,

opinions and beliefs
e.g. Young men and women between ages 18-25 in the Philippines drink too
much alcohol.
2. Emphatic Assertion - conveys sympathy to someone recognizing first his/her feelings
or situation then showing support for his/her viewpoint,
feeling or rights
e.g. Anne is a topnotch writer because she writes so well.
3. Escalating Assertion - occurs when someone is not able to give a response to a
person’s basic assertions and therefore that person becomes
firm about him or her
e.g. If you exercise and use slimming product you will lose weight.
4. Language Assertion - the use of pronoun I and is useful for expressing negative
feelings
e.g. I can’t finish my work because you keep bothering me. Therefore, I
want you company and you to help me finish the work.

Learning Competency

Make statements of assertion or opinion. (EN10WC-Ic-12.2; Quarter II-Week 3)

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Directions/Instructions:
Activity 1. Word Search. Find the hidden horizontal, vertical or diagonal words related to
opinion and assertion. Loop as many as you can.

Activity 2. True or False. Read closely each statement and identify it as True if it is true;
otherwise, False. Shade the circle that corresponds to your choice.
1. Expressing one’s judgment that is not decisive is an example of assertion.
True False
2. Assertion is a refutable statement.
True False
3. An opinion statement may be classified as a proposition.
True False
4. An emphatic assertion is simple and straightforward.
True False
5. Assertive communication is the best approach in expressing self-affirmation or
rational thinking.
True False
Activity 3. Say What? Classify each statement as OPINION or ASSERTION. Write your
answer on the space before each item number.
____________ 1. The most relaxing type of music is a country music.
____________ 2. Going to work overseas is the solution to improve family lives.
____________ 3. Stop pestering me. I want to finish my work first, then I will
entertain you.
____________ 4. If I don’t get my coffee every morning, I feel irritated. Therefore,
I try to substitute coffee to tea.
____________ 5. The shut-down of ABS-CBN has affected many of the Filipino
workers and viewers.

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Activity 4. Picture Express. Study the following images then write in the box two to three
sentences expressing assertion using any of its types.
a.

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Activity 5. Table Reading. Express your interpretation regarding the table below through
opinion.
COVID-19 Counts in the Philippines

May 31
May 27
May 15
May 10
May 07
May 01
Apr 28
Apr 23
Apr 17
Apr 12
Apr 08
Apr 04
Apr 01
2,311 3,870 6,981 10,343 12,091 17,224

Activity 6. Paragraph Writing. The Philippines is now transitioning to a new normal mode of
society due to COVID-19 pandemic. The education system is adopting strategies
and methodologies to continue the delivery of instruction to all Filipino learners.
In relation to this, write a simple paragraph expressing opinion and/or assertion
about this issue.

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Rubrics in Assessing Activities 4, 5 & 6:
Criteria 5 4 3 2 1 TOTAL
Focus/Content (states clear expression
at the beginning until the end)
Development/Organization (has strong
organizational plan sentence/s; has
logically arranged statements)
Clarity of Ideas (presents clear and
sound and authentic opinion/assertion)

Reflection:
Complete the statement:
My journey through this lesson enabled me to learn ___________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
Literary Devices: Definition and Examples of Literary Terms. Retrieved last May 25, 2020 at
https://literarydevices.net/assertion/
Developing an opinion statement. Retrieved May 25, 2020 from
https://k12.thoughtfullearning.com/minilesson/developing-opinion-statement
Digital Resource Center. Opinion or Mere Assertion. Retrieved May 25, 2020 at
https://digitalresource.center/content/opinion-or-mere-assertion

Prepared by:

CHRYSTEL FRANCES JANE D. OLIVEROS

Dupax del Norte National High School
Dupax del Norte, Nueva Vizcaya

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ASSERTION OR OPINION

Answer Key:
Activity 1:

Activity 2:
1. False
2. False
3. True
4. False
5. True

Activity 3:
1. Opinion
2. Opinion
3. Assertion
4. Assertion
5. Assertion

Activity 4: Possible answers:

a. Having low grades during the first quarter, the student was motivated to study
harder the following quarter. No doubt, he had a better academic performance in
the second quarter!
b. ABS-CBN has been a part of my life since childhood. I don’t understand why some
leaders politicized the renewal of the franchise of this biggest media network in the
Philippines. I couldn’t fathom how selfish they are without considering the many
lives affected by the network’s shut down!
c. In sports, it is important to obey rules. This shows how upright and disciplined a
person is. But there are really those who try to trick the game just to win. This is
wickedness!

Activity 5: Possible Answer

The continuous rise of confirmed COVID-19 patients show that Philippines is never
ready to face such pandemic. Even most of the Filipinos especially those living in Metro Manila
have no discipline at all in following orders/protocols. Economy gradually falls and Filipinos
will have to suffer for a long time.

Activity 6: Answers may vary.

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ENGLISH 10
Name of Learner: ____________________________ Grade Level: ___________
Section: ____________________________________ Score: _________________

LEARNING ACTIVITY SHEET

Formulate Claims of Fact, Value, and Policy

Background Information for Learners

What is claim? A statement essentially arguable, but used as a

primary point to support or prove an argument is called a claim. If
somebody gives an argument to support his position, it is called “making a
claim.” Different reasons are usually presented to prove why a certain point
should be accepted as logical.

There are three common types of claims. These are value, policy,
and factual claims. Identifying claims is easier if you have a background
about each type.

What is the difference among claim of fact, claim of value, and claim
of policy?

Claim of Fact focuses on establishing that something “is or isn’t” or

is “true or false”.

Claim of Value focuses on persuading an audience that something is

“good or bad”, “right or wrong”, “desirable or undesirable”.

Claim of Policy advocates that something “should or shouldn’t be

done”.

At this point, you now have a better understanding on the types of

claims. What will you do next? Here’s your challenge! Be ready to answer
series of exercises.

Learning Competency

Formulate claims of fact, policy, and value (EN10WC-IIb-13.2) (Q2, Wk. 2)

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CHALLENGE STARTS HERE!
Exercise 1: Claim the Word!
Directions: Read and analyze the description in each item, then identify whether each is claim
of fact, policy, or value. Write your answer on the scroll before the item number.

1. It is a statement that advances judgment about morality,

beauty, merit or wisdom.

2. It is a statement that urges an action.

3. It is a statement that reports, describes, and/or predicts causal

claims.

Exercise 2: Connect your Claim!

Directions: Match the images in column A with the types of claim in column B by drawing
an arrow.
A B
1.
Claim of Fact

Claim of Value

Claim of Policy

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Exercise 3: Know Thy Claim!
Directions: Examine each statement and write whether it uses a claim of fact, value, or policy.

4G 100%
Messages Edit

1. Cellphone is a useful tool

in supplementing teaching
instructions.

ANSWER: ________________

2. Teachers should ensure

correct use of cellphones in
the classroom.

ANSWER: ________________
3. Cellphones provide the
means to communicate with
friends, family, and other
people.

ANSWER: ________________
4. Students should use
cellphones responsibly and
wisely.

ANSWER: ________________
5. Pearson stated that 82% of
z
high school students use
mobile devices.

ANSWER: ________________

Type your message here Send

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Exercise 4: Write your Claim!
Directions: Choose one from the list of topics below and formulate your own claims of fact,
policy, and value. Use the organizer below to present your claims.

List of Topics
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship with Others
4. Recognizing Interpersonal Convergence
5. Bridging the Gap

TOPIC:

Claim of Fact Claim of Policy Claim of Value

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Exercise 5: Claim to Convey

Directions: Try to write three claims (fact, value, and policy) about current issues in your
school, community or in our country.

Example:

Current Issue: Cyberbullying

Fact Claim: Some students use social media to bully their classmates.
Value Claim: It is wrong to use social media to bully other people.
Policy Claim: The bullied should report to authorities the bully for action.

1. Current Issue: ___________________________________________________________

Fact Claim: _____________________________________________________________
Value Claim: ____________________________________________________________
Policy Claim: ____________________________________________________________

2. Current Issue: ___________________________________________________________

3. Current Issue: ___________________________________________________________

4. Current Issue: ___________________________________________________________

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Rubric for Exercises #4 & #5
Criteria Score 3 Score 2 Score1
Appropriateness Ideas are relevant to Ideas are somewhat Ideas are not
the topic relevant to the topic relevant to the topic
Correctness Ideas are correct and Some ideas are Ideas are incorrect
accurate correct and accurate and inaccurate
Completeness Complete and Incomplete answers No answer is given
thorough answers are given
are given

Exercise 6: Claim for Action!

Directions: Write a persuasive essay on questions of fact, value or policy. You have a free reign
to choose a topic and type of claim to use.
Consider the following guidelines in making your essay.
1. Creating a Persuasive Essay on Questions of Fact
1.1. Begin with a thesis that states that something is true.
1.2. Present evidence in topical order.
1.3. Ask the audience/reader to agree to a conclusion after presenting all the
evidence.
1.4. Provide reliable and valid evidence.

2. Creating a Persuasive Essay on Questions of Value

2.1. Introduce appeals, information, and criteria.
2.2. Provide evidence that makes your audience arrive at a conclusion.
2.3. Use facts to justify your claims.
2.4. Consider your audience’s feelings and values.

3. Creating a Persuasive Essay on Questions of Policy

3.1. Convince the audience that there is a problem that must be addressed or a need
for change.
3.2. Tell them what actions they must take.
3.3. Show the audience that the plan can succeed. Address the implications, cite
expert testimony and reference.
Rubric for Persuasive Essay
Indicator Score 3 Score 2 Score 1
Provides arguments, Provides arguments, Provides some
illustrations, and illustrations, and words support that appeals
words that forcefully that appeal to the to the audience and
Audience and
appeal to the audience audience and serve the serves the persuasive
Purpose
and effectively serve persuasive purpose purpose
persuasive purpose

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Uses clear, consistent Uses clear Uses inconsistent
organizational strategy organizational strategy organizational
Organization with occasional strategy
inconsistencies

Provides specific, well Provides some Provides some

elaborated support for elaborated support for support, but with
Elaboration
the writer’s position the writer’s position little elaboration

Uses transitions to Uses some transitions; Uses few transitions;

Use of connect ideas shows few mechanical shows some
Language smoothly; shows few errors mechanical errors
mechanical errors
Source: http://www.phschool.com/atschool/writing_grammar_08/pdfs_6_7_8/r_pers.pdf

MY PERSUASIVE ESSAY
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________

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Reflect and Claim!

Most people don’t really want the truth. They just want constant reassurance that
what they believe is the truth.

Claim It!

Claiming what I learned in my journey through this lesson,

I learned that

I realized that

I promise to

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Answer Key
Exercise 1
1. claim of value
2. claim of policy
3. claim of fact
Exercise 2
1. claim of policy
2. claim of fact
3. claim of value
Exercise 3
1. claim of value
2. claim of policy
3. claim of fact
4. claim of policy
5. claim of fact
Exercise 4: answers may vary (refer to the Rubric for Exercises 4&5)
Exercise 5: answers may vary (refer to the Rubric for Exercises 4&5)
Exercise 6: answers may vary (refer to the Rubric for Persuasive Essay)

References:
Almonte, Liza R., et al. (2015). Celebrating diversity through world literature-grade 10.
Philippines: Rex Bookstore, Inc.
Marlowe G. (2019). Identifying claims of fact, value, and policy. Retrieved from
https://quizlet.com/254176207/identifying-claims-of-fact-value-and-policy-flash-
cards/
Ramones V. (2018). Claims of fact, value and policy. Retrieved from
https://www.slideshare.net/VanessaRamones/claims-of-fact-value-and-policy
Robertson E. (2018). Claims of fact, value and policy/Communication skills. Retrieved from
https://www.youtube.com/watch?v=KJW1WQxddPQ
Persuasion: persuasive essay rubric and scoring models. Retrieved from
http://www.phschool.com/atschool/writing_grammar_08/pdfs_6_7_8/r_pers.pdf

Prepared by:

ROSALE B. MANALAD
Bagabag National High Shool

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ENGLISH 10
Name of Learner: ___________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

Writing Expository Essays

Hi, my name is Benji! I’m currently looking for a buddy who can help
me improve and master my writing skills, particularly in expressing my
thoughts about social issues. Can we be partners and learn this lesson
together? My English teacher tells me that learning can be fun when shared
with a friend. Please write your name on the space I provided for you. Nice
meeting you, ___________________! Shall we start?

Background Information for Learners

What is an expository essay?

An expository essay is a writer’s explanation of an idea or issue.

How can I write an expository essay?

Expository essays can be developed through comparison and contrast, definition,
example, and the analysis of cause and effect.

Steps in Writing an Exposition

1. Prepare: read on the topic given to you. It may also help if you list the key words or
phrases about your topic.
Say for example, your teacher asked you to write about “distance learning.” What could
you say about this topic if she asked the question: Why is distance learning important?

2. In the first paragraph, write a clear and concise thesis statement. It makes a claim,
directly answering the question given to you.
Example:
Distance learning, though challenging for students and their families and
teachers, too, is very important because it is the only way that education could go on,
while we are all still on community quarantine. (This is your thesis statement! It is
one sentence that expresses the main idea of the essay.)

3. After the first paragraph and the introduction of your thesis statement, write three body
paragraphs that will include evidential support. Evidential Support may come in various
forms which includes facts, statistics, expert opinions, and anecdotal proofs.
In writing the body paragraphs, remember the following:
a. Each paragraph should be limited to the exposition of one general idea. This will
allow for clarity and direction throughout the essay.

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b. Each paragraph in the body of the essay must have some logical connection to the
thesis statement in the opening paragraph.
Example:
Totally cancelling this school year due to the unforeseen emergence of the
COVID-19 pandemic will just result to more complicated problems that will surely
affect the students in the long run. One whole academic year is too long for them to be
deprived of their right to education. Moreover, it will also interrupt their momentum
and interest towards learning.
It can also be noted that when learners are left with nothing to do because
education stops, there will be a relatively higher possibility that students become
disinterested towards education. In fact, it has been a perennial observation of Carla
Callores, a public high school Guidance Counselor, that those who missed at least a
school year and comes back tend to show “lazy attitude” towards learning.
These could be the reasons why the education bureau kept on pushing for the
school opening despite the uncertainties brought forth by the novel corona virus.
Preparations were made and little by little, the result is becoming evident. Students are
still engaged in the learning process. It cannot be denied there are challenges
everywhere but still, education is going on.

4. After writing the body paragraphs using your evidential support, it is time to conclude
this expository essay.
In writing the conclusion, remember the following:
a. This part is not just a rewriting of the thesis; it must try to tie the loose ends and
wrap up the whole discussion.
b. Do not introduce any new information into the conclusion; rather, synthesize and
end the essay using the information presented in the body paragraphs.
Example:
We cannot just wait for the pandemic to be over and allow our learners to miss
learning for one school year. School authorities have to make a way to continue with
education. It will not be easy but measures can be made to address every single
challenge that confronts the implementation of education.

Learning Competency

MELC: Write an exposition or discussion on a familiar issue to include key structural elements
and language features.

Hello, Benji and _______! This time, let us check your

understanding of the lesson by accomplishing the following tasks. When
something is not clear to you, do not hesitate to approach me through my
phone number __________________. I look forward to hearing from you.
Enjoy learning!

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Activity 1: Knowledge Generator

Accomplish the following task by choosing one from the five given topics. Out of your
chosen topic, you have to come up with a ‘word cloud’ by providing key words or phrases that
go around your chosen topic. You can do it manually on the box provided below. An example
is prepared for you.

TOPICS/ISSUES
Covid-19 Pandemic ABS-CBN Closure Online Learning
Anti-Terrorism Law Postponement of Sports Virtual Entertainment

SAMPLE ‘WORD CLOUD’

Ar e We Ready?
New No r ma l Effects on the Economy
E f f e c t s o n He a l t h COVID-19 PO V E R TY
Governm ent M itigation M easures
Effects on the Econmy
l t h
Safety Protocols

YOUR ‘WORD CLOUD’

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Activity 2: Craft the Draft
After choosing your topic, you can now write your draft by filling out the following
graphic organizer. Guide questions are also prepared to help you.

What is your general perspective on the topic you have chosen? How
does it affect you and the people around you?___________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________

What are the three points about the topic you want that you want to raise
awareness with? Explain.

No.1:______________________________________________
______________________________________________________________
______________________________________________________________
___________________________________________
No.2:______________________________________________
______________________________________________________________
______________________________________________________________
_____________________________

No.3:______________________________________________
______________________________________________________________
______________________________________________________________
_____________________________

How will you convince your audience to agree with what you are saying?

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Activity 3: Write to Right
Using the ideas that you have generated through the Craft the Draft activity, you can
now finalize your exposition about the topic you have chosen.

Wow! That’s awesome! I never thought I’d reach this far. I may not
have written the exposition but I have learned so much from you, buddy.
Thank you and let’s continue learning together. Cheers!

Rubric for the Exposition

Criteria Score
Content
-Exposition is well researched.
/25
-Ideas presented are relevant to the chosen topic
-Ideas are well-supported by facts as a result of cross-referencing
Organization and Grammar Conventions
-Ideas are presented in a logical and cohesive manner.
-Correct spelling, punctuation, and grammar are observed. /25
-Ideas are presented in complete sentences.
-The different language features like modals and conjunctions are correctly utilized.
TOTAL /50

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Closure/Reflection (3-2-1)

Congratulations, Benji and _______! You two are doing a

great job! You are now down to your last task for this lesson. For this
task, I want you to come up with a reflection that will tell me about
your new realizations about the lesson. Just accomplish the graphic
organizer below by providing the needed pieces information. Good
luck!

3 new 2 things I 1 thing I

things I have to will never
have improve do again
learned on

1.____________________
1.____________________
2.____________________ 1.____________________
2.____________________
3.____________________

Realization Organizer

References for learners

• Curriculum Guide, English 10 – Department of Education

Take Note!!!
Due to the COVID-19 pandemic, mass gatherings are still
prohibited by the government including face-to-face instructions at
school. However, it should not impede us from being creative to
ensure that learning does not stop. And so, I thought of an alternative
way on how you can submit your output to me.
You can send your expositions through any of the following
modes: Facebook: (Teacher’s FB account)
Email: (Teacher’s email address)

Prepared by:
BENJAMIN B. BATAAN JR.
Teacher III
SANTA FE NATIONAL HIGH SCHOOL

Note: Practice Personal Hygiene protocols at all times. 42

ENGLISH 10
Name of Learner: _______________________________________ Grade Level: _________
Section: _______________________________________________Score: ______________

LEARNING ACTIVITY SHEET

Impromptu & Extemporaneous Speeches

Background Information for Learners

There are times when we are asked to get up and say a few words about a topic we
have no intention of speaking about. This situation actually occurs at times.
Whenever you are in a situation like this, your spoken response is spontaneously
given.
Impromptu, derived from the Latin phrase meaning “in readiness,” is applied to a
speech given, a poem recited, or a song sung without advance notice or warning. Most of
the time, the speaker is called to deliver a message or state his opinions at the spur of the
moment, because he is expected to have a wide knowledge and understanding regarding
the given topic.
Extemporaneous is applied to unmemorized speech given from notes or an outline.
It is a planned and a prepared speech.

Learning Competency
EN10F-IIi-1.15: Make and deliver impromptu and extemporaneous speeches with ease and
confidence (Quarter II-Week 7)

EXERCISE 1.a: Word/Idea Association

Directions: In this initial task, you are going to associate words or ideas to the editorial cartoon
about COVID-19 in five minutes. Do not search in the internet what the cartoon is about. After
analyzing the image, write as much personal ideas as you can inside the box.

Note: Practice Personal Hygiene protocols at all times. 43

Source: Philstar.com. (2020, February 26). Retrieved October 26, 2020, from https://media.philstar.com/photos/2020/02/26/covid_
2020-02-26_21-30-36.jpg

EXERCISE 1.b Connecting Dots

Directions: Review the words or phrases you’ve written about COVID-19 in the first task. You
will link these words and phrases by using them to construct a concise five-sentence paragraph.
Do it in 10 minutes.

Note: Practice Personal Hygiene protocols at all times. 44

EXERCISE 1.c: Q & A with a Sibling/Friend
Directions:
1. In this activity, you will need to seek help from your siblings and other family members.
2. Choose a topic which is related to the pandemic that you are knowledgeable about (e.g.
impacts of COVID-19 to education, missing your friends during this pandemic, fear of
getting sick).
3. Make the necessary preparations: read about your topic, write your cues on a note pad,
and rehearse.
4. Ask your family member to interview you about it and answer his or her questions
pretending that you are a well-informed speaker or authority.
5. After the interview, narrate your experiences in the column below. Write about what
went well in the activity and what you need to improve as a speaker.

I was good at… I need to improve on…

EXERCISE 1.d: Box of Surprises

Directions: You will surely enjoy this with your family. Prepare a big box and request your
parents to put objects that can be found in at home. Do not look at them while they are putting
them in the box. You can invite here your siblings to participate. Instruct that all participants
will speak about the object that they will pick from the box of surprises. Spontaneously, or
without any preparation, share whatever you know about the object. When everybody had their
turn, ask your parents or siblings about your performance. Ask them the things that they liked
about your performance and the areas that need to be improved. Fill in the table below with the
feedback given to you.
Good Things About Your Performance Areas to Improve

Note: Practice Personal Hygiene protocols at all times. 45

STOPLIGHT
Directions: Pause for a moment and reflect on your performances in the exercises. How are
your performances in associating words, connecting ideas within a given period of time, and
delivering instant messages? Check the appropriate level of your confidence.

Unsure…I still need a lot of work in public speaking. 

Comfortable… a little more practice in speaking and I’d get a lot better. ☺

Confident…I was born to become a professional public speaker! ☺

KEY POINTS
Congratulations! You are done with the activities which could help you improve your skills in
delivering impromptu speeches. To advance your skill in speaking, read the useful tips below.
You should practice them at home with your family members.

• Relax, and show a confident smile and posture in front of your

audience.
Before the • Identify the purpose of your speech (Will you entertain, inform, or
Delivery persuade?).
• Think of a striking statement which could get the attention of your
listeners (an anecdote, a quotation, or a joke).
• When it is your turn to talk, keep yourself composed and calm. Walk
unhurriedly at the appropriate area where you will deliver your
speech.
• As you deliver your speech, establish an eye contact with your
During the audience and start right away with your powerful introductory
Delivery statements. Never forget to use transition words when moving from
the initial idea to the next one. (Remember our lesson on transitional
devices and use them to create organization in your speech!)
• Observe appropriate verbal and nonverbal cues and be mindful of the
time.
After the • Express your gratitude.
Delivery • Go back to your seat comfortably.

Are you now ready to take a leap for another speaking challenge? Move to the next page and
enjoy the activities waiting for you there!

Note: Practice Personal Hygiene protocols at all times. 46

EXERCISE 2.a: What If?
Directions: Write down your answers for the question: “If you are going to be given a
superpower to conquer COVID-19, what power will you ask for and what are you going to do
about it?” Write whatever you have in mind. Do this in 10 minutes.

EXERCISE 2.b: Outlining

Directions: Think of the impacts of COVID-19 in the country and around the world. Identify a
societal or medical problem it brought to the human race. Using that problem as your topic,
prepare an outline. Use the format below. Fill in the necessary information. Then, try to deliver
a speech using the content of your outline. Ask help from a friend or from one of the members
of your family. After delivering your speech, ask the comments and suggestions of your friend
or siblings. This is in preparation for your last and final task.

Topic / Title: ________________________

I. Introduction (Opening Statement):
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.
II. Body (Main Points)
A. Main Point 1: ________________________________________________.
B. Main Point 2: ________________________________________________.
C. Main Point 3: ________________________________________________.
III. Conclusion (Closing Statement)
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.

Note: Practice Personal Hygiene protocols at all times. 47

STOPLIGHT
Directions: Pause for a moment and reflect on your performances in the exercises. How are
your performances in responding to the hypothetical question, writing an outline, and
delivering a speech based on an outline? Check the appropriate level of your confidence.

Unsure…I still need a lot of work in public speaking. 

Comfortable… a little more practice in speaking and I’d get a lot better. ☺

Confident…I was born to become a professional public speaker! ☺

If you are still doubtful, you can look for other possible activities from the internet
which could help you address your difficulties in delivering extemporaneous speech.

FINAL TASK: Two Minutes Off-The-Cuff

Directions: You are now ready to deliver a speech. Set your timer for 2 minutes and record a
video of yourself giving an extemporaneous speech on our current COVID-19 pandemic.
Choose a topic which is related to our current situation. Make sure that your speech is not read
or memorized. Be guided by the rubric below.
Extemporaneous Evaluation Rubric
Fair Good Very Good Excellent Points
(1 point) (2 points) (3 points) (4 points)
Subject Not enough Adequate In-depth Full subject
Knowledge information is knowledge of knowledge of knowledge
and Coverage presented to subject is subject is (more than
judge speaker’s demonstrated demonstrated required)
knowledge

Organization Speech is Speech Speech shows Speech

unorganized follows a skill and shows a
logical creativity in strong
progression organization structure and
structure
enhances
effect of
speech
Voice Volume, Voice and Voice and Volume,
pronunciation language are language are tone, timing,
or vocal adequate for skillful and inflection,
variation needs the delivery effective and language
improvement of the speech are used to
enhance
speech

Note: Practice Personal Hygiene protocols at all times. 48

Manner and Appearance, Appearance Appearance Appearance
Appearance body language, and and and
or gestures need mannerisms mannerisms mannerism
improvement are are presented are presented
appropriate with business with a
like conduct professional
and style demeanor
and personal
style
Closing Closing is Closing is Closing is well Closing is
missing or clear and organized and creative and
unclear organized effective contributes to
a unified and
cohesive
presentation

Effectiveness More practice is Audience Effort is shown Multiple

needed to interest is to enhance techniques
maintain maintained interest and are used to
audience involvement artfully and
interest successfully
create
audience
interest

SELF-ASSESSMENT
Directions: Did you learn the essential knowledge and important skills in this lesson? Check
the appropriate box which corresponds to your honest assessment of your performance.

Indicators Yes Somewhat No

1. I can define and describe impromptu and

extemporaneous speech.
2. I can deliver an impromptu speech with
ease and confidence.
3. I can make and deliver an extemporaneous
speech easily and confidently.

Whatever performance level you are in now, always put in mind that you need to keep
improving your speaking skills.

Note: Practice Personal Hygiene protocols at all times. 49

LEARNING RESOLUTION

Directions: What are you willing and interested to do for you to perform better in situations or
occasions where you will be tasked to deliver impromptu or extemporaneous speeches? Write
your resolution below.

References

Celebrating Diversity through World Literature: Grade 10 English Learner’s

Material. Pasig City: Rex Book Store

Philstar.com. (2020, February 26). Retrieved October 26, 2020, from

https://media.philstar.com/photos/2020/02/26/covid_2020-02-26_21-30-36.jpg

Key to Correction
Exercise I. a Possible Answers
Pandemic
Disease
Disaster
China
For all other Activities and Tasks: Answers may vary

Prepared by:

LEAH DELA CRUZ

Paniki High School

Note: Practice Personal Hygiene protocols at all times. 50

ENGLISH 10
Name of Learner: __________________________________ Grade Level: _____
Section: __________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

Compose Texts which include Multimodal Elements

Background Information for Learners

Key message: A good text has a comprehensible content and suitable style.

You might be thinking of the text messages in your phone but No, we are not talking about
cellphone text messages or “texts”!

What is a text?
A text is anything that conveys a set of meanings to the person who examines it.

Texts could be:

1. Written materials in books, magazines, newspapers, etc.
2. You might have thought that texts are limited to written materials, such as books,
magazines, and newspapers. Those items are fact texts – but so are movies,
paintings, television shows, songs, political cartoons, online materials,
advertisements, maps, and works of art.

Most of the texts you’re exposed to in your previous English classes are hard copies or
written texts like books, articles and essays—these kinds of texts are still the most common
types of learning material.

How do you write a text?

Writing texts of any kind requires understanding of how such texts operate and what do
they look like. The writing of any text cannot come in isolation- writing and reading are
intertwined and the best writers are people who read a lot.

Have you ever tried composing or writing a text with multimodal elements?

A text may be defined as multimodal when it combines two or more modes of

communication.

Five modes of communication:

● Written/Oral: meaning lies on spoken and printed language through use of
vocabulary and grammar
● Visual: meaning lies on still pictures and moving images (videos)
● Audio: meaning lies on music, sound effects, noises, and silence through the
use of volume, pitch and rhythm
● Gestural: meaning lies on movement of body, hands and eyes, facial
expression and body language

Note: Practice Personal Hygiene protocols at all times. 51

● Spatial: meaning lies on environmental spaces and architectural spaces and
use of proximity, direction, layout position and organization of objects in
space.

Multimodal texts include a combination of two or more modes of

communication in various combinations.

A multimodal text can be paper – such as books, comics, and posters.

A multimodal text can be digital – from slide presentations, e-books, blogs, e-posters,
web pages, and social media, through to animation, film and video games.
A multimodal text can be live – a performance or an event.

(Citation: O'Brien, A. (2020). Introduction to Creating Multimodal Texts. Retrieved

November 04, 2020, from https://creatingmultimodaltexts.com/)

Now that you have learned what is a text and its multimodal elements, are you
ready to explore and start creating your own multimodal text?

Learning Competency with Code

MELC: Compose texts which include multimodal elements (Quarter II)

Below are examples of Multimodal texts:

Written/Oral:

Visual:

Note: Practice Personal Hygiene protocols at all times. 52

Audio:

Gestural:

Spatial:

Activity 1. Choose Your Mode

Which mode or modes of communication is/ are shown in the following illustrations? Write
your answer on the space provided before each number. Explain your answer in one or two sentences.

_________________1. Which of the five modes is represented in this movie poster?

Note: Practice Personal Hygiene protocols at all times. 53

_________________2. Which of the five modes is represented by these people dancing?

_________________3. Which of the five modes is represented in the cartoon, Pokemon?

Did you get the modes right? If yes, then get ready for your next activity. If not, then
you may ask the assistance of your parent, elder siblings or guardians to help you.

Activity 2: Sample, sample!

This time let’s combine text with multimodal elements. Using your
cellphone/tablet/digital camera take a picture of anything that interests you. For those without
available gadgets, you may cut a picture from a magazine or newspaper.
From the picture/image that you have captured, compose a two to three narrative or
descriptive text expressing your feelings or narrating what happened in that picture/image.

What is in the picture?

Post the picture

or image here

Note: Practice Personal Hygiene protocols at all times. 54

WOW! You just made an example of a multimodal text.
Give your reason: Why is your output above considered a multimodal text? What modes of
communication were used in expressing your thoughts?

Rubric for Activity 2

Criteria Score 5 Score 3 Score 1

Clarity of The description and The description and The description and
description/narration details of the image is details of the image is details of the image is
very clear clear not clear
Creativity /Visual Made an Made use of Made use of
appeal of the excellent use effects, style effects and style
multimodal text of effects, and artistry to to enhance the
style, and enhance the multimodal text but
artistry to multimodal text not so appealing
enhance the
multimodal text

Activity 3. Plan, plan, plan!

Using your knowledge about the different multimodal text elements, create an action plan for an
information advocacy campaign that uses two or more channels of communication. Channels could be
written, oral, visual, audio, gestural, and spatial. A sample action plan is given below:

I. Title of Action Plan: OPLAN Healthy Mind, Healthy You!

II. Goals:
A. Raise awareness to improve attitudes of young people about mental health.
B. Promote healthy emotional well-being practices.
III. Target Audience: Students aged 8-15
IV. Platform where I will spread my info-advocacy campaign: Facebook
V. Plan of Action:
A. Research on healthy practices to nurture emotional well-being.
B. Write a script for a two-minute talk about mental health topics.
C. Create a “healthy mind, healthy you” jingle, and a simple dance that would go with it.
D. Record myself through my cellphone camera.
E. Upload the content on my Facebook wall.
VI. Elements used in the info-advocacy campaign
A. Script- Written
B. Talk- Oral
C. Dance- Gestural
D. Jingle/Talk- Audio
E. Video- Visual

My Action Plan

I. Title of Action Plan:

II. Goals:
III. Target audience:
IV. Platform where I will spread my info-advocacy campaign:
V. Plan of Action:
VI. Elements used in the info-advocacy campaign

Note: Practice Personal Hygiene protocols at all times. 55

Rubric for Activity 3

Indicators 5 3 1
Exemplary Accomplished Developing
Description of the Thoroughly describes Briefly describes the Did not describe the
Issue (Title) the issue issue issue
Completeness Complete data with Complete data with Incomplete data with
clearly defined goals unclear goals and unclear goals and
and steps to implement steps to implement the steps to implement the
the plan plan plan

Number of elements With two or more With one multimodal Did not indicate or
Used multimodal elements element used used any multimodal
used element

It’s Reflection Time!

Congratulations! You have gone far and I hope you have enjoyed your travel in the multimodal
world. At this point, come up with a reflection that will tell me about your realizations and learnings
about composing a text with multimodal elements.

My Learnings

My Realization

My Promise

References for learners

● Curriculum Guide, English 10.Department of Education
● https://www.onestopenglish.com/ Writing matters: short texts
● https://courses.lumenlearning.com/Examples of Multimodal texts
● http://open oregon.pressbooks.pub

Note: Practice Personal Hygiene protocols at all times. 56

Answer Key
Activity 1.
1. Written
2. Gestural
3. Visual, Oral, Audio

Activity 2 Answers may vary (Refer to the given rubric)

Activity 3. Answers may vary (Refer to the given rubric)

Prepared by:

ARLEE M. VICMUDO
Master Teacher I
DIADI NATIONAL HIGH SCHOOL

Note: Practice Personal Hygiene protocols at all times. 57

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