Grade-10 - ENGLISH - MODULE1-8 - 149 Pages [PDF]

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10 English Quarter 2 - Module 1

Language of Research, Campaigns and Advocacies

CO_Q2_ENGLISH10_MODULE1

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 1 First Edition, 2020

Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Lillian S. Pagulongan and Alvin A. Sevilla Editor: Armi Victoria A. Fiangaan Illustrator: Alvin Sevilla Layout Artist: Rynwalter A. Paa Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: EthielynTaqued, EdD Regional ADM Coordinator: Edgar H. Madlaing Printed in the Philippines by ________________________ CID Chief: Juliet H. Sannad, EdD Department of Education – Bureau of Learning Resources (DepEd-BLR) Division EPS-LRMDS: Loida C. Mangangey, PhD (Sample) Office Address: ____________________________________________ Division ADM Coordinator: Printed in the Philippines by Department of Education-Cordillera Administrative Region (CAR) Office Address: Telefax: E-mail Address:

DepEd – CAR Complex Wangal, La Trinidad, Benguet_ Fax: (074) 422-40-74 Tel: (074) 422-13-18_ [email protected]_

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What I Know This is the pre-assessment section given to check your prior knowledge about the topic to be discussed in this module. Please do not write anything on the pages of this module. Use a clean sheet of paper for your answers. A. Direction: Read and answer the questions below. Choose the letter of the correct answer for the questions given. Please use a clean sheet of paper. 1.

_ has ads that revolve around a single idea. a. Advocacy b. Campaign c. Research

d. Advertisement

2. It provides a framework in which processes of advocacy can be easily developed and enclosed. a. Advocacy b. Campaign c. Research d. Advertisement 3. It is a political tool by which an individual or group aims to influence public policy and resource allocating decisions within political, economic and social system and institutions. a. Advocacy b. Campaign c. Research d. Advertisement 4. It is used by grassroots-based social movements and a tool for the elite and the state itself. a. Training b. Lobbying c. Mobilization d. Grassroots 5. It is a movement which uses the people in a given area as the basis for political or economic movement. a. Training b. Lobbying c. Mobilization d. Grassroots 6. This is a process focused on a clear and specific target. a. Training b. Lobbying c. Mobilization d. Grassroots 7. This involves a lot of different groups like civic and religious organizations, particularly the members of institutions. a. Training b. Lobbying c. Mobilization d. Grassroots 8. This is an act to influence decisions made by officials in the government. a. Training b. Lobbying c. Mobilization d. Grassroots 9. It is the other dimension that is based on fact-finding and provides the necessary knowledge to take action. a. Advocacy b. Campaign c. Research d. Advertisement 10. It includes many different stakeholders involved for the complexity of the topics usually chosen; like, academics, partnership with universities and field data and interviews. a. Advocacy b. Campaign c. Research d. Advertisement 1

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What’s In In this module, we are going to know the the language used in researches, campaigns and advocacies. First, let us know what these three are by having the definitions and examples.

RESEARCH – is an imperative area in not just the field of education, but in other -

fields as well. it primarily focuses upon improving quality and is a research for knowledge (Kapur, 2018) It shows how to make provisions of solutions to a problem in a scientific and methodical manner.

Learning the language of research can help you understand research answers to important problems. It can also help you read academic texts (and tests) more easily. The Research Process Research starts with a question or a problem. Researchers first find out what others have already learned about the subject. If the question has not been fully answered, they figure out a way to get more information. They may do further observations or perform an experiment to test their idea. Next, they analyze the data (information) they have collected. Then they publish their procedures, data, and conclusions. This allows other scientists to repeat the experiments and double-check the conclusions. Example, the “COVID-19 injectables” (best proof) of clinical research is a double-blind trial. That is an experiment with two (or more) groups of people in which only one group receives the drug or treatment being tested. The other group gets a placebo. (A placebo is a “sugar pill” or other treatment that looks and feels like the experimental treatment but has no active ingredients. Any effect it has are psychological—because the participants expect it to work.) A “double-blind” experiment gets its name because both the researchers and the participants are “blind” during the test. Nobody knows until the experiment has finished which group got the treatment and which group got an inactive placebo. That helps prevent people's expectations from distorting (twisting or changing) the results. The treatment being tested should give significantly better results than the placebo. If not, any apparent difference it makes may be due to people’s hopes and

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expectations. So, a double-blind trial is a way to check the effectiveness of a treatment. You will be encountering these words in a research, like design, data, significance, evidence,treatment, experiment, conclusions, observations and statistics. Let us have them briefly for you to be familiarized with these words of research. Terms Design Data Significance Evidence Treatment Experiment Conclusion Observation Statistics

Definition – it is to plan (or a plan of) how something will be made or done. – these are collected facts or information. - these are important data and meaningful findings in a research. - observations or information that can help solve a crime or show whether something is true or false. - it is the course of action designed for research - it is a test to see what happens when all factors (variables) but one is controlled. - it is a summary of what has been learned or shown at the end of a study. - it is looking carefully at something - it is the organization and study of numerical data.

There are several reasons research results can be misleading. There may be flaws in the research design. Researchers may make mistakes during the experiment or when analyzing the data. They may even be biased: wanting certain results so much that they influence the results. Sometimes groups that might profit from the results pay for the research but only report it if they get the results they want. Well, we have more research languages. You can read more on or from the internet to expand your learnings about research.

Campaign – this can be a single ad or a series of ads. -it has ads that revolve around a single idea. -it provides a framework in which processes of advocacy that can be easily developed and enclosed. -it has varying purposes, they are created using similar structures, as well as through the use of persuasive language in order to convince audiences to perform a certain function.

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5 Dimensions of a Campaign 1. Awareness Raising – this is intended to make the problem to be addressed known by the general public. Example:

https://www.freepik.com/free-vector/coronavirus-prevention-infographic_7877651.htm

2. Research – another dimension that is based on research, since it provides the necessary knowledge to take action. - many stakeholders are involved here for the complexity of the topics. Example: Experimenting to come up with a vaccine to cure COVID 19. 3. Social Mobilization – these are used by grassroots-based social movements, but also as a tool for the elite and the state itself. - involves a lot of different groups like, civic organizations, religions, and actions of members of institutions like, mass meetings, processions, and demonstrations. Example: EDSA revolution, Human Rights rally 4. Training – it is the process focused on a clear and specific target. - it further develops the contents, but also the scope and the vision. - it runs in a mid-term and long-term scenario to get in-depth into the topic. - it completes the information-understanding cycle. Example: Training police for proper actions on crime, training for teachers to update them on teaching strategies, trainings for nurses for new practices in caring for patients. 5. Lobbying – it is an act to influence decisions made by officials in the government. - it is very effective since it points directly to the legislator and regulatory agencies. Example: POLITICS OF COALITION-BUILDING FOR DEMOCRATIC REFORM: A PHILIPPINE EXPERIENCE 4

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ADVOCACY – it is an action for a cause or purpose such as a media campaign of an non-government organization or NGO that works for human rights to find shareholders and partners to sustain its activity. Advocacy and Campaign are sometimes seen as synonymous terms, both are terms for all forms of influencing or convincing others. Example of Advocacy: SELF-ADVOCACY

SELF – ADVOCACY • •

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To speak up and ask for what you need. Self-advocacy helps you take charge of your life and be more independent

ACCOMMODATIONS Changes that can be made that will help you succeed or reach your goals

STEPS IN REQUESTING FOR ACCOMMODATIONS • • • • •

F – face the person in-charge E – maintain eye-contact S – state the accommodation and the reason T – thank the person A – accommodation is used

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What’s New Activity 1: UNRAVEL ME PLEASE! Direction: Solve the puzzle below. Use the list of words and clues below. Please use a clean sheet of paper for your answers.

List of Words: false, experiment, outcomes, data, statistics, impact, treatment, evidence, flawed, demonstrate, withhold, error, observation, target, collaborate, design, distorted, conclusion, bias, interactions, significant, benefits

ACROSS 3. good or positive effects 9. to work together 11. twisted, presented in a way to encourage false conclusions

DOWN 1. to plan (or a plan of) how something will be made or done 2. hold back or hide some information (that might change the results) 4. the organization and study of numerical data 6

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13. a researcher’s desire to get certain results rather than others 15. collected facts or information 16. the ways two or more medications (or other things, or people) affect each other 19. observations or information that can help solve a crime or show whether something is true or false 20. a strong effect 21. the course of action designed to help a patient 22. mistake https://mankindforward.com/2012/03/26/free-crossword-generator/

5. the results at the end of a test or trial 6. what has been learned or shown at the end of a study 7. show

8. important, meaningful 10. looking carefully at something 12. a test to see what happens when all factors (variables) but one are controlled 14. the goal researcher aims for 17. badly designed; with errors 18. not true

What is It Activity 2: What Am I? The activity above shows how many terms are found in a research alone. Let us now know about campaigns used in advertisements. Direction: Identify the product for its famous slogan. Write your answers on a clean piece of paper.

SLOGAN

PRODUCT

1. “Just Do It!” 2. “Langhap sarap. Bida ang sarap!” 3. “Obey your thirst!” 4. “Have a break. Have a _!” 5. “We find ways…” 6. “Finger lickin’ good!” 7.” Inspire the World, Create the Future” 8. “This Changes Everything. Not Most Everything.” 9. “Impossible Is Nothing” 10. “To inspire and nurture the human spirit - one person, one cup, and one neighborhood at a time.”

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What’s More Activity 3: COMPLETE ME PLEASE!

Direction: Complete the boxes below with your own Self-Advocacy. Use the situation in school where you have difficulty in one of your subjects.Please use a clean sheet of paper for your answer. Recycle the paper if you must.

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What I Have Learned Activity 4: BRAND ME! Direction: Make a campaign and advocacy of the topics. Use advertisement, slogan and a short statement to persuade the audience to stand for your cause. A. COVID 19 B. New Normal in Education C. Philippines Rises Amidst the Deadly Illness RUBRICS for the Activity CRITERIA Content

Originality

Mechanics

GREAT (10 PTS.)

VERY GOOD (8 PTS.)

• the idea is • the idea is relevant to the relevant, theme. however, it lacks some points relevant to the theme • The slogan is • The slogan is original and original and creative. eye-catching. • Words used in the slogan are perfectly relevant to the theme.

• Words used in the slogan are appropriate for the theme

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GOOD (6 PTS.)

NICE (4 PTS)

• the idea is a bit not relevant to the theme and lacks the points of the theme • The slogan is original but lacks impact.

• the idea is not relevant to the theme.

• Words used in the slogan are slightly appropriate to the theme.

• The slogan was copied and has no impact at all. • Words used in the slogan were not appropriatel y chosen for the theme

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What I Can Do Activity 5: CAMPAIGN ME

Direction: Make a campaign out of the illustrations/pictures below.

https://www.sciencedirect.com/science/article/pii/S0188440920306159

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Post-Assessment Instruction: Read and answer the questions and illustrations below. Please use a clean sheet of paper for your answers. 1.

has ads that revolve around a single idea. a. Advocacy b. Campaign c. Research

d. Advertisement

2. It provides a framework in which processes of advocacy can be easily developed and enclosed. a. Advocacy b. Campaign c. Research d. Advertisement 3. It is a political tool by which an individual or group aims to influence public policy and resource allocating decisions within political, economic and social system and institutions. a. Advocacy b. Campaign c. Research d. Advertisement 4. It is used by grassroots-based social movements and a tool for the elite and the state itself. a. Training b. Lobbying c. Mobilization d. Grassroots 5. It is a movement which uses the people in a given area as the basis for political or economic movement. a. Training b. Lobbying c. Mobilization d. Grassroots 6. This is a process focused on a clear and specific target. a. Training b. Lobbying c. Mobilization

d. Grassroots

7. This involves a lot of different groups like civic and religious organizations, particularly the members of institutions. a. Training b. Lobbying c. Mobilization d. Grassroots 8. This is an act to influence decisions made by officials in the government. a. Training b. Lobbying c. Mobilization d. Grassroots 9. It is the other dimension that is based on fact-finding and provides the necessary knowledge to take action. a. Advocacy b. Campaign c. Research d. Advertisement 10. It includes many different stakeholders involved for the complexity of the topics usually chosen; like, academics, partnership with universities and field data and interviews. a. Advocacy b. Campaign c. Research d. Advertisement

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Additional Activities Direction: Create an Ad for COVID 19 prevention in a poster with a slogan. Use clean sheet of bond paper for your poster. Use the rubrics below as your guide for making your poster. RUBRICS Slogan Making CATEGORY Required Elements

Labels

GraphicsRelevance

Attractiveness

Grammar

4 The poster includes all required elements as well as additional information. All items of importance in the poster are clearly labeled with labels that can be read from at least 3 feet away. All graphics are related to the topic and make it understand. All borrowed graphics have a source citation. The poster is exceptionally attractive in terms of design, layout, and neatness. There are no grammatical mistakes in the poster.

3 All required elements are included in the poster

2 All but one of the required elements are included in the poster

1 Several required elements were missing

Almost all items of importance in the poster are clearly labeled with labels that can be read from at least 3 feet away.

Many items of importance in the poster are clearly labeled with labels that can be read from at least 3 feet away.

Labels are too small to view OR no important items were labeled.

All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.

All graphics relate to the topic. One or two graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

The poster is attractive in terms of design, layout, and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive. There are more than There are 1-2 There are 3-4 grammatical/mechanical grammatical/mechanical 4 grammatical mistakes in the mistakes in the poster. mistakes in the poster poster

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Answer Key

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References Icoph.org. http://www.icoph.org/dynamic/attachments/resources/advocacy_and_campaigning "An Introduction to Advocacy and Campaigning". 2020. Slideshare.Net. https://www.slideshare.net/CCIVS/an-introduction-to-advocacy-and-campaigning. "Grassroots". 2020. En.Wikipedia.Org. https://en.wikipedia.org/wiki/Grassroots#:~:text=A%20grassroots%20moveme "(PDF) Significance of Research in Education". 2020. Researchgate. https://www.researchgate.net/publication/323833808_Significance_of_Research_in_ "Download Coronavirus Prevention Infographic for Free ". 2020. Freepik. https://www.freepik.com/free-vector/coronavirus-preventioninfographic_7877651.htm. mankindforward, View. 2020. "Free Crossword Generator". Mankindforward.Com. https://mankindforward.com/2012/03/26/free-crossword-generator/. https://www.sciencedirect.com/science/article/pii/S0188440920306159

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10 English Quarter 2 – Module 2: Connecting Ideas using Conjunctions in an Argumentative Text

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English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 2 First Edition, 2019 Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in this modules are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Lillian S. Pagulongan and Sherrylynn Jennifer S. Carantes Editor: Armi Victoria A. Fiangaan Illustrator: Alvin Sevilla Layout Artist: Janssen Louel C. Dabuet Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: EthielynTaqued, EdD Regional ADM Coordinator: Edgar H. Madlaing CID Chief: Juliet H. Sannad, EdD

Printed in the Philippines by ________________________ Division EPS-LRMDS: Loida C. Mangangey,(DepEd-BLR) PhD Department of Education – Bureau of Learning Resources (Sample) Division ADM Coordinator: Maylyn Samidan Office Address: ____________________________________________ Printed in the Philippines by ________________________ DEPARTMENT OF EDUCATION-CORDILLERA ADMINISTRATIVE REGION (CAR) Office Address: Telefax: E-mail Address:

WANGAL, LA TRINIDAD, BENGUET 0744427819 [email protected]

Lesson

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Connecting Ideas using Conjunctions in Argumentative Text

Learning Competencies The Learner: 1. Identify conjunctions in an argumentative text. 2. Use conjunctions in composing argumentative text.

What I Need to Know

This module was designed and written with you in mind. It is here to help you write your argumentative text using conjunctions. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of the lesson, namely: Lesson 1: Conjunctions used in argumentative texts

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What I Know

Activity #1: Multiple Choice A. Identify the conjunction used in the given sentence. Choose the letter of the correct answer. Please use a clean sheet of paper for your answers. 1. Neither one of them even helped out the old woman cross the street a. Neither b. But c. Both d. Nor 2. Both James and Andrew were playing their gadgets while the teacher is talking. a. And b. Both c. Nor d. Or 3. My best friend and I went to the beach to play with the sand. a. Both b. Also c. And d. Either 4. Monica does not know about Michael and Bobby, nor about Jessica and Susan. a. Nor b. Yet c. But d. For 5. So far, he hasn’t told her the truth. a. Yet b. So c. Hasn’t d. The Activity# 2: Fill in the blanks B. Fill in the proper conjunction to complete the sentence. Please use a clean sheet of paper for your answers. 6. 7. 8. 9.

She was tired when she arrived in class, ________ she had studied all night. I tried out for the basketball team, _______ I didn’t make it. It’s snowing outside, _______ it’s the middle of summer! They love football, ______ they gave up their tickets to someone less fortunate. 10. ______ far, he hasn’t told her the truth. 11. Jason went to get a drink of water ________ his exam started. 12. I’m wearing my new swimsuit _________ I go to the beach _______ to the swimming pool. 13. Her sneeze was ______ loud _______ a helicopter. 14. Even though Lisa is lactose intolerant, __________ she wanted an ice cream bar. 15. Ted was a great student, ____________ he was a wonderful student body president.

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What’s In

https://www.pinterest.ph/pin/792000284447743087/

A conjunction is the glue that holds words, phrases and clauses (both dependent and independent) together. There are three different kinds of conjunctions -coordinating, subordinating, and correlative -- each serving its own, distinct purpose, but all working to bring words together. Example:

Peter and Paul are best friends. (the word “and” is a conjunction. It is joining two entities, which are Peter, Paul). I am going to the market and to the grocery store. (the word “and” in this sentence is joining two ideas, which are going to the market and to the grocery store). My mother asked me if I am going to wash my clothes or wash the dishes. (It is stating that the girl has two choices, to wash her clothes or wash the dishes) Conjunctions serve as a cue within a sentence, signaling the reader that another idea is coming. Coordinating conjunctions link ideas by showing how they relate. For example, a word like "and" indicates two ideas go together. A subordinating conjunction indicates that one idea depends on another. For instance, in this sentence the word "unless" depends on the action that follows it: Example: We will be late unless we leave now. Correlative conjunctions join elements within a sentence, indicating the two are of equal importance. The words "neither" and "nor" work this way in this sentence: Example: I like neither carrots nor celery.

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What’s New Activity #3: FILL ME UP! Complete each sentence using the subordinating conjunction from the parenthesis. Please write the word in capital letters. Please use a clean sheet of paper for your answers. 1. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever) 2. This is the place _________ we stayed last time we visited. (where, when, how) 3. _________ you win first place, you will receive a prize. (wherever, if, unless) 4. You won’t pass the test _________ you study. (when, if, unless) 5. I could not get a seat, _________ I came early. (as, though, when) 6. We are leaving Wednesday _________ or not it rains. (if, whether, though) 7. Pay attention to your work _________ you will not make mistakes. (so that, unless, or) 8. The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once) 9. She’s honest _________ everyone trusts her. (if, so, when) 10. Write this down _________ you forget. (or, when, lest) 11. I plan to take my vacation _________ in June _________ in July. (whether / or, either / or, as / if) 12. _________ I’m feeling happy _________ sad, I try to keep a positive attitude. (either / or, whether / or, when / I’m) 13. _________ had I taken my shoes off _________ I found out we had to leave again. (no sooner / than, rather / than, whether / or) 14. _________ only is dark chocolate delicious, _________ it can be healthy. (whether / or, not / but, just as / so) 15. _________ I have salad for dinner, _____________________I can have ice cream for dessert. (if /then, when / than, whether / or)

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What is It Conjunctions or connectors have its functions in the sentences. This is especially if the conjunctions or connectors will be used in a format text like argumentative text. Transitions also serve the same purpose as conjunctions, but on a larger scale. They signal to the reader the relationship between ideas in a paragraph or even between paragraphs. By connecting larger ideas, they let readers know what to do with the information presented to them. Indicating these connections help reinforce the argument within a paper. Phrases like "for example" let the reader know the information that follows is meant to support an idea. Thus, the use of transitions cues readers into the writer's thinking process. Conjunctions improve the paper as a whole by giving the writing coherence, or flow. A conjunctive adverb such as "however" or "overall" joins two complete sentences, using either a semicolon or a period. These words and phrases serve different purposes: showing agreement, opposition, causality, support or emphasis, consequence and conclusion. They work like a bridge from one of the writer's points to another. Example: "however" lets the reader know the statement that follows is in opposition to the preceding; "overall" signals a conclusion. These signals guide readers to either reflect on what came before or anticipate what is coming next in the paragraph. Take note of this; conjunctions and conjunctive adverbs unite elements of an argument together. When the argument is unified and cohesive, readers are more likely to believe what the writer is saying. Readers need a guide; without this guide, they might get lost in the argument. Readers struggling to follow a writer's thought progression become frustrated and may even stop reading the paper. When a writer takes the time to make the argument more readable, this engenders faith and goodwill in the readers. As Aristotle pointed out, creating that goodwill, what he called ethos, makes people more open to persuasion. The words you are thinking of do function similar to coordinating conjunctions, but they are classified as conjunctive adverbs. Some examples of conjunctive adverbs are however, moreover, namely, nevertheless, meanwhile, subsequently, and furthermore. Example: 1) The rules formulated were good, however, some statements were of not applicable to the English Club. 2) Students who will be delivering their speech namely; Peter, Paul, Edgar.

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What’s More Activity 2: Seek Me! Look for the words in the maze. Cross-out the words with red crayon. Look for these words in the maze: transition, nor, but, no sooner, lest, unless, then, or, whether.

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What I Have Learned Activity 3: FIX ME! Unscramble the words to form the correct word. Fill in the boxes. Please use a clean sheet of paper for your answers. ONNTICOJUCN TORSNECNOC NIOTISNART ERWHTEH

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ELIHWNMAE RENIENT SUNSEL VOREOMER SYULBTSNEEQU NYLAEM

What I Can Do ACTIVITY 4: CONJUNCTION LOCATOR: Look for the conjunctions in the article and underline them. A series on localization: How the Philippines is quietly implementing a more localized COVID-19 humanitarian response Considering the limitations in resources and capacities to sustain the provision of COVID-19 humanitarian assistance to the affected population in the Central Visayas Region, a convergence of Cebu City-based local non-government and civil society organizations (LNG/CSOs) is seeking urgent financial support from the United Nations (UN), International Non-Government Organizations (INGOs), donors and other Humanitarian Funding Groups and Networks (HFGNs) present in the country. Hence, more than four months since the declaration of the lockdown and enhanced community quarantine last March 2020, the Zero Extreme Poverty (ZEP) 2030 Cebu Convergence of LNGOs/CSOs warned that COVID-19 exacerbated existing vulnerabilities of affected communities, which are receiving but minimum support and, in most cases, have received nothing at all. Furthermore, if this situation continues in the next coming months, ZEP said in a joint statement, there will be a humanitarian crisis across hard lockdown areas in Central Visayas. Pertinently, As of 04 August 2020, there are 16, 145 confirmed cases in the entire Central Visayas, with Cebu City alone recording 9, 075. Thus, the spike in numbers puts Cebu City and other at-risk areas in Central Visayas as a new hotspot of COVID19 cases in the country. Cebu City now has more cases than Manila's largest city, Quezon City, which has about 6, 880. It is also outpacing other cities in terms of the number of cases according to the Department of Health (DOH). Since July, the DOH, supported by the World Health Organization (WHO), is sending more doctors and other resources to Cebu City as many patients are on waiting lists, considering all major hospitals are close to reaching full capacity. Even big hospitals in Cebu City that handle coronavirus cases are now facing challenges in managing the surge of

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local transmission cases. In the last week of June, Cebu City, with a population of nearly 1 million, was placed again under strict stay-at-home orders. However, the dwindling provision of lifesaving aid, limited access to financial support and other livelihood opportunities prompted seven LNGOs/CSOs and one private organization under the ZEP Convergence to call for action to support as they struggled to supplement local government’s response and recovery interventions to support isolated and affected families. The said convergence is comprised of the following organizations: Central Visayas Network of NGOs (CENVISNET), Fellowship for Organizing Endeavors, Inc. (FORGE), A2D Project-Research Group for Alternatives to Development, Impact, Coalition for Better Education, Inc. (CBE), Cebu University of Southern Philippines Foundation - Community Extension Services (USPF-CES), FundLife Philippines and Ramon Aboitiz Foundation, Inc. (RAFI). With a development goal of uplifting one million Filipino families from extreme poverty, the ZEP Convergence was established in Cebu last August 2019. However, early this year, the priority of the most of the LNGOs and CSOs members has dramatically shifted to the immediate provision of emergency support to the COVID19 severely affected communities in the Metro Cebu and other urban cities in Central Visayas. Source: https://reports.unocha.org/en/country/philippines/card/3jRHsZswvI/

Assessment

A. Identify the conjunction used in the given sentence. Choose the letter of the correct answer. Please use a clean sheet of paper for your answers. 1. Neither one of them even helped out the old woman cross the street a. Neither b. But c. Both d. Nor 2. Both James and Andrew were playing their gadgets while the teacher is talking. a. And b. Both c. Nor d. Or 3. My best and I went to the beach to play with the sand . a. Both b. Also c. And d. Either 4. Monica does not know about Michael and Bobby, nor about Jessica and Susan. a. Nor b. Yet c. But d. For 5. So far, he hasn’t told her the truth. a. Yet b. So c. Hasn’t d. The

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B. Fill in the proper conjunction to complete the sentence. Please use a clean sheet of paper for your answers. 6. 7. 8. 9.

She was tired when she arrived in class, ________ she had studied all night. I tried out for the basketball team, _______ I didn’t make it. It’s snowing outside, _______ it’s the middle of summer! They love football, ______ they gave up their tickets to someone less fortunate. 10. ______ far, he hasn’t told her the truth. 11. Jason went to get a drink of water ________ his exam started. 12. I’m wearing my new swimsuit _________ I go to the beach _______ to the swimming pool. 13. Her sneeze was ______ loud _______ a helicopter. 14. Even though Lisa is lactose intolerant, __________ she wanted an ice cream bar. 15. Ted was a great student, ____________ he was a wonderful student body president.

Additional Activity ACTIVITY 5: CONNECT ME. Use the conjunctions in the box to complete the paragraph below. Write your answers on the blanks after the paragraph. The last conjunction was identified for you as an example. Please use a clean sheet of paper for your answers. CORONA Virus: The 21st Century uprising Pandemic in the Philippines ___1___ the start of the month of March the citizens of the Philippines have been watching and listening to the news regarding the virus that easily spread ___2___ started all over the country of China. ___3___ then, the people were a little bit luxe because they thought that it would not reach the Philippines. ___4___ because of the continuous travels of people coming in ___5___ out of the country especially the foreigners, the virus was hardly undetectable. ___6___, the hesitation of the Philippine Government to ban international and domestic flights were not implemented due to the risk of economic decline. ___7___, when the so-called CORONA Virus already started, a lot of changes happened. Supposedly, classes started regularly, ___8___ because of the arising pandemic the government stated that it should be postponed allowing students to have an extended time of leisure ___9___ vacation. ___10___, the extended vacation turned out to be a quarantine procedure for the entire country.

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The Department of Education thought that the learning of all the students for should not be postponed hence, allowing the student to have their classes virtually and by the use of modules that was prepared by teachers. 1. 2. 3. 4. 5.

______________ ______________ ______________ ______________ ______________

Since

But

6. ________________ 7. ________________ 8. ________________ 9. ________________ 10. _______________

And

However

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Pertinently

Furthermore

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What I Can Do

Additional Activity 1. Since 2. and 3. Since 4. But 5. And 6. Furthermore 7. Pertinently 8. But 9. And 10. However

What I Can Do A series on localization: How the Philippines is quietly implementing a more localized COVID-19 humanitarian response Considering the limitations in resources and capacities to sustain the provision of COVID-19 humanitarian assistance to the affected population in the Central Visayas Region, a convergence of Cebu City-based local non-government and civil society organizations (LNG/CSOs) is seeking urgent financial support from the United Nations (UN), International Non-Government Organizations (INGOs), donors and other Humanitarian Funding Groups and Networks (HFGNs) present in the country. Hence, more than four months since the declaration of the lockdown and enhanced community quarantine last March 2020, the Zero Extreme Poverty (ZEP) 2030 Cebu Convergence of LNGOs/CSOs warned that COVID-19 exacerbated existing vulnerabilities of affected communities, which are receiving but minimum support and, in most cases, have received nothing at all. Furthermore, if this situation continues in the next coming months, ZEP said in a joint statement, there will be a humanitarian crisis across hard lockdown areas in Central Visayas. Pertinently, As of 04 August 2020, there are 16, 145 confirmed cases in the entire Central Visayas, with Cebu City alone recording 9, 075. Thus, the spike in numbers puts Cebu City and other at-risk areas in Central Visayas as a new hotspot of COVID-19 cases in the country. Cebu City now has more cases than Manila's largest city, Quezon City, which has about 6, 880. It is also outpacing other cities in terms of the number of cases according to the Department of Health (DOH). Since July, the DOH, supported by the World Health Organization (WHO), is sending more doctors and other resources to Cebu City as many patients are on waiting lists, considering all major hospitals are close to reaching full capacity. Even big hospitals in Cebu City that handle coronavirus cases are now facing challenges in managing the surge of local transmission cases. In the last week of June, Cebu City, with a population of nearly 1 million, was placed again under strict stay-at-home orders.

Assessment 1. A 2. B 3. C 4. A 5. B 6. For 7. But 8. yet 9. yet 10. So 11. Before 12. Whether/or 13. As/as 14. Still 15. In addition

What I Have Learned 1. CONJUNCTIONS 2. CONNECTORS 3. TRANSITION 4. WHETHER 5. MEANWHILE 6. NEITHER 7. UNLESS 8. MOREOVER 9.SUBSEQUENTLY 10. NAMELY

However, the dwindling provision of lifesaving aid, limited access to financial support and other livelihood opportunities prompted seven LNGOs/CSOs and one private organization under the ZEP Convergence to call for action to support as they struggled to supplement local government’s response and recovery interventions to support isolated and affected families. The said convergence is comprised of the following organizations: Central Visayas Network of NGOs (CENVISNET), Fellowship for Organizing Endeavors, Inc. (FORGE), A2D Project-Research Group for Alternatives to Development, Impact, Coalition for Better Education, Inc. (CBE), Cebu University of Southern Philippines Foundation - Community Extension Services (USPF-CES), FundLife Philippines and Ramon Aboitiz Foundation, Inc. (RAFI).

What’s New 1. Whenever 2. Where 3. If 4. Unless 5. Though 6. Whether 7. So that 8. As 9. So 10. Lest 11. Either/or 12. Whether/ or 13. No sooner/ than 14. Not/but 15. If/then

With a development goal of uplifting one million Filipino families from extreme poverty, the ZEP Convergence was established in Cebu last August 2019. However, early this year, the priority of the most of the LNGOs and CSOs members has dramatically shifted to the immediate provision of emergency support to the COVID-19 severely affected communities in the Metro Cebu

and other urban cities in Central Visayas.

Pre-Assessment 1. A 2. B 3. C 4. A 5. B 6. For 7. But 8. Yet 9. Yet 10. So 11. Before 12. Whether/ or 13. As/as 14. Still 15. In addition

Answer Key

References Parent, Beth. 2020. "What Is A Conjunction?". Grammar.Yourdictionary.Com. https://grammar.yourdictionary.com/parts-of-speech/conjunctions/what-is-a-conjunction.html. "What Is A Bridge Statement In English Homework?". 2020. The Classroom | Empowering Students In Their College Journey. https://www.theclassroom.com/bridge-statement-englishhomework-4942.html. UN Office for the Coordination of Humanitarian https://reports.unocha.org/en/country/philippines/card/3jRHsZswvI/

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CO_Q2_English 10_Module 2

10 English Quarter 2 – Module 3: Formulating a Statement of Opinion or Assertion

CO_Q2_English 10_Module 3

English– Grade 10 Alternative Delivery Mode Quarter 2 – Module 3: Formulating a Statement of Opinion and Assertion Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this modules are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module Writers: Lillian S. Pagulongan and Vanessa L. Abubo Editor: Lillian S. Pagulongan, PhD Illustrator: Layout Artist: Janssen Louel C. Dabuet Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: Ethielyn Taqued, EdD Regional ADM Coordinator: Edgar H. Madlaing CID Chief: Juliet H. Sannad, EdD Division EPS-LRMDS: Loida C. Mangangey, PhD Division ADM Coordinator: Maylyn Samidan Printed in the Philippines by: _______________________________________ DEPARTMENT OF EDUCATION-CORDILLERA ADMINISTRATIVE REGION(CAR) Office Address:

DepEd – CAR Complex Wangal, La Trinidad, Benguet

Telefax:

(074) 422-40-74 Tel: (074) 422-13-18

E-mail Address:

[email protected]

Lesson

1

Formulating a Statement of Opinion or Assertion

Learning Competencies The learner: 1. recognize fact, opinion, and assertion; 2. distinguish opinion and commonplace assertion from fact; and 3. formulate statements of skim for major or central ideas.

What I Need to Know Hello learner! This module was designed and written with you in mind. Primarily, its scope is to help you construct well-written statements of opinion or assertion, which are key elements in expository and argumentative writing. Learning Objectives:

1. recognize fact, opinion, and assertion; 2. distinguish opinion and commonplace assertion from fact; and 3. formulate statements of skim for major or central ideas.

What I Know

Activity #1: Multiple Choice Choose the Best Answer, write the correct answer on your answer sheet. 1. It is a statement that is commonly believed to be true even without proof or evidence. A. Fact C. Commonplace Assertion B. Opinion D. Bias or Prejudice

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2. It is a statement that is verifiable, or can be proven true or false based on evidence or proof. A. Fact C. Commonplace Assertion B. Opinion D. Bias or Prejudice 3. Which of the following best defines an opinion? A. It is a declarative statement that is generally accepted as true. B. It is a personal view, judgment or appraisal about a particular matter. C. It can be proven true or false based on whatever evidence is available. D. It is a statement that is true not only to the speaker but to everyone else.

4. What is the similarity between an opinion and a commonplace assertion? A. B. C. D.

They They They They

can be opposed. are subjective and personal. are based on evidence or proof. are generally accepted to be true.

5. Which is not a category of an opinion statement? A. Statement of Truth C. Statement of Policy B. Statement of Value D. Statement of Preference 6. Under what category of opinion statement does the following statement belong to? Online selling has become a very viable source of income nowadays. A. Statement of Truth C. Statement of Policy B. Statement of Value D. Statement of Preference 7. Which of the following is a well-constructed opinion statement? A. Baguio is the safest city to live in during this pandemic. B. I think the local government of Baguio deserves recognition for its efforts. C. LGU leaders in the city always make sound and calculated decisions. D. Mayor Benjamin Magalong exemplary handled the pandemic in his jurisdiction. 8. Which of these statements is neither an opinion nor a commonplace assertion? A. Women are careful drivers. B. All industrial nations are first world countries. C. There are more men than women who became president of the country. D. The number of males in the Senate and Congress suggests that males are better lawmakers. 9. A commonplace assertion is commonly referred to as stereotypes. Which of these statements is an example of stereotype? A. All boys are more open-minded than girls. B. Most religions allow only the males to be the leaders. C. Schools across the country advocate gender equality. D. Women deserve the same opportunities that are given to men.

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10. What makes the following statement an example of commonplace assertion? Milk is good for your body. A. It asserts that milk is the best source of calcium which makes bones and teeth stronger. B. It makes people believe that milk contains all the vitamins and minerals that the body needs. C. It disregards the fact that some people are lactose intolerant, and milk may cause stomach upset. D. All of the above. For numbers 11-15, read the given excerpt of an opinion article and then identify statements of fact, opinion and assertion from the passage. Online delivery, not online class Conducting online classes today is ideal, there is no doubt about it, but ours is considered a third world country. Having an online class is possible and but it is never fair to all students especially those studying in public schools. Online classes are financially demanding and most likely, the majority of the learners’ families cannot cope with these demands. The majority of the students in public schools do not have gadgets or fastinternet service connections necessary for online classes. Teachers cannot just hold these classes to a small number of the class only because most students have no means to join. Those who are not privileged of sufficient income will be denied of the learnings attained in activities and discussion. Pubic schools can conduct online classes but it would be discriminating because it is selective. The learning experiences would not be the same for everybody and the poor will certainly be on the losing end. - Sherwin L. Fernando, SunStar Baguio (September 27, 2020)

11. Fact: ____________________________________________________________ ____________________________________________________________ 12. Assertion: ________________________________________________________ ____________________________________________________________ 13 - 15. Opinions: a. ____________________________________________________________ ____________________________________________________________ b. ____________________________________________________________ ____________________________________________________________ c. ____________________________________________________________ ____________________________________________________________

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What’s In Everyday conversation and writing is characterized not only by factual statements, but also expressions of one’s personal views, judgment, beliefs and convictions. In other words, we often make statements or assertions of fact, opinion, belief and even prejudice. This is because we often process and interpret factual evidence based on our own values, feelings, tastes, and experiences. Fowler H. Ramsay (1986), as outlined in the Colorado State University website, described assertion as a term generally used to refer to statements of fact, opinion, belief and prejudice. These types or categories of assertion are quite different from one another. A fact is a verifiable statement. It can be proven objectively by verified observations or the results of research among others. Because statements of fact can be double-checked for accuracy, there is general agreement about the truth they posit. On the other hand, an opinion is a personal judgment based on facts; hence, it is debatable and potentially changeable. The third category is called belief, which is a conviction based on cultural or personal faith, morality or values. A statement of belief may look similar with an opinion, but they are not based on evidence; that is why they cannot be contested or argued in a rational or logical manner. Lastly, there is the rather vague category called commonplace assertion. This is a stereotype, an oversimplification or a prejudice, which is a half-baked opinion based on insufficient or unexamined evidence, but it presented as if it were a fact. It is often accepted from others (families, friends, media etc.), making it too common to be questioned about its truthfulness. These categories of assertion are so prevalent in social media today, and the distinction between one another is slowly becoming unclear because of how netizens present everything as facts. This is why every social media needs to be a critical and informed reader to be able to verify the truthfulness of the information he/she comes across. In one of the previous modules, you learned about the language of research, advocacies and campaigns. Opinions and assertions are very important in advocacies and campaigns; hence, it would be advantageous for a writer, or even a speaker, to clearly express their views on important matters.

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What’s New Activity #2: I’M A CRITICAL READER Go over each of the following statements and write FACT if it is factual, and OPINION of it is a personal interpretation or conclusion derived from factual evidence, and ASSERTION if it is a commonplace assertion, or a claim that is not supported by evidence. Write your answers on a separate sheet of paper. 1. There is not a single district in Baguio City with zero record of Covid19 cases. 2. The surge in the number of Covid-19 cases in Baguio can be attributed to expanded testing efforts and heightened contact tracing. 3. To ease the worsening poverty caused by the pandemic, livelihood projects for poor families are a better solution than cash subsidies. 4. The liquor ban is one of the best policies of the local government in keeping the coronavirus disease under control. 5. The only tourists allowed to come to Baguio are those from Region 1 and nearby provinces with minimal Covid-19 cases. 6. Tourism always solves the financial woes of every major city in the entire country. 7. Many poor families have greatly benefitted from the two tranches of the government’s Social Amelioration Program. 8. Small businesses had to close as an effect of the Covid-19 pandemic, and this is why it is better to have a stable job than to start one’s own business venture. 9. Longer quarantine period translates to lower crime rates in every city. 10. In times of global crisis, men are better leaders than women.

What is It Whenever you browse your newsfeed, will you be able to tell how much of the posts you read is factual, and how much is opinionated? If you can’t tell between fact and opinion or assertion, then you are likely to fall victim to misinformation or fake news. As a 21st century learner, you should be able to tell the difference between the two. Similarly, you are also expected to know how to properly construct statements of opinion or assertion. Below is a detailed discussion of opinion and commonplace assertion. An opinion is a type of assertion which expresses a judgment, viewpoint, or statement about matters commonly considered to be subjective. It is a personal view; however, it is still based on facts. In other words, it is an honest attempt to draw a conclusion from factual evidence, and not a mere statement of one’s belief, preference, or prejudice (e.g. The president is the worst leader the country has ever had.) 5

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An opinion statement is composed mainly of a debatable topic and a focus (i.e., the specific feeling or belief the writer or speaker has about the topic.) It can sometimes be distinguished from other constructions because it often uses qualifying words such as almost, usually, maybe, probably, often, some, most and in most cases. It does not have to be explicitly stated using the words “I think...” or “In my opinion...” Take, for instance, the sentence: Most public schools are ready for distance education. The word “most” makes the sentence an opinion that is easier to support. Opinions result from ambiguities; the more ambiguous a statement, the more difficult it is to verify, and so they are open to disputes. There are three categories of opinion statements, namely:

Statement of Truth

It is an opinion that something is or is not the case. For example: With the minimal number of Covid-19 cases in the city, Baguio City clearly has more effective contact tracing methods than most cities in the country.

Statement of Value

It is an opinion statement which claims that something does or does not have worth. For example: Hard lockdowns of barangays has not been effective in controlling the spread of the coronavirus.

Statement of Policy

It claims that something should or should not be done. For example: Amidst the ongoing pandemic, what teachers and students need is not academic freeze but material, moral and instructional support from the leaders in the education department.

Take note that the given examples are claims or statements that are based on existing facts or on the writer’s interpretation of these facts; hence, they can be debated or opposed. In other words, they are personal views. They may be true for the speaker or writer, but they can’t be true for everybody else. It is therefore important to make the readers aware of the evidence and how it led you to arrive at your opinion. Another statement or expression that is somewhat similar to an opinion is called commonplace assertion. Readers or listeners sometimes confuse the two with each other; however, a commonplace assertion does not appear to be as subjective as an opinion. Instead, it claims universality and is presented as an absolute truth. Further, a commonplace assertion is a statement used to make a declaration or to express strong belief on a particular topic, often without evidence. They are so common (because they are passed on by friends, family members, and the media) that they are believed to be true even without proof, and some statements of commonplace assertion have become stereotypes. For example:

1. Men are stronger than women. 2. An apple a day keeps the doctor away. Written as declarative sentences, these statements appear to be facts. But let us analyze each of them. The first example is a typical stereotype, a statement that many people have accepted to be true. However, there is no evidence to support this, and there are many layers of the statement that are ambiguous. For instance, it is not clear if it is referring only to physical strength. This is why the statement is something that many women have been trying to disprove. 6

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As for the second example, many people have also accepted this as a fact. However, it is not clear how an apple can keep someone so healthy that she wouldn’t need to visit a physician anymore. Moreover, it is still possible that someone who eats apple everyday could get sick and will need to visit a doctor. It is clear from these examples of commonplace assertion that readers need to be critical about the information they read, so as not to assume that these unfounded statements are absolute truths. Similarly, writers need restraint in presenting their prejudices and opinions as factual statements. In other words, personal views should be presented as opinions, and not as stereotypes or even facts. By this time, you should be able to distinguish between facts and opinions or assertions. Practice your skill by reading this commentary and identifying the opinions embedded in the article.

On Social Media and Education The news about the Department of Information and Communications Technology (DICT) eyeing to ban social media for school assignments, especially “likes-based” requirements, reminded me of the task I gave to my Grade 8 students two years ago. I instructed the learners to post their essay on Facebook and told them that I would score it based on the number of likes and good comments it will get within a week. Although some of the students complained that they do not have many friends to like their post, they still complied and the learning goal was met -- to get them to read one another’s essay and engage them in meaningful discussions online. That was one of the activities that proved how useful social media is in enhancing teaching and learning processes, and banning its use in schools will greatly affect meaningful interactions inside and outside the classroom. I have heard students say that group chats are a necessity to keep them updated of upcoming classroom activities and requirements, and their peers’ discussions are helpful in accomplishing such tasks. Moreover, one class I once handled wrote in their essay how their group chat in Science is an extension of their classroom, especially when their subject teacher uses it to send lecture notes, reminders and assignments so that students who were absent in class could catch up. The usefulness of social media can be further confirmed by many researchers in the local and international setting. One example is the 2016 study of Vishranti Raut and Prafulla Patil that highlighted the strength of social media applications in offering “tools that learners can mix and match to best suit their individual learning styles and increase their academic success.” The same conclusion is echoed in the case study of Bernard John Kolan and Patience Emefa Dzandza in 2018. They noted that although only about 20 percent of their respondents use social media mainly for academic purpose, the remaining 80 percent still use the tools to perform academicrelated tasks. They further underscored that “one cannot dispute the fact that

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social media networks contribute immensely to students’ academic life when used judiciously.” Meanwhile, a 2017 study in Pangasinan looked into how teachers perceive the role of social media in education. The findings revealed that social media is “extremely useful” for student interaction in collaborative learning and student-teacher interactions. However, the researchers also acknowledged that while it promotes communication and builds connection, social media “distracted the focus of students in fulfilling their school requirements.” Distraction. This is indeed the downside in social media usage and it is for this reason that DICT is proposing to ban it in schools. Undoubtedly, students do get distracted from doing school requirements when they already logged in to, say, Facebook. Worse, this could result in addiction. But despite the fact that social media could be a two-edge sword, schools can still greatly capitalize on its use. A recent study in Saudi Arabia notes that since social media have an impact on student achievement, “it is necessary to approach adolescents’ use of social networks with ultimate responsibility.” Kolan and Dzandza also advised that schools organize seminars to educate students about the possible implications of social media usage on their academic performance. Moreover, contrary to the proposal of DICT, these researchers suggest that teachers channel assignments or discussions on social media platforms to inculcate the proper use of these sites for academic work. To the parents, Raut and Patil recommend moderating their children’s access to social media. They claim that if parents will lessen the time their kids spend on these sites, and if they pay attention to their academic progress, the negative aspects of social media can be kept from influencing the child’s studies. Indeed, there are gains and losses in the unabated use of social media; however, will the proposed ban yield better results in the students’ academic performance? I would say that people put their trust in us first, that we -educators, parents, and learners -- could still regulate the use of social media in order to maximize learning beyond the walls of the classroom. — Vanessa Abubo, Baguio Midland Courier (June 16, 2019)

The article above is evidently an opinion piece because of the use of the pronoun “I” and the statements of opinion that abound in the text. And as mentioned earlier, opinions are personal judgments based on available facts, which is why there are also proof or evidence in this commentary. But how many opinionated statements or assertions were you able find in the article? Here are some of them; and if you identified the following, then you are a critical reader:  Banning its (social media) use in schools will greatly affect meaningful interactions inside and outside the classroom.  Group chats are a necessity to keep them (students) updated of upcoming classroom activities and requirements...  Social media could be a two-edge sword.  There are gains and losses in the unabated use of social media. Before proceeding to the next activities, please take time to rate this opinion article. Shade the emoji that matches your reaction towards the text. 8

CO_Q2_English 10_Module 3

Source: https://emojipedia.org/facebook/

What’s More Activity #3: FACT OR OPINION? Read the facts given, and then identify which of the succeeding statements are debatable opinions drawn from the said facts. Put a check mark on the corresponding box.

According to the report of the Inter-Agency Committee Against Trafficking (IACAT), in 2017 the Department of Social Welfare and Development served a total of 175 victims of child pornography and in 2018 there were 230 victims served, an alarming 31 percent increase from the previous year. The Department of Justice’s Office of Cybercrime also recorded a 264.63 percent increase in the number of reported online sexual exploitation of children (OSEC) during the quarantine. - Rillorta, Patrick, Baguio Midland Courier (September 13, 2020)

1. The number of children falling victim to abuse is constantly increasing over the years. 2. The quarantine is detrimental for the children’s physical, social and mental well being. 3. There are negligent parents and guardians in many households in the country. 4. The cyberspace is not a safe place for children. 5. Several agencies are working hand-in-hand in monitoring and addressing issues involving children.

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Activity #4: MY TWO CENTS’ WORTH Write a statement of opinion or assertion for each of the given topics.

1. Baguio as a Model City Opinion: ______________________________________________________ ______________________________________________________ 2. Distance Learning Opinion: ______________________________________________________ _______________________________________________________ 3. Online Selling: Opinion: ______________________________________________________ _______________________________________________________ 4. Corruption: Assertion: _____________________________________________________ _____________________________________________________ 5. Mental Health Assertion: _____________________________________________________ _____________________________________________________

What I Have Learned

Activity #5: SIMILAR YET DIFFERENT Differentiate an opinion from a commonplace assertion through a Venn Diagram.

Opinion

Commonplace Assertion

1.

1.

1.

2.

2.

2.

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What I Can Do Activity #6: SPEAKING OUT Interview one of your parents and two friends or classmates. Let them to cite an assertion or a statement/claim that they strongly believe is true even if it is not supported by any evidence. Likewise, ask them to give a one-sentence opinion regarding any of the following issues: o health and safety protocols in Baguio City o traffic scheme in the city o opening the city to tourists o modular learning o academic freeze Name of Interviewee

Assertion

Opinion

Assessment Choose the letter of the best answer, and write it on a separate sheet of paper. 1. It is a statement that is commonly believed to be true even without proof or evidence. A. Fact C. Commonplace Assertion B. Opinion D. Bias or Prejudice 2. It is a statement that is verifiable, or can be proven true or false based on evidence or proof. A. Fact C. Commonplace Assertion B. Opinion D. Bias or Prejudice 3. Which of the following best defines an opinion? A. It is a declarative statement that is generally accepted as true. B. It is a personal view, judgment or appraisal about a particular matter. C. It can be proven true or false based on whatever evidence is available. D. It is a statement that is true not only to the speaker but to everyone else.

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4. What is the A. They B. They C. They D. They

similarity between an opinion and a commonplace assertion? can be opposed. are subjective and personal. are based on evidence or proof. are generally accepted to be true.

5. Which is not a category of an opinion statement? A. Statement of Truth C. Statement of Policy B. Statement of Value D. Statement of Preference 6. Under what category of opinion statement does the following statement belong to? Online selling has become a very viable source of income nowadays. A. Statement of Truth C. Statement of Policy B. Statement of Value D. Statement of Preference 7. Which of the following is a well-constructed opinion statement? A. Baguio is the safest city to live in during this pandemic. B. I think the local government of Baguio deserves recognition for its efforts. C. LGU leaders in the city always make sound and calculated decisions. D. Mayor Benjamin Magalong exemplary handled the pandemic in his jurisdiction. 8. Which of these statements is neither an opinion nor a commonplace assertion? A. Women are careful drivers. B. All industrial nations are first world countries. C. There are more men than women who became president of the country. D. The number of males in the Senate and Congress suggests that males are better lawmakers. 9. A commonplace assertion is commonly referred to as stereotypes. Which of these statements is an example of stereotype? A. All boys are more open-minded than girls. B. Most religions allow only the males to be the leaders. C. Schools across the country advocate gender equality. D. Women deserve the same opportunities that are given to men. 10. What makes the following statement an example of commonplace assertion? Milk is good for your body. A. It asserts that milk is the best source of calcium which makes bones and teeth stronger. B. It makes people believe that milk contains all the vitamins and minerals that the body needs. C. It disregards the fact that some people are lactose intolerant, and milk may cause stomach upset. D. All of the above.

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CO_Q2_English 10_Module 3

For numbers 11-15, read the given excerpt of an opinion article and then identify statements of fact, opinion and assertion from the passage. Online delivery, not online class Conducting online classes today is ideal, there is no doubt about it, but ours is considered a third world country. Having an online class is possible and but it is never fair to all students especially those studying in public schools. Online classes are financially demanding and most likely, the majority of the learners’ families cannot cope with these demands. The majority of the students in public schools do not have gadgets or fast-internet service connections necessary for online classes. Teachers cannot just hold these classes to a small number of the class only because most students have no means to join. Those who are not privileged of sufficient income will be denied of the learnings attained in activities and discussion. Pubic schools can conduct online classes but it would be discriminating because it is selective. The learning experiences would not be the same for everybody and the poor will certainly be on the losing end. - Sherwin L. Fernando, SunStar Baguio (September 27, 2020)

11. Fact: ____________________________________________________________ ____________________________________________________________ 12. Assertion: ________________________________________________________ ____________________________________________________________ 13 - 15. Opinions: a. ____________________________________________________________ ____________________________________________________________ b. ____________________________________________________________ ____________________________________________________________ c. ____________________________________________________________ ____________________________________________________________

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CO_Q2_English 10_Module 3

Additional Activities

Activity #7: IT’S FINE TO OPINE Write an opinion article about any current social or political issue. Be sure to phrase your opinions and assertions correctly, and write in no less than 200 words. Be guided by the following rubric. Criteria Purpose

Elaboration/ Evidence

Organization

Conventions

Very Good (5)

Good (3)

Opinion is introduced, clearly communicated, and the focus is strongly maintained for the purpose and audience. Comprehensive evidence (facts and details) from the source material is integrated and with proper attribution. Vocabulary and style are appropriate and effective.

Opinion is clear, and the focus is mostly maintained for the purpose and audience.

There is effective and clear introduction and conclusion. Also, the logical progression of ideas is evident throughout the essay. The article shows correct use of language, punctuation, grammar and spelling.

Needs Improvement (1) Opinion is confusing and too ambiguous, and the focus drifts from the purpose and audience.

Comprehensive evidence (facts and details) from the source material is integrated but are not properly attributed. Vocabulary and style are generally appropriate and effective. There is effective and clear introduction and conclusion, but the logical progression of ideas is not sustained in some parts of the essay.

There is little evidence integrated. Moreover, vocabulary and style are not appropriate and effective.

There are minimal errors in word usage, grammar, punctuation and spelling but these do not affect the clarity of the text.

The article is riddled with errors in word usage, grammar, punctuation which makes the text difficult to comprehend.

The introduction and conclusion are not effective, and there is not logical progression of ideas in most parts of the essay.

Score - Adapted from Smarter Balanced Assessment Consortium

14

CO_Q2_English 10_Module 3

CO_Q2_English 10_Module 3 ADDITIONAL ACTIVITY Answers vary.

WHAT’S MORE Activity 1 #2. The quarantine is detrimental for the children’s physical, social and mental wellbeing. #3. There are negligent parents and guardians in many households in the country. #4. The cyberspace is not a safe place for children. Activity 2: Answers vary.

15 WHAT I KNOW 1. C 2. A 3. B 4. A 5. D 6. B 7. D 8. C 9. A 10. C 11-15. Answers vary.

WHAT’S NEW 1. FACT 2. FACT 3. OPINION 4. OPINION 5. FACT 6. COMMONPLACE ASSERTION 7. OPINION 8. OPINION 9. COMMONPLACE ASSERTION 10. COMMONPLACE ASSERTION

WHAT I HAVE LEARNED Answers vary. WHAT I CAN DO Answers vary.

ASSESSMENT 1. C 2. A 3. B 4. A 5. D 6. B 7. D 8. C 9. A 10. C 11-15. Answers vary.

Answer Key

References Colorado State University. n.d. “Distinguishing fact, opinion, belief and prejudice.” Accessed September 15, 2020. https://writing.colostate.edu/guides/ teaching/co300man/pop12d.cfm Ecowaste Coalition. 2020. “Towards a better Baguio.” Sunstar Baguio, September 27. Accessed September 27, 2020. https://www.sunstar.com.ph/article/ 1870274/Baguio/Opinion/Towards-a-better-Baguio Elcomblus Staff. 2019. “Identifying Assertions.” Accessed September 15, 2020. https://elcomblus.com/identifying-assertions/ Fernando, Sherwin. 2020. “Online delivery, not an online class.” Sunstar Baguio, September 27. Accessed September 27, 2020. https://www.sunstar.com.ph/ article/1871175/Baguio/Opinion/Fernando-Online-delivery-not-an-online-class Rillorta, Patrick. 2020. “Key issues on child protection.” Baguio Midland Courier, September 13. Satorre, Avegail. 2015. “Opinion or Assertion.” Accessed September 25, 2020. http://prezi.com/37lupiiwp4of/opinion-or-assertion/ Thoughtful Learning. n.d. “Developing an Opinion Statement.” Accessed September 20, 2020. https://k12.thoughtfullearning.com/minilesson/developing-opinionstatement

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CO_Q2_English 10_Module 3

10 English Quarter 2 - Module 4 Argumentative Text: Modal Verbs and Modal Adverbs

CO_Q2_ENGLISH10_MODULE 4

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 4 Argumentative Text: Modal Verbs and Modal Adverbs First Edition, 2020

Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Lillian S. Pagulongan and Sherrylynn Jennifer S. Carantes Editor: Armi Victoria A. Fiangaan Illustrator: Alvin Sevilla Layout Artist: Rynwalter A. Paa Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: Ethielyn Taqued, EdD Regional ADM Coordinator: Edgar H. Madlaing CID Chief: Juliet H. Sannad, EdD Division EPS-LRMDS: Loida C. Mangangey, PhD Division ADM Coordinator:

Printed in the Philippines by Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: DepEd – CAR Complex Wangal, La Trinidad, Benguet_ Telefax: Fax: (074) 422-40-74 Tel: (074) 422-13-18_ _

E-mail Address:

[email protected]_

_

What I Need to Know Do you know that you can use modal verbs and modal adverbs in writing your arguments? Now, learning about modal verbs and modal adverbs would let you write properly your argumentative text. While working on this module, you are expected to: MELC: Identify key structural elements, and language features of an argumentative text, e.g.: modal verbs: should, must, might, and modal adverbs: usually, probably, etc. (EN10G-IVA-32)

● Recall modal verbs and modal adverbs. ● Identify modal verbs and adverb modals as language features of an argumentative text To achieve the objectives of this module, remember to:

● ● ●

read and follow the given instructions; answer or do the given activities and; use a separate sheet of paper for your answers or outputs.

What I Know

A. Directions: Choose the modal verb or modal adverb to complete the sentence. Write the letter of the correct answer on your answer sheet.

1. Remember, you’re in a library, you a. don’t have to b. mustn’t

speak loudly. c. can’t

d. shouldn’t have

2. Don’t forget to take an umbrella. It a. might b. can

rain later. c. should

d. could

c. has to

d. have to

3. Betty a. can

be ill. I’ve just seen her. b. can’t

4. I was using my mobile phone a minute ago. It a. must b. have to c. could 5. A man may be a. apparently

b. arguably

6. I will a. definitely

_ call you tomorrow. b. obviously c. exactly

be somewhere here. d. might

friendly, yet malicious in heart. c. allegedly d. all in all

1

d. easily

CO_Q2_ENGLISH10_MODULE 4

7. I can _ remember the place when I first met her. a. obviously b. exactly c. easily

d. possibly

8. He can a. exactly

d. easily

help us solve the problem. b. obviously c. probably

9. I _ see a doctor immediately. a. should b. must 10. You should _ a. exactly 11. I a. can

c. can

d. may

take up that course. b. possibly c. absolutely

_ tell my parents about my plans of going abroad. b. shall c. should

d. easily

d. might

12. Is a type of essay that presents arguments about both sides of an issue. a. debate b. argumentative c. persuasive d. expository 13. This part of an argumentative text outlines the topic, provides background information necessary to understand your argument and presents the thesis statement. a. introduction b. body c. conclusion d. thesis

14. This part of an argumentative text usually comprises three or more paragraphs that explain the reasons why you support your thesis. This is where the writer backs up his claims with examples, research, statistics, studies, and text citations. a. introduction b. body c. conclusion d. thesis

15. This part of an argumentative text restates the writer’s thesis and summarizes all of the arguments made in body paragraphs. b. body c. conclusion

a. introduction

2

d. thesis

CO_Q2_ENGLISH10_MODULE 4

Lesson

1

Modal Verbs What’s In

Directions: Identify the modal verbs found in the sentences below. Write your answers in your activity notebook.

1. Mobile phones can be used by students in schools positively 2. 3. 4. 5.

and constructively. School officials might come up with policies on the proper use of mobile phones. Parents should monitor their children's use of cellphones. Students have to make sure that cellphones are used to enhance their learning and not to distract them. The irresponsible use of cellphones among children may lead to undesirable results.

3

CO_Q2_ENGLISH10_MODULE 4

What’s New

Directions: Read the argumentative text below and answer the questions that follow. Use of Mobile Phones in Schools The use of mobile or cell phones in learning institutions, specifically schools, has elicited debate and bitter arguments, not only in the United States of America, but in the world as a whole. While part of society has supported the use of cellphones in schools, the other part has opposed their use bitterly. Mobile phone manufacturers, such as Apple and Samsung, have targeted students as their main market and thus they have designed various models with lots of features in order to attract them. Despite the fact that the use of mobile phones by students in schools can be used positively and constructively in order to enhance their learning, the same technological devices can be utilized negatively, which distracts them and their teachers and in turn disrupts the learning process. For instance, whilst the students can use mobile phones positively by accessing or downloading important academic materials from the worldwide web, the same can also be used to get access towards destructive pornographic or undesirable contents from online sources thus destroying students’ morals. There are various reasons as to why mobile phones should not be used by students in schools and other learning institutions through giving tangible evidence. There are various arguments from critics calling for the use of mobile phones in schools by the students. Source: "Argumentative Essay On The Use Of Mobile". 2020. Studylib.Net. https://studylib.net/doc/7820730/argumentativeessay-on-the-use-of-mobile.

Questions:

1. What is the text all about? 2. What makes the use of mobile phones debatable? 3. Why do mobile phones attract students? 4. When do mobile phones can be used positively? negatively? 5. What are the modal verbs used in the text?

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CO_Q2_ENGLISH10_MODULE 4

What is It

Modal Verbs are special verbs which behave irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.

Be guided by the table below: Modal Verbs Can/Can’t (present) Could/Couldn’t (past)

Expressions ABILITY- to say someone has (or hasn’t) a particular ability.

Could/Might/May (present and future)

POSSIBILITY -to express possibility about the present or the future.

Examples

● Lito can speak 5 dialects fluently, but she can’t speak English fluently.

● It might be raining

● ●

Must/ Must Have (present/past)

CERTAINTY – to express certainty.

5

outside, you should take an umbrella with you. I may come and visit you after work. It could rain later, so I will bring an umbrella with me.

● She speaks 5 dialects, so she must be clever.

CO_Q2_ENGLISH10_MODULE 4

ADVICE – to give advice.

Should/ought to/Must

● You should buy some new shoes. You ought to go to sleep early, you look tired. You must be careful and alert when driving alone.

●

●

OBLIGATION – expresses strong obligation.

Must/Have to

● You must finish your task by this afternoon. She has to feed her pet everyday.

●

What’s More Activity 1:

Directions: Fill in the blanks with appropriate modals: will,

shall, would, should or can, could, may, might. Milk is a nutritious food enriched with vitamins and proteins. We 1) 2)

_ take milk regularly so that we

not develop deficiencies of undernourishment in our

body. The aged persons, children and patients 3)

_

take milk in sufficient quantity as it provides strength to their body. We 4)

_ supplement it with other elements of food like fruit,

vegetables and pulses for proper growth of the body. But we 5) it 6)

consume

milk

of

good

cause harm to the body. We 7)

quality

only

otherwise be

very

careful while selecting items of our food because there are chances that these 8)

be adulterated.

Source: Base, Knowledge, English Grammar, Sentence Correction, Sentence Formation, Modals modals

6

CO_Q2_ENGLISH10_MODULE 4

Directions: Complete the sentences using “should or should not”

Activity 2:

plus the appropriate verb from the list below. wear

start

get

listen

read

leave

give up

do

question

find

spend

eat

the shirt. It’s nicer than the jumper.

1. You 2. Students

to the teacher. They know the grammar better! some housework. It’s good to help the parents

3. Children _

4. Recycling isn’t enough. You _

_

less.

_ to work. You’ll avoid the traffic.

5. I think you

_ to everyone! People don’t know you, so they

6. You

might give you bad advice. Activity 3: Directions: Complete the conversation by using the appropriate phrase below. could that work couldn’t make it can I have me to may I help

would like to book should work for me would you like

A: Baguio Medical Center, Emma speaking. How B: Good afternoon, I _

_ you?

_ an appointment with Dr. Black for

next week, preferably on Monday morning. A: Let me check her schedule next week. Hmmm… I’m sorry, I’m afraid she won’t be at the clinic on Monday morning. but she has an opening in the afternoon at 3:00pm.

B. No, I

_ for you? _. I work full-time, so it has to be

either in the morning or in the evening. What about on Tuesday at 8:30am? A: She’s busy at that time, but there’s an opening at 9:15am. B. Great! That

_.

7

CO_Q2_ENGLISH10_MODULE 4

What I Have Learned Modal 1) _ are special verbs which behave irregularly in English. They give additional information about the 2) of the main verb that follows it. They have a great variety of communicative functions. The modal _ expresses a general ability while describ es a past ability and expresses reported speech for can. On the other hand, the modal __ expresses possibility, request or ask for permission and give permission.

What I Can Do Directions: Complete the conversation between a PLDT representative and a customer. Supply the appropriate modal verbs to complete the lines.

https://app.pixton.com/#/

8

CO_Q2_ENGLISH10_MODULE 4

Additional Activity Directions: Fill in the blanks in the following sentences with appropriate modals. Man 1

live without food and water for some time, but he 2 not live without air. We 3 _ inhale pure, oxygenrich air. Breathing foul or pollutedair 4 cause chest-related problems. Exposure to cold air 5. _be avoided. When a person catches a cold, he 6 take simple, light and easily digestible food. He 7 avoid going out in cold under all circumstances. He 8 keep his body warm by putting on woolen clothes. Source: https://www.google.com/search?client=opera&hs=08g&q=worksheets+for+modals+ with+answ ers&tbm=isch&chips=q:worksheets+for+modals+with+answers,online_chips:modal +verb&usg =A

Lesson

2

Modal Adverbs

What’s In Directions: Recall what you have learned about modal verbs in Lesson 1. Fill in the blanks with the appropriate modal verbs.

1. 2. 3. 4. 5.

She told me that she was unwell so she not go to the office. The visitors not carry eatables with them in the hotel. As he is in dire need of money, we help him immediately. _you please lend me your book for a week? His son is not so brilliant in his studies but he pass the examination. 6. I be thankful to you if you help me at this time of need. 7. Drive fast lest you _miss the flight. 8. you like to accompany us to the market tomorrow? 9. The lady has grown so old that she not walk without a stick. 10. Had he worked hard, he _ have passed the examination. 9

CO_Q2_ENGLISH10_MODULE 4

What’s New Directions: Read the dialogue below and answer the questions that follow. Bobby:

I really might be campaigning to stop bullying in school. Lucas: Bullying can absolutely affect a person’s way of life. .

Bobby:

I could not seriously think of any solution to stop it.

Lucas:

I know, but we can definitely do some ways on how to prevent it.

Dan:

We can possibly give flyers to our schoolmates about the harmful effects of bullying.

Bobby:

Certainly, that is a good idea. However, I could not find it that effective.

Lucas:

We could not definitely stop bullying right away. But, slowly we could help in the campaign.

Dan:

I will certainly agree! Let’s help one another.

Questions:

1. 2. 3. 4.

What was the conversation about? What do they want to do about it? What particular action was suggested? List down those words in italics? What do you call those words?

10

CO_Q2_ENGLISH10_MODULE 4

What is It

Modal Adverbs are used to modify specific verbs that consist of a linking verb (verb of being) and sometimes another verb. Here are examples of modal adverbs: probably, possibly, evidently, certainly, surely, undoubtedly, seriously, clearly, obviously

1. I will surely watch the Avengers movie. 2. It will probably rain this afternoon. 3. Ruben must seriously exert more effort in his studies to pass this final quarter. What is MODALITY? It is used in writing to express how definite you are abouty something. Degrees of Modality

1. STRONG – uses the adverbs always and never, evidently, surely, seriously and undoubtedly Example: People should always wash their hands before eating. You will never graduate fi you will not study hard.

2. MODERATE – uses often, rarely, usually, sometimes, frequently, and occasionally Example: Mary rarely goes out to party. Arnold often takes a bath. Some adverbs can be used to describe how likely it is that something will happen. These are called ‘adverbs of possibility. Some of the most common adverbs of possibility are: certainly

definitely

maybe

possibly

obviously

perhaps

probably

clearly

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CO_Q2_ENGLISH10_MODULE 4

What’s More

Activity 1: Complete Me Directions: Complete these sentences using the modal adverbs in the box. Use the most suitable word only once. definitely precisely

certainly absolutely

clearly surely

1. If we will win next week’s game, we will 2.

_ be on the finalist.

_ our teacher will arrive before the google classroom starts.

3. Joey 4. Alex was

_ made a big difference to the success of the class. too short to be allowed in the school

basketball team.

5. President Rodrigo Roa Duterte _

approved on the

House Bill passed by the Congress.

Activity 2: Transform Me Directions: Read the sentences below and transform them using modal adverbs. Use your activity notebook to write your answers.

1. I do my homework (strong). _

2. I watch drama movies (strong). _

3. I wash dishes (moderate). _

4. I drink vitamins to make me strong (moderate). _

5. I clean my room (moderate). _

12

CO_Q2_ENGLISH10_MODULE 4

Activity 3: Remember Me Directions: In the first sentence underline the MODAL VERB. Remember, modal verbs are made ‘negative’ by adding the word ‘not’. In the second sentence circle the MODAL ADVERB. 1. You can’t have said that to her! 2. Surely you can’t have said that to her!

1. I might easily tell you all about it. 2. I might just tell you all about it. 1. You shouldn’t have gone to so much trouble. 2. You really shouldn’t have gone to so much trouble. 1. I will call you tomorrow. 2. I will definitely call you tomorrow. 1. You can’t be serious! 2. You can’t possibly be serious.

What I Have Learned Directions: Complete the paragraph below. Modal 1) _are used to modify specific verbs that consist of a linking verb (verb of being) and sometimes another verb. Degrees of modality vary from 2) _ or 3) .

13

CO_Q2_ENGLISH10_MODULE 4

What I Can Do Directions: Give a one sentence stand or claim on the terms below. Identify the modal adverbs to be used from the list below. certainly obviously

absolutely probably

perhaps clearly

Example: 1. Distance Learning Answer: Distance learning is certainly the way to continue education amidst pandemic.

2. 3. 4. 5.

Social Distancing Covid 19 vaccine Drug Addiction Pandemic

Additional Activities Directions: Imagine what school will be in the year 2030. Write a description of your ideas for a future school using modal verbs and modal adverbs (possibility). Be guided by the following questions below. Underline the modal verbs and modal adverbs you used in your text. Guide questions: 1. How will children in the future get to school? 2. What lessons will they study? 3. How many will be in each class? 4. What will they do at break and lunch times? 5. What will they eat? 6. What will they do their work on? Tablets, laptops or something else? 7. Who will teach the children of the future? A person, a robot or even an alien?

14

CO_Q2_ENGLISH10_MODULE 4

RUBRICS Essay Writing Activity CRITERIA Ideas

Organization

Sentence Fluency

Mechanics

WELL DONE (10pts)

VERY GOOD (8pts)

GOOD (6pts)

The essay is clear and focused. It holds the reader's attention. Relevant details and quotes enrich the central theme. The organization enhances and showcases the central idea or theme. The order, structure of information is compelling and moves the reader through the text. The text uses almost all of the modal verbs and modal adverbs. Sentences are well built, with strong and varied structure that invites expressive oral reading.

The essay is mostly focused, and has some good details and quotes.

The text uses most of the modal verbs and modal adverbs, and usually invites oral reading.

The text uses some of the modal verbs and modal adverbs, and invites oral reading.

The text uses limited of modal verbs and modal adverbs, seems choppy and is not easy to read orally.

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability.

The write understands good writing conventions and usually uses them correctly. Paper is easily read and errors are rare; minor touch-ups would get this piece ready to publish.

The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability.

The writer seems to have made little effort to use convention s: spelling, punctuation , capitalization, usage, grammar and/or paragraphing have multiple errors.

The essay (and paragraphs) are mostly organized, in order, and makes sense to the reader.

15

The writer is beginning to define the topic, even though development is still basic or general. The organizational structure is strong enough to move the reader through the text without too much confusion.

GOOD ENOUGH (4pts) Topic is not well- defined and/or there are too many topics.

Sentences within paragraphs make sense, but the order of paragraphs does not.

CO_Q2_ENGLISH10_MODULE 4

Presentation

The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.

The format only has a few mistakes and is generally easy to read and pleasing to the eye.

The writer's message is understandabl e in this format.

The writer's message is only understand able occasionally, and paper is messily written.

Source: https://www.uen.org/rubric/previewRubric.html?id=20123

Lesson

Argumentative Essay Using Modals

3

What’s In Directions: Identification: Read and analyze the sentences below. Choose the correct modal verb to complete the sentence.

1. She told me that she was unwell so she 2. The visitors

not carry eatables with them in the hotel.

3. As he is in dire need of money, we 4.

_ not go to the office.

_ help him immediately.

you please lend me your book for a week?

5. His son is not so brilliant in his studies but he 6. I

be thankful to you if you help me at this time of need.

7. Drive fast lest you 8.

pass the examination.

miss the flight.

you like to accompany us to the market tomorrow?

9. The lady has grown so old that she 10. Had he worked hard, he

_ not walk without a stick. _ have passed the examination.

16

CO_Q2_ENGLISH10_MODULE 4

What’s New Directions: Read the presented argumentative essay below. Underline each modal (verbs and adverbs) used. Cell phones have enabled Americans to travel with technology everywhere they go. This allows many users to access and share the radio bandwidth. What is more, cell phones also allow calls to be made in a wide geographical area. The user does not have to own the station. Being a subscriber is the only thing required. Cordless telephones are completely different from cell phones as they can be used only in the area of one personal base station. Indisputably, ever since the emergence of cell phones, people can constantly keep in touch with their loved ones, regardless of the distance. One can reach almost everywhere without any difficulty. When in the past years, people were separated by distance for some reason, and it took forever to write, to send, and to deliver a single letter. Today, it takes a couple of quick clicks, and you see the face of your significant other, parent, or friend real-time! In addition, people can immediately get help in case of emergencies. Furthermore, by means of mobile phones, people can lessen their boredom through listening to their favorite music or watching downloaded movies. In general, the invention of cell phones has led to massive changes in the Philippines. In the main, people began to spend many hours talking on cell phones. Filipino culture has tremendously changed with the emergence of cell phones. Minor firms now market cell phone games, as well as video content aimed specifically to be watched on cell phones. Additionally, other creative functions have arisen, such as text messaging, Short Message Service (SMS), as well as fake talking (people pretend to converse using cell phones to fight fear and loneliness). In the situations when young people (men and women) are controlled in their capability to socialize, cellular phones have been helpful for social interaction. Cell phones have an effect on Filipino’s built environment, especially through widespread advertising. Cell phones have grown to be popular in the Philippines, unlike the Internet. The latter, on the other hand, has caused digital division between various social classes. It is also recognized to be glamorous and inexpensive. The majority of the cell phone subscribers in the Philippines personalize and decorate their cell phones, bringing about folk-art cottage sector. The cell phone has grown to be some kind of art, whereby a cell phone user’s preference of phone and decoration serves as a sort of personal statement. The emergence of the mobile cellular phone has as well brought about changes in various cultural norms in the Philippines. Industries, movie theaters, cafés, and parks are just a number of spaces where the suitability of cell phone discussions is unclear and doubtful. Cell phones prioritize socialization with people who are far away over those who share space. Classrooms are also other sectors that have significantly changed in the Philippines due to the use of cell phones. Nowadays, the majority of students use cell phones in class, especially when it comes to text messaging and the internet. Students can now get information faster through the cell phones. This has significantly affected education standards since most of the students use cell phones to cheat during exams. But the reality is that cell phones have successfully turned 17

CO_Q2_ENGLISH10_MODULE 4

into a powerful learning tool. All cell phones that were primarily used to engage students in class create personal computer access points that guarantee better academic results. A lot of schools all over the globe encourage a special policy that encourages students to bring their own devices in order to boost students learning abilities. Even though academic progress might be hurt when undergrads use their phones just toentertain, coupled with financial problems that exist in this or that region, well-arranged content access is absolutely beneficial. Despite the presence of moderately small screen sizes, the majority of people in the Philippines have started watching TV on their cell phones. They prefer this way in order to distance themselves from jam-packed situations and also prioritize their attention. Regardless of the widespread recognition of the cell phones’ video technology, consumers are still cautious of two-way video, caused by anxieties about privacy and surveillance. The political sector in the Philippines has also changed tremendously as a result of cell phones. Cell phones have been utilized to mobilize followers for political causes. Protesters use their cell phones to send text messages to organize activities, as well as avoid the police. Obviously, the whole range of advantages that we’ve just discussed make cell phone market in the Philippines is very dynamic and competitive. This has enabled expansion of international trade between the Philippines and other countries. In conclusion, cell phones have enabled people to form their own microcultures. In the Philippines, people are changing cultural customs and values, and are greatly demonstrating consumers’ skills to repurpose and modify technology for their personal use. In my opinion, the invention called “a cell phone” has allowed people in the Philippines to protect their private relations from the culture in their surroundings. What is more, these devices have encouraged the existence of a great variety of complex but exclusive micro-cultures. Questions:

1. What is the text all about? 2. What is the thesis statement of the text? 3. What is the conclusion in the text?

18

CO_Q2_ENGLISH10_MODULE 4

What is It An argumentative essay is a type of essay that presents arguments about both sides of an issue. It could be that both sides are presented equally balanced, or it could be that one side is presented more forcefully than the other. It all depends on the writer, and what side he supports the most. An argumentative essay is usually written in the five-paragraph structure. The argumentative essay format consists of an introduction, 2-3 body paragraphs, and a conclusion. Logically, each of those three sections will have a unique structure, so understanding them on an individual level will help ensure a smooth writing process. The thesis statement is part of the introduction. It is a concise, one sentence summary of your main point or claim. Modal verbs and modal adverbs are used in writing argumentative essays or text to prove and to have a strong stand in a position you believed in. MODALS and TONES:

Use modals to soften your verbs.

Example: The President must change his policy. (“must” is too strong) The President should change his policy. We should control the TONE with MODALS. Remember that good writers are always aware of how their arguments sound. Certain words can help control the tone of the argument. CONTROLLING TONE WITH MODALS

Source:https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentative_essays.pdf

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REASONS FOR USING MODALS

Source:https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentative_essays.pdf

Modal verbs are often used to make the writer's claims more or less tentative, i.e. to suggest that the writer thinks something is more or less probable. One of the weaknesses of student essays is making strong claims that cannot be supported. In these cases, it is useful to be able to vary the strength of a claim to suit the circumstances.

What’s More Activity 1: Fill Me Up Directions: Complete the paragraph below. Use the phrases in the box.

may be necessary

might react

can most easily be done

must indicate

will respond

When studying the advantages and disadvantages of learning methods, it they

to place learners in artificial situations, in order to observe how to different stimuli. This

via

electronic media (e.g. virtual reality). If the reaction is positive, this

the

likelihood that learners

well

in

real life.

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CO_Q2_ENGLISH10_MODULE 4

Activity 2: Strength of Claim Directions: Arrange them by writing the numbers 1-3 in the beside the letters to indicate how strong the claim is (3 is the strongest). _ a. This may be the case where there has been a separation order, a decree nisi for divorce, a non-molestation order, or a separation agreement between the parties. _ b. This might be the case with provocation, for example: there might be objections to some of the distinctions now drawn by the law. _ c. It may well be the case that there is variation within one of these categories.

Activity 3: Fill in the gaps Directions: In the following sentences fill in the gaps with appropriate modals.

1. It was clear that the two countries _ compromise if the conference into a complete fiasco.

have to _ not degenerate

2. Of course, this measure [reforestation]

work only if _ accompanied by efforts to reduce tropical deforestation.

it

3. What

have happened if penicillin _

not been

discovered?

What I Have Learned

An is a type of essay that presents arguments about both sides of an issue. It is usually written in the five-paragraph structure. The argumentative essay format consists of an , _, and a _ _. Modal and modal are used in writing argumentative essays or text to prove and to have a strong stand in a position you believed in.

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What I Can Do Activity: Believe me, it’s a FACT Directions: Writing Pro and Con Statements. Below is a dialogue between two friends. Complete the dialogue by supplying the modal verb or adverb. John:

In this time of pandemic where we use distance learning, I need to be creative with my studies

Dale:

Well, I agree with you, but I

John:

I know. However, we not go against the health protocol. We learn from home.

Dale:

Learning from home is difficult for me. I think I

miss face to face classes.

. John:

Well, you are _

_ .

_

Post Assessment Directions: Choose the letter of the correct answer.

1. Is a type of essay that presents arguments about both sides of an is sue. a. Debate b. argumentative c. persuasive d. expository 2. Argumentative essays all depend on the he or she supports the most. a. Writer b. Listener

, and what side c. Speaker

d. Reader

3. Both sides of an argumentative essay could be presented as _ balanced. a. unequal

b. both

c. equally

4. Good writers need to control their _

d. competitively

making them aware of

how their arguments sound. a. tone b. speed

c. reaction

d. emotion

5. An argumentative essay can be started by asking a question. Is this statement true or false?

a. False

b. True

c. Both 22

d. It depends

CO_Q2_ENGLISH10_MODULE 4

B. Directions: Choose the modal verb or modal adverb to complete the sentence. Write the letter of the correct answer on your answer sheet.

6. Remember, you’re in a library, you a. don’t have to b. mustn’t

speak loudly. c. can’t

d. shouldn’t have

7. Don’t forget to take an umbrella. It a. might b. can

rain later. c. should

d. could

c. has to

d. have to

8. Betty a. can

be ill. I’ve just seen her. b. can’t

9. I was using my mobile phone a minute ago. It a. must b. have to c. could 10. A man may be a. apparently

b. arguably

11. This investment is a a. certain b. plausible 12. The bailiff a. sure

be somewhere here. d. might

_ friendly, yet malicious in heart. c. allegedly d. all in all thing. c. sure

d. certainly

had a grip on the prisoner's arm. b. certainly c. certain d. plausibly

13. This part of an argumentative text outlines the topic, provides background information necessary to understand your argument and presents the thesis statement. a. introduction b. body c. conclusion d. thesis

14. This part of an argumentative text usually comprises three or more paragraphs that explain the reasons why you support your thesis. This is where the writer backs up his claims with examples, research, statistics, studies, and text citations. a. introduction b. body c. conclusion d. thesis

15. This part of an argumentative text restates the writer’s thesis and summarizes all of the arguments made in body paragraphs. b. body c. conclusion

a. introduction

23

d. thesis

CO_Q2_ENGLISH10_MODULE 4

Answer Key

Lesson 3 24

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Lesson 2 25

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Lesson 1 26

CO_Q2_ENGLISH10_MODULE 4

References "Argumentative Essay On The Use Of Mobile". 2020. Studylib.Net. https://studylib.net/doc/7820730/argumentative-essay-on-the-use-ofmobile. Base, Knowledge, English Grammar, Sentence Correction, Sentence Formation, Modals modals, Knowledge Base, English Grammar, Solved Exercises, and Modals modals. 2020. "Exercises For Practice For Use Of Modals | Lessons24x7". Lessons24x7.Com. https://www.lessons24x7.com/usage/modals- types-exercises-for-practicefor-use-of-modals/. "MODAL VERBS". 2020. Prezi.Com. https://prezi.com/uk5prewl25ci/modalverbs/. "Google". 2020. Google.Com. https://www.google.com/. Comics, Pixton. 2020. "Log Into Pixton". Pixton EDU. https://app.pixton.com/#/.https://app.pixton.com/#/. 2020. Pinon.Sdf-Eu.Org. http://pinon.sdfeu.org/work/pinon_maa_ho.pdf. "Basic Essay Writing Rubric". 2020. Uen.Org. "Rubric - UEN". 2020. Uen.Org. https://www.uen.org/rubric/previewRubric.html?id=2 0123. 2020. Profjackelinemrtn.Weebly.Com. https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentativ e_e "Order". 2020. Apessay.Com. "Find Top Expert In Field And Ease Your Study". 2020. Apessay.Com. https://apessay.com/order/?rid=fded7f4d138bdb8d&edugram_request_id=5f61f0e 5f3 7531.11310076&clck=1. "Irubric: Create Your Own COMIC (Modal Verbs) Rubric - FX59339: Rcampus". 2020. Rcampus.Com. https://www.rcampus.com/rubricshowc.cfm?code=FX59339&sp=yes&. Sarikas, Christine. 2020. "3 Strong Argumentative Essay Examples, Analyzed". Blog.Prepscholar.Com. https://blog.prepscholar.com/argumentative- essay-examples.

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10 English Quarter 2 - Module 5: FORMULATING CLAIMS OF FACT, POLICY AND VALUE

CO_Q2_English 10_Module 5

English– Grade 10 Alternative Delivery Mode Quarter 2 – Module 5: Formulating claims of fact, policy and value First Edition 2019 Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module Writers: Lillian S. Pagulongan and Rubilyn M. Buking Editor: Armi Victoria A. Fiangaan Illustrator: Alvin Sevilla Layout Artist: Janssen Louel C. Dabuet Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: EthielynTaqued, EdD Regional ADM Coordinator: Edgar H. Madlaing CID Chief: Juliet H. Sannad, EdD Division EPS-LRMDS: Loida C. Mangangey, PhD Division ADM Coordinator: Maylyn Samidan Printed in the Philippines by ________________________ DEPARTMENT OF EDUCATION-CORDILLERA ADMINISTRATIVE REGION(CAR) Office Address:

DepEd – CAR Complex Wangal, La Trinidad, Benguet

Telefax:

(074) 422-40-74 Tel: (074) 422-13-18

E-mail Address:

[email protected]

Lesson

FORMULATING CLAIMS OF FACT, POLICY AND VALUE

1

Learning Competencies The Learner: 1. Differentiate between claims of fact, policy and value 2. Formulate claims of fact, policy and value

What I Need to Know This module is about understanding better what is happening when we talk to other people. And through this, you can better express yourself to others with confidence where you can provide support to your ideas, you can choose between things, beliefs or actions, and you can make a plan to solve some sort of problems.

Learning Objectives 1. Differentiate between claims of fact, policy and value 2. Formulate claims of fact, policy and value

What I Know Pre-Test Activity #1 1. CLAIMS Criss-Cross Puzzle General Directions: Complete the crossword by filling in a word that fits each clue. Write your answers on a clean sheet of paper.

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CO_Q2_English 10_Module 5

Across 3. It is a principle concerning the distinction between right and wrong or good and bad behavior. 6. It gives judgment about morality, beauty, merit or wisdom. 8. It is the act or process of doing something, to achieve an aim. 9. It is a fact or belief that is accepted as true. 10. It is a statement or account that makes something clear.

Down 1. It shows that a problem exists and it’s good to solve it in a certain way. 2. It is the main topic of an argument where the speaker tries to assert on his or her beliefs, ideas or actions. 4. It is a reason or set of reasons given with the aim of persuading others. 5. It is a fact or information indicating whether a belief is true or valid. 7. It reports, describes, predicts and shows cause and effect. Activity #2 General Directions: Identify whether the following claims is a FACT, POLICY or VALUE. Write your answers on a clean sheet of paper. ______1. Cell phones pull students away from learning. ______2. Tik Tok has been criticised for censorship, privacy and child safety. ______3. Now is known to be ‘plantdemic’ where flower growers and enthusiasts may endanger our environment and natural resources. ______4. It is wrong for other countries to not share the covid-19 vaccine given that its technology from which it was based “has been proven safe.” ______5. Blue light from screens has great effects on brain and it makes it more difficult to sleep. 2

CO_Q2_English 10_Module 5

What’s In What is a claim? For a Speaker: A claim is the main topic of an argument where the speaker tries to assert on his or her beliefs, ideas or actions. For a Writer: A claim is the central statement of a text where the writer tries to prove in the text by providing details, explanations and other types of evidence. Examples of claims:

Characteristics

1. Covid-19 is deadly.

It is a single statement.

2. Flu and covid-19 spread in similar way. It is being compared. 3. Baguio City had more than 100 cases of It is in the past, present or future Covid-19. 4. You will have covid-19 if you have low body resistance.

It has a cause and effect.

5. You should wear mask and face shield.

It has action to be taken.

6. People are sanitizing daily for their safety.

It is what’s happening.

7. Tawa-tawa is the cure for covid-19.

It could be true or false.

Other    

characteristics of a good claim: A claim should be argumentative and debatable. A claim should be specific and focused. A claim should be interesting and engaging. A claim should be logical.

What’s New Three types of Claims The new coronavirus was responsible for an outbreak of respiratory disease and pneumonia in Wuhan, China.

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CO_Q2_English 10_Module 5

1. CLAIM OF FACT A claim whether something is true or untrue but there must always be potential for controversy, conflict and change. A claim that reports, describes, predicts and shows cause and effect. A claim that something has existed (past), exists (present) or will exist (future). Question: Can you investigate through research or interviews?

---------------------------------------------------------------------------------------------------------------Maintain at least 1 metre (3 feet) distance between yourself and others.

2. CLAIM OF POLICY A claim that urges that an action be taken or discontinued in specific policies. A claim that shows that a problem exists and it’s good to solve it in a certain way. Question: What should be done?

Safety is more important than freedom.

3. CLAIM OF VALUE A claim that gives judgment about morality, beauty, merit or wisdom. A claim that compares and contrasts a problem with a similar one in another time and/or place A claim that is based on preference such as likes or dislikes, good or bad. Question: Is it good or bad?

----------------------------------------------------------------------------------------------------------------

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CO_Q2_English 10_Module 5

Practice: Claims of Fact, Policy or Value Based on the definitions and examples of the three types of claims, let’s go back to the claims presented above. Identify what type of claim are they (Fact, Policy, and Value). Write your answers on a clean sheet of paper. Compare then contrast the following claims taken from two different sources. The first claim comes from a netizen who tends to post different information on the Facebook and the other claim is from a researcher. 1. Covid-19 is deadly.

- ______________________

2. Flu and covid-19 spread in similar way.

- ______________________

3. Baguio City had more than 100 cases of covid-19. - ________________ 4. You will have covid-19 if you have low body resistance. - ____________ 5. You should wear mask and face shield.

- _____________________

6. People are sanitizing daily for their safety.

- _____________________

7. Tawa-tawa is a cure for covid-19.

- _____________________

What is It

A Claim of

Find out how the claims will affect your belief. Will it create a change on what you know? Article: Where did corona virus come from?

5

CO_Q2_English 10_Module 5

A. A Claim from the Facebook: The Japanese professor of physiology or medicine, Professor Dr Tasuku Honjo, caused a sensation today in the media by saying that the corona virus is not natural. if it is natural, it will not have affected the whole world like that. Because, depending on the nature, the temperature is different in different countries. If it was natural, it would only have affected countries with the same temperature as China. Instead, it spreads to a country like Switzerland, the same way it spreads to desert areas. Whereas if it was natural, it would have spread in cold places, but would have died in hot places. I have done 40 years of research on animals and viruses. It is not natural. It is manufactured and the virus is completely artificial. I have been working for 4 years in the Wuhan laboratory in China. I know all the staff of this laboratory well. I called them all after the Corona accident. But, all of their phones have been dead for 3 months. It is now understood that all of these laboratory technicians aredead.

Based on all of my knowledge and research to date, I can say this with 100% confidence that Corona is not natural. It did not come from bats. China made it. if what I say today turns out to be false now or even after I die, the government can withdraw my Nobel Prize. But China is lying and this truth will one day be revealed to all. PLEASE FORWARD TO THE LARGEST NUMBER SO THAT THE GUILTY MUST PAY WHAT HAPPENS TO US ALL!!!!

Source: https://www.facebook.com/62188827209/posts/10158379823252210

B. A Claim from the Journal

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CO_Q2_English 10_Module 5

Abstract The coronavirus disease 19 (COVID-19) is a highly transmittable and pathogenic viral infection caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which emerged in Wuhan, China and spread around the world. Genomic analysis revealed that SARS-CoV-2 is phylogenetically related to severe acute respiratory syndrome-like (SARS-like) bat viruses, therefore bats could be the possible primary reservoir. The intermediate source of origin and transfer to humans is not known, however, the rapid human to human transfer has been confirmed widely. There is no clinically approved antiviral drug or vaccine available to be used against COVID-19. However, few broad-spectrum antiviral drugs have been evaluated against COVID-19 in clinical trials, resulted in clinical recovery. In the current review, we summarize and comparatively analyze the emergence and pathogenicity of COVID-19 infection and previous human coronaviruses severe acute respiratory syndrome coronavirus (SARS-CoV) and middle east respiratory syndrome coronavirus (MERS-CoV). We also discuss the approaches for developing effective vaccines and therapeutic combinations to cope with this viral outbreak.

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7113610/

Activity #3: Bawal Judgmental Write your answers on a clean sheet of paper. “Ang tanong...” 1. What type of claim is used in the text from the Face book? From the Journal? ______________; ______________ 2. What is the claim presented by the Face book netizen? Write one sentence claim. _____________________________________________________________. What is the claim presented by the researcher? _____________________________________________________________. 3. Which claim do you believe? The source from face book or the source from journal? Why? ___________________________________________________________________________ _______________________________________________________________ 4. What should you do to prove the truthfulness of a claim? ___________________________________________________________________________ _______________________________________________________________

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CO_Q2_English 10_Module 5

For Your Information! COVID-19 During the COVID-19 pandemic , a false claim that Honjo believed that the novel coronavirus had been "manufactured" by a laboratory in the Chinese city of Wuhan was widely disseminated on the internet in many languages. The BBC Reality Check team reported that, "In a statement published on the Website of Kyoto University, he said he was 'greatly saddened' that his name had been used to spread 'false accusations and misinformation'. Scientists say genome sequencing shows that the virus came from animals and was not man-made." Source: https://tinyurl.com/yawd2zh4

Let’s Reflect!

Source: https://tinyurl.com/y5ju6kj5

What’s More

A Claim of

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CO_Q2_English 10_Module 5

Policies are very important anywhere you go, and in everything you do. They provide a roadmap or a guide to follow for a day-to-day activity; they ensure compliance with laws and regulations, give guidance for decision-making and streamline or make processes more effective. A claim of policy is a straightforward statement—“____________ should be done”. Review the following policies, where do we usually see them? Why do we need these policies?

A.

Source: A Screen shot from https://www.facebook.com/pio.baguio/

Source: https://tinyurl.com/y4k8jnuw

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CO_Q2_English 10_Module 5

Activity: It says…I say…and so… After reading the three policies above, complete the table below. Write your answers on a clean sheet of paper. It Says....... Step 1... Summarize the important claim of policy presented in the pictures. “____________ should be done”. Picture A.

Picture B.

___________________________________________________________________ GREAT! You are able to summarize the claims of POLICY in STEP 1; you may now proceed to STEP 2 and 3 that will lead you in understanding claims of VALUE.

What I Have Learned It Says…I Say…And So… After summarizing the claim of policies presented above, the following steps now will help you put together the information with what you already know which will lead you to come up with a REALIZATION or a claim of VALUE. I say.........

and so......

Step 2... Think about what you know about the policy relating it to your personal experiences.

Step 3... Combine what the policy says with what you know to be able to create your personal goal in life. “ It is better to_________”

Picture A

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CO_Q2_English 10_Module 5

Picture B

What I Can Do

A Claim of

Claims from different people who try to express themselves actually encourage us to ACT IN THE REAL WORLD. We frequently depend upon whether or not things ‘work’ in the same way that others claim. Because POLICY claims argue for an action, they imply a VALUE CLAIM—that taking the recommended action is better than not taking it. Read the following claim.

In a resolution, local legislators stated that even with the assurance of the Department of Education that education of the students shall continue even without the information and communication technology (ICT) gadgets required for the virtual classes, there is still continuous doubt and apprehension on the part of the students and parents, particularly those from the low-income bracket who fear that their children cannot cope with the requirements of the new scheme.

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CO_Q2_English 10_Module 5

The claim determined that students from low-income bracket cannot cope with the requirements of the New Normal Blended Learning in the claim of fact, but the claim of value investigates all the reasons good and bad, in order to establish intent and /or justifiable circumstances. At this point, you can OPEN UP your judgment and evaluation. What can you say about the claim that students from low-income bracket cannot cope with the requirements of the New Normal Blended Learning? Examine your topic in terms of the phrases, “it is better to…, it is practical/impractical that…, it is wrong to…, ...is more important than…. Then, explain your point. Allow your prejudices to surface in order to examine them. Be guided by the following criteria: CRITERIA

STUDENT CHECKLIST

FOCUS

Does my writing focus on answering the essential question and meeting the task demands?

CONTROLLING IDEA

Did I respond to the prompt with a claim that I defend throughout my response?

TEXTUAL EVIDENCE

Did I support my position with accurate evidence?

DEVELOPMENT

Did I support my position with convincing arguments and appropriate examples?

ORGANIZATION

Did I organize my writing to demonstrate the logic behind my claim?

WORD CHOICE

Did I use words correctly—including the vocabulary I learned in the text—to argue my position?

CONVENTIONS

Did I check my writing for grammar, punctuation, capitalization and spelling errors?

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 12 CO_Q2_English 10_Module 5 ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

My own claim of value.

Post-Assessment A. DOUBLE PUZZLE SCRAMBLED Directions: Unscramble each of the clue words. Write your answers on a clean sheet of paper. Take the letters that appear in message.

boxes and unscramble them for the final

Clue for the message: It is your attitude to or outlook on issues, typically arising from one's circumstances or beliefs. B. General Directions: Identify whether the following claims is a FACT, POLICY or VALUE. Write your answers on a clean sheet of paper. ____1. ____2. ____3. ____4.

____5.

Cell phones pull students away from learning. Tik Tok should undergo censorship, privacy and child safety. Flower growers and enthusiasts may endanger our environment and natural resources. This is now a “plantdemic” issue. It is “totally unethical” for Russia to not share the covid-19 vaccine to other countries given that its technology from which it was based “has been proven safe.” Blue light from screens has great effects on brain and it makes it more difficult to sleep. 13

CO_Q2_English 10_Module 5

Answer Key

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CO_Q2_English 10_Module 5

References 2015. Celebrating Diversity through World Literature. Pasig City: Rex Bookstore, pp.pp.135-136. 2020. Baguio Council Seeks Clarification On Blended Learning Implementation. News in Cordillera and Northern Luzon. 2020. It Says-I Say-And So. Colorado: WETA Public Broadcasting. Journal of Advanced Research, 2020. COVID-19 infection: Origin, transmission, and characteristics of human corona viruses. 24(2020). URLs: Ramones, 2020. Claims Of Fact, Value And Policy. [online] Slideshare.net. Available at: [Accessed 29 September 2020]. Nyu.edu. 2020. Professor Keefer's Home Page:Interdisciplinary Education. [online] Available at: [Accessed 29 September 2020]. 2020. [online] Available at: [Accessed 29 September 2020]. Tinyurl.com. 2020. Education Claim In Argument Icon - Google Search. [online] Available at: [Accessed 29 September 2020]. 2020. [online] Available at: [Accessed 29 September 2020]. 2020. [online] Available at: [Accessed 29 September 2020]. 2020. [online] Available at: [Accessed 29 September 2020]. 2020. [online] Available at: [Accessed 29 September 2020]. YouTube. 2020. Eric Robertson. [online] Available at: [Accessed 29 September 2020].

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CO_Q2_English 10_Module 5

English Quarter 2 – Module 6: Rhetorical Questions

CO_Q2_English 10_ Module 6

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 6: Rhetorical Questions First Edition, 2020 Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module Author:

Lillian S. Pagulongan, Sherrylynn Jennifer S. Carantes

Reviewer:

Armi Victoria A. Fianga-an

Layout Artist:

Alvin A. Sevilla Celeste Faith R. Almanon

Management Team: Lucia T. Casim Honda Freda Sabado Cryslyn Joy T. Capan Sherrylynn Jennifer S. Carantes

Printed in the Philippines by ________________________ DEPARTMENT OF EDUCATION-CORDILLERA ADMINISTRATIVE REGION (CAR)

Office Address:

WANGAL, LA TRINIDAD, BENGUET

Telefax:

0744427819

E-mail Address:

[email protected]

What I Need to Know This module was designed and written with you in mind. It is here to help you write your rhetorical questions in argumentative text. Likewise, to construct rhetoric questions upon knowing the key elements of rhetorical questions. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module consists of: Lesson 1: Rhetorical questions in an argumentative text After going through this module, you are expected to: 1. examine the key elements of rhetorical questions. 2. construct rhetoric questions. 3. use rhetorical questions in argumentative text.

What I Know Directions: Read and answer the questions below with your knowledge of the topic to be discussed. Use a clean sheet of paper for your answers. Write the letter of your choice. 1. Which of the following statement is the best rhetorical question definition? A. a figure of speech for which no answer is necessary. B. a falsehood meant to confuse the reader or listener. C. a question for which there are numerous answers. 2. What is the function of the following rhetorical question from Shakespeare’s “Sonnet 18?” Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. A. Shakespeare wasn’t sure if a summer’s day was an appropriate comparison, and wanted validation that it would be a good metaphor. B. This first line of the sonnet proposes a possible metaphor for the author’s beloved, and the rest of the sonnet carries out the implications of this possibility. C. The lover described in the poem is so clearly the opposite of a summer day that the comparison is laughable.

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CO_Q2_English 10_ Module 6

3. Which of the questions in this dialogue from Lewis Carroll’s “Alice in Wonderland” is a rhetorical question? “What did they draw?” said Alice, quite forgetting her promise. “Treacle,” said Dormouse, without considering at all this time. Alice did not wish to offend the Dormouse again, so she began very cautiously: “But I don’t understand. Where did they draw the treacle from?” “You can draw water out of a waterwell,” said the Hatter; “so I should think you could draw treacle out of a treacle-well-eh, stupid?” A. “What did they draw?” B. “Where did they draw the treacle from?” C. “Eh, stupid?” 4. True or False: “Who am I to argue that the world is round?” is an example of a rhetorical question. A. True B. False C. None of the above 5. True or False: “Who am I to argue that death is inevitable?” is another example of a rhetorical question. A. True B. False C. None of the above 6. All A. B. C. D.

are benefits of a rhetorical question EXCEPT for one. Engage the audience Increase the variety of your presentation Influence or persuade the audience Vaguely draw attention and emphasize specific points

7. This gets the audience to actively participate rather than passively listen as they create hypotheses or resolution. A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 8. This makes the audience feel as though you are speaking to each member individually by using “you” or “your” A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 9. This is to get your audience to agree A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions

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CO_Q2_English 10_ Module 6

10. This makes the audience feel the same way you do about something. A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 11. "The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?". Is an example of? A. Engage the audience B. Personalize your question C. Emphasize a statement D. Evoke emotions 12. Which of the rhetorical devices describes the statement – “it is a device that contrast opposing ideas in a brief, grammatically balanced statement to express a truth.” A. repetition B. parallelism C. antithesis D. rhetorical questions 13. Which of the rhetorical devices describes the statement – “it is the use of the same word, phrase or sound more than once for emphasis.” A. repetition B. parallelism C. antithesis D. rhetorical questions 14. Which of the rhetorical devices describes the statement – “it is the use of grammatical constructions to express ideas that are related or of equal importance.” A. repetition B. parallelism C. antithesis D. rhetorical questions 15. Which of the rhetorical devices describes the statement – “it is a question that needs no answer because their answers are obvious.” A. Repetition B. parallelism C. antithesis D. rhetorical questions

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CO_Q2_English 10_ Module 6

What’s In

https://www.teacherspayteachers.com/Product/NEW-Rhetorical-Question-Chatter-Cards-2754007

Wouldn’t you like to finally understand rhetorical questions? Of course you would! (Or at least I’m guessing you would, since you ended up on this page.) You see, that was a rhetorical question itself—I wasn’t really waiting for a response, since the answer seemed quite obvious. Rhetorical questions work like that: they don’t require responses, making them perhaps the sassiest and most confident of questions. For this reason, when used effectively, rhetorical questions can help to enhance your written and spoken rhetoric by emphasizing key points that resonate with your audience. What Is a Rhetorical Question? Rhetorical questions can be sarcastic, humorous, or reflective. They aren’t used to elicit an actual answer, but rather to create a dramatic effect or to emphasize a point. Take, for example, the rhetorical question “It’s awfully cold today, isn’t it?” This question (also known as a tag question) puts emphasis on the fact that it’s very cold; in most cases, it’s not intended to draw a thoughtful response. 4

CO_Q2_English 10_ Module 6

Below are several examples of common rhetorical questions that you’ve probably used or at least recognize: -

Who cares? How should I know? Who’s counting? How many times do I have to tell you… ? Can’t you do anything right? What could be better?

Notes to the Teacher Prior to understanding of the lesson on research terminologies, the student is given a brief background about research, types of research and elements of research. The students should be able to get familiar with technical terms used in research; differentiating qualitative method from quantitative method in research; and identify the elements of a research paper.

What’s New Activity I. TRUE or FALSE Directions: Identify the sentences, phrases or questions if they are to be considered as a Rhetorical Question. Write TRUE if they are or FALSE if not. _______ 1. "Do you want to teach the class today?" ______ 2. "Are you sure there isn't something else you need to do?" ______ 3. It sure is hot today, isn't it? ______ 4. Who knows? ______ 5. Did you expect me to do anything less than my very best? ______ 6. Have you ever been in love or not? ______ 7. Are you sure you want to jump outside the plane? ______ 8. Is there anyone here who can help me? ______ 9. Do you live here? ______ 10. Should I really be answering this page?

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CO_Q2_English 10_ Module 6

What is It As you can see, some of these questions might be asked defiantly, sarcastically, or even just to draw attention to certain facts. In each case, however, an answer is usually not expected. Rhetorical questions -

are basically a requirement for any effective speech, which is why you’ll often find them sprinkled throughout political addresses. They help to make the speaker’s point more clear, and they often resonate with the audience, prompting them to reflect further on an idea.

Take this example, delivered by President Barack Obama in 2014: "Are we a nation that tolerates the hypocrisy of a system where workers who pick our fruit and make our beds never have a chance to get right with the law? Are we a nation that accepts the cruelty of ripping children from their parents' arms? Or are we a nation that values families, and works to keep them together?" By juxtaposing two very different scenarios through striking imagery, the president was trying to remind the American people of their values and the policies he wanted (and didn’t want) them to support. Rhetorical Questions in Literature Below are several examples of rhetorical questions from literature. The Merchant of Venice by William Shakespeare "If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?" These questions, posed by the character of Shylock in The Merchant of Venice, don’t really need answers; the point is that the answer to each question above should be obvious. Romeo and Juliet by William Shakespeare "What’s in a name? That which we call a rose By any other name would smell as sweet.” Juliet’s question of “what’s in a name?” is intended to make a point about how little significance a name should hold.

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CO_Q2_English 10_ Module 6

Harlem by Langston Hughes "What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a soreAnd then run? Does it stink like rotten meat? Or crust and sugar overlike a syrupy sweet?" The questions posed in this poem by Langston Hughes also don’t require responses. The speaker is simply pondering what happens to a “dream deferred,” using creative language and imagery to convey the possibilities. Learn to Use Rhetorical Questions If overused, too many rhetorical questions might make you come off as too sarcastic or even arrogant. But when used skilfully and in combination with other rhetorical devices, such as ethos, pathos, and logos, rhetorical questions can enhance your speech and writing by emphasizing key points. Benefits of Rhetorical Questions Rhetorical questions are not a necessity but they can be valuable. They can be used in many different ways to: • • • • • •

Engage the audience Increase the variety of your presentation Influence and persuade the audience Subtly draw attention and emphasize specific points Introduce topics/ideas Make the listeners think about certain topics

How to Use Rhetorical Questions in a Speech 1. Engage the Audience Ask a rhetorical question to engage the audience and pause to allow them to think of an answer. This gets the audience to actively participate rather than passively listen as they create hypotheses or resolutions. For example: asking "Why is practicing mindfulness beneficial for reducing anxiety?" would be more effective than saying "Practicing mindfulness exercises can reduce anxiety levels because..." Speakers may start presentations with rhetorical questions to increase the likelihood of the audience staying engaged.

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CO_Q2_English 10_ Module 6

2. Personalise Your Questions Make the audience feel as though you are speaking to each member individually by using "you" and "your." For example: asking "Do you want to lose weight without feeling hungry?" would be more effective than asking "Does anyone here want to lost weight without feeling hungry?" 3. Persuade The Audience To get your audience to agree with you, ask a rhetorical question where the answer is clearly a "yes". Once the audience begins agreeing with you they are more likely to continue agreeing. You will be familiar with this type of persuasion in casual conversation, for example, "Nice weather today, isn't it?" Another way to get the audience to agree with you is to show them that you're similar. Show your listeners that you have shared experiences and that you understand their problems. For example, "We've all experienced being so stressed at work that we come home and don't feel like doing anything, haven't we?" 4. Evoke Emotions Make the audience feel the same way you do about something by asking questions that trigger emotional reactions. For example, rather than saying "X has never helped our community" ask "What has X ever done for our community?" This will trigger a strong emotional response because the audience will come to that conclusion that "X haven't done anything." 5. Emphasise a Statement After a statement has been made use a rhetorical question to get the audience to think about that statement. For example, "The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?"

https://www.softschools.com/examples/grammar/rhetorical_question_examples/464/?fbclid=IwAR2i-VUptf1OMw1proUdZEL2Ecmw3apHQVSyWkVphwA8b2DmtsKVe_Ajk08

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CO_Q2_English 10_ Module 6

6. Predict the audiences questions Think about your topic and audience when planning your speech. Try to predict what the audience may want to ask. In your speech use the predictions as rhetorical questions and answer them. For example, "As a dog owner you may think 'What should I be focusing on to keep my dog healthy?' The answer is providing your dog with the correct nutrition and therefore food." You could also introduce one or more rhetorical questions at the start of your speech and explain that you will answer them during your speech. For example: "In the next 20 minutes let's explore the answers to these questions." Asking these difficult questions and promising you will provide the answers will increase interest and attention. 7. Answer Questions With Questions Answer a question, either an audience member's or your own, using another rhetorical question. Generally both the questions have the same answer. For example: "Have we met the targets again this year? Is the Pope Catholic?" Try to make the second question unique and relatable to the audience because common examples can sound cheesy. 8. Consecutive Rhetorical Questions •

Increase the impact of your argument Ask multiple rhetorical questions consecutively - each one more specific or more powerful than the previous. This way your content will have a greater impact on the listeners. For example: "Isn't their skin lovely? Don't you think it looks really clear? Can you see any blemishes? Wouldn't you like to have skin like that?" •

Show conflicting opinions Use rhetorical questions consecutively to highlight the complexity of a topic by asking questions in which the answers provide conflicting viewpoints. For example: "How can we reduce the crime rate in the UK? Should we rehabilitate offenders? Should criminals be punished with longer sentences? Should we create initiatives targeting at-risk children?" If you start your speech with this technique, you can structure your speech or presentation around it, with each section addressing a different viewpoint. •

Show supporting opinions You can also consecutively ask questions in which the answers provide similar viewpoints. This is similar to repetition which is used to continually highlight an important point. For example: "Which company achieves over 90% in customer satisfaction? Which company provides one of the best employee benefits programs in the

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CO_Q2_English 10_ Module 6

country? Which company scores highest in employee happiness and fulfilment? Of course, our company does!" Rhetorical questions are an effective way to gain the support of the audience but ensure that you do your research beforehand. This means finding out who your audience are, such as, their general views, attitudes, age etc. With this information you can plan rhetorical questions that will be appropriate and tailored to your listeners.

What’s More Activity 2: Rhetorical/Non-rhetorical Directions: Decide whether these questions are rhetorical (R) or non-rhetorical (N) encircle the letter of your answer. A. B. C. D. E.

What is the difference between a rabbit and a hare? Do I look like I was born yesterday? How would you feel if your house was full of insects? Do we have school tomorrow? Wouldn’t you feel horrible if you wouldn’t give that dog a home?

R/N R/N R/N R/N R/N

What I Have Learned Activity 3: ASK ME? Directions: Write your own rhetorical questions about these school issues. Imagine that you are trying to engage your audience. Issue

Rhetorical Question

a. The school playground is always untidy. b. You have heard that lots of children are wasting water. c. Children are not wearing helmets when they are riding their bikes. d. Students are not listening during class discussion.

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CO_Q2_English 10_ Module 6

What I Can Do

Activity 4. Look Me! Question Me! Directions: Identify the rhetorical question used in the speech provided and try to give your impression or your own understanding. A. Catch-22 by Joseph Heller That spring, in the bustle of grooming and riding and shoeing, I remember I let him go to a neighbor I thought was a friend, and the following fall she sold him down the river. Oh Jack, tethered in what rough stall alone did you remember that one good winter? __________________________________________________________________________________ ____________________________________________________________________________ B. Romeo and Juliet by William Shakespeare JULIET:

Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What’s Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What’s in a name? that which we call a rose By any other name would smell as sweet…

__________________________________________________________________________________ ____________________________________________________________________________ C. Alice in Wonderland by Lewis Carroll `Take some more tea,’ the March Hare said to Alice, very earnestly. `I’ve had nothing yet,’ Alice replied in an offended tone, `so I can’t take more.’ `You mean you can’t take less,’ said the Hatter: `it’s very easy to take more than nothing.’ `Nobody asked your opinion,’ said Alice. `Who’s making personal remarks now?’ the Hatter asked triumphantly. __________________________________________________________________________________ ____________________________________________________________________________

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CO_Q2_English 10_ Module 6

Assessment Directions: Read and answer the questions below with your knowledge of the topic to be discussed. Use a clean sheet of paper for your answers. Write the letter of your choice. 1. Which of the rhetorical devices describes the statement – “it is a device that contrast opposing ideas in a brief, grammatically balanced statement to express a truth.” A. repetition B. parallelism C. antithesis D. rhetorical questions 2. Which of the rhetorical devices describes the statement – “it is the use of the same word, phrase or sound more than once for emphasis?” A. repetition B. parallelism C. antithesis D. rhetorical questions 3. Which of the rhetorical devices describes the statement – “it is the use of grammatical constructions to express ideas that are related or of equal importance.” A. repetition B. parallelism C. antithesis D. rhetorical questions 4. Which of the rhetorical devices describes the statement – “it is a question that needs no answer because their answers are obvious.” A. repetition B. parallelism C. antithesis D. rhetorical questions 5. True or False: “Who am I to argue that the world is round?” is an example of a rhetorical question. A. True B. False C. None of the above 6. True or False: “Who am I to argue that death is inevitable?” is another example of a rhetorical question. A. True B. False C. None of the above

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CO_Q2_English 10_ Module 6

7. Which of the following statement is the best rhetorical question definition? A. a figure of speech for which no answer is necessary. B. a falsehood meant to confuse the reader or listener. C. a question for which there are numerous answers. 8. What is the function of the following rhetorical question from Shakespeare’s “Sonnet 18?” Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. A. Shakespeare wasn’t sure if a summer’s day was an appropriate comparison, and wanted validation that it would be a good metaphor. B. This first line of the sonnet proposes a possible metaphor for the author’s beloved, and the rest of the sonnet carries out the implications of this possibility. C. The lover described in the poem is so clearly the opposite of a summer day that the comparison is laughable. 9. Which of the questions in this dialogue from Lewis Carroll’s “Alice in Wonderland” is a rhetorical question? “What did they draw?” said Alice, quite forgetting her promise. “Treacle,” said Dormouse, without considering at all this time. Alice did not wish to offend the Dormouse again, so she began very cautiously: “But I don’t understand. Where did they draw the treacle from?” “You can draw water out of a water-well,” said the Hatter; “so I should think you could draw treacle out of a treacle-well-eh, stupid?” A. “What did they draw?” B. “Where did they draw the treacle from?” C. “Eh, stupid?” 10. All A. B. C. D.

are benefits of a rhetorical question EXCEPT for one. Engage the audience Increase the variety of your presentation Influence or persuade the audience Vaguely draw attention and emphasize specific points

11. This gets the audience to actively participate rather than passively listen as they create hypotheses or resolution A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 12. This makes the audience feel as though you are speaking to each member individually by using “you” or “your” A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions

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CO_Q2_English 10_ Module 6

13. This is to get your audience to agree A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 14. This makes the audience feel the same way you do about something. A. Engage the audience B. Personalize your question C. Persuade the audience D. Evoke emotions 15. "The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?" Is an example of? A. Engage the audience B. Personalize your question C. Emphasize a statement D. Evoke emotions

Additional Activities

Directions: There are statements below. Turn the statement into rhetorical questions. Example:

You should come to Baguio City. (normal statement) Why not come to Baguio City? (rhetorical question)

1. You should visit Burnham Park. _______________________________________________________ 2. Everybody wants to go to El Nido, Palawan. _______________________________________________________ 3. If you love travelling, there are plenty of trips on offer. _______________________________________________________ 4. If you want to know more, visit our website. _______________________________________________________ 5. Most destination for summer is Baguio City. _______________________________________________________

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CO_Q2_English 10_ Module 6

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CO_Q2_English 10_ Module 6

What’s I Have Learned Answers will be depending on the output of the learner.

Additional Activity

Do you know that the most summer destinations is Baguio City?

5.

What about visit our website to know more?

4.

Do you love travelling, there are plenty of on offers?

3.

Why does everybody want to go to El. Nido, Palawan?

2.

Why should you visit Baguio City?

1.

Assessment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

A C A B A D A B C D A C C D C

What’s More? A. B. C. D. E.

R R R N N

What’s New? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

True True True True True False False False False True

What I Know

What I Can Do Possible answers: A. Maxine Kumin’s poem “Jack” concerns a horse she once owned. The poem describes a winter in which Jack, the horse, had everything he could want—warm stables, plenty of food. The final line of the poem in which Kumin asks, “did you remember that one good winter?” is tragic in that it shows her grief and remorse for letting him go. She is asking this question only to try to bring comfort to herself. B. Shakespeare used many rhetorical questions in his plays and poems. In these rhetorical question examples, Juliet wonders aloud the meaning of a name. She is not asking for an answer, but instead emphasizing the frustration she has that it is only a name that separates her from her greatest love. C. Lewis Carroll used many rhetorical devices in Alice in Wonderland, especially when Alice encounters the Mad Hatter. In this rhetorical question example, the Mad Hatter says “Who’s making personal remarks now?” to insinuate that Alice is being the rude one of the groups.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

A B C A A D A B C D A C A B D

Answer Key

References https://virtualspeech.com/blog/rhetorical-questions-speechexamples?fbclid=IwAR0rjCBsqBvYMM8AShINDXX0lTl5LkLmdnSV0lQN4r76V A5JQCXQo2RM-Dc https://virtualspeech.com/blog/rhetorical-questions-speechexamples?fbclid=IwAR3KKuBEoGcKtM9F5YK_WaK6Euzx2oyi8GiENtA8UyOG xJDB0YkHobyD9R0 https://www.softschools.com/examples/grammar/rhetorical_question_examples/4 64/?fbclid=IwAR2iVUptf1OMw1proUdZEL2Ecmw3apHQVSyWkVphwA8b2DmtsKVe_Ajk08 https://www.tckpublishing.com/rhetoricalquestions/?fbclid=IwAR0uJPKcom7SckKTowJ3yMD2FNdQw4SheCFK2Sw_X9Sm1PfgzXK3B0_XwI https://www.pinterest.ph/pin/288511919864748438/?nic_v2=1a58OWOxr https://www.teacherspayteachers.com/Product/NEW-Rhetorical-QuestionChatter-Cards-2754007

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CO_Q2_English 10_ Module 6

English Quarter 2 – Module 7: Multimodal and its Elements

CO_Q2_English 10_ Module 7

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 7: Multimodal and its Elements First Edition, 2020 Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Author:

Lillian S. Pagulongan, Sherrylynn Jennifer S. Carantes

Reviewer:

Armi Victoria A. Fianga-an

Layout Artist:

Alvin A. Sevilla Celeste Faith R. Almanon Mark R. Delatina

Management Team: Lucia T. Casim Honda Freda Sabado Cryslyn Joy T. Capan

Printed in the Philippines by ________________________ Department of Education – CORDILLERA ADMINISTRATIVE REGION (CAR) Office Address: Wangal, La Trinidad, Benguet Telephone: 0744427819 E-mail Address: [email protected]

What I Need to Know This module was designed and written with you in mind. It is here to help you write your use of the elements of multimodal in your presentation. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module consists of: Lesson 1: Multimodal Elements After going through this module, you are expected to: 1. Identify the elements of multimodals. 2. Transcode emojis into plain text/word. 3. Create instructional video/script for presentation using animated images.

What I Know Directions: Read and answer the questions below with your knowledge of the topic to be discussed. Use a clean sheet of paper for your answers. Write the letter of your choice. 1. What is the other term for pictures? A. illustration B. still image C. image 2. Facial expressions is an example of __________________. A. spatial B. gestural C. audio 3. Line, shape, size and symbols are resources of ________________. A. digital multimodal text B. live multimodal text C. visual multimodal text

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CO_Q2_English 10_ Module 7

4. This element of multimodal text observes the vocabulary and grammar. A. Linguistic B. Visual C. Spatial 5. This element of multimodal text uses color, images, and vector. A. Aural B. Spatial C. Visual 6. It is the movement of the body, the facial expression. A. Gestural B. Spatial C. Aural 7. Animation, Infographics, Screencast and eBook are examples of __________________. A. Digital Multimodal B. Print Multimodal C. Physical Multimodal 8. Multimodal can be print, ___________ or digital. 9. Language modes (listening, speaking, reading, writing, viewing and videographing are often integrated in composing multimodal text. A. True B. False 10. Emojis are considered as gestural and visual. A. True B. False

Lesson

1

Multimodal Text

What’s In Communication is not only relaying messages through voice and letters. It does not limit its purpose to written and verbal text. Communication uses multimodals. When technology came into this world, different modes of communication came to existence. They are called multimodal.

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CO_Q2_English 10_ Module 7

Many texts are multimodal where meaning is communicated through combinations of two or more modes. Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile and spatial. Multimodal texts include picture books, text books, graphic novels, comics, and posters, where meaning is conveyed to the reader through varying combinations of visual (still image), written language, and spatial modes. Digital multimodal texts, such as film, animation, slide shows, e-posters, digital stories, and web pages, convey meaning through combinations of written and spoken language, visual (still and moving image), audio, gestural and spatial modes. Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through combinations of modes such as gestural, spatial, spoken language, and audio. In a visual text, for example, representation of people, objects, and places can be conveyed using choices of visual semiotic resources such as line, shape, size, line and symbols, while written language would convey this meaning through sentences using noun groups and adjectives which are written or typed on paper or a screen.

Elements of Multimodal Text A text may be defined as multimodal when it combines two or more semiotic systems. •

Linguistic: vocabulary, structure, grammar of oral/written language

•

Visual: colour, vectors and viewpoint in still and moving images

•

Audio or Aural: volume, pitch and rhythm of music and sound effects

•

Gestural: movement, facial expression and body language

•

Spatial: proximity, direction, position of layout, organization of objects in space. Multimodal text can be print, physical or digital. Examples of types of

Multimodal text are …

Source:https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

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CO_Q2_English 10_ Module 7

The NSW Syllabus for the Australian Curriculum defines modes, multimodal and language modes as "Comprising more than one mode. A multimodal text uses a combination of two or more

communication modes, for example print, image and spoken text as in film or computer presentations." It also mentions that …

"language modes listening, speaking, reading, writing, viewing and representing are often integrated and interdependent activities used in responding to and composing texts in order to shape meaning" and that "any combination of the modes may be involved in responding to or composing print, sound, visual or multimedia text."

What’s New Activity 1. Picture/Movie Interpretation Directions: Give the proper meaning or interpretation of the given emojis. Example:

= Breaktime

1.

= _________________

2.

= _________________

3.

= _________________

4.

= _________________

5.

= _________________

6.

= _________________

7.

= _________________

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CO_Q2_English 10_ Module 7

8.

= _________________

9.

= _________________

10.

= _________________

What is It The Five Modes Visual The visual mode refers to the images and characters that people see.

It is sometimes possible to find compositions that almost, if not completely, rely on a single mode. For instance, the “No Guns” symbol has no alphabetic text and no sound. Like many signs, it relies for its meaning on visual information. However, we might be able to say that the sign uses the spatial mode as well, since the gun appears behind the red bar that signals “no” or “not allowed.” So while the visual dominates in signs, even this composition is not “purely” visual. Aural or Audio The aural mode is focused on sound including, but not limited to, music, sound effects, ambient noises, silence, tone of voice in spoken language, volume of sound, emphasis, and accent. [1] An example of an aural mode — one that depends almost exclusively on sound — might be the recording of a public speech that was delivered orally to a live audience, such as President Rodrigo Roa Duterte “ State of the Nations Address 2020” This speech exemplifies the aural mode. Delivered before radio and recorded. A speech like this one represents one of the early examples of hearing a speech without being in the same time and place as the speaker.

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CO_Q2_English 10_ Module 7

Gestural The gestural mode “refers to the way movement is interpreted. Facial expressions, hand gestures, body language, and interaction between people are all gestural modes. This has always been important in face-to-face conversations and in theater, but it has become more apparent on the web lately with the wide use of YouTube and other video players. The gestural mode works with linguistic, visual, aural, and sometimes even spatial modes in order to create more detail and convey it better to the consumer” Linguistic (or Alphabetic) The linguistic mode refers to written or spoken words. The mode includes word choice, the delivery of written or spoken text, the organization of words into sentences and paragraphs, and the development and coherence of words and ideas. Linguistic is not always the most important mode; this depends on the other modes at play in the text, the type of text, and other factors. Linguistic is probably the most widely used mode because it can be both read and heard on both paper or audio. The linguistic mode is the best way to express details and list. Spatial The spatial mode, as the name implies, refers to the arrangement of elements in space. It involves the organization of items and the physical closeness between people and objects. A good example of the spatial mode might be the different ways in which chairs and desks are arranged in a classroom. Here is a “traditional” classroom: Individual desks are arranged in orderly rows, facing the front of the room to make the teacher who would stand before the chalkboard the center of attention. The teacher also stands at a distance from the students; the students who sit in the back could hardly even see the board!

A traditional classroom setting with orderly class rows.

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CO_Q2_English 10_ Module 7

By contrast, in this advertisement for “collaborative classrooms,” we see the chairs and desks clustered in small groups so that students can work together on projects. The classroom is also de-centered, which suggests that the teacher and students are working together as partners rather than in a hierarchical manner. All of the people are in close proximity to one another.

A classroom where students interact with each other in different groups Source:https://courses.lumenlearning.com/olemiss-writing100/chapter/the-fivemodes/#:~:text=The%20linguistic%20mode%20refers%20to,coherence%20of%20words%20and%20ideas

What’s More Activity 2: Picture or Image Perception Directions: Determine the type of modes using the pictures given.

= ________________________

1. Source: https://www.rappler.com/nation/in-photos-pma-alumni-homecoming-trooping-the-line-tradition-2018

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CO_Q2_English 10_ Module 7

2.

= ________________________

Source: clipart

3.

= ________________________

Source: https://asia.nikkei.com/Business/Blasted-by-Duterte-Philippine-Daily-Inquirer-owners-opt-to-sell

4.

= ________________________

Source: clipart

5.

= ________________________

Source: https://www.alamy.com/stock-photo/elephant-holding-tail.html

6.

= ________________________

Source: clipart

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CO_Q2_English 10_ Module 7

7.

= ________________________

Source: https://www.grammarly.com/blog/how-to-write-a-research-paper/

8.

= ________________________

Source: clipart

9.

= ________________________

Source: https://blog.hotmart.com/en/audio-quality/

10.

= _________________________

Source: https://www.qualcomm.com/news/onq/2019/09/05/state-play-2019-whats-next-audio-tech

What I Have Learned Activity 3: Transcribing Challenge Directions: Transcribe the given emojis or pictures into plain text. Use a clean sheet of paper for your transcription.

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CO_Q2_English 10_ Module 7

COVID-19 a

In the last

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affected by the Corona

The World Health Organization declared a pandemic crisis resulting to the immobilization of the

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. This issue made a lot of

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10

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and .

CO_Q2_English 10_ Module 7

What I Can Do Activity 4. Instructional Video Making/Script Directions: Option 1: Create a 10- minute video presentation illustrating the images provided below using GoPro application in your cellphones or Movie Maker in your laptops. Save the video in a jpeg file. Option 2: Write a script for a presentation using the images provided below to prevent the spread of COVID-19 virus.

Source: https://www.medicalnewstoday.com/articles/coronavirus-prevention

11

CO_Q2_English 10_ Module 7

Assessment Directions: Read and answer the questions below with your knowledge of the topic discussed. Use a clean sheet of paper for your answers. Write the letter of your choice. 1. What is the other term for pictures? A. illustration B. still image C. image 2. Facial expressions is an example of __________________. A. spatial B. gestural C. audio 3. Line, shape, size and symbols are resources of ________________. A. digital multimodal text B. live multimodal text C. visual multimodal text 4. This element of multimodal text observes the vocabulary and grammar. A. Linguistic B. Visual C. Spatial 5. This element of multimodal text uses color, images, and vector. A. Aural B. Spatial C. Visual 6. It is the movement of the body, the facial expression. A. Gestural B. Spatial C. Aural 7. Animation, Infographics, Screencast and eBook are examples of __________________. A. Digital Multimodal B. Print Multimodal C. Physical Multimodal 8. Multimodal can be print, ________ or digital.

12

CO_Q2_English 10_ Module 7

9. Language modes (listening, speaking, reading, writing, viewing and videographing are often integrated in composing multimodal text. A. True B. False 10. Emojis are considered as gestural and visual. A. True B. False

Additional Activities Activity 1: Tell Me A Story Directions: Compose an exposition text using multimodal text based on the pictures/still images given below. Use the given rubrics as your guide to do the activity.

Source: https://www.cdc.gov/coronavirus/2019-ncov/travelers/communication-resources.html

13

CO_Q2_English 10_ Module 7

RUBRICS CRITERIA Use of Multimodal Grammar

Organization of Idea

Presentation

IMPRESSIVE VERY GOOD GOOD (10 PTS.) (8 PTS) (6 PTS.) - Indicated the - Indicated - Indicated only use of all some of the 2 Multimodals. Multimodals Multimodals - Proper use of - Proper use of - Proper use of terms and some terms terms was correct use of and correct limited and SVA were SVA were SVA was not observed observed followed - The ideas were - The ideas - The ideas chronologically were were arranged and somewhat in somewhat in with a good order but still order and the flow of thought gives a good flow of flow of thought needs thought improvement. - It gave the - It gave - Gave direct direct and extended interpretation extended interpretation but no interpretation of idea extended idea of idea

14

-

FAIR (4 PTS) Used only 1 Multimodal

-

Improper use of terms and SVA were not followed

-

Ideas were not organized

-

It did not give any direct or exact interpretation of idea

CO_Q2_English 10_ Module 7

15

CO_Q2_English 10_ Module 7

What’s More?

What I Can Do/Additional Activity

Assessment

Note: Answers will depend on the output of the learner

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B B C A C A A physical False True

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Spatial Visual Linguistics Gestural Spatial Visual Linguistics Gestural Audio Audio

What’s New? 1. Running Late 2. Good Luck 3. Party Time 4. Be Quite 5. You Go Girl 6. See You Soon 7. Be On Time 8. No Monkey Business 9. Laughing Out Loud 10. Call You Today

What’s I Have Learned COVID-19 a Deadly Virus In the last quarter of 2019, there have been reported a spillover of the virus from animals to humans in Wuhan, China. Since then, the entire world was affected by the said virus causing a lot of people to be sick and hospitalized, resulting to some deaths. By the first week of March the virus spread to the different neighboring countries until it reached the western part of the globe. America was one of the countries that was badly affected due to the increasing number of cases of patients affected by the Corona Virus reported. The World Health Organization declared a pandemic crisis resulting to the immobilization of the economy of the world, where establishments were forced to close due to the quarantine ordered by the government. This issue made a lot of people to suffer and lose their jobs. The Philippine Government decided that all Filipino citizens are already required to strictly stay at home and avoid any physical contact with other people. Months later, all the Filipino citizens were required to wear masks and practice proper hygiene in order to minimize the spread of the virus.

What I Know 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B B C A C A A physical False True

Answer Key

References "What Is Multimodal Text? - Creating Multimodal Text". 2020. Sites.Google.Com. https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text. "Multimodal Literacy". 2020. Education.Vic.Gov.Au. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/ englis "The Five Modes | UM Rhetlab". 2020. Courses.Lumenlearning.Com. https://courses.lumenlearning.com/olemiss-writing100/chapter/the-fivemodes/#:~:text=The%20linguistic%20mode%20refers%20to,coherence%20of%20wo r 2020. Google.Com. https://www.google.com/search?q=audio&tbm=isch&ved=2ahUKEwiwhIrjy4vsAhU RA6YKHalKBpEQ2cCegQIABAA&oq=audio&gs_lcp=CgNpbWcQAzICCAAyAggAMgUI ABCxAzICCAAyAggA "Wayback Machine". 2020. Web.Archive.Org. https://web.archive.org/web/20141127132646/http://chs.camas.wednet.edu/tec h/fil "Coronavirus Disease 2019 (COVID-19)". 2020. Centers For Disease Control And Prevention. https://www.cdc.gov/coronavirus/2019 ncov/travelers/communication-resources.html.

16

CO_Q2_English 10_ Module 7

10 English Quarter 2 - Module 8

Deliver a Prepared or Impromptu on an Issue Employing the Techniques in Public Speaking

CO_Q2_ENGLISH10_MODULE8

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 8 First Edition, 2019

Republic Act 8293, section 176 states that: No copyright 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. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Lillian S. Pagulongan and Sherrylynn Jennifer S. Carantes Editor: Armi Victoria A. Fiangaan Illustrator: Alvin Sevilla Layout Artist: Rynwalter A. Paa Management Team: Regional Director: Estela L. Cariño, EdD, CESO IV CLMD Chief: Carmel F. Meris Regional EPS-LRMDS: EthielynTaqued, EdD Regional ADM Coordinator: Edgar H. Madlaing Print

CID Chief: Juliet H. Sannad, EdD Division EPS-LRMDS: Loida C. Mangangey, PhD

Office Address:

Division ADM Coordinator: ____________________________________________

Printed in the Philippines by Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: Telefax: E-mail Address:

DepEd – CAR Complex Wangal, La Trinidad, Benguet_ Fax: (074) 422-40-74 Tel: (074) 422-13-18_ [email protected]_

_ _

What I Need to Know Do you know that you can have a complete discourse and a nice text conversation by using techniques in public speaking? Developing your public speaking skills can increase your confidence and help you overcome speech-related anxiety you may have. Effective public speaking skills can help with career advancement, as they indicate creativity, critical thinking skills, leadership abilities, poise, and professionalism, qualities which are very valuable for the job market. In this module, you will be learning the techniques of public speaking for you to apply it whenever you will be delivering a speech. While working on this module, you are expected to: • •

talk in front of the public write your own speech

To achieve the objectives of this module, remember to: • • •

read and follow the given instructions; answer or do the given activities and; use a separate sheet of paper for your answers or outputs.

What I Know Directions: Read and analyze the sentences below. Choose the correct letter of the answer to the given questions below. 1. What is body language? a. It is simply speaking to a live audience b. It is a process of communicating nonverbally through conscious or unconscious gestures and movements. c. It is a language you need to have an eye to eye contact when communicating to the listeners or audience. d. It is used to catch the attention of the audience 2. What is Public speaking? a. b. c. d.

It is the proper modulation and presentation. It is process use to communicate. It is the act of speaking in front of a large audience. It is a person standing in front of an audience reading and enumerating information upfront. 1

CO_Q2_ENGLISH10_MODULE8

3. What is eye contact? a. b. c. d.

It is a way of speaking to a live audience It is one aspect of your body to communicate It is a way of looking directly at someone when communicating It is letting the listener, or the audience feel important when you are directly looking at them

4. What do you call the degree of loudness? a. b. c. d.

Diction Volume Pitch Pronunciation

5. Why is introduction important part in Public Speaking? a. It is the title of the speech without any further purpose b. It is the beginning section that states the purpose and goals of your presentation or your speech c. It is the information that the audience or the listener needs to directly know d. It is the important facet regarding the speech or information that you are providing 6. Why do you need to pause for a while when speaking? a. b. c. d.

It can make your thoughts better It will only show that you are not prepared It depends on the situation It is essential

7. What are the parts of an Organized Speech? a. b. c. d.

Introduction, Body, Conclusion Diction, Projection, Intro Thoughts, Facts, and Clarity Body, Facts, Time restraints

8. What do I need to remember when performing in a large audience? a. Whatever you say will come naturally b. Trust your general knowledge c. Have a plan and practice d. Lie to people looking in their eyes

2

CO_Q2_ENGLISH10_MODULE8

9. What is the importance of presenting various information to a group of people? a. b. c. d.

Learning is possible to a group of people. Writing is boring and a bit tedious Informing audience needs to be explained. Explaining the information helps the audience understand what you want to impart

10. What will happen if I make a mistake during the presentation? a. b. c. d.

Ignore the mistake Go on with the presentation Self-correct if possible Remember the value of constant practice.

What’s In Public Speaking It

is

important

in

both

business,

education, and the public arena. Basically, it's a presentation that is given live in front of an audience. Public speaking can cover a wide variety of different topics. The goal is to educate, entertain, or influence

the

listeners. Often, visual aids in the form of an electronic slideshow are used to supplement the speech and make it more interesting to the listeners. Photo Source: https://www.elephango.com/index.cfm/pg/k12learning/lcid/13011/Because_Every_Picture_Tells_A_Story:_Political_Ca rtoon

A public speaking presentation is different from an online presentation because the

online presentation may be viewed and/or listened to at the viewer's convenience, while a public speech is typically limited to a specific time or place. Online presentations are often comprised of slideshows or pre-recorded videos of a speaker (including recordings of a live public speaking presentation)

3

CO_Q2_ENGLISH10_MODULE8

Because public speaking is done before a live audience, there are some special factors the speaker needs to take into consideration. We'll touch on those shortly, but first let's take a quick look at the history of public speaking.

What’s New Activity 1: Locate Me! Directions: Look for the following words in the word maze that is related to the topic which is Public Speaking and encircle your answers. The words can be diagonal, horizontal or even in a vertical way. Public Topic Template

Story Development Professional Relax

Goal Presentation Practice

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CO_Q2_ENGLISH10_MODULE8

What is It Public speaking occurs when you give a speech before a live audience. It differs from other types of speaking, such as videos, which may be recorded. It's also different from online presentations, which are created and then uploaded to the Internet. Public speaking has many advantages, including improving your confidence level and giving you the opportunity to champion a cause you care about. Plus, having effective public speaking skills can help you find a job. Many jobs require you to speak in public. Even when a job doesn't include public speaking in the job description, employers still value candidates with effective public speaking skills. At this point you may be asking "what makes a good public speaker?" The answer might seem easy: A good public speaker makes use of effective public speaking techniques. What are those effective public speaking techniques? They are but not limited to: (Spencer, 2018)

13 Effective Public Speaking Techniques 1. Care About Your Topic Passion goes a long way when it comes to being an effective speaker. The audience can tell if you're apathetic. If you don't care, they won't care either. Even worse, you can come across as a fake. On the other hand, if you sincerely care about your topic the audience will pick up on that too. They'll view you as being more authentic and believable. They'll listen more closely to discover why your subject is so important to you. And they're more likely to forgive any minor mistakes you might make. 2. Remember Your Speaking Goal We've all probably listened to at least one speaker who seemed to go on and on forever about nothing in particular. One reason why this happens is because the speech isn't focused enough. The speaker is trying to cover too much and ends up boring their listeners. Early in the process of developing your speech, identify the reason why you're speaking. Make it a point to stick to this goal during your presentation. Don't get sidetracked or offtopic. 3. Support Your Main Points Every point you make in your speech needs to be supported with either an example, an illustration, or facts. When you're supporting a point, it's best to be as specific as you can be.

5

CO_Q2_ENGLISH10_MODULE8

For example, in a speech about the importance of clean water this statement is too vague: "Many people don't have clean water." Stating this statistic from the U.S. Center for Disease Control is a more effective way to support your point: "Worldwide, 780 million people do not have access to an improved water source." 4. Use Presentation Tools Wisely Slide presentations often get a reputation for being dull, but that's because many speakers are unaware of what their presentation tools can do and don't make the best use of all the features. To better engage your audience, learn how to use the more advanced features of your tool. And these features are just the tip of the iceberg. To really elevate your public speaking techniques, you'll want to learn everything your presentation software tool can do. 5. Use a Professional Template While we're talking about presentation tools, let's also talk about presentation design. Your presentation design affects how your audience perceives you. Even if you've memorized your speech, give it perfectly, and have the most amazing topic--your audience might still judge you negatively if your presentation design is sloppy and unprofessional.

6. Practice Your Speech One of the most important public speaking techniques is often one of the most overlooked-practice. If you expect that you'll be an effective speaker without practicing your speech, you'd be wrong. The old saying, "practice makes perfect," really is true when it comes to developing effective speaking skills. The more you practice your speech, the more familiar it will be to you and the more comfortable you'll be giving it. Plus, practicing your speech is the only way to discover how long the speech will take and where you need to pause. 7. Relax! It's normal to be nervous about public speaking. It's so common, there's an actual technical term for fear of public speaking - glossophobia. I'm not telling you this to make you more anxious, but rather to let you know that having some anxiety before giving a speech is perfectly normal. Still, you should try to relax if you can. You'll be more comfortable, and the audience will relate to you better too. 8. Pace Yourself When it comes to public speaking, a common newbie error is to speak too quickly. This is usually caused by a combination of nerves and not realizing how fast you're actually speaking. But talking too fast makes it harder for your listeners to understand what you're saying. Effective public speakers know to pace themselves. They'll speak at a natural pace and work short, natural pauses into their speech. 6

CO_Q2_ENGLISH10_MODULE8

9. Add Visual Aids Visual aids can serve as a powerful illustration of your speech. Humans use their sight more than any other sense. So, if you can make your point by showing it to your listeners rather than describing it, they are more likely to remember it. Be careful though. To be effective, your visual aid must be of high-quality and easily visible to all members of your audience. Avoid incorporating sloppy graphics into a slide presentation. Likewise, don't hold up a visual aid that's physically too small for those listening to see and words are crowded in a slide. 10. Dress Comfortably, But Professionally What's the right outfit to wear if you want to be an effective public speaker? Well, there's no one answer. How you dress depends on who your listeners will be. But the general principle is that you want to dress professionally to make a good impression. Make sure to observe good grooming and hygiene rules too. Many experts feel you should dress according to how your audience dresses. If the audience is dressed formally, you don't want to show up in shorts and a tee shirt. Likewise, if the audience is wearing shorts and a tee shirt, don't dress formally. 11. Avoid Awkward Fillers "Um," "uh," "like." We all slip these filler words into our conversations without even realizing it. But overuse of these words during a professional speech can make you sound less than confident. If you can, break the habit of using these words to become a better public speaker. Practice can help you eliminate these words from your speech patterns, but you may be so used to using them that it's hard to notice when you're doing it. This is where a speech coach, teacher, or friend would come in handy. They could listen for these words and help you break the habit of using them. Or you can record yourself using your gadgets. Then after, listen to it. 12. Use Gestures (But Don't Overdo) Natural movement during a speech is a sign of an effective public speaker. Hand gestures and even taking a few steps across the stage can be good public speaking techniques as long as they're natural, purposeful, and not overdone. Movement can make you appear more comfortable and help your audience relate to you. 13. Allow a Q & A Question and answer sessions (Q & A) are one of the most underused public speaking techniques. Many speakers just say what they're going to say and then sit down. What a waste! The beauty of Q & A is that you get to hear your listeners' concerns directly and address them publicly, further strengthening your case. You can prepare for a Q & A session by creating your own list of questions and possible objections that audience members may have (with answers). Study the list carefully so that 7

CO_Q2_ENGLISH10_MODULE8

you're familiar with it. If someone does bring up a point that you hadn't thought of, don't panic. They don't expect you to know everything. It's perfectly acceptable to take their contact information and tell them that you'll get back to them once you've got the answer. Now that you know that you can improve your effective public speaking skills, you're ready to get to work! You can use the list above as a checklist of good public speaking techniques to work on, or just tackle those specific speaking skills that you're struggling with. Either way, with a little effort on your part you'll be on your way to becoming a more effective speaker.

What’s More Activity 2: Public Speaking Directions: Fill in the boxes to complete the box of the crossword puzzle. Use the clues below to have the words needed in the boxes. PULIC SPEAKING Complete the crossword puzzle below. This is basing on what you have read earlier.

Across

Down

3. The thing you need to focus 4. Is your body’s way of communicating 6. The most important tool that you will

1. Word that you need to avoid 2. Is important in both education, business business and the public arena

8

CO_Q2_ENGLISH10_MODULE8

public speaking 8. This is the natural movement during a speech 10. your speech needs to be supported

5. Is a great way to make your material more engaging 7. The one thing you need to do when being a public speaker 9. When it comes to Public Speaking this word is Everything

What I Have Learned Activity 3: TO SPEAK or NOT TO SPEAK? Directions: Work through this quiz and note down your responses to the questions. At the end you'll have the chance to convert your answers into points to see how well you scored. 1. What do you do with your hands while speaking in public? A. Keep them perfectly still C. Gesture enthusiastically B. Fidget D. Gesture naturally 2. How do you feel when smiling in front of a crowd? A. I only smile when I’m happy B. I only smile when I’m relaxed C. I can force a smile when I’m nervous and that helps me to relax D. I am confident and relaxed in front of an audience and smiling comes naturally 3. What do you need to do to remember what to say in a presentation? A. Prompt cards with the main points for each topic B. Everything is scripted word for word C. Presentation slides have all the relevant information on them D. Just try to memorize it all 4. How will you control the feeling of being nervous when speaking in a large? A. I make sure that I am prepared B. I am relaxed as long as I know everything what I am going to say C. I make sure that all of the information that I will be saying are based on facts D. I see to it that my presentation is easily being understood 5. What is the proper presentation style when speaking publicly or presenting? A. I read from my script and rarely make eye contact with the audience B. I talk naturally about my subject and interact with the audience appropriately C. I deliver the presentation as I have practiced it D. The material speaks for itself.

9

CO_Q2_ENGLISH10_MODULE8

What I Can Do Activity 4: Complete Me! Directions: Below are sentences that were taken from famous speeches by famous personalities. Fill in the blanks with the correct words provided in the box

Must

Should

Shouldn’t

Dare

Have to Shall

Will

1. Sometimes I wonder if men and women really suit each other. Perhaps they

_

live next door and just visit now and then. (Katharine Hepburn) 2. There

always remain something that is antagonistic to good. (Plato) sail – sail, not tie at anchor – sail, not drift. (Franklin

3. To reach a port, we Roosevelt) 4. The taxpayers

_ be required to finance items which are not official business

but which are primarily political business. (Kennedy) 5. The one thing that the American people _

not have to wait and see is some

_ repeat – outside of Washington, nobody understands

sort of action. I just

how it is that this seems to be a repeat pattern over and over again. (Obama) 6. We

not forget today that we are the heirs of that first revolution. (Kennedy)

7. Let every nation know, whether it wishes us well or ill, that we _

pay any price,

bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty. (Kennedy) 8. All this

not be finished in the first one hundred days. Nor

it be

finished in the first one thousand days. (Kennedy) 9. Germany

either be a world power or will not be at all. (Adolf Hitler)

10. It is healthcare itself that

be brought under control if we are to keep our

Medicare bills from overwhelming the next generation. (Mitt Romney)

10

CO_Q2_ENGLISH10_MODULE8

Post Assessment Directions: Read and answer the questions below. Choose the correct letter of your answer. 1. What is body language? a. It is simply speaking to a live audience b. It is a process of communicating nonverbally through conscious or unconscious gestures and movements. c. It is a language you need to have an eye to eye contact when communicating to the listeners or audience. d. It is use to catch the attention of the audience 2. What is Public speaking? a. It is the proper modulation and presentation. b. It is process use to communicate. c. It is the act of speaking in front of a large audience. d. It is a person standing in front of an audience reading and enumerating information upfront. 3. What is eye contact? a. It is a way of speaking to a live audience b. It is one aspect of your body to communicate c. It is a way of looking directly at someone when communicating d. It is letting the listener or the audience feel important when you are directly looking at them 4. What do you call the degree of loudness? a. Diction b. Volume c. Pitch d. Pronunciation 5. Why is introduction important part in Public Speaking? a. It is the title of the speech without any further purpose b. It is the beginning section that states the purpose and goals of your presentation or your speech c. It is the information that the audience or the listener needs to directly know d. It is the important facet regarding the speech or information that you are providing

11

CO_Q2_ENGLISH10_MODULE8

6. Why do you need to pause for a while when speaking? a. b. c. d.

It can make your thoughts better It will only show that you are not prepared It depends on the situation It is essential

7. What are the parts of an Organized Speech? a. b. c. d.

Introduction, Body, Conclusion Diction, Projection, Intro Thoughts, Facts, and Clarity Body, Facts, Time restraints

8. What do I need to remember when performing in a large audience? a. Whatever you say will come naturally b. Trust your general knowledge c. Have a plan and practice d. Lie to people looking in their eyes 9. What is the importance of presenting various information to a group of people? a. b. c. d.

Learning is possible to a group of people. Writing is boring and a bit tedious Informing audience needs to be explained. Explaining the information helps the audience understand what you want to impart

10. What will happen if I make a mistake during the presentation? a. Ignore the mistake b. Go on with the presentation c. Self-correct if possible Remember the value of constant practice.

12

CO_Q2_ENGLISH10_MODULE8

Additional Activities Activity 5: Deliver Me Properly Please Directions: Read and internalize the text below. Apply the techniques on how to deliver a speech in front of your family. record it with your cellphones.

Education and the ‘new normal’ By:Teresita Tanhueco-Tumapon June 4, 2020 School year terms and blended sessions “WE sense that ‘normal’ isn’t coming back, that we are being born into a new normal: a new kind of society, a new relationship to the earth, a new experience of being human.” — Charles Eisenstein

BEFORE the onset of the coronavirus disease 2019 (Covid-19), we prefix what we say with “the 21st century.” We used to say or write “21st century teaching, 21st century learning, 21st century knowledge and skills,” defining these as the 21st century competencies — critical thinking, communication, collaboration and creativity. However, with the coronavirus pandemic, we have a new catchword — the new normal. The Oxford Dictionary defines catchword as “a briefly popular or fashionable word or phrase used to encapsulate a particular concept.” So, what is the concept embracing the new normal? The American Dictionary defines new normal as “a previously unfamiliar or atypical situation that has become standard, usual, or expected.” What was previously unfamiliar that has this time become standard, usual, or expected? What has become ‘normal’? The lockdowns, quarantines, masks, washing hands, taking vitamins and nutrient-rich food to nurture health, covering a coughing mouth and sneezing nose, physical distancing, and the omnipresent support technology are a “must” to continue for a lifetime. These and more compose the new normal. Before Covid-19, Industry 4 (the robot age) of Agenda 2030, robotics was already a popular focus; much more at this time where robots execute routine jobs. Nowadays, robots serve in healthcare, social work, business and trade, food, and in other aspects of human activity. Various organizations/companies are resorting to virtual private networks and voice-over protocols, especially that meetings, negotiations, consultations are mostly virtual. As Dr. Henry Chan wrote on May 10, 2020 in The Manila Times, “Telecommuting represents a new paradigm in office work. If remote work becomes more common after the Covid-19 pandemic, 13

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employers may decide to reduce lease costs and hire people from regions with cheaper labor costs. Companies will use 5G and information and communications technology.” . (As an aside, 5G is the fifth generation mobile network. It is a new global wireless standard after 1G, 2G, 3G and 4G networks. 5G enables a new kind of network that is designed to connect virtually everyone and everything together, including machines, objects and devices.) Semester, trimester, quarterly terms? Up to this early June, Covid-19 is not into its second wave, and we pray that there shall be no other. PERIOD. (The so-called referral to a second wave spawned some debates in the higher echelons of our government). However, there can be no possible firm and uniform plans for formal schooling where technology accessibility is concerned. We are unsure how future days would be defined Covid-wise. Several tertiary and basic institutions have postponed graduation to next school year (SY). It may be a goodly far-off future, before we can comfortably define our enrolment size, whether to cut down on or replace or shorten degree programs with certificates, planning of reviews, examinations and graduations. Universities on a non-semester schedule may have to adjust to what the official schedule would be the next SY, that is, if the national ministering bodies (the Department of Education or DepEd and the Commission on Higher Education or CHEd) will set strictly a school’s term format. Before the pandemic, state universities and colleges were to begin an August term. Adjusting could be easier for institutions on trimestral schedules. We have semesters, trimesters and summers terms, why not quarterly? I recall that in the middle ’50s, higher education institutions (HEIs) were on a quarterly schedule. The maximum we students could take was twelve credit units or four lecture subjects. A quarterly term ends after two and a half months. Laboratory subjects were adjusted accordingly. Would a quarterly term be considered in the new normal? Learning in the new normal. Blended learning is not wholly new. Philippine universities, such as the University of the Philippines Open University, have used blended learning. In the new normal, all schools will have blended or purely on-line courses. Training in using teaching and learning platforms will be available for both teachers and students. DepEd, CHEd and the Technical Education and Skills Development Authority have issued and will continue to issue notices much like the March 22, 2020 notice of India’s secretary of HE sent to India’s HEIs. The said notice suggested to the teaching and research academics “to utilize this lockdown period for various academic activities including (a) on-line content development, online teaching and online evaluation, (b) prepare lesson plan and develop instructional materials and (c) carry on research, write articles and prepare innovative questions or question bank, etc.” Furthermore, that teachers and students effectively utilize “the University Grants Commission’s [array of] e-learning platforms,” which include massive open online courses, the Consortium for Educational Communication-University Grants Commission, YouTube channel, National Digital Library, Shodhganga. (Shodhganga is a digital repository platform of 260,000 Indian electronic theses and dissertations for research students to deposit their PhD theses and make them available to the entire scholarly community in open access.) 14

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Teaching and learning platforms. Philippines-wise, we have available on-line educational platforms. One is the DepEd Commons accessible on Globe or TM-powered smartphones free of data charges and which is also accessible to private schools students. Because of the Covid-19 movement restrictions, “the DepEd has been encouraging students to continue their learning online.” We shall have more of these platforms and learn too, from offshore institutions their actions on the new normal in education. Source: https://www.manilatimes.net/2020/06/04/campus-press/education-and-the-newnormal/729288/

Rubrics for Public Speaking Criteria Eye Contact

10 points Makes eye contact to everybody in the room Volume and All the audience Clarity in the back of Loudness, clarity the room can and no hear the speaker. mumbling Flow The speech Pauses and flows perfectly verbal fillers: with no constant um, uh, er… etc. pauses and no distracting fillers

8 points Makes eye contact with most everyone in the room Some of the audience in the back of the room can hear the speaker The speech flows nicely with no pauses and minimal distracting fillers

Confidence and Attitude

Speaks with clarity, a bit of enthusiasm and poise and a moderate confidence

Speaks with clarity, enthusiasm, poise and confidence

15

6 points Makes eye contact with some audience in the room Half of the audience in the room can only hear the speaker.

4 points Makes very little eye contact to the audience in the room Only the front audience can hear the speaker

The speech flows nicely with minimal pauses and some noticeable distracting fillers Speaks with some mispronounce words, some enthusiasm, a bit of poise and a little of confidence

The speech flows fair with a lot of pauses and a lot of distracting fillers. Speaks with a lot of mispronounce words, shows dullness and no confidence at all.

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REFERENCES Spencer, Laura. 2020. "15+ Effective Public Speaking Skills & Techniques To Master". Business Envato Tuts+. https://business.tutsplus.com/tutorials/effective-publicspeaking-skills-techniques--cms30848?fbclid=IwAR1MuY0C5FF9gn3tmx8iA9uNHOyMfzDQeYvUKrKLyDePOe_9oa0Km4 X8EfA "Top Tips To Improve Crucial Public Speaking Skills". 2020. Verywell Mind. https://www.verywellmind.com/public-speaking-skills-3024308. "Techniques For Effective Delivery | Fundamentals Of Public Speaking". 2020. Courses.Lumenlearning.Com. https://courses.lumenlearning.com/atd-fscjpublicspeaking/chapter/techniques-for-effectivedelivery/?fbclid=IwAR1ca4Qxicy3GTWKX2SZwIpyduPxc9lGyEqtiFZKYM7lWMaUAeN0d8gQY8. Spencer, Laura. 2020. "What Is Public Speaking? & Why Is It Important?". Business Envato Tuts+. https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255. Hayashi. 2020. "Public Speaking & Presentations (Advanced) Final Grading Rubric". Slideshare.Net. https://www.slideshare.net/practicalenglish/public-speakingpresentations-advanced-final-grading-rubric. Spencer, L (2018) 15+ Effective Public Speaking Skills & Techniques to Master "Education And The 'New Normal' – The Manila Times". 2020. The Manila Times. https://www.manilatimes.net/2020/06/04/campus-press/education-and-the-newnormal/729288/.

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