Information From Various Sources

1
Learning Area English

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)
School PRES. JOSE P. LAUREL NATIONAL Grade Level 10
LESSON HIGH SCHOOL
EXEMPLAR Teacher SINCERLY D. REVELLAME Learning Area English
Teaching Date Quarter First
Teaching Time No. of Days 5
I. OBJECTIVES At the end of the lesson, learners are expected to:

a. identify the news reports, speeches, informative talks, panel discussions, etc. in
everyday conversations and exchanges
b. recognize the statements or paragraph that gives information.
c. recognize the importance of news reports, speeches, informative talks, panel
discussions, etc. in everyday conversations and exchanges
d. use news reports, speeches, informative talks, panel discussions, etc. in everyday
conversations and exchanges
A. Content The learner demonstrates understanding of how world literature and other text types serve as ways
Standards of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive
Standards techniques and devices.
C. Most Essential
Learning EN10RC-Ia-2.15.2: Use information from news reports, speeches, informative talks, panel
Competencies discussions, etc. in everyday life
(MELC)
D. Enabling N/A
Competencies
(If available, write
the attached enabling
competencies)
II. CONTENT Information from Various Sources
III. LEARNING
RESOURCES
A. References
a. Teacher’s Teacher’s Guide is not available.
Guide Pivot 4A Budget of Work in English, page 116.
Pages K-12 Curriculum Guide in English, page 144.
b. Learner’s PIVOT 4A Learner’s Material in English 10, pp.6-9
Material
Pages
c. Textbook
Pages
d. Additional President Rodrigo Duterte’s 5th State of the Nation delivered on July 27, 2020
Materials https://www.officialgazette.gov.ph/2020/07/27/rodrigo-roa-duterte-fifth-state-of-the-nation-
from address-july-27-2020/
Learning
Resources
B. List of Learning “Roque: Duterte to deliver SONA at Batasan even as some expected attendees tested positive for
Resources for COVID-19”. Retrieved from https://www.gmanetwork.com/news/news/nation/748628/roque
Development -duterte-to-deliver-sona-at-batasan-even-as-some-expected-attendees-tested-positive-for-covid
and -19/story/
Engagement “Primary, Secondary and Tertiary Sources”. Retrieved from https://www.juhsd.net/cms/lib010/
Activities CA01902464/Centricity/Domain/138/Sources.pdf “Sources of Information”. Retrieved from
https://www.skillsyouneed.com/learn/sourcesinfo.html#:~:text=There%20are%2C%20however
%2C%20many%20other,(man%2Dmade% 20objects).
“The Gettysburg Address”. Retrieved from
http://www.abrahamlincolnonline.org/lincoln/speeches/ gettysburg.htm
IV. PROCEDURES
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A. Introduction WHAT I NEED TO KNOW?

The learners will do the walkthrough of the lesson expectations. The content of the lesson will
be presented. Learning objectives will also be introduced to guide the learners on the learning targets
founded on KSAV principles.
WHAT’S NEW?
Learning Task 1: On your answer sheet, copy the statements below. Assess yourself as to
how you personally deal with information you encounter. Place a check (/) in every statement that
applies to you.
I try to determine if the content in an article is worth knowing and relevant.
I assess the content through its relatedness and importance in my future goals.
I appreciate the content of a text because it fits my plans in life.
I evaluate the information presented in every printed material that I read
particularly those which affect my personal views.
I compare the information I read to my previous learnings.
I value the content in current reading articles because I have experience that
before and I have learned from it.
I am affected by personal speeches and discussions as I choose my career goals.
I apply what I have learned from articles and discussions in every aspect of my
life making me a better individual.
B. Development WHAT I KNOW?
Learning Task 2: In their notebook, the students will Identify if the given item is a primary,
secondary or tertiary source.
_____1. encyclopedia _____6. History of Tayabas
_____2. interview with a politician _____7. court hearing
_____3. State of the Nation Address _____8. references
_____4. indices _____9. EDSA People Power picture
_____5. bibliography _____10. biography
WHAT’S IN?
Learning Task 3: The learners will read the news report below published by GMA News
Online on July 27, 2020. They will answer the questions that follow in their notebook.
Roque: Duterte to deliver SONA at Batasan even as some expected attendees tested positive
for COVID-19
President Rodrigo Duterte will still deliver his fifth State of the Nation Address (SONA) at the
Batasang Pambansa even as some individuals expected to attend the event have contracted
COVID-19, Malacañang said Monday.
“As of 2:30 [p.m.], President Duterte is expected to deliver his 5th SONA at Batasan,”
presidential spokesperson Harry Roque said in a message to reporters.
Roque issued the statement after House Deputy Speaker Johnny Pimentel and at least six
Palace personnel who were supposed to render technical support during the SONA tested positive
for COVID-19.
Only those who will test negative for COVID-19 will be allowed to attend the SONA
physically based on the event's safety protocols
Earlier, it was reported that Cabinet executives who tested negative are attending the
SONA at the Batasan — Secretaries Menardo Guevarra (Justice), Wendel Avisado (Budget and
Management) and Delfin Lorenzana (Defense) as well as presidential spokesperson Harry Roque.
Secretaries Eduardo Año (Interior and Local Government) and William Dar (Agriculture) as
well as Cabinet Secretary Karlo Nograles will also be present during the event, according to a
separate report by dzBB’s Tuesday Niu.
Duterte will deliver his SONA before a joint session of Congress at 4 p.m. — Virgil
Lopez/RSJ, GMA News
Source: GMA News Online

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QUESTIONS:
1. Is the information primary, secondary or tertiary? Explain.
2. Based from your previous answer, what characteristics makes the article significant?
3. What important reminder was given to the attendees of SONA?
4. How are the information presented in the given text?
5. What other articles/ sources do you think has the same characteristics?
WHAT IS IT?
READ TO PONDER
To fully understand the lesson, the students will read the text about different sources of
information.
SOURCES OF INFORMATION
There are various sources of information that you may use in finding significant details and data
that can be used in your daily life. Sources of information may be classified as to primary,
secondary and tertiary sources. The context of information presented in a source is helpful in
classifying information.
Primary Sources
Sources of information are classified as primary if they are authentic and have not been
subjected to evaluation or assessment. These report discoveries, sharing of information and first-
hand. These are information written at a certain time or period of research. Definition of primary
sources vary depending on the contexts and/or disciplines.
Examples: speeches video recordings photographs
government records communication
newspaper/magazine portraying information from eyewitnesses
Secondary Sources
Secondary sources provide information, discussion and/or interpretation of the evidence. These
are usually evaluations of primary sources. These are also information written by authors who
do not personally witness the event or action. Definition of secondary sources vary depending
on the contexts and/or disciplines.
Examples:
commentaries critiques evaluations history
Journals/magazines (not portraying information from eyewitnesses)
Tertiary Sources
Tertiary sources serve as collection of primary and secondary sources.
Examples:
bibliographies directories dictionary almanac
abstracts indexes encyclopedias databases
In using the information gathered whether they are primary, secondary or tertiary sources, take
note of these six (6) characteristics that information should have.
1. Accuracy. Information should be reliable, useful, and free from flaws and of high quality. 2.
Completeness. Information should provide all needed details. It should be able to answer the wh–
questions (what, who, when, where, why and how).
3. Timeliness. Information should be up-to-date.
4. Consistency. Information should be consistent for it to be considered accurate and useful.
5. Relevant. Information should suit the demand, needs and interests of the readers.
6. Uniqueness. Information should be distinct.
C. Engagement WHAT’S MORE?

Learning Task 4: The students will read the Bliss Abraham Lincoln’s The Gettysburg
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Address below. Then answer the questions that follow. Write your answers on your answer sheet.
Four score and seven years ago our fathers brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are
engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battle-field of that war. We have come to
dedicate a portion of that field, as a final resting place for those who here gave their lives that that
nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we cannot dedicate -- we cannot consecrate -- we cannot hallow -- this
ground. The brave men, living and dead, who struggled here, have consecrated it, far above our
poor power to add or detract. The world will little note, nor long remember what we say here, but
it can never forget what they did here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to
be here dedicated to the great task remaining before us -- that from these honored dead we take
increased devotion to that cause for which they gave the last full measure of devotion -- that we
here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall
have a new birth of freedom -- and that government of the people, by the people, for the people,
shall not perish from the earth.
Abraham Lincoln/November 19, 1863
1. Is the information primary, secondary or tertiary? Explain.

2. How many years do four score and seven years mean?
3. What greatest concern or emergency was mentioned by Lincoln in his speech?
4. Explain Lincoln’s message when he said that government is of the people, by the people and
for the people?
5. What do you think was the occasion being celebrated when Lincoln delivered this speech?
Explain your answer.
WHAT I CAN DO
Learning Task 5: The student will use a dictionary entry below to discuss what information
it can provide to readers. They will write their answers on their notebook.
beetle /ˈbēdl/
noun
noun: beetle; plural noun: beetles
 an insect of an order distinguished by forewings typically modified into hard wing cases (elytra) that
cover and protect the hind wings and abdomen.
Sentence: I used to collect beetles from our mango tree during my childhood days.
beetle
verb
verb: beetle; 3rd person present: beetles; past tense: beetled; past participle: beetled; gerund or present
participle: beetling
 make one's way hurriedly or with short, quick steps.
Sentence: Ethan and John beetled on their way to the office. They were almost late.
D. Assimilation WHAT I HAVE LEARNED

Learning Task 6: In their notebook, the students will give examples of sources of
information based on the classifications below.
Primary Sources Secondary Sources Tertiary Sources
Learning Task 7: The students will get a copy of any news article written in English to
copy or attach in their notebook. Then, they will provide an analysis on what significant
information are provided in the said article. Also, they will write a five-sentence summary
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of the article. Be guided by the rubric below.
Source:https://www.google.com/search?
q=simple+paragraph+rubric&tbm=isch&source=iu&ictx=1&fir=VM1ex8B5aIij-M
%252CFacNfOZ1HuzhQM%252C_&vet=1&usg=AI4_-
kROFYwzYQL38xO09mukd1WtzA4x7g&sa=X&ved=2ahUKEwj-
ro2JwfLqAhXIEqYKHei9BMYQ9QEwA3oECAoQIg&biw=1366&bih=625#imgrc=Hz
OSu_4xkaXjHM
WHAT I CAN ACHIEVE
Learning Task 8: The students will search and watch President Rodrigo Duterte’s 5th
State of the Nation Address delivered on July 27, 2020. They will analyze and identify
the important information discussed in his SONA. SONA’s transcript which is available
online which can be accessed on https://www.officialgazette.gov.ph/2020/07/27/rodrigo-
roa-duterte-fifth-state-of-the-nation-address-july-27-2020/may also be used. They will
write their answers on their notebook.
V. REFLECTION The learners will write their personal insights in their Journal about the lesson using the
prompts below.
I clearly understand that sources of information are classified into

_________________________________________________________________________.
I realize that in gathering information, we
should_______________________________________________________________.
Prepared:
SINCERLY D. REVELLAME
English Teacher
Checked: Noted:
DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor – WEST III
Validated:
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VICTORIA B. BURGOS, Ed. D EDNA U. MENDOZA, Ph. D

Education Program Supervisor I - English Chief Education Supervisor
Recommending Approval:
RHINA O. ILAGAN
OIC, Asst. Schools Division Superintendent
Approved:
HELEN A. RAMOS
Schools Division Superintendent
Republic of the Philippines I Department of Education I Region IV-A

CALABARZON
Schools Division of Tanauan City I Tanauan City West II
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
School ID: 301138 Sulpoc, Tanauan City,
Name: _________________________ Date: _________________

Section: ________________________ Score: ________________
Learning Task 8: For those who do not have access to internet.
July 27, 2020
5TH STATE OF THE NATION ADDRESS OF

RODRIGO ROA DUTERTE
PRESIDENT OF THE PHILIPPINES
TO THE CONGRESS OF THE PHILIPPINES
[Delivered at the Session Hall of the House of Representatives, Batasang Pambansa Complex,
Quezon City | 27 July 2020]
Kindly…
Senate President Vicente Sotto III and the honorable members of the Senate; House Speaker Alan Peter
Cayetano and the honorable members of the House of Representatives; Vice President Maria Leonor
Robredo; former Presidents Joseph Ejercito Estrada and Gloria Macapagal-Arroyo; Chief Justice
Diosdado Peralta and the justices of the Supreme Court; His Excellency Munther Mafoodh Salim Al-
Mantheri and the esteemed members of the diplomatic corps; Executive Secretary Salvador Medialdea
and the members of the Cabinet; mga mahal kong kababayan.
We live in a troubled time. Our dream of prosperity for our country was suddenly snuffed by a pandemic
virulent virus. No nation was spared. Neither rich nor poor were exempt from the onslaught of this deadly
disease.
But let us not despair. The vaccine is around the corner. Sooner and not later, the virus that gobbled up
thousands of lives will itself be laid to rest.
In the meantime, let us express the nation‘s gratitude to those who courageously and willingly put their
lives on the line to serve the people and country. We share the griefs of their families and no amount of
tears can compensate their great losses.
My countrymen, it is sad that while government focuses its attention and resources to battle the
coronavirus, there are those who take advantage of a pre-occupied government.
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One of them is Senator Frank Drilon. In an interview, he arrogantly mentioned among others that
oligarchs need not be rich. Then he linked the anti-dynasty system with oligarchy and the topic was my
daughter and son. This happened after the Committee on Franchise voted 70-11 to deny the
grant of franchise to ABS-CBN. Obviously, he was defending the Lopezes that they are not oligarchs.
Great wealth enables economic elites and corporations to influence public policy to their advantage.
Media is a powerful tool in the hands of oligarchs like the Lopezes who used their media outlets in their
battles with political figures. I am a casualty of the Lopezes during the 2016 election.
The dealers and purveyors of illegal drugs, hiding in the shadow of COVID- 19, have stepped up their
activities. The amount of shabu valued at millions of pesos seized during police operations speak volumes
of the enormity and weight of the problem that we bear.
The corrupt, the grafters and the influence peddlers also take advantage of the fear and confusion that the
coronavirus generates. The financial and material assistance of the government to the unemployed, the
sick and the destitute running into billions of pesos, are not spared from corruption and ineptitude. Even
the donations from well-meaning private persons are skimmed before reaching their intended
beneficiaries. It is like snatching food from the mouths of babes.
The profiteers, over-pricers and corrupt felons must be laughing while they stash their dirty monies. But
not for long. They cannot outrun the long arm of the law.
In this regard, the words of former President Ramon Magsaysay ring fresh and relevant today as on the
day they were said decades ago. He said:
―We need men of integrity and faith like Rizal and del Pilar, men of action like Bonifacio, men of
inflexible patriotism like Mabini. We need their zeal, their self-reliance, their capacity for work, their
devotion to service, their ability to lose themselves in the common cause of building a nation.‖
If we allow greed, self-interest and ambition to rule us, then as stated by one prominent physician, we will
―be left with nothing better than the lesser evil instead of the greater good.‖
In my inaugural address four years ago, I said that no leader can succeed at anything of national
importance [or] significance unless he has the cooperation and support of the people he is tasked to lead
and sworn to serve.
The efforts and resources which we poured out produced the momentum needed to bring our country
closer to our goals. Suffice it to state, we made significant strides over time.
Over 4.3 million poor families benefitted from the Pantawid Pamilya; over 9.2 million beneficiaries
received subsidies under the Unconditional Cash Transfer program; we also made available [free] tertiary
education and universal health care. Public utility drivers were given assistance through the Pantawid
Pasada Program. There are complaints that some drivers did not receive any assistance at all. I have
directed the DSWD and DILG to look into this.
I welcome the passage of the law postponing the Barangay and Sangguniang Kabataan Elections. The
postponement saved much-needed government funds and ensured implementation of projects under the
current barangay officials. In hindsight, it also saved us from holding the polls while we dealt and
continue to deal with the pandemic.
The Malasakit Centers Act has proven to be of great help to our less fortunate citizens needing medical
services through a one-stop platform in government hospitals. We commend the initiative and work of
Senator Bong Go in this regard as well as other significant pieces of legislation. As of today, there are 75
Malasakit Centers serving Filipinos all over the country. These centers will be of great help in ensuring
that our people remain healthy and resilient during these challenging times.
The Salary Standardization Law of 2019 increases the salary of civilian government workers. I hope that
this law will inspire our government workers to perform better and encourage young, brilliant citizens to
join public service.
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I appreciate the law establishing the National Academy of Sports. We can now give our deserving
student-athletes the training and support they need to excel in their chosen field of endeavors.
With the commitment of key members of Congress and the Executive Department, the PHISGOC,
Philippine Sports Commission, and the Philippine Olympic Committee were bound together with one
vision to host the
30th Southeast Asian Games. Our athletes prevailed. More than that, we fostered pride, patriotism,
genuine sportsmanship, and camaraderie in our South East Asian brothers and sisters. Indeed, we won as
one.
To our business community and the general public, we assure you that the landmark Ease of Doing
Business and Efficient Government Service Delivery Act has been gaining momentum. We are closer to
eliminating overregulation in government services.
Frontline processes, including consular services, processing of building and business permits, and
services for overseas Filipinos and seafarers were streamlined. Passports and drivers‘ license validity
were lengthened to ease the burden of the public.
We received a BBB plus credit rating despite a sea of credit rating downgrades and negative outlook
revisions worldwide. [applause] The Japan Credit Rating Agency upgraded us from BBB plus to A minus
last month.
Meanwhile, Moody‘s has affirmed and maintained the country‘s ratings at B2 — Baa2 rather.
[Understand. Because of the light I have … My eyesight is not as good as new.] Our fiscal position is
strong, our economic and fiscal management prudent and our banking system robust. We are in a better
position to weather the crisis caused by the COVID-19 global pandemic.
We have accomplished significant infrastructure projects under the Build Build Build Program. I will not
dwell lengthily on the nitty-gritty of our infrastructure accomplishments now lest I bore you. Instead we
will release a comprehensive written report on our collective milestones and the details of
accomplishments to remind us that perseverance, patience and determination will help us move forward
even in the most difficult of times.
We issued last year Executive Order No. 100 establishing the Diversity and Inclusion Program as a
national program of the Government. We want to end the discrimination of persons on the basis of age,
disability, ethnicity, sexual orientation and gender identity and expression, and other character traits.
My administration always believed that freedom from illegal drugs, terrorism, corruption and criminality,
is itself a [human right].
Part of our efforts to uphold human rights is protection of the rights of children and the right against
discrimination. Early last year, I signed Executive Order No. 92 creating the National Council Against
Child Labor. Government efforts to protect the rights of children will be amplified to prevent, reduce and
eliminate any form of child labor.
Our achievements along these lines have been extolled by an overwhelming number of our fellow
member-States in the UN Human Rights Council, during its recently held 44th session last June.
Rest assured that we will not dodge our obligation to fight for human rights.
My countrymen, there are lessons to be learned from the coronavirus pandemic. It jolted us to realize that
gains made after spending so much planning, effort, cost and time could diminish considerably and
quickly for reasons beyond one‘s anticipation; that it is much easier to destroy than to build; that in a
crisis of national proportions that affects every aspect of human life, governments need to have the
support and cooperation of the people if it is to succeed in battling the cause of that crisis, that there are
people who ask for compassion but show none themselves; that life, after all, is fickle like the weather.
The gains we achieved in the first three and a half years were put to a test when the pandemic suddenly
struck the global community. While I am aware that the road towards a comfortable life for all would be
far easy if pandemic had not occurred and along the rest of the world we suffered.
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The global scale and socio-economic impact of the COVID-19 pandemic has been unprecedented. Yet in
the throes of this global health emergency, we have been able to withstand the headwinds generated by
this coronavirus.
In this regard I would like to express my gratitude to all those who made possible the steady supply of
food, water, and basic utilities [to] our households [applause] and the provision of basic social services
and financial assistance to our people. Our profound gratitude goes to everyone who helped keep our
country‘s food supply chain running, the valiant soldiers, policemen and security guards who kept peace
and order [applause] in our communities; the dedicated personnel who kept our essential establishments
operational. You showed us kindness and selflessness. You gave us strength. You risked your own lives
to serve the greater good in keeping with the Filipino spirit of Bayanihan. [applause]
I also thank the men and women of the Inter-Agency Task Force on Emerging Infectious Diseases and the
National Task Force against COVID-19 for all the countless hours it spent to keep the pandemic in check
and for all the efforts it made to ensure the safety of our people. [applause]
Let me also recognize the efforts of the local government units that stepped up and initiated their own
response measures to contain the effects of COVID-19 and its impact to their constituents. Have been —
impact to its constituents. [The shadow says it’s a period there.]
I know exactly the difficulties you are undergoing. I pray that the officials of each LGU in our country –
from the barangay to the autonomous regions – would set aside partisan politics and selfish interests to do
what is right and good for all. [applause]
I likewise issued Executive Order No. 104, which imposed ceilings on the retail prices of at least 133
drugs and medicines, and directed a continuous review of the retail prices of others. This proved to be
providential now that we are facing a pandemic.
To everyone who helped us in this time of great need, maraming salamat po. [applause]
Let me say that the strength of a nation rests in the hands of the people acting as one with government, in
the pursuit of common goals and objectives.
When the pandemic struck, I decided to prioritize life over other considerations. According to experts, the
interventions that the government had put in place prevented as much as 1.3 to 3.5 million infections. To
me, even if the numbers were much lower, it would still be and would have been worth the sacrifice[s] we
made. ―Buhay muna, bago ang lahat.” [applause]
We initially encountered difficulties ramping up our testing capacity. We now have 93 accredited testing
laboratories nationwide and we are aiming to conduct 1.4 million tests by end of July and ensure a quick
turnaround time of 48 to 72 hours.
Under the Social Amelioration Program, we allotted [PhP205 billion] for poor and low-income
households who were affected during this pandemic — who thrive on a ―no-work, no-pay‖ arrangement.
Admittedly, our implementation of the Social Amelioration Program was not perfect. And some
opportunists turned crisis into opportunity. We will catch up with you sooner than you think.
We came up with the COVID-19 Adjustment Measures Program. We extended financial assistance to
over 650,000 affected individuals in the formal sector, 110,000 OFWs abroad, and almost 83,000
repatriated OFWs. We also provided temporary wage employment [opportunities] to
displaced marginalized workers through the TUPAD Project. Our indigent senior citizens were also
provided with a stipend for the [first] semester of the current year.
This health emergency stretched the government‘s resources to its limits. In response, the Office of the
President worked closely with Congress for the quick passage of the Bayanihan to Heal as One Act.
May I again reiterate my thanks to you, the men and women of Congress, for the effort you invested into
passing that law. I hope that we can get some or the same treatment of clarity, purpose and the
fastness [applause] to support the passage of the Bayanihan [to Recover as One Act], which will
supplement funds for recovery and response against the impact of the COVID-19 pandemic.
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We must facilitate the country‘s economic recovery. I call on Congress to fast-track the passage of
proposed measures such as the Corporate Recovery and Tax Incentives for Enterprises or CREATE Act.
[applause] This immediately cuts the corporate income levy from the current 30 to 25 percent and give
the government flexibility to grant a combination of fiscal and non-fiscal incentives, among others. The
Financial Institutions Strategic Transfer or FIST Act will set up mechanisms allowing banks and other
financial institutions to dispose of and transfer non-performing assets and loans to asset management
companies similar to Special Purpose Vehicles.
Our economic managers have seen infrastructure investment as an effective tool to help spur high growth,
attract investments, create jobs, and achieve financial inclusion for all Filipinos. The [DPWH] has
resumed the construction of the North Luzon Expressway Harbor Link, the NLEX-SLEX Connector, the
Cavite-Laguna Expressway, the Metro Manila Skyway Stage 3, the R-1 Bridge Project, the Tarlac-
Pangasinan-La Union Expressway Project, and the Subic Freeport Expressway Project, to name a few. To
realize the maximum benefit from the country‘s investments, the infrastructure projects under the Build,
Build, Build Program, which are labor and capital intensive, are not mere springboards for the country‘s
swift recovery [post]-pandemic. They are economic benefits — economic benefits to be distributed to all
corners of the country and push sustainability in urban centers, particularly [Metro] Manila.
The TESDA launched an online mode of livelihood and skills training. There are 71 free online training
to help upskill trainees for the right opportunities. [opportunities, I’m sorry]
I ask the TESDA to come up with special training programs to retool our OFWs so they can find
employment opportunities here at home. I am also calling on the CHED for scholarship programs for the
qualified dependents of our OFWs. I direct the Department of Agriculture and DTI to come up with agri-
business and entrepreneurship projects to help displaced OFWs rebuild their livelihood. Further, I ask the
LANDBANK and other government financial institutions to continue providing low-interest loans to our
OFWs. Sa mga kababayan ko na naghihirap sa ibang bansa, nandito ang inyong gobyerno para
matulungan kayo at inyong mga pamilya, lalo na sa panahong ito. [applause]
The government will intensify its efforts to help businesses, especially our micro, small and medium
enterprises or MSMEs, by providing responsive government assistance and services, capitalization, and
business operations support as we adapt to the next normal. [applause]
Nananawagan po ako sa ating mga lessors – nananawagan po ako sa ating mga lessors: malasakit at
Bayanihan po sana ang pairalin natin ngayon. This is not the time to drive away lessees. During normal
times they were the primary source of your income stream. Now, it‘s time to be fair and compassionate.
Come up with amenable arrangement with your
tenants. Huwag po natin silang ipagtabuyan, tanggalan ng tubig, kuryente, at bubong. Commercial
establishments are requested to give grace periods [or] allow deferment of payments, especially for
MSMEs that were forced to close down during the quarantine period. Let us help them
recover. [applause]
We pump-primed the recovery and rehabilitation of MSMEs. The DTI, through the Small Business
Corporation, set up the PhP1-billion COVID-19 Assistance to Restart Enterprises or CARES Program to
provide zero-interest loans for MSMEs affected by the pandemic. As of July 10, 2020, over 2,600 loan
applications worth [PhP182.5 million] have been approved. We are optimistic that this initiative will help
our MSMEs stabilize and recover from their losses.
I also enjoin the Bangko Sentral ng Pilipinas and banks operating in the country to provide regulatory
relief for our MSMEs and allow loan payment extensions, without incurring penalties and charges.
[applause] We need your help to prevent the collapse of companies saddled with accumulated
amortizations and payables caused by the closure of their businesses at the height of the strict quarantine
periods.
As we embark on these efforts towards inclusive recovery, we should acknowledge that all forms of
government support will go to naught if the
11
new MSMEs do not thrive because of lack of consumer support. Ito ang panahon para suportahan natin
ang ating mga kababayan [applause] na nagnenegosyo at gumagawa ng mga produktong sariling atin.
In the same manner, the tourism and recreation industries, which are among the hardest hit by the
pandemic, count on our full support. While we slowly try to put the fun back in our local travels, the
national government agencies and LGUs must harmonize their policies to boost tourism [while] ensuring
everyone‘s well-being. We enjoin our people to help boost the economy by traveling locally [applause]
[local na lang] once the necessary systems are in place.
The DoST offers its Enterprise Technology Upgrading Program to enable businesses to access training
that will help them transition to online and contactless operations.
Now more than ever, we need to protect our consumers. I direct the Department of Trade and Industry to
ensure the empowerment of Filipinos on their consumer rights, and coordinate strategies between public
and private organizations in building a fair, safe, resilient, and sustainable economy. [applause]
There are welcome developments for the e-Commerce industry. But major economic activities take place
in a borderless environment with meager regulatory controls. They expose consumers to various risks
related to security, data privacy, and misrepresentation.
We must patrol the country‘s cyberspace and enforce online consumer and data protection and privacy
laws. We must run after online scammers and those undermining the people‘s trust in online transactions.
We must continue to protect Filipinos in the new normal and remind the world that we are responsible
stewards of data. I am committed to protect both the physical and digital lives of our law-abiding
countrymen. [applause]
The national government shall lead the way in our transition to online systems. I reiterate my call for all
government instrumentalities to implement systems that shall make physical queuing a thing of the past.
Panahon na para mawala [applause] na ang pila para mapagsilbihan ang gobyerno nang walang kahirapan
para sa tao. The DILG, DBM, and the ARTA, along with all agencies and instrumentalities of
government, are hereby directed to make [all] possible services available online. We need to
adjust to and adopt a paper-less type business and work performance. We need e-governance [to provide]
our people with the services they need [from] the comfort of their homes or workplaces. It will enable our
bureaucracy to better transition into in the ‘new normal’ and cut or minimize red tape.
Until the COVID-19 vaccine is available, I will not allow the traditional face- to-face teaching or learning
unless [all] risks of exposure to sickness are eliminated. I cannot and will not put to risk the health and
lives of our students and teachers. [applause]
Iyong…. About two weeks ago, I — I seemed to have said that I would allow the face-to-face classes to
resume. But we were talking actually of January because my thinking is that by September, we would
have the vaccine. How to get it from the producers or from other governments is really something which
we have to deal with because everyone — the… It’s a global need and everyone will go for it.
But let me just mention it in passing that about four days ago, I made a plea to President Xi Jinping that if
they have the vaccine, can they allow us to be one of the first or if it is needed, if we have to buy it, that
we will be granted credit so that we can normalize as fast as possible.
Life that is lost is lost forever. Courses that are not substantial can be supplemented. Education that is
delayed can be recovered.
We must implement online learning, modular learning, and TV- and radio- based broadcast, which
students coming from different backgrounds can avail. DepEd will provide printed modules for those who
cannot afford online learning.
In support of the Learning Continuity Program through blended learning, we plan to increase the number
of schools with ICT equipment in the coming months.
12
The DepEd and the DICT are building up the Public Education Network or PEN that will connect all
public schools and DepEd offices nationwide. We will prioritize the connection of all Last Mile Schools
and those with no electricity supply can have it via satellite and energized via solar panels. By 2022,
before I step down, the PEN shall be realized. [applause] I‘m referring to the program. I will — I will do
it.
TV frequencies reverted back to the government for whatever cause or reason [shall be used] exclusively
to the exclusion of [private] persons or [their] dummies, to cope with the demand of the next normal.
These will be used to provide uninterrupted quality education to our children in our shift to e-learning.
I am directing Secretary Guevarra, Secretary Dela Peña and Secretary Honasan, in collaboration with
Secretary Briones, and Secretary Avisado, together with Secretary Dominguez, to come up with an
integrated program and implementation mechanism to ensure that these TV frequencies are fully utilized
by government through the facilities of PTV4 for the utmost benefit of the Filipino people. [applause]
Let me just — allow me to segue a little bit. For the remaining two years of my term, all that is good that
belongs to government, whether it be the airwaves, whether it be the lines, or whatever that is good for
the people, will belong to the government and it should be government who should be given the first
option to utilize them. Ang sobra, kanila. [applause]
I call on our [telecommunication] companies to improve their services lest we be forced to take drastic
steps to address the less-than-ideal service that the public is getting from you.
Alam mo sisingit na lang ako dito. I am… Sometimes we are a government pictured to be weak and
incompetent because we cannot really force our mandate. Alam mo itong nagbibigay ng mga public
services, you better improve.
Huwag naman ninyo kaming pahintayin sampung taon bago kami makakamit ng mga services that the
other countries are enjoying. If it’s just a question of added capitalization or the infusion of money, go
and look for it. Maghanap kayo because if you are not ready to improve — anak — I might just as well
close all of you and we revert back to the line telephone at kukunin ko ‘yan, i-expropriate ko sa gobyerno.
Alam mo itong… I’ll be straight, iyong Smart pati itong Globe, ilang taon na ito, at ang sagot palagi sa
akin, “the party cannot be reached.” Eh nasaan pala pumunta ‘yung y*** na ‘yon?
Eh kung ganoon lang naman ibigay ninyo sa amin, we are a republic, a sovereign country, bear that in
mind because the patience of the Filipino
people is reaching its limit, at I will be the one to articulate the anger of the Filipino people. And you
might not want what I intend to do with you.
Kindly improve the services before December. I want to call Jesus Christ to Bethlehem. Better have that
line cleared. [applause] Alam mo sa totoo lang, at the end — naa-ano na ako sa inyo. I have been a citizen
of this country and parang nilalaro lang ninyo ang…
Kayong may pera, p***. May pera kayo? Negosyo kayo. Wala kayong pera? P***, umalis kayo dito. You
know, you give us half deals, half-cooked transactions, lousy service. Tapos ang tao nagbabayad.
Tell us now if you cannot really improve on it because I will work by December. I have two years. The
next two years will be spent improving the telecommunications of this country without you. I will find a
way. I will talk to Congress and find a way how to do it. [applause]
Last year, I said that distributing economic and business activities is imperative to our country‘s sustained
and equitable growth. Today I reiterate that statement.
I issued Administrative Order No. 18, directing concerned agencies to strengthen the development of
Special Economic Zones in areas outside Metro Manila.
13
I also issued Executive Order No. 114 to institutionalize the Balik Probinsya, Bagong Pag-Asa Program.
This consolidates and refocuses existing economic and social welfare programs, activities and projects
toward the countryside. It also [establishes] an [inter-agency] council, headed by Executive Secretary
Salvador Medialdea, which will create a framework for the effective implementation of the project.
[Kung hindi ninyo ako naiintindihan sa binabasa ko, mas lalo ako.] [laughter]
In 2021, we aim to increase access to healthcare services by continuously hiring and deploying more than
20,000 health professionals. This will augment health workforce in the LGUs, particularly in isolated and
disadvantaged areas. We will implement projects to establish and improve Barangay Health Stations,
Rural Health Units, and other healthcare facilities.
[But] we [still] need to address internal security. We are pursuing a whole- of-nation approach to bring
peace and order and development in the countryside. We need to provide interventions and implement the
Barangay
Development Program. This would provide cleared and threatened communities and… This refers to a
program where the Armed Forces would play a vital role in the one-nation approach. This is what simply
— mean by this. And that everyone, every agency of the government including the Armed Forces of the
Philippines should participate. And I am aware of the skirmishes and the assassination of our soldiers and
I said, ―Correct this so that we can proceed with the barangay implementation as fast as possible.‖
We have made significant strides in the past four years, but we need the support of local government
leaders. We need your help to implement the Barangay Development Program.
Certain sectors expressed concerns when I declared martial law in Mindanao and its extension three
times. But 2019 ended without my office requesting any further extension.
Martial law in Mindanao ended without abuses by the civilian sector, by the police, by the military.
[applause] It ended because this time I know that they know how to love the country.
I thank Congress for its support to this administration‘s programs. Congress has been very productive.
But much more remains to be done.
You know actually my speech if you followed it carefully, it‘s all a plea to Congress to do this, to do that,
to make a law or craft a whatever.
And this one, I strongly urge Congress to pass a law establishing the Department of Overseas Filipinos
[focused] solely on addressing the concerns of Filipinos abroad and their families.
I reiterate the swift passage — before that — before this… Kawawa kasi itong ating mga overseas. If it‘s
only an office there in the Labor department they are overworked or for whatever reason, their needs,
their pleas are not really attended to with dispatch and with care. OFW pati itong ano ngayon ito ̳yung
sinabi ko kanina, they — I… I will go for it. We will need it to help them.
I reiterate the swift passage of a law reviving the death

penalty [applause] by lethal injection for crimes specified under the Comprehensive Dangerous [Drugs]
Act of 2002. I did not hear so much clapping so I presume that [applause] they are not interested. Wala
kang… Someday I‘ll tell you the story what happened to the Philippines.
Hindi ngayon. But when I‘m — sasabihin ko sa inyo ang totoo bakit nagkaganito ‘yung droga ng
Pilipinas. Why the drug syndicates continue to operate just like the countries of Colombia, Mexico, and it
is being played inside the national penitentiaries. Para tayong — talagang binababoy tayo. Sabihin ko sa
inyo. But this is not a time for storytelling. SONA kasi ito so dito na lang.
This law will not only help us deter criminality but also save our children from the dangers posed by
illegal and dangerous drugs.
May I be allowed with the indulgence of the body, itong bakit talaga ako galit sa droga. Let us make this a
semi-formal speech. Alam mo kasi limang pamilya members o anim or pito, pagka bumagsak ̳yung tatay
to drugs, the family crumbles. There‘s no more home to them. Droga, and if he‘s receiving a salary
naglala — nagtatrabaho sa pantalan, 300 a day, tapos ang shabu is sold at two. He has about 100 to bring
14
home. Kaya pagka ganun nagaaway- away na, ang mga bata hindi nakakapag-aral, ̳yung iba ligaw na mga
babae into early prostitution kung ano-ano nangyari. Hindi lang alam nitong mga — – na this is
happening all over the country everyday. And what is really very tragic is this, when the family starts to
crumble, there‘s no home, and invariably the wife would look for another… Now the husband will look
for a job usually easily doon sa abroad. At ̳yung asawa aalis, ̳yung bana — lalaki nasa droga, ̳yung mga
anak iniiwan sa kapitbahay, sa kapatid. And the ferocity of the laws of the Filipino family home has been
destroyed. Kaya kung anong mangyari nito the wife works in the Middle East. I am not zeroing on any
particular country mind you. But alam naman natin there are tribes in the Middle East which would allow
rape as part of the territory of being a househelp. Kasama ̳yan, kasama talaga ̳yan. So iyan ang mahirap
diyan. You have a wife there being crucified, being used. Magpadala ng pera tapos ang mga anak nasa
shabu na rin kasi these are the guys that the shabu people would really you know they stick by them until
it crumbles, the resistance. And then you have plenty of this all over the country. Hindi lang nila alam
̳yung sinasabi nila na misery sa itong human rights, plus 10 ̳yan. Not to count the victims of crimes
perpetrated by people addicted to shabu. That is the reason why I‘m so vicious in my — galit talaga ako
kasi nilalaruan tayo. Well, I don‘t know any other president might — pero ako ayaw ko ̳yon. Ayaw kong
lalaruan ang Pilipino. Do not do it in my country because I will really kill you. That is a commitment.
Owning safe, decent and affordable housing is every Filipino‘s dream. But the housing market remains
inaccessible to most of our countrymen.
I renew my call for Congress to pass the National Housing Development bill and the Rental Housing
Subsidy bill. These will enable all Filipinos— regardless of social status—to live in decent homes where
their families can lead meaningful lives.
I also call on Congress to amend Republic Act No. 10912 [or] the Continuing Professional Development
Act of 2016. In this time of great pandemic and forthcoming reconstruction, requiring our professionals to
undergo seminars is burdensome and not realistic. This must end.
Ito pang isa, there are — may mga profession… Isingit ko na lang lahat tutal this is to inform the nation.
May mga profession na they would require — I think it‘s the nurses — they would require them to come
to Manila to retrain and — for another round of expenses. Itong mga seminar-seminar na ito dapat
mahinto. I don‘t know in other provinces [applause] but during my time ̳yang — [ano ‘tong sa barangay
na?] barangay expeditions ng mga opisyal, hininto ko rin ̳yan. Which reminds me, I will act on this also in
due time.
We hail our health professionals as heroes. Now is the time to pass the Advanced Nursing — iyan ho —
Nursing Education Act and the law instituting the Medical Reserve Corps.
COVID-19 will not only be the last pandemic. We need to create a National Disease Prevention and
Management Authority to better respond to future outbreaks. We count on Congress‘ full support. You
can just let it remain for a while in the Department of Health kung wala pang pera but you have to expand
the services or it will also entail a little bit of money but not really as much as expensive when you set up
a department.
In the long term, we are looking into the creation of the National Disease Prevention and Management
Authority to better prepare for pandemics, protect lives, and allow development to proceed even in the
worst of times. We are counting on the full support of Congress for this critically important endeavor.
I don‘t know but I‘ll leave it to Congress to really… It‘s another department. There seems that it could be
a multilayer redundant thing between the health and the proposed department.
I call on Congress to prioritize the passage of a law for the Unified System of Separation, Retirement and
Pension of the Military and Uniformed Personnel without however diminishing the benefits that our
uniformed personnel are
entitled to under existing laws. [applause] There is a need to adjust the pension system which will be
applicable only to newly-hired uniformed personnel so as not to cause a ―ballooning effect‖ against the
budget of the military in the years to come and yet maintain the pension benefits of those already in
service under the present law. This issue needs a solution
now. Umpisahan natin ngayon para hindi na maging problema sa susunod na mga taon.
15
I want to… You know one of the… This is not politicking, I am not running. I cannot run anymore. Iyong
dinoble ko ̳yung suweldo ng pulis pati army it was really a clarion call para for them also to have a decent
life and they are able to get the things which ordinarily cannot be reached by any government employee.
Ang akin doon is ̳yung corruption that maybe it might be a vain attempt but maybe dagdagan ang suweldo
para it would be a hedge against corruption.
We must also modernize the Bureau of Fire Protection and the Bureau of Immigration with urgency.
Alam mo sa Davao and if you go there I can show you, one of the serviceable trucks, fire trucks that we
have in the City of Davao… Of course ang city mayroon ng sarili aside from the Bureau of Fire —
Bureau of Fire which is really national, mayroon ‘yung Bureau of Fire. Would you believe it? Serviceable
still. Ang pangalan ng truck, Studebaker. Ang katawan — ang talagang matatag ang katawan. Kaya ang
makina, Isuzu. [laughter] Pero okay pa rin. It can put out fire. Totoo. This is how this Bureau of Fire issue
na medyo na — na-overlook natin nang matagal.
I emphasize the creation of the Department of Disaster Resilience. Our people‘s safety cannot be
delegated to a council or commission. Equally important is the establishment of evacuation centers in
every city, province and municipality throughout the country. We must act [now] before another major
disaster shakes [us] into action.
The problem is disaster and even a fire cannot be — make — they cannot make a study for projection
when the earthquake would suddenly come and make a big crack there. Hindi natin alam talaga.
Ang ibig kong sabihin, this will require more than just one brainwork kung paano talaga itong how to
prevent or avoid disaster. It will be… By the way, just before starting, I was tempted to say it pero baka
magtindigan kayo. It will be all right for me if Bong Go will just stay. Wala akong problema. Kasi sabi ko
na this piece of speech of mine would be one of the longest SONAs
that I will deliver. Nakita ko ‘yung page pagbigay sa akin. Iyong ibang input, akin. But ‘yung iba lahat.
Ang nangyari po, binalik ko sa kanila. ―Make it short.‖ Pagbalik sa akin, mas makapal na. “Naku,
p***** i**.” Eh di nandiyan na ngayon. Ito na ngayon.
The responsible extraction and equitable distribution of natural resources remain among my non-
negotiables. I reiterate the need for the passage of the National Land Use Act which has been pending for
decades. Pakisilip lang ho ninyo ‘yan.
For the rest of my term, I hope to see concerted efforts in protecting the environment.
The rehabilitation of Boracay Island showcased our resolve to safeguard the environment. [applause]
Boracay is doing well because of its scenery. If it‘s only a coconut and a black — white sand and water,
wala ̳yan. Pero you add the — the visitors there, then it becomes a very tempting destination.
We have seen the remarkable reemergence of the Island back to its former glory. I want this sustained. I
ask Congress to enact a law creating — importante ito — the Boracay Island [Development] Authority or
BIDA. We need it.
I cannot stress enough the importance of agriculture. The growth of our economy depends on a robust
agricultural sector.
We must utilize the coconut — ito, isa — we must utilize the [coco levy funds] for the welfare our
coconut farmers and the development of our coconut industry. I urge everybody — both of the Executive
Department pati ito — that ito ‘yung pera na nakuha doon sa na-sequester. And itong perang malaking
ito, gagamitin ito for the welfare of the farmers.
The problem is, we can no longer trace who are the farmers of yesterday. Marcos was — Marcos is a
distant star. We do not know. Ako, alam ko because we had a little piece also that was covered by the
land reform. Hindi na natin malaman kung sino ang may-ari.
So I think Congress should look again and try to sort out how best the money can be utilized. I will not
make any suggestion but I leave it to Congress to decide what to do with it.
16
I once again urge both Houses of Congress to pass a version of the bill establishing the Coconut Farmers‘
Trust Fund. Tulungan natin ang ating mga magsasaka pagka hindi mawawala ‘yang pera, bilyon ‘yan.
[applause] Jusko po. Well anyway the… We have learned so many lessons along the way.
I am also requesting Congress to pass the Rural Agricultural and Fisheries Development Financing
System Act.
We aim to provide adequate, accessible and affordable food for every Filipino [family] through the Plant,
Plant, Plant Program. [applause] After the Build, Build, Build… I think this is easier to achieve. A few
good men — a few good regional directors, DAR and the dedicated workers down below could make this
thing a success. Mas madali ito kaysa Build, Build, Build. Ito Plant, Plant, Plant lang eh. It is more of a
the — well, how you try to convince the farmers to cooperate with government for their benefit.
This PhP66-billion agricultural stimulus package will help the agriculture and fisheries sector recover. I
hope so. [applause]
We need to build trust and confidence in online transactions, stronger protection for online consumers and
enabling measures for online businesses is needed through the enactment of an Internet Transactions Act
(ITA). [applause] This is very good.
I thus direct the Department of Trade and Industry and other relevant [government] agencies to work
closely with Congress in ensuring that the provisions of the proposed bill are responsive to the needs of
the consumers while promoting the growth of e-Commerce in the country. [applause] If you are tired of
clapping, you just say so. I can make a
shortcut. [laughter] Pabilisan lang ‘yan.
On the path to better governance, we travel with others. Partners – both old and new – have helped. For
bolstering our antiquated public health system, for bringing home our laid off Filipinos overseas, for
filling in supply gaps for crucial medical supplies and equipment and staple food, for these and many
more, the Philippines thanks all friendly nations. We will never forget your kindness and your timely
support.
Within ASEAN and beyond, the Philippines will continue to work with partners to address global perils
and ramp up cooperation to secure for our peoples, greater peace, progress and prosperity.
The Filipino nation claims its rightful place in the community of sovereign states. Thus, we will continue
to pursue an independent foreign policy. Let me be very clear about this.
May I cut my prepared speech? Alam mo, I read a little over three weeks or last month na the Americans
would — intends to go back to Subic.
I will just put on record my thoughts. I have nothing against America, I have nothing against China but if
you put bases here, you will double the spectacle of a most destructive thing just like Manila during the
Second World War — during the retaking of this city. One of the most devastated cities in the world.
Kaya maglagay-lagay ka ng base at this time, this will ensure if war breaks out, because there would be
atomic arsenals brought in, this will ensure the extinction of the Filipino race.
We worked without fail to protect our rights in the South China Sea, neither beholden nor a pawn to
anyone. We broadened the boundaries of Philippine diplomacy. We built productive ties with everyone
willing to engage us on the basis of equality and mutual respect. And, we redefined our relationships with
our most important partners, placing the country in a far better position to advance our interests in an
evolving regional order and emerging global problems. [applause]
Now, plenty of critics, both sides, claim about nothing has been done to retake forcefully or physically the
South China Sea.
Alam mo, unless we are prepared to go to war, I would suggest that we better just call off and treat this, I
said, with diplomatic endeavors.
17
China is claiming it. We are claiming it. China has the arms, we do not have it.
So, it is simple as that. They are in possession of the property. It will remain a property of a — if you’re a
lawyer, property rights.
They are — it has nothing to do with the Philippine Laws of Property but it‘s akin to — they are in
possession. So what can we do? We have to go to war and I cannot afford it. Maybe some other president
can, but I cannot. Inutil ako diyan, sabihin ko sa inyo. And I’m willing to admit it. Talagang inutil ako
diyan. Wala akong magawa. I cannot…
The moment I send my Marines there at the coastal shores of Palawan, tinamaan ng cruise missile lahat
iyan. Hindi pa nga naka-set sail iyan eh, sabog na.
Let me say again that victory in the global battle against COVID-19 would take longer than we expect.
Everyone‘s cooperation is needed. I know that you, the Filipino people, have sacrificed a lot. But we have
no other choice but to work together and to do even more.
I must admit that our actions have been far from perfect — totoo iyan I admit it — and there could be
improvements here or there—but all of us in government, including myself, assure you that we will not
stop until we get things right and better for you. [applause]
I know that many of you are worried not only about health and safety but also about our ability to move
around and ride public transportation; the depletion of your savings due to the rising cost of goods; and
the loss of your incomes due to uncertainties in your jobs and livelihood. I assure you that your
government will [squarely address] these problems and challenges to overcome them and proceed to the
̳new normal‘.
Marami ho talagang mawawalaan ng — those for the middle-income. They buy a car on installment basis.
If you cannot keep up with the amortization, you’ll lose it — you‘ll lose the car and you are forced to ride
on public utilities.
Concomitantly, didiretso rin itong mga criminal na rarami at crimes will increase. But let me assure you,
for as long as I am President, there can never be a runaway crime in any of our cities. Hindi ako papayag
ng ganun. I can assure you we will remain peaceful — relatively
peaceful. [applause] Hindi naman very peaceful. Pero kung sabihin mo na kagaya ng holdup dito, holdup,
ah… Alam naman nila kung ano mangyayari. You know what will happen to you.
I am addressing myself to the criminals. You commit holdups, you commit rapes, you commit all sorts of
things and you harm the public, then kaaway mo na ako. Kapag bumalik kayo sa dati kagaya noon,
patong-patong na
naman ang patay dito. Sigurado hahanapin ko kayo. Do not ever go back to your old ways. Maghanap na
lang kayo ng anong trabaho diyan. Magtiis kayo.
To open up the economy to pre-Covid-19 levels at this time is not an option because whatever good it can
produce will only be gobbled up, or be outweighed, by the bad it will generate. Sometimes, haste does
make waste. The recent upsurge of infections when we opened little windows to the resumption of
business is proof of that.
I am happy that I have talked to you today. You know, in other places they opened up too early too soon.
America is one. China — well fortunately, it was arrested on time. China and the rest for those who
opened up and those who do not follow the protocols of the — at least the World Health Organization —
they are suffering and they have at least 140 deaths.
Ang Amerika nagkukulang sila lahat. No nation on earth was really prepared for COVID. No amount of
preparation because that kind of microbes visits about once every 100 years. Wala man ̳yung — mga
tatay natin, what they suffered was Second World War, but tayo…
We are not ready and therefore we will not gamble with the lives and health of the people. Certainly, no
one would want to end up on the negative side of the equation. Not me, not us.
18
All I ask is that you continue to put your faith in your government and work with us in achieving what is
best for our country and our people. Together, let us do — mahirap basahin kasi dito eh — the most that
we can to ensure that the health, safety and well-being of every Filipino—especially those severely
affected —are taken care of.
Together, we shall fight this pandemic with the same fervor as our campaign against illegal drugs,
criminality, insurgency, and corruption in high places and entrenched parochial interests.
As a government worker, I am addressing each and every Filipino that the government cannot do this
without your help. More than ever, we need to
reinvigorate the deep-seated Filipino spirit of pakisama and malasakit within each and everyone of us.
We are being — we are being tested, as a people and as a nation. Worse times loom ahead. But I do hope
that this spirit of solidarity and unity will serve as the drumbeat to which we shall march in unison in our
quest for the light at the end of the tunnel.
I appeal to each and every Filipino, let us take care of one another. Ito ang panahon para magtulungan.
Hindi ito ang panahon para maglamanan — maglaman — lamang-lamangan — lamang. Mamang p***
— dila
ko. [applause] Hindi maglamang — at pagkakaisa.
My faith in the Filipino innate patience, resilience and determination to bounce back is unwavering. Let
us share our blessings with those who have little and those who have none. This is the time to bring out
the best in us.
The woes that weigh heavily upon our shoulders may bend our back, but they shall not bend or break our
spirit.
From the rubbles of adversity, a more resilient and stronger nation built on Bayanihan and Pagkakaisa
shall rise.
Together, we shall overcome.
Before I… Pardon the time but it was really the allotted time for my speech. I would just like to give a
statement between — between us sa gobyerno kung hindi tayo nagkakaintindihan.
You know Drilon, stand it — he was defending… I would like to ask Drilon, were you a part of ACCRA
when this contract of Ayala water was being drafted?
And why are you fumigating? Bakit kasi ikaw lang ang galit? Na sabi mo na dynasty-dynasty. You are a
hypocrite. You know that you cannot pass an anti-dynasty law. Ikaw ang nandiyan sa Congress, ̳di ikaw
ang mauna dito.
But you know, to take it against me for protecting my country is something which I really resent. Alam
mo you described using the dictionary the synonym ng mga oligarchs, oligarchy, kung ano, then you
proceeded to characterize everyone every — every name and then said that oligarchy is not bad at all
because sa — not all oligarchies are bad. True.
But ito, to my countrymen, the oligarchy that exists in this country is the oligarchy that existed during the
Spanish time. And the Spanish lands and the friar lands and all the benefits that were passed on to the
Insulares who did not go back to Spain or to the Spaniards and into their… But that was long ago, it has
been forgotten. This is the oligarchy that controls the Philippines by what? By taking control of the water
and the electricity and power. Iyan ang oligarchy mo Drilon. [applause]
Wala ng oligarchy dito except that. They have controlled. Look at… How can you now craft a new
contract? Because I would insist that you pay the billions and billions that you collected.
For example, water treatment. O nandiyan sa kontrata. It‘s in the billing, they are being collected since
1997. Ilang bilyon na nga wala ni isa, not even a faucet was built for a water treatment facility.
19
Iyan ang mahirap sa… You do not protect the oligarchs here. You are the one. Ikaw lang mag-isa. And I
suspect that you were also the one — or helped when you were there in the ACCRA.
We do not even know the — ang mga abogado sa public documents hindi nga alam. Hindi nga natin alam
kung naka-graduate ba o hindi. Wala. Would you think Ayala would get the services of those…? Ayala
got ACCRA. ACCRA did it. Ikaw galing ka doon, most of you, more successful lawyers sa corporation,
you handle big corporate. Iyan ang mahirap.
Bangga tayo dito. Me, hinawakan ninyo eh. Hindi ka puwede kay… Kita mo noong nag-increase, walang
tubig, pinuputol ̳yung tubig, ang tao bumigay kasi hindi puwede man tayo hindi maligo, hindi uminom.
Electricity ayaw mo mag-increase. O ayan, wala ka, palaging brownout, lahat.
I‘m sorry but I have to say this to you. I do not like it. It‘s not the time for it, but since it is the time for the
SONA, for people to know and people to really get the facts, then — and the right of the people to be
heard.
Tayo na naman ang tao magsabi. Hinawakan ninyo ̳yang tubig pati electricity, iyon ang oligarchy talaga.
Kaya ako sinabi ko noong kampanya ―corruption is not here.‖ Iyang mga Customs na ̳yan, maliit ̳yan.
It‘s there upstairs. And I was really — and providential, dumating ̳yung panahon na hindi ko hiningi.
Then I saw the contract. Noong nakita ko ̳yung contract…
At saka ̳yang linya na ano, ̳yung choice — trans — ̳yung linya ng ano, it belongs to government. The best
of the transmission lines, whatever, government gets it first before anybody else.
Thank you. I am through. [applause]
— END —

School PRES.JOSE P. LAUREL NATIONAL HIGH Grade Level Grade 10
LESSON SCHOOL

a. Determine the effects of textual aids like timeline in understanding a text;
b. Appreciate the importance of the textual aids in understanding a text; and
c. Illustrate concepts and ideas from a text using textual aids.
C. Most Essential EN10RC-Ia-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear
Learning illustrations, etc. on the understanding of a text
Competencies
20
(MELC)
D. Enabling EN10RC-IIb-11.2: Explain information from linear to non-linear texts and vice-versa
Competencies
competencies)
II. CONTENT Textual Aids in Understanding Texts
III. LEARNING
RESOURCES
A. References
b. Learner’s PIVOT 4A Learner’s Material in Grade 10, pp.10-14
Material
Pages
c. Textbook
Pages
d. Additional “DOH COVID-19 Infographic”. Retrieved from
Materials https://www.facebook.com/OfficialDOHgov/photos/
from rpp.156566631021264/3531883016822925/?type=3&theater
Learning https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
Resources
B. List of Learning CALABARZON Learning Continuity Plan (2020)
Resources for
Development
and
Engagement
Activities
IV. PROCEDURES
The learners will do the walkthrough of the lesson expectations. The content of the lesson
will be presented. Learning objectives will also be introduced to guide the learners on the
learning targets founded on KSAV principles.
Preliminary Activity:
The students will be asked if they are familiar with different textual aids? They will share
their background knowledge and the things they want to know about the topic by using the
KWL chart below. They will write what they know about textual aids in the first column, what
else they want to know in the second column (they can be in question form, and at the end of
the lesson, they are going to write what they have learned in the third column.
Topic:
K What I Know W What I Want to Know L What I Learned
WHAT’S NEW?
Learning Task 1: The students will use the infographic on COVID-19 Philippine
Situation issued on July 24, 2020 by the Department of Health, then they will answer the
following questions in their notebook.
• Identify the number of active cases in the country.

• Determine the number of total cases as per the situationer.
• Enumerate the different classifications of active cases.
• Describe each classification of active cases.
• Identify the number of active cases based on their classifications.
• As per report, determine the number of probable and suspected cases.
21

Learning Task 2: In their notebook, the students will choose the letter of their chosen
answer.
1. Textual aids are educational instruments that are used in classrooms and workplaces. These
___________ comprehension of texts.
A. simplify B. complicate C. creates D. organize
2. Textual aids use ___________ or images that give a general idea of the topic.
A. texts B. research C. graphical outlines D. reports
3. Underlining, Bolding, Highlighting and ___________ are examples of simple textual aids that
can be used by anyone easily.
A. Aligning B. Margining C. Justifying D. Italicizing
4. ___________ is one example of a textual aid that helps in identifying the causes and effects of
a situation/ happening.
A. Cause and Effect Diagram C. Graphic Organizer
B. Flow Diagram D. Venn Diagram
5. ___________ is one example of a textual aid that identifies the similarities and differences of
two or more categories.
6. ___________ is one example of a textual aid that shows sequence or a step by step process of
how to do something.
7. ___________ are textual aids that have visual displays and shows key content information.
A. Concept Map C. Graphic Organizer
B. Fishbone diagram D. Ishikawa Diagram
8. A ___________ helps you in creating an outline before writing an essay.
A. Main Idea Organizer C. Spider Map
B. Hamburger Writing Graphic Organizer D. Concept Map
9. Ishikawa diagram, also called as ___________, is an example of a Cause and Effect diagram.
A. Fishbone Diagram C. Concept Map
10. ___________ is an example of a textual aid that can show the central thought with its
matching characteristics.
22
A. Main Idea Organizer C. Spider Map

B. Hamburger Writing Graphic Organizer D. Concept Map
WHAT’S IN?
Learning Task 3: The students will use the table below, then they will transform the
information presented into paragraph form. They will write their answers in their notebook.
Enrollment by
Key Stage
Key Stage
3 Learners
Key Key Junior Key Stage 4 with
Stage 1 Stage 2 High Senior High Special
Sector
Kinder to Grade School School Needs Grand
Grade 3 4 to 6 (G7-10) (G11-12) (ES & JHS) Total
Private 194,185 136,897 272,157 270,022 938 874,199
Public 1,036,525 782,627 937,290 180,695 10,173 2,947,310
SUCs/L 872 824 3,462 6,613 0 11,771

UCs
Grand 1,231,582 920,348 1,212,909 457,330 11,111 3,833,280
Total
Source: CALABARZON Learning Continuity Plan (2020)
WHAT IS IT?
To fully grasp the lesson, the students will read with understanding the text about Linear and
Non- Linear texts.
LINEAR AND NON-LINEAR TEXTS
The difference between a Linear Text and Nonlinear Text is the reading path. A linear text is a
traditional text that needs to be read from beginning to end to make sense of the text. Examples
of Linear texts are short stories, novels, letters and educational texts.
A nonlinear text, on the other hand, is not required to be read from beginning to end since its
reading path is non-sequential. In assisting the readers, visual aids such as graphic organizers,
concept maps, diagrams and charts.
Transcoding Linear to Nonlinear Text and vice versa
Transcoding Linear to Nonlinear text and vice versa is a skill that one has to be familiar with
since it can be used in our everyday lives. There will be times when you would have to
transcode a linear text to nonlinear text to make it easier for other people to understand it and a
nonlinear text to linear text to have a detailed description of a certain topic.
To transcode a linear text to nonlinear text, follow these simple steps.
Step 1 Read the text and get the main idea.
Step 2 Extract necessary information for the visual presentation.
Step 3 Remember to use keywords or phrases only.
Step 4 Classify information into categories.
Make sure to use the correct non-linear text

Step 5
to present the information.
23
Cause-and-Effect Diagram
This diagram emphasizes
the connection between the different concepts
and is sometimes called as beneficial organizer
since it can be applied to all subject areas. This
is more known as Fishbone or Ishikawa
diagram.
This is a sequence chart that shows series of

events in order. If you have a concept that has
steps such as processes or sequence, the Flow
Diagram is the applicable textual aid
organizer. found in teacher resource materials,
examinations, handouts, etc.
This is used to identify, classify, categorize

and recognize similarities and differences of
two or more subjects, ideas, thoughts or
concepts. Called as the most commonly used
textual aid, this instructional tool can be
Graphic Organizers
Graphic Organizers are visual displays that have key

content information. These textual aids provide
learners with structure for abstract concepts. These are usually created and designed for those
who have trouble organizing information and thoughts.
Other forms of non-textual information include concept maps, spider map, sensory observation
chart, line graph, bar graph, pie graph, pictograph and other related images. Information may
also be presented in a form of infographics.
C.Engagement WHAT’S MORE?

Learning Task 4: In their notebook, the learners will present the steps in preparing or
cooking their favorite food using a flow chart/ diagram.
WHAT I CAN DO
Learning Task 5: The learners will transform the text below into a non-textual
information source in their notebook.
Sharks and whales are a classic example of two different animals

revealing similar traits in the same environment. One of the similarities of
these two marine animals is their habitat. They both live in the vast range of
depth in their environment. They also have the same fin structure. They only
have a single tail for propulsion and because they are both large aquatic
animals, they both consume large volume of food, however, sharks hunt for
their food. Whales do not have this hunting tendency. Another difference of
sharks to whales is their class. Whales are mammals while sharks are fish but
they both live in the ocean. Also, whales have bones while sharks only have
cartilages.
24
WHAT OTHER ENRICHMENT ACTIVITIES CAN I ENGAGE IN?

(ADDITIONAL ACTIVITIES)
Learning Task 6: In their notebook , the learners will transcode the information below
into paragraph form.
Whale - can swim Whale

- live birth - live in water - have scales
- breathe air - have fins - lay eggs
- have hair - breathe water
D. Assimilation  What I have learned

Learning Task 7: The students will identify what is asked in each item. They will write
the letters of their answers in their notebook.
1. Textual aids are educational __________ that could be written or printed, or other ways
of emphasizing the essential phrases, thoughts, graphs, and/or images.
A. materials B. instruments C. diagrams D. connectors
2. The following statements about Textual aids are TRUE EXCEPT
A. These are tools that provide support and simplify comprehension of texts.
B. These are graphical outlines or images that gives a general idea of a topic.
C. These help people understand any story or subject since they give emphasis on
what should be focused on. D. These only make the learning process complicated.
3. Textual aids help people understand a story or a subject since
A. It gives emphasis on what is focused on
B. It gives readers an idea of the story’s plot and important scenes.
C. It shows pictures of what happened in the story.
D. It shows a graphic representation of the characters.
Choose among the definitions the appropriate one for the given textual aid.
4. Flow diagram
A. It emphasizes the connection between the different concepts.
B. It is composed of visual displays that have key content information.
C. It is used to identify, classify, categorize and recognize similarities and
differences of two or more subjects, ideas, thoughts or concepts.
D. It is a sequence chart that shows series of events in order.
5. Graphic Organizers
B. It is composed of visual displays that have key content information.
C. It is used to identify, classify, categorize and recognize similarities and differences
of two or more subjects, ideas, thoughts or concepts.
6. Venn Diagram
B. It is known as a general organizer or textual aid that can show the central thought
with its matching characteristics.
C. It is used to identify, classify, categorize and recognize similarities and differences of
two or more subjects, ideas, thoughts or concepts.
7. Cause and Effect Diagram
B. It is known as a general organizer or textual aid that can show the central thought
with its matching characteristics.
C. It is used to identify, classify, categorize and recognize similarities and differences of
two or more subjects, ideas, thoughts or concepts.
8. Ishikawa diagram is also called as _____________.
25
A. Hamburger Writing Graphic Organizer C. Venn diagram

B. Fishbone diagram D. Spider Map
9. A _________ is an example of a Graphic Organizer which uses pictures instead of words or
numbers to present the data.
A. Sensory Observation Chart C. Pictograph
B. Pie Chart D. Main Idea Graphic Organizer
10. It is a commonly used diagram that identifies the cause and effect of a phenomenon or
simple situations.
A. Hamburger Writing Graphic Organizer C. Venn diagram
B. Fishbone diagram D. Spider Map
WHAT I CAN ACHIEVE

Learning Task 8: The students will get a sample bar/pie/line or pictograph with
information to copy or paste it in their notebook. Then, they will provide an explanation on the
information presented by the chosen graph. The explanation is limited to five sentences only.
They will be guided by the rubric below.
Rubric for Evaluation of the Paragraph
4 points 3 points 2 points 1 point

Point Value
Topic Sentence Interesting, original Clearly stated topic Acceptable topic Missing, invalid, or
topic sentence, sentence sentence presents inappropriate topic
reflecting thought presents one main one idea. sentence; main idea
and insight; focused idea. is missing.
on one interesting
main idea.
Supporting Interesting, Examples and Sufficient number Insufficient, vague,

Details concrete and details relate to the of examples and or undeveloped
descriptive topic and some details that relate examples.
examples and explanation is to the topic.
details with included.
explanations that
relate to the topic.
Organization Thoughtful, logical Details are arranged Acceptable No discernible

and progression of in a logical arrangement of pattern of
Transitions supporting progression; examples; organization;
examples; Mature appropriate transitions may Unrelated details;
transitions between transitions. be weak. no transitions.
ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or

distinctive voice; Clear sentences some variety in Inappropriate tone;
pleasing variety in with varied sentence Awkward, unclear,
sentence structure; structures; structures; or incomplete
Vivid diction, Effective diction. Adequate diction sentences; Bland
precise word and word choices. diction, poor word
choices. choice.
Mechanics Consistent standard Some errors, but A few errors in Distracting errors in
English usage, none major, in usage, spelling, or usage, spelling, or
spelling, and usage, spelling, or punctuation (3-4) punctuation
punctuation. No punctuation. (1-2)
errors.
https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
26
V. REFLECTION The learners will write their personal insights about the lesson using the graphic organizer
below in their portfolio.
Topic:
K What I Know W What I Want to Know L What I Learned
Prepared:
SINCERLY D. REVELLAME
English Teacher
Checked: Noted:

Validated:
VICTORIA B. BURGOS, Ed. D. EDNA U. MENDOZA, Ph. D.

Education Program Supervisor I-English Chief Education Supervisor
RHINA O. ILAGAN
Approved:
HELEN A. RAMOS
LESSON HIGH SCHOOL

a. differentiate features of characterization, plot, setting, and author’s purpose
b. identify the relationship among characterization, plot, setting, and author’s purpose
c. express opinions about the material viewed and read
d. compose a simple statement by applying characterization, plot, setting, and author’s
purpose
C. Most Essential
27
Learning EN10VC-IVc-29: Appraise the unity of plot, setting, and characterization in a material viewed to
Competencies achieve the writer’s purpose
(MELC)
D. Enabling EN10VC-Ia-1.4/2.4: Determine how connected events contribute to the totality of a material
Competencies viewed
competencies)
II. CONTENT Plot, Setting, and Characterization
III. LEARNING
RESOURCES
A. References
b. Learner’s PIVOT 4A Learner’s Material in English 10, pp. 15-17
Material
Pages
c. Textbook
Pages
d. Additional “Characterization”. Retrieved from http://teachersofindia.org/en/activity/make-stories-out-
Materials pictures
from
Learning
Resources
B. List of Learning “Tangled”. Retrieved from https://www.youtube.com/watch?v=p-Ed9KUmXaY
Resources for “Train to Busan”. Retrieved from https://www.youtube.com/watch?v=uGBn96nxQKk
Development
and
Engagement
Activities
IV. PROCEDURES
WHAT’S NEW?
Learning Task 1: The students will study the pictures below. Then, on their notebook
they will identify the characters, plot and setting of the story.
A B C D
Learning Task 2: The students will match the items in Column A with the items in
Column B. They will write the letters of their answers in their notebook.
Column A Column B
_____ 1. exposition a. location of the story
_____ 2. conflict b. moral lesson of the story
_____ 3. climax c. struggle of the main character
_____ 4. falling action d. time and location of the story
_____ 5. resolution e. where resolution begins
_____ 6. place f. arrangement of story
_____ 7. time g. beginning of the story
_____ 8. setting h. actors or movers of the story
_____ 9. plot i. final outcome of the story
28
_____ 10. characters j. turning point of the story

k. period or time when the story
occurs
WHAT’S IN?
Learning Task 3: The students will be asked if they have watched the English-dubbed
movie entitled Train to Busan. If they haven’t watched it yet, they may still view it using this
link: https:// www.youtube.com/watch?v=uGBn96nxQKk . For this activity, they may also use
any movie that they have watched or story that they have read. Then, they will answer the
questions that follow. They will write their answer on their notebook.
1. Who are the main characters of the story?
2. What is the setting of the story?
3. Using a story map, explain the plot of the story:
a. exposition,
b. conflict,
c. climax, and
d. resolution
4. What social conditions are portrayed in the story?
WHAT IS IT?
The learners will read the text with understanding to fully comprehend the lesson.
CHARACTERS (CHARACTERIZATION), PLOT AND SETTING

Characters
Characters refer to persons, persons, creatures or things serving as actors or movers in a story.
They portray specific roles with corresponding dialogues and plot lines. Stories have
protagonist/s and antagonist/s.
Characterization
Characterization is a writer’s tool, or “literary device” that occurs any time the author uses
details to teach us about a person. This is used over the course of a story in order to tell the tale.
Let’s figure it out from the example below:
In the Harry Potter series, Dobby refers to Potter as “the noble Harry Potter,” or
“good Harry Potter,” which shows us how the house elf adores the young wizard.
It might also be a hint of how Dobby would show affection for other people he
admires.
Plot
Plot shows how the author arranges events to develop the basic idea; There are five essential
parts of plot:
• Exposition (introduction) is the beginning of the story.
• Conflict can be any form of struggle the main character faces. There may be only one
central struggle, or there may be many minor obstacles within a dominant struggle.
• Character vs. Self -struggles with own soul, physical limitations, choices, etc.
 External - Struggle with a force outside one's self.
 Character vs. Character - Struggles against other people.
 Character vs. Nature - Struggles against animals, weather, environment, etc.
 Character vs. Society - Struggles against ideas, practices, or customs of others
• Climax is the turning point of the story. Readers wonder what will happen next; will the
conflict be resolved or not?
• Falling action is where the resolution begins; events and complications start to fall into
place. These are the events between climax and denouement.
• Resolution (Conclusion) is the final outcome of events in the story.
Setting
Setting refers to the time and location when and where a story takes place. For some stories, the
setting is very important; while for others, it is not. When examining how setting contributes to
a story, there are multiple aspects to consider:
• Place - Geographical location; where is the action of the story taking place?
29
• Time - Historical period, time of day, year, etc.; when is the story taking place?
• Weather Conditions - Is it rainy, sunny, stormy, etc.?
• Social Conditions - What is the daily life of the character's like? Does the story contain
local color (writing that focuses on the speech, dress, mannerisms, customs, etc. of a
particular place)?
▪ Mood or atmosphere - What feeling is created at the beginning of the story?

Learning Task 4: The students will watch the Disney movie entitled Tangled. If they
haven’t watched it yet, they may still view it using this link: https://www.youtube.com/ watch?
v=p-Ed9KUmXaY. For this activity, they may also use any movie that they have watched or
story that they have read. Then, answer the questions that follow in their notebook.
1. Who are the main characters of the story?

2. What is the setting of the story?
3. Using a story map, explain the plot of the
story:
a. exposition,
b. conflict,
c. climax, and
d. resolution
4. What social conditions are portrayed in the
story?

Learning Task 5: The students will identify what is asked in each item. They will write the
letters of their answers in their notebook.
1. Characterization is...
A. the central message in a story.
B. the problem in a story.
C. the process by which a writer reveals a character's personality and qualities
D. the color of the character’s costume
2. The setting of a story may best be defined as
A. the conflict or problem in the story
B. the point of view of a story
C. the time and location in a story
D. the series of events in the story
3. What is it called when a reader has to infer what the character is like based on what he says,
thinks, or does?
A. direct characterization
B. indirect characterization
C. the author's message
D. point of view
4. What is the meaning of the term plot?
A. the final outcome of the story
B. the sequence of events in a story
C. the beginning of a story
D. the high point of the story
5. Which of the following statements is the best climax definition?
A. the point of highest tension in a story.
B. the conclusion of a work of literature in which the conflict is resolved.
C. the introduction of characters, setting, and conflict in a narrative.
D. the series of events in the story
V. REFLECTION The learners will write their reflection on this lesson by answering the questions below.
They will write their answers in their notebook.
1. What insights have you gained about plot, setting, and characterization in achieving the
30
writer’s purpose?
2. Are they the same with your previous knowledge? What supplemental have you gained from this
lesson?
Prepared:
SINCERLY D. REVELAME
English Teacher
Checked: Noted:

Validated:
VICTORIA B. BURGOS EDNA U. MENDOZA

RHINA O. ILAGAN
Approved:
HELEN A. RAMOS
31

LESSON HIGH SCHOOL
EXEMPLAR Teacher JEANETH P. ESCANO Learning Area English

a. define accessibility and effectiveness;
b. identify the different sources of information that may be used in accessing certain details
or information
c. appreciate the value of knowing the similarities and differences to come up with wise
decision making;
d. evaluate texts using reading comprehension skill
C. Most Essential
Learning EN10VC-IVa-15: Compare and contrast the contents of the materials viewed with outside
Competencies sources of information in terms of accessibility and effectiveness
(MELC)
D. Enabling
Competencies EN10VC-Id-25: Express insights based on the ideas presented in the material viewed
competencies)
II. CONTENT Sources of Information: Accessibility and Effectiveness
III. LEARNING
RESOURCES
A. References
b. Learner’s PIVOT 4A Learner’s Material in English 10, pp. 18-21
Material
Pages
c. Textbook
Pages
d. Additional “Cybercrime Infographic”. Retrieved from https://www.gmanetwork.com/news/scitech/
Materials technology/534597/top-5-cybercrimes-complaints-in-the-philippines-according-to-pnp/story/
from “Rubrics for Essay, Retrieved from https://www.slideshare.net/jennytuazon01630/rubrics-in-essay
Learning
Resources
B. List of Learning “Sources of Information”. Retrieved from
Resources for https://www.skillsyouneed.com/learn/sourcesinfo.html#:~:text=There%20are%2C%20however
Development %2C%20many%20other,(man%2Dmade% 20objects)
and
Engagement
Activities
IV. PROCEDURES
32

WHAT’S NEW?
Learning Task 1: The learners will be asked if they are familiar with flu? They will
examine the infographic below about it then they will answer the questions below in their
notebook.
Questions:

. What information can be provided by the
said picture?
Which sources or references can you use
 to find other information about the issue
or topic presented?
Will you easily believe in the information
 presented? Explain.
 Is the information accessible and
effective?

Learning Task 2: The learners will match the information source in Column B with their
appropriate descriptions in Column A. They will write the letters of their answers on a sheet of
paper.
Column A Column B
_______1. documents written by experts or
scholars discussing results of scholarly works like a. books
research
_______2. reports, censuses, policies, data and b. reference
statistics issued and published by the government and materials
its attached agencies
_______3. sources providing answers to c. scholarly articles
questions such as statistics, maps,
background information (re)directing to d. news/magazines
additional sources
_______4. source containing timely, brief and non-
e. government
technical explanations of events or
documents
commentaries for the general public
_______5. source providing information in details
segregated into chapters or parts
WHAT’S IN?
Learning Task 3: The students will read each item carefully, then; they will identify
what is asked in each item. They will write the letters of their answers in their notebook.
1. This characteristic of written communication enables one to understand, evaluate, use and
engage with written texts to participate in society, achieve goals and realize potentials.
a. effectiveness c. reliability
b. accessibility d. credibility
2. It is described as the degree to which something is successful in producing a desired result
a. effectiveness c. reliability
b. accessibility d. credibility
3. This information accessibility focuses on the visual input presented using an additional
description of the information in order for images to be useful for all.
a. video accessibility c. text accessibility
b. audio accessibility d. image accessibility
4. This information accessibility deals with scripts about the video which are required for users
33
who cannot access visual or audio media channels.

a. text accessibility c. audio accessibility
b. video accessibility d. image accessibility
5. This kind of information source contains the most recent information or opinions
a. reference materials c. government documents
b. books d. news/magazine articles
6. This information source uses technical language and contains bibliography as well as
research methods, data and conclusions.
a. scholarly articles c. reference materials
b. government documents d. news/magazine articles
7. The use of outside sources of information helps the writer and reader to do the following
EXCEPT _____________.
a. to gain additional information on the topic
b. to lend credibility to the written material
c. to influence the reader to agree with the writer
d. to make the writing less persuasive
WHAT IS IT?
The students will read with understanding the text to fully grasp the topic of the lesson.
SOURCES OF INFORMATION
As information is highly available everywhere, it is essential that you identify the sources of
your information. Understanding and verifying the sources of your information establish your
credibility. Evaluating where they came from will help you get rid of fake news and other
unverified information. Basically, there are three major sources of information: primary,
secondary and tertiary documents.
Primary Documents
These are first-hand documents written by those who experience and/or see it at the period of
research or the time an event happens. These are original documents which include personal
accounts, personal documents, pictures, videos, speeches, historical documents (on eyewitness
perspective), literary texts, literary works and letters.
Examples: artifacts photos audio-recordings
diaries journals video recordings
manuals letters speeches
interviews original documents
Secondary Documents
These are documents written as recount of events. The author has not personally witnessed
what he or she has written. These include interpretations, discussions, commentaries or
evaluations of prima resources.
Examples: biographical works evaluation
history (retold version) news (not by eyewitnesses)
books criticisms
Tertiary Sources
Tertiary sources are basically collections of information from primary and secondary sources.
Examples: almanacs bibliography indexes/indices
directories database dictionaries
encyclopedia abstracts
Aside from the major sources specified above, there are specific information sources that may
be used in accessing certain details or information. These include the following:
Information Sources Definitions/Descriptions Examples
34
• documents written by experts or

scholars discussing results of
scholarly works like research
• research project
Scholarly Articles • peer-reviewed
• studies
• technical
• has specific methods
• source providing information in

details segregated into chapters
• textbooks
Books or parts
• synthesized version of • novels
information
• court proceedings
 reports, censuses, policies, data • laws
and statistics issued and published • orders
Government Documents
by the government and its • reports
attached agencies • statistics
• source containing timely, brief

and non-technical explanations of
• school paper
events or commentaries for the
News/Magazine Articles general public • major newspaper
• contains opinions and news • magazines
• sources providing answers to

questions such as statistics, maps, • encyclopedias
background information • atlas
Reference Materials (re)directing to additional sources • almanac
• factual • dictionary
• detailed • encyclopedias
As those sources provide significant information, it is your duty to provide check the
information in terms of two criteria: accessibility and effectiveness.
• Effectiveness refers to the degree of being able to achieve the desired result based from
their objective or purpose.
• Accessibility refers to the quality of being easy to find, obtain and use.
a. Text accessibility - arrangement of words for them to be easily accessed.
b. Image accessibility - provides additional information about the text or concept.
c. Audio accessibility - provides additional information through listening skills.
d. Video accessibility - provides additional information through listening and viewing
skills.
Aside from accessibility and effectiveness, it is essential to review the source of information for
the readers to:
1. Satisfy the expectations of the academic community you are writing for;
2. Show evidence of wide, informed and relevant reading’
3. Show that your writing does not rely mainly on personal opinion;
4. Show the process by which you have arrived at your own conclusions about the topic,
and to enable the reader to understand and evaluate the ideas and information you are
presenting;
5. Show your ability to integrate material from a range of sources;
6. Show evidence of an analytical and critical approach to your source material;
7. Enable readers to follow up references or perspectives of particular interest to them;
and
8. Avoid plagiarism.
35
C.Engagement
WHAT’S MORE?
Learning Task 4: The learners will provide at least five sample
documents classified under their classification. They will write their
answers in their notebook.
Primary Sources Secondary Sources Tertiary Sources
WHAT I CAN DO
Learning Task 5: In each information source, the learners will
provide at least five examples of documents classified under their groups.
They will write their answers on a sheet of paper.
Scholarly Government Reference

Books News/Magazine
Articles Documents Materials
Learning Task 6: The students will be asked if they are familiar with cybercrime law? They will
examine the picture below, then they will write a three-paragraph essay about it. They will place
their work in their notebook.
 Identify the major points presented in the infographic.
 Determine the meaning of each identified complaint below.
 In developing your essay, use various sources such as scholarly articles, book,
government documents, reference materials and news/ magazine articles.
Be guided by the rubric below.

36
https://www.slideshare.net/jennytuazon01630/rubrics-in-essay
WHAT I CAN ACHIEVE

Learning Task 7: Using your essay in Learning Task 6, analyze it using the questions
below. Do this on a sheet of paper.
• Underline once the information from scholarly works; underline twice those from
books; encircle the ones from government documents; box those from reference
materials and highlight/color those from news/ magazine articles.
• Accomplish the table below by examining how you evaluated the concepts you included
in your essay in terms of accessibility and effectiveness.
Information Sources Accessibility Effectiveness

Scholarly Articles
Books
Government Documents
News/Magazine Articles
Reference Materials
V. REFLECTION The learners will write in their portfolio their personal insights about the lesson by answering
the questions below.
1. How can your understanding of Comparing and Contrasting Material
Content help you as learner?
2. How can you apply the lesson on Comparing and Contrasting Materials Viewed
in your life?
Prepared:
JEANETH P. ESCANO
English Teacher
Checked: Noted:
DANILO M, MUTIA EDITHA M. RODRIGUEZ

37
Validated:

RHINA O. ILAGAN
Approved:
HELEN A. RAMOS

LESSON HIGH SCHOOL

a. define analytical listening
b. recognize the importance of analytical listening
c. employ analytical listening in problem solving
C. Most Essential EN10LC-IIe-2.13.2: Employ analytical listening in problem solving
Learning
Competencies
(MELC)
D. Enabling
Competencies EN10LC-If-14.2: Determine the roles of discourse markers (e.g. conjunctions, gambits, adverbs)
(If available, write in signaling the functions of statements made
competencies)
II. CONTENT Analytical Listening in Problem Solving
III. LEARNING
RESOURCES
A. References
e. Teacher’s Teacher’s Guide is not available.
f. Learner’s PIVOT 4A Learner’s Material in English 10, pp. 23-27
Material
38
Pages
g. Textbook
Pages
h. Additional https://www.youtube.com/watch?v=x0WglYr6Bpk
Materials https://www.azlyrics.com/lyrics/blackeyedpeas/whereisthelove.html
from
Learning
Resources
B. List of Learning “Active Listening”. Retrieved from
Resources for https://courses.lumenlearning.com/austincclearningframeworks/chapter/chapter-10-active-
Development listening-in-the-classroom/
and “Where is the love”. Retrieved from https://www.azlyrics.com/lyrics/blackeyedpeas/
Engagement whereisthelove.html
Activities
IV. PROCEDURES
WHAT’S NEW?
The learners will examine the excerpts taken from President Rodrigo Roa Duterte’s
speech.
State of the Nation Address (SONA)

July 27, 2020
If you have an access to internet, you may listen

(and watch) to it via YouTube at
https://www.youtube.com/watch?v=x0WglYr6Bpk .
My countrymen, it is sad that while government

focuses its attention and resources to battle the
coronavirus, there are those who take advantage of a pre-occupied government…
The dealers and purveyors of illegal drugs, hiding in the shadow of COVID-19, have stepped
up their activities. The amount of shabu valued at millions of pesos seized during police
operations speak volumes of the enormity and weight of the problem that we bear.
The corrupt, the grafters and the influence peddlers also take advantage of the fear and
confusion that the coronavirus generates. The financial and material assistance of the
government to the unemployed, the sick and the destitute running into billions of pesos, are not
spared from corruption and ineptitude. Even the donations from well-meaning private persons
are skimmed before reaching their intended beneficiaries. It is like snatching food from the
mouths of babes.
The profiteers, over-pricers and corrupt felons must be laughing while they stash their dirty
monies. But not for long. They cannot outrun the long arm of the law…
… If we allow greed, self-interest and ambition to rule us, then as stated by one prominent
physician, we will “be left with nothing better than the lesser evil instead of the greater
good.”…
…The efforts and resources which we poured out produced the momentum needed to bring our
country closer to our goals. Suffice it to state, we made significant strides over time.
Learning Task 1: Using the excerpts above, the learners will answer the questions below in
their notebook.
1. What information are provided by the texts above?
2. What is a State of the Nation Address (SONA)?
39
3. By mandate, who is tasked by the constitution to deliver a SONA?

4. When and where a SONA should be delivered?
5. What problems were identified by the President in his SONA?
6. Were the solutions to the identified problems presented? If yes, enumerate them. If not,
identify the solutions that you would propose to solve the issues.
B. Development  What I know?

Learning Task 2: The learners will read the items below, then they will match the
listening stage in Column B with their appropriate descriptions in Column A. Write the letters of
your answers on a sheet of paper.
Column A Column B
_______1. allows the listeners to provide verbal and/or
non-verbal feedback and responses based on the a. receiving stage
listening contexts
_______2. has to check him/herself if he/she is able to clearly b. understanding stage
hear the sounds and other sound points
_______3. requires both the listener and the speaker c. evaluating stage
to meet in between regarding the points portrayed in the
listening process
d. responding stage
_______4. it is a personal stage for the listener allowing his/her
to integrate in him/herself the information heard
_______5. focuses on generating meaning on what has been heard e. remembering stage
WHAT IS IT?
The learners will read the text about analytical listening to understand the lesson.
ANALYTICAL LISTENING
Analytical listening, sometimes called critical or active listening, deals with one’s ability and
capacity to carefully and properly analyze the sound/s listened to. This does not only involve
comprehension on what has been heard, but more importantly, the ability to distinguish and
categorize the information listened to.
This is also called active listening as it requires the listener to provide significant and evaluative
feedback or response on what he/she has heard from the speaker or the sound platforms. In here,
the listener can rephrase or restate the information heard to check one’s listening understanding.
The features of analytical listening allow listeners and speakers to avoid miscommunication,
misinterpretation and misinformation. As such, comprehension and understanding are both
ensured.
Analytical listening requires sequential process. These stages include the following:
Receiving Stage
Understanding
Remembering Stage
Stage
Responding Stage Evaluating Stage
1. Receiving Stage – refers to actual hearing process. In here, the listener has to check
him/herself if he/she is able to clearly hear the sounds and other sound points.
2. Understanding Stage – focuses on generating meaning on what has been heard. In
here, the connection on communication between the listener and the speaker must be
clearly established. This constitutes the idea that the understanding of the speaker must
40
be the same with the listener.
3. Evaluating Stage – requires both the listener and the speaker to meet in between
regarding the points portrayed in the listening process. This allows the listener to
critically examine the details of the information heard. This provides the time for
information segregation.
4. Responding Stage – allows the listeners to provide verbal and/or non-verbal feedback
and responses based on the listening contexts.
5. Remembering Stage – is a personal stage for the listener allowing his/her to integrate
in him/herself the information heard. This also allows him/ her to record in his/her
system the information listened to for future access and use.
Analytical listening is a very helpful strategy in problem-solving activities. In solving a

particular issue or concern, it is important to identify first the significant information required.
P R O B L E M
WHAT
WHO HOW
SOLUTION
WHY WHEN
WHERE
In solving a problem in a listening text, the first task is to identify the problem. From the
listening texts, find the answers for the following questions:
who, what, how, when, where and why?
According to American Society for Quality (2020), there are four (4) steps in solving a problem
which include the following:
1. Define the problem;

2. Generate alternative solutions;
3. Evaluate and select an alternative; and
4. Implement and follow up on the solution.

Learning Task 3: The learners will be asked if they are familiar with the Black-Eyed
Peas? The learners will be informed that Apl De Ap, one of its members, is a Filipino.
Using the song below, they will identify the problems and the solutions presented. If the
solutions are not clearly stated, they will write their proposed solutions to the problems.
They will write their answers in their notebook using the table below.
WHERE IS THE LOVE?

by Black Eyed Peas
41
The song may be accessed at https://www.youtube.com/watch?v=EICNm-Ow0ms
What's wrong with the world, mama People killin', people dyin'
People livin' like they ain't got no mamas Children hurt and you hear them cryin'
I think the whole world's addicted to the Can you practice what you preach?
drama Or would you turn the other cheek?
Only attracted to the things that'll bring the
trauma Father, Father, Father help us
Send some guidance from above
Overseas, yeah, we tryin' to stop terrorism 'Cause people got me, got me questionin'
But we still got terrorists here livin' Where is the love (Love)
In the USA, the big CIA
The Bloods and The Crips and the KKK Where is the love (The love)?
Where is the love (The love)?
But if you only have love for your own race Where is the love (The love)?
Then you only leave space to discriminate Where is the love (The love)?
And to discriminate only generates hate Where is the love (The love)?
And when you hate then you're bound to get Where is the love (The love)?
irate, yeah Where is the love, the love, the love?
Madness is what you demonstrate I feel the weight of the world on my shoulder
And that's exactly how anger works and As I'm gettin' older, y'all, people gets colder
operates Most of us only care about money makin'
Man, you gotta have love, this'll set us Selfishness got us followin' the wrong
straight direction
Take control of your mind and meditate
Let your soul gravitate to the love, y'all, y'all Wrong information always shown by the
media
Negative images is the main criteria
Infecting the young minds faster than
bacteria
Kids wanna act like what they see in the
cinema
Yo', whatever happened to the values of Father, Father, Father, help us

humanity Send some guidance from above
Whatever happened to the fairness and 'Cause people got me, got me questionin'
equality Where is the love?
Instead of spreading love we're spreading
animosity Sing with me y'all
Lack of understanding, leading us away from One world, one world (We only got)
unity One world, one world (That's all we got)
One world, one world
That's the reason why sometimes I'm feelin' And something's wrong with it (Yeah)
under Something's wrong with it (Yeah)
That's the reason why sometimes I'm feelin' Something's wrong with the wo-wo-world,
down yeah
There's no wonder why sometimes I'm feelin' We only got
under (One world, one world)
Gotta keep my faith alive 'til love is found That's all we got
42
Now ask yourself (One world, one world)
Where is the love?

Where is the love?
Where is the love?
Where is the love?
Problems Identified Proposed Solutions
WHAT I CAN DO
Learning Task 4: Using the song in Learning Task 3, the learners will identify one
problem that they think is very significant nowadays. They will reflect on the possible
solutions to the problem. Using the tune of their favorite song, write the new lyrics of
your chosen music while presenting your identified problem and proposed solutions.
They will place their work in their notebook.
Learning Task 5: In their notebook, the students will identify what is asked in each
statement.
__________1. It deals with one’s ability to carefully listen, examine messages and provide
significant feedback or response.
__________2. It deals with the main issue or concern that must be addressed in a particular text.
__________3. It serves as one’s response to the identified problem which can be identified by
asking the questions who, what, how, when, where and why.
__________4. This also allows him/her to record in his/her system the information listened to
for future access and use.
__________5. This allows the listeners to provide verbal and/or non-verbal feedback and
responses based on the listening contexts.
__________6. This allows the listener to critically examine the details of the information heard.
This provides the time for information segregation.
__________7. This constitutes the idea that the understanding of the speaker must be the same
with the listener.
__________8. This allows the listener the listener to check him/herself if he/she is able to clearly
hear the sounds and other sound points.
WHAT I CAN ACHIEVE
Learning Task 6: Using the excerpts of President Duterte’s SONA, the learners will identify one
problem that he mentioned in his speech. In their notebook, they will write a single paragraph
essay about the identified problem or issue and the proposed solution to address the issue.
43
Source:https://www.google.com/search?
q=simple+paragraph+rubric&tbm=isch&source=iu&ictx=1&fir=VM1ex8B5aIij-M
%252CFacNfOZ1HuzhQM%252C_&vet=1&usg=AI4_-
kROFYwzYQL38xO09mukd1WtzA4x7g&sa=X&ved=2ahUKEwj-
ro2JwfLqAhXIEqYKHei9BMYQ9QEwA3oECAoQIg&biw=1366&bih=625#imgrc=H
zOSu_4xkaXjHM
V. REFLECTION The learners, in their notebook will write their personal insights about the lesson using the
prompts below.
I understand that analytical listening is _______________________________.

I realized that in listening______________________________________________.
I learned that analytical listening requires sequential processes. These are:
_______________________________________________________________________.
Prepared:
JEANETH P. ESCANO
English Teacher
Checked: Noted:

Validated:

Education Program Supervisor 1- English Chief Education Supervisor
RHINA O. ILAGAN
44
Approved:
HELEN A. RAMOS

LESSON HIGH SCHOOL

a. identify the writer’s intention;
b. appreciate the overall artistic value of a text; and
c. evaluate how the writer successfully achieved his/her intention.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
Standards devices.
C. Most Essential EN10RC-IIh-2.22: Evaluate text content, elements, features, and properties using a set of criteria
Learning Competencies
(MELC)
D. Enabling N/A
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Evaluating and Making Judgments
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide
Pages
45
b. Learner’s PIVOT 4A Learner’s Material, pp. 28-32

Material
Pages
c. Textbook
Pages
d. Additional “Miss Universe 2018”. Retrieved from https://www.youtube.com/watch?v=3hCd48kqsPY
Materials “Nelson Mandela’s Speeches”. Retrieved from https://www.un.org/en/events/mandeladay/
from legacy.shtml
Learning
Resources
B. List of Learning “Cohesion”. Retrieved from https://www.teachingenglish.org.uk/article/cohesion
Resources for “To Love Again”. Retrieved from https://www.youtube.com/watch?v=bWIblM4Y74g
Development “To Love Again”. Retrieved from https://www.youtube.com/watch?v=KIg450LquwA
and “Tone”. Retrieved from https://study.com/academy/lesson/listening-for-tone-attitude.html
Engagement
Activities
IV. PROCEDURES
The learners will do the walkthrough of the lesson expectations. The content of the lesson will be
presented. Learning objectives will also be introduced to guide the learners on the learning targets founded
on KSAV principles.
WHAT’S NEW?
The learners will examine the painting/picture
below. They will be asked about their idea about it?
Learning Task 1: Using the painting/picture above, the learners will answer the
questions below in their notebook.
1. What specific features of painting/picture are manifested?
2. What do you think is the painter’s inspiration in his/her masterpiece?
3. What message is portrayed by the painting/picture?
4. What positive points are manifested in the painting/picture?
5. How can the painter still improve this painting/picture?

Learning Task 2: The learners will read the lyrics of the song entitled
To Love Again. They will be informed that there have been a number of
renditions of this song. Two of the famous versions are those of Vanya Castor
and Daryl Ong. The learners will listen to their renditions and assess their
similarities and differences using the questions below. They will write their
answer in their notebook.
1. How do the two differ in terms of expressing emotions portrayed in the song?
2. For you, which rendition is more relevant and charismatic?
3. Which of the two has better vocal quality and voice range?
4. Which rendition portrays better intonation, diction and enunciation?
TO LOVE AGAIN
Vanya Castor/Daryl Ong
Castor’s version may be accessed at Ong’s rendition may be accessed at

https://www.youtube.com/watch? https://www.youtube.com/watch?
v=KIg450LquwA
46
v=bWIblM4Y74g
The radio's fine
It helps me forget for a while Friends are great (friends are great)
I look back and recall They cheer me up for some time
Those days I had with you Only for some time (only for some time)
Sometimes I need a friend But when the day is done
Just to make it through My mind is back again with you
Another day spent without you Oh God, I need a friend
Just to make it through
You gave me all the reasons to live Another day spent without you
But then you had to go
And I just got to let you know And I don't want to go on pretending
It's hard to love again That it's gonna to be a happy ending
Just to make it through If I should love again
Another day spent without you Once I've learned to love again
And, oh, it will never be the same
And I don't want to go on pretending Without you, baby
That it's gonna to be a happy ending This pain inside me is driving me crazy
If I should love again 'Cause, it's hard to love again
Once I've learned to love again
And, oh, it will never be the same And, oh, it will never be the same
Without you baby Without you, baby
This pain inside me is driving me crazy This pain inside me is driving me crazy
'Cause, it's hard to love again 'Cause, it's hard to love again.
WHAT IS IT?
The learners will read the text to understand the lesson.
EVALUATING AND MAKING JUDGMENTS
In making judgments, it is necessary that evaluators form the sense of objectivity. Being objective
means being fair. There is no presence of bias. Personal feelings are detached from the act of
judgment. Giving judgment vary from images, media, texts and images. Judging these complex
works or performances becomes easier with the help of criteria. These criteria guide the evaluators
on the scope and limitation of what to judge or examine.
Basically, criteria are set of standards and/or principles considered in judging a particular work,
output or performance. They may vary depending on what is to be judged or evaluated, i.e. criteria in
evaluating an essay may be different in evaluating a song.
The most common indicators in evaluating a text include the following:
1. Content refers to the idea, concept, focus or details of the subject matter as discussed in
text.
2. Cohesion refers to the connection and organization of words, phrases, ideas and concepts
presented in the texts.
3. Grammar deals with fluency and accuracy in terms of language structure and facility.
4. Mechanics refers to accuracy in punctuations and capitalization.
5. Word Choice deals with appropriateness of words especially in terms of depth and level of
formality.
6. Tone refers to the emotion or feelings attached as expressed by the texts.
Thought there are still other points to consider in evaluating texts, these six (6) indicators are the
most common criteria used.

Learning Task 3: The learners will read and examine the poem below written by Jose La
Villa Tierra, a famous poet hailed from Atimonan, Quezon. Then, in their notebook, they will
answer the questions that follow.
Ballad of A Mother's Heart

Jose La Villa Tierra
47
The night was dark, for the moon was young Without another word,
And the stars were asleep and rare; Youth left and went to his mother dear. And
The clouds were thick, yet Youth went out opened her breast and took her heart.
To see his Maiden fair. He did not shed a tear!
"Dear One," he pleaded as he knelt Before her Then back to his Maiden fair he ran, Unmindful
feet, in tears, of the rain;
"My love is true; why have you kept But his feet slipped and he fell down And loud
Me waiting all these years?" he groaned with pain!
The maiden looked at him unmoved, Still in his hand he held the prize
It seemed, and whispered low: "Persistent That would win his Maiden's hand;
Youth, you have to prove And he thought of his mother dear
By deeds your love is true." So kind, so sweet, so fond.
"There's not a thing I would not do And then he heard a voice,

For you, Beloved," said he. Not from his lips but all apart:
"Then go," said she, "to your mother dear And "Get up," it said; "Were you hurt,Child?"
bring her heart to me." It was his mother's heart.
1. What significant characteristics of a mother are described in the poem?

2. How is the mother’s heart measured in the poem?
3. How will you relate the context of the poem to your own mother?
4. What do you think is the reason why La Villa Tierra entitled his work as such?
WHAT I CAN DO
Learning Task 4: The learners will evaluate the poem above using the criteria below. They
will write their answers in their notebook.
Indicators Observations/Explanations
Content
Cohesion
Grammar
Mechanics
Word Choice
Tone

Learning Task 5: The learners will read and examine the speech of Nelson Mandela. Then,
in their notebook they will answer the questions that follow.
ON FIGHTING POVERTY
Former South African President Nelson Mandela
Johannesburg, South Africa—July 2, 2005
As long as poverty, injustice and gross inequality persist in our world, none of us can truly
rest. We shall never forget how millions of people around the world joined us in solidarity to fight
the injustice of our oppression while we were incarcerated. Those efforts paid off and we are able to
stand here and join the millions around the world in support of freedom against poverty.
Massive poverty and obscene inequality are such terrible scourges of our times — times in
which the world boasts breathtaking advances in science, technology, industry and wealth
accumulation.
48
We live in a world where knowledge and information have made enormous strides, yet
millions of children are not in school. We live in a world where the AIDS pandemic threatens the
very fabric of our lives. Yet we spend more money on weapons than on ensuring treatment and
support for the millions infected by HIV. It is a world of great promise and hope. It is also a world of
despair, disease and hunger.
Overcoming poverty is not a gesture of charity. It is an act of justice. It is the protection of a
fundamental human right, the right to dignity and a decent life. While poverty persists, there is no
true freedom. The steps that are needed from the developed nations are clear.
The first is ensuring trade justice. I have said before that trade justice is a truly meaningful way
for the developed countries to show commitment to bringing about an end to global poverty. The
second is an end to the debt crisis for the poor countries. The third is to deliver much more aid and
make sure it is of the highest quality.
1. What are the three major problems identified by Mandela?
2. Why do you think Mandela deals with these three problems as personal issues?
3. What pandemic was mentioned by Mandela? Has the world overcome this health crisis?
4. How can the world overcome poverty?
5. What possible steps can be undertaken to overcome poverty?
6. Explain this line: While poverty persists, there is no true freedom.
r Learning Task 6: The learners will evaluate the speech above using the criteria below. They will
write their answers on a sheet of paper.
Content
Cohesion
Grammar
Mechanics
Word Choice
Tone
 WHAT I CAN ACHIEVE

Learning Task 7: The learners will be asked if they are familiar with the Miss Universe
Competition. They will be informed that Miss Universe 2018 Catriona Gray set a clear landmark
with her performance during its 2018 edition. The learners will read the final question and the final
answers during the contest. They will compare and contrast their answers by completing the diagram
below.
"What is the most important lesson you've learned in your life, and how would you apply it to your
time as Miss Universe?"
The video may be accessed at https://www.youtube.com/watch?v=3hCd48kqsPY
1. Venezuela: Sthefany Gutiérrez
"I grew up in a family filled with women and each one of them taught me something very important.
But what I always remembered is that by working hard and chasing for our dreams, and by
having courage and strength and willingness to achieve these dreams, we can achieve anything
we want in this lifetime. And tonight, I am proving this, I am here at Miss Universe.
2. South Africa: Tamaryn Green
"Throughout my life, I've been exposed to both those who are privileged and underprivileged. And
what I’ve learned is that we are all human. We all want to be loved, we all want to belong, and
we all want to be seen, so we should treat each other that way. Thank you.”
3. Philippines: Catriona Gray
"I worked a lot in the slums of Tondo, Manila. And the life there…it's poor, and it's very sad. And
I've always taught myself to look for the beauty in it. To look in the beauty in the faces of the
children, and to be grateful. And I would bring this aspect as a Miss Universe to see situations
with a silver lining, and to assess, where I could give something, where I could provide
something, as a spokesperson, and if I could teach also people to be grateful, we could have an
amazing world where negativity could not grow and foster, and children would have a smile on
their faces."
49
Venezuela South Africa
Philippines
Learning Task 8: The learners will evaluate the answers above using the criteria below. They will
write their answers in their notebook.
Indicators Venezuela South Africa Philippines

Content
Cohesion
Grammar
Mechanics
Word Choice
Tone
V. REFLECTION The learners in their notebook will write their reflection about the lesson by answering the
questions below.
1. What important insights have you gained from this lesson?

2. How do I find the activities in this lesson? Which activity did I enjoy most?
Prepared:
JEANETH P. ESCANO
English Teacher
Checked: Noted:

Validated:
VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph. D

RHINA O. ILAGAN
Approved:
HELEN A. RAMOS
HIGH SCHOOL
50
LESSON Teacher JEANETH P. ESCANO Learning Area English

EXEMPLAR
Teaching Time No. of Days 4 days

a. Identify the tips on how to evaluate a listening text
b. Appreciate the importance of accuracy, validity, adequacy, and relevance of a listening
text
c. Listen critically to fully understand a text
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
Standards devices.
C. Most Essential
Learning Competencies EN10LC-IId-3.15: Evaluate listening text in terms of accuracy, validity, adequacy and relevance
(MELC)
D. Enabling N/A
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Evaluating Listening Texts
III. LEARNING
RESOURCES
A. References
i. Teacher’s Teacher’s Guide is not available.
j. Learner’s PIVOT 4A Learner’s Material in English 10, pp. 33-37
Material
Pages
k. Textbook
Pages
l. Additional “Sen. Miriam Defensor’s Speech on Corona’s Conviction”. Retrieved from https://
Materials www.officialgazette.gov.ph/2012/05/29/speech-of-senator-miriam-defensor-santiagoexplaining-her-
from verdict-on-chief-justice-renato-corona-may-29-2012/
Learning “Sen. Miriam Defensor’s Speech on Corona’s Conviction”. Retrieved from https://www.youtube.com/
Resources watch?v=lcSZLx3qHlM
“The Journey”. Retrieved from https://www.youtube.com/watch?v=zqVwhrWBzEM
B. List of Learning “Fluency”. Retrieved from https://www.readingrockets.org/helping/target/fluency#:~:text=Fluency%
Resources for 20is%20defined%20as%20the,phrases%20and%20add%20intonation%20appropriately.
Development “Obama’s Farewell Speech”. Retrieved from https://obamawhitehouse.archives.gov/farewell
and “Obama’s Farewell Speech”. Retrieved from https://www.youtube.com/watch?v=jjsdHt_BwI4
Engagement
Activities
IV. PROCEDURES
The learners will do the walkthrough of the lesson expectations. The content of the lesson will be
presented. Learning objectives will also be introduced to guide the learners on the learning targets founded
on KSAV principles.
WHAT’S NEW?
The learners will be asked if they are familiar with the song, The Journey? They will sing the
song using the lyrics below.
THE JOURNEY
Lea Salonga
The song may be accessed at

https://www.youtube.com/watch?v=zqVwhrWBzEM
51
Half the world is sleeping, half What a journey it has been and
the world's awake half can hear the end is not in sight But the
their hearts beat stars are out tonight
half just hear them break and they're bound to guide my way
I am but a traveler, in most every way When they're shining on my life

Ask me what you want...to know I can see a better day I won't
let the darkness in, what a
What a journey it has been journey it has been...
And the end is not in sight But
the stars are out tonight Forward, always forward...
and they're bound to guide my way Onward, always up...
Catching every drop of hope
When they're shining on my life In my empty cup
I can see a better day I
won't let the darkness in, What a journey it has been
what a journey it has been. And the end is not in sight But
the stars are out tonight
I have been to sorrow and they're bound to guide my way
I have been to bliss
Where I'll be tomorrow, When they're shining on my life
I can only guess I can see a better day I won't
let the darkness in, what a
Through the darkest desert Through journey it has been...
the deepest snow, Forward always
forward, I go.. What a journey it has been...
Learning Task 1: In their notebook, the learners will answer the questions below.
1. How did the singer deliver the song in terms of pronunciation?
2. Are the words understandable? Describe the song’s tone, volume, pitch and speed.
3. Are the thoughts or ideas portrayed in the song organized? Explain your answer.
4. What meanings or reflections does the song portray?

Learning Task 2: The learners will match the items in Column B with their descriptions in
Column A. They will write the letters of their answers in their notebook.
Column A Column B
_______1. feelings or emotions the speaker
portrays in a listening text or material a. fluency
_______2. highness or lowness of the speaker’s voice
_______3. slowness or fastness the speaker in speaking b. tone
_______4. indicates attitude or certainty
_______5. ability to clearly pronounce words with
c. volume
appropriate speed, accuracy and expression
_______6. rightness or precision in grammar and concept
_______7. loudness or softness of speaker’s voice indicating d. pitch
emphasis on important points or concepts
_______8. organization of words, phrases and concepts e. speed
f. word choice
g. cohesion
h. correctness
WHAT IS IT?
The learners will read the text to understand the topic.
52
EVALUATING LISTENING TEXTS/MATERIALS
Listening texts vary in sources. These texts may come from a song, speeches, conversations,
interviews and the like. A lot of listening materials may be used in listening activities.
As evaluating listening tasks or texts require careful analysis, aside from understanding the
concepts portrayed in listening texts, other criteria may be used in evaluating listening materials.
These include the following:
1. Fluency refers to one’s ability to clearly pronounce words with appropriate speed, accuracy
and expression.
2. Tone refers to the feelings or emotions the speaker portrays in a listening text or material.
3. Volume deals with the loudness or softness of speaker’s voice indicating emphasis on
important points or concepts.
4. Pitch refers to the highness or lowness of the speaker’s voice. This involves the concept of
intonation.
5. Speed refers to how slow or fast the speaker is in speech or delivery.
6. Word choice is very essential as it indicates attitude or certainty. Aside from volume, word
choice also indicates emphasis on important concepts.
7. Cohesion refers to the organization of words, phrases and concepts presented in a listening
text.
8. Correctness refers to the rightness or precision not only in grammar, but more importantly,
the accuracy in concept.

Learning Task 3: The learners will examine/read the (listening) text below.
FAREWELL ADDRESS TO THE NATION

Former US President Barack Obama
10 January 2017
You may accessed the video recording at https://www.youtube.com/watch?v=jjsdHt_BwI4
Michelle --- Michelle LaVaughn Robinson, girl of

the South Side --- for the past 25 years, you have not only
been my wife and mother of my children, you have been
my best friend. You took on a role you didn’t ask for and
you made it your own, with grace and with grit and with
style and good humor. You made the White
House a place that belongs to
everybody. And the new generation sets its sights higher
because it has you as a role model. So you have made me
proud. And you have made the country proud.
Malia and Sasha, under the strangest of

circumstances, you have become two amazing young
women. You are smart and you are beautiful, but more importantly, you are kind and you are
thoughtful and you are full of passion. You wore the burden of years in the spotlight so easily. Of all
that I’ve done in my life, I am most proud to be your dad.
To Joe Biden --- the scrappy kid from Scranton who became Delaware’s favorite son -- you
were the first decision I made as a nominee, and it was the best. Not just because you have been a
great Vice President, but because in the bargain, I gained a brother. And we love you and Jill like
family, and your friendship has been one of the great joys of our lives.
To my remarkable staff: For eight years -- and for some of you, a whole lot more -- I have
drawn from your energy, and every day I tried to reflect back what you displayed -- heart, and
character, and idealism. I’ve watched you grow up, get married, have kids, start incredible new
journeys of your own. Even when times got tough and frustrating, you never let Washington get the
better of you. You guarded against cynicism. And the only thing that makes me prouder than all the
good that we’ve done is the thought of all the amazing things that you’re going to achieve from here.
53
And to all of you out there -- every organizer who moved to an unfamiliar town, every kind
family who welcomed them in, every volunteer who knocked on doors, every young person who cast
a ballot for the first time, every American who lived and breathed the hard work of change -- you are
the best supporters and organizers anybody could ever hope for, and I will be forever grateful.
Because you did change the world. You did.
And that’s why I leave this stage tonight even more optimistic about this country than when we
started. Because I know our work has not only helped so many Americans, it has inspired so many
Americans -- especially so many young people out there -- to believe that you can make a difference
--- to hitch your wagon to something bigger than yourselves.
Let me tell you, this generation coming up -- unselfish, altruistic, creative, and patriotic -- I’ve
seen you in every corner of the country. You believe in a fair, and just, and inclusive America. You
know that constant change has been America’s hallmark; that it's not something to fear but
something to embrace. You are willing to carry this hard work of democracy forward. You’ll soon
outnumber all of us, and I believe as a result the future is in good hands.
My fellow Americans, it has been the honor of my life to serve you. I won’t stop. In fact, I
will be right there with you, as a citizen, for all my remaining days. But for now, whether you are
young or whether you're young at heart, I do have one final ask of you as your President -- the same
thing I asked when you took a chance on me eight years ago. I'm asking you to believe. Not in my
ability to bring about change -- but in yours.
I am asking you to hold fast to that faith written into our founding documents; that idea
whispered by slaves and abolitionists; that spirit sung by immigrants and homesteaders and those
who marched for justice; that creed reaffirmed by those who planted flags from foreign battlefields
to the surface of the moon; a creed at the core of every American whose story is not yet written:
Yes, we can.
Yes, we did. Yes, we can.
Thank you. God bless you. May God continue to bless the United States of America.
Source: The White House
Archives
https://obamawhitehouse.archives.gov/farewell
In their notebook, the learners will answer the questions below.

1. Who were the persons mentioned in the speech? Determine the roles they played for the
speaker.
2. What are hopes and dreams of Obama for the United States?
3. How did he describe the younger American generation?
4. How did he describe his experience in serving the country?
5. What are last requests to the American people?
6. What does ‘Yes, we did. Yes, we can’ emphasize?
 What I can do
Learning Task 4: In your notebook, the learners will analyze the speech in Learning Task 3
by accomplishing the table below. They will write their answers in their notebook.
Fluency
Tone
Volume
Pitch
Speed
Word Choice
Cohesion
Correctness
54

Learning Task 5: The learners will examine/read the (listening) text below. Then, in their
notebook, they will describe the speech by completing the table below.
Speech of Senator Miriam Defensor-Santiago

Explaining Her Verdict on Chief Justice Renato Corona Delivered on May 29, 2012
The video may be accessed at https://www.youtube.com/watch?
v=lcSZLx3qHlM
The Constitution provides that in all criminal prosecutions, the accused shall be presumed
innocent until the contrary is proved. The burden of proof is on the Prosecution. How much proof is
necessary? In other words, what is that standard of proof?
I have adopted the very high standard of overwhelming preponderance of evidence pursuant
to the recommendation of Prof. Charles Black of Yale University, author of The Impeachment,
considered the bible for the whole world on impeachment process in a democracy.
My standard is very high because removal by conviction on impeachment is a stunning
penalty, the ruin of a life.
The Defendant admitted that he did not declare his dollar accounts and certain commingled
peso accounts in his SALN. Let us begin with this threshold question: Did this omission amount to
an impeachable offense? No.
Under the rule of ejusdem generis, when a general word occurs after a number of specific
words the meaning of the general word shall be limited to the kind or class of thing within which
the specific words fall.
The Constitution provides that the impeachable offenses are “culpable violation of the
Constitution, treason, bribery, graft and corruption, other high crimes or betrayal of public trust.”
An omission in good faith in the SALN carries a light penalty. It is even allowed by law to be
corrected by the person who submitted it. Thus, it is not impeachable because it is not in the same
class as the offenses enumerated in the Constitution. If we disregard this rule of ejusdem generis,
then we can interpret the law to mean anything as long as the enumeration of specific words is
followed by a general word…
…The Constitution simply provides that the public officer shall submit a declaration under
oath of his assets, liabilities, and net worth. I am quoting the Constitution. That is all. There are no
details. The Constitution is a brief declaration of fundamental principles. Many constitutional
provisions are only commands to the Congress to enact laws, to carry out the purpose of the
Charter.
As a general rule, constitutional provisions are not self-executory…
Source: Philippine Official Gazette
Fluency
Tone
Volume
Pitch
Speed
Word Choice
Cohesion
Correctness
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the
lesson using the prompts below.
55
I learned that in evaluating text, _________________________________________.

I realize that evaluating listening tasks or texts is essential because
_____________________________________________________________________________.
Prepared:
JEANETH P. ESCANO
English Teacher
Checked: Noted:

Validated:

Education Program Supervisor I- English Chief Education Supervisor
RHINA O. ILAGAN
Approved:
HELEN A. RAMOS

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1

Learning Area English

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Introduction WHAT I NEED TO KNOW?

Source: GMA News Online

C. Engagement WHAT’S MORE?

1. Is the information primary, secondary or tertiary? Explain.

 make one's way hurriedly or with short, quick steps.

D. Assimilation WHAT I HAVE LEARNED

of the article. Be guided by the rubric below.

I clearly understand that sources of information are classified into

DANILO M. MUTIA EDITHA M. RODRIGUEZ

VICTORIA B. BURGOS, Ed. D EDNA U. MENDOZA, Ph. D

Republic of the Philippines I Department of Education I Region IV-A

Name: _________________________ Date: _________________

Learning Task 8: For those who do not have access to internet.

July 27, 2020

5TH STATE OF THE NATION ADDRESS OF

I reiterate the swift passage of a law reviving the death

shortcut. [laughter] Pabilisan lang ‘yan.

Together, we shall overcome.

Thank you. I am through. [applause]

Learning Area English

I. OBJECTIVES At the end of the lesson, learners are expected to:

• Identify the number of active cases in the country.

B. Development WHAT I KNOW?

A. Main Idea Organizer C. Spider Map

Public 1,036,525 782,627 937,290 180,695 10,173 2,947,310

SUCs/L 872 824 3,462 6,613 0 11,771

Transcoding Linear to Nonlinear Text and vice versa

To transcode a linear text to nonlinear text, follow these simple steps.

Step 1 Read the text and get the main idea.

Step 2 Extract necessary information for the visual presentation.

Step 3 Remember to use keywords or phrases only.

Step 4 Classify information into categories.

Make sure to use the correct non-linear text

This is a sequence chart that shows series of

This is used to identify, classify, categorize

Graphic Organizers are visual displays that have key

C.Engagement WHAT’S MORE?

Sharks and whales are a classic example of two different animals

WHAT OTHER ENRICHMENT ACTIVITIES CAN I ENGAGE IN?

Whale - can swim Whale

D. Assimilation  What I have learned

A. Hamburger Writing Graphic Organizer C. Venn diagram

WHAT I CAN ACHIEVE

Rubric for Evaluation of the Paragraph

4 points 3 points 2 points 1 point

Supporting Interesting, Examples and Sufficient number Insufficient, vague,

Organization Thoughtful, logical Details are arranged Acceptable No discernible

Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or

DANILO M. MUTIA EDITHA M. RODRIGUEZ

VICTORIA B. BURGOS, Ed. D. EDNA U. MENDOZA, Ph. D.

I. OBJECTIVES At the end of the lesson, learners are expected to:

_____ 10. characters j. turning point of the story

CHARACTERS (CHARACTERIZATION), PLOT AND SETTING

C.Engagement WHAT’S MORE?

1. Who are the main characters of the story?

D. Assimilation WHAT I HAVE LEARNED

DANILO M. MUTIA EDITHA M. RODRIGUEZ

VICTORIA B. BURGOS EDNA U. MENDOZA

Learning Area English

Name: _________ Date: _