Self-

instructed
Module
in
English 10
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Learning Module in English 10

LESSON 1: LITERARY SELECTIONS
INTRODUCTION

Literature offers access to hidden experiences and perceptions. Stories teach us

about hope, fear courage and all other elements in life. As we mature, the great stories,
poems and dramas of the world’s literature encourage us to reflect on issues that have
intrigued men and women for centuries, inviting us into a continuing dialogue about
human experience.

This lesson will explain how the elements specific to genre contribute to the theme of
a particular literary selection as well as how the elements specific to a selection builds its
theme.

How to join the VSMART?

 Install VSMART application or visit the website:

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of the lesson, you are expected to:

 Explain how the elements specific to a selection builds its theme.

 Explain how the elements specific to a genre contribute to the theme of a particular
literary selection.
 Evaluate the unity of plot, setting and characterization to achieve the author’s
purpose
 Determine the tone, mood and techniques of the author

MODULE 1: ANALYZING THE THEME OF A POEM

 This poem that we are to study seeks to describe human behavior and objects as if
they are being seen for the first time by a visiting Martian. Consequently, the tone is
detached and objective, but also inquisitive. The ordinary and commonplace are
illuminated by a fresh perspective in thirty-four unrhymed couplets. While the poem is
almost like a series of riddles that invite the reader to decipher them, the use of language is
original and evocative.

A MARTIAN SENDS A POSTCARD HOME

Craig Raine (1979)

Caxtons are mechanical birds with many wings

and some are treasured for their markings -
they cause the eyes to melt
or the body to shriek without pain.

I have never seen one fly, but

sometimes they perch on the hand.
Mist is when the sky is tired of flight
and rests its soft machine on ground.

then the world is dim and bookish

like engravings under tissue paper.

Rain is when the earth is television.

It has the property of making colours darker.

Model T is a room with the lock inside –

a key is turned to free the world

for movement, so quick there is a film

to watch for anything missed.

But time is tied to the wrist

or kept in a box, ticking with impatience.

In homes, a haunted apparatus sleeps,

that snores when you pick it up.

If the ghost cries, they carry it

to their lips and soothe it to sleep

with sounds. And yet, they wake up

deliberately, by ticking with a finger.

Only the young are allowed to suffer

openly. Adults go to a punishment room

With water but nothing to eat.

They lock the door and suffer the noises

alone. No one is exempt

and everyone’s pain has a different smell.

At night, when all the colours die,

they hide in pairs

and read about themselves –

 in colour, with their eyelids shut.

Activity: Answer the following based on your analysis of the poem.

1) What is the first object that the Martian described?

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2) How does the Martian describe the forms of weather?

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3) What two forms of weather were mentioned in the poem?

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4) What other objects were described?

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MODULE 2: ANALYZING THE THEME OF A MOVIE

After analyzing a painting, a poem and several other literary genre, we will now focus
our attention to a movie as another piece of literary work.

Both a classic movie for kids and a

remarkable portrait of childhood, E.T. is a sci-fi
adventure that captures that strange moment in
youth when the world is a place of mysterious
possibilities (some wonderful, some awful), and
the universe seems somehow separate from the
one inhabited by grown-ups. Henry Thomas
plays Elliott, a young boy living with his single
mother (Dee Wallace), his older brother Michael
(Robert MacNaughton), and his younger sister
Gertie (Drew Barrymore). Elliott often seems
lonely and out of sorts, lost in his own world.
One day, while looking for something in the back
yard, he senses something mysterious in the
woods watching him. And he's right: an alien
spacecraft on a scientific mission mistakenly left
behind an aging botanist who isn't sure how to get home. Eventually Elliott puts his fears
aside and makes contact with the "little squashy guy," perhaps the least threatening alien
invader ever to hit a movie screen. As Elliott tries to keep the alien under wraps and help
him figure out a way to get home, he discovers that the creature can communicate with
him telepathically. Soon they begin to learn from each other, and Elliott becomes braver
and less threatened by life. E.T. rigs up a communication device from junk he finds around
the house, but no one knows if he'll be rescued before a group of government scientists gets
hold of him.

Activity: Answer the following based on your analysis of the movie.

1) Choose one word to describe your reaction to the movie.

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2) What image from the movie lingers in your mind?

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3) How would you describe the film to someone who hasn’t seen it?
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4) What do you think is the message of the film?

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5) Who are the characters in the film? Describe their reaction in meeting and
overcoming a problem.
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6) What new ideas did you get from the film?

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7) Has the film influenced your thinking in terms of bridging gaps? Explain your
answer.
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MODULE 3: LES MISARABLES

Les Miserables employs Hugo’s style of imaginative realism, a very detailed and
believable creation of an imagined world, and is set in an artificially created human hell
that emphasizes the three major predicaments of the nineteenth century. Each of the three
major characters in the novel symbolizes one of these predicaments: Jean Valjean
represents the degradation of man in the proletariat, Fantine represents the subjection of
women through hunger, and Cosette represents the atrophy of the child by darkness. In
part, the novel’s fame has endured because Hugo successfully created characters that serve
as symbols of larger problems without being flat devices.

Activity: Read the excerpt of Les Miserables. Do what is asked.

1) Identify the character’s emotions, thoughts and actions through a comic strip.

2) Draw the scene when the two characters meet.

3) Retell the events using cohesive devices. Use a graphic organizer to help you in
retelling.
 4) Tell the purpose of the author in writing the story by filling up the table.

Author’s Purpose in Writing the Story

To persuade To inform To entertain

Details Details Details

Activity: Teacher will provide a copy of the movie Les Miserables and let the students
watch it

The Movie, Les Miserables

Answer the following questions accordingly:

1. What was the best part of the movie for you?

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2. Who was your favorite character in the movie? Why?

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3. What feelings did you share with any characters in the movie?
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4. If you were the author, would you change the ending? What changes would you do?
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5. If you were the Bishop, what would you do if you discovered what Valjean stole from
you? Would you forgive him or would you let him go in prison?
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LESSON 2: DEFINE ME
INTRODUCTION:

The first sentences of short stories throw open a door to a world that – attractive or
repulsive – tempts our curiosity and imagination. A story is like an empty balloon that we
must inflate with the warm breath of our imagination and experience. Our participation
builds a partnership with the author in his or her artistic creation.

This lesson will teach you about English prose in literature. This lesson will tackle
technical terms used in research. It will also shed light on technical and operational
definition as well as its types. At the same time, this lesson will teach you about observing
correct grammar in making definition. Moreover, expanding definitions through analogy will
be tackled as well.

How to join the VSMART?

 Install VSMART application or visit the website:

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of the lesson, you are expected to:

 Give technical and operational definition

 Identify the three types of technical definition
 Give expanded definition of words
 Observe correct grammar in making definition
MODULE 1: OLIVER TWIST

Charles Dickens (1812 – 1870) was the most popular British author of the Victorian
Age. Born in Portsmouth in southern England, Dicken’s novels (like “Oliver Twist”) depicted
human nature and the Victorian life. While many were entertained by his novels, he also
intended them as a means of social reform. In his works he exposed the evil by – products
of child labor, industrialization, and mismanagement of institutions like schools, prisons,
orphanages, hospitals. The magic of his novels can be traced to the eccentric, colorful
characters that he had created (the miserly Ebenezer Scrooge of “A Christmas Carol,” Oliver
from “Oliver Twist”, and others). The basis for these characters lies in Dickens’ own
experiences.

Oliver Twist Summary

Oliver Twist is the story of a young
orphan, Oliver, and his attempts to stay good in
a society that refuses to help. Oliver is born in
a workhouse, to a mother not known to anyone
in the town. She dies right after giving birth to
him, and he is sent to the parochial orphanage,
where he and the other orphans are treated
terribly and fed very little. When he turns nine,
he is sent to the workhouse, where again he
and the others are treated badly and practically
starved. The other boys, unable to stand their
hunger any longer, decide to draw straws to
choose who will have to go up and ask for more food. Oliver loses. On the appointed day,
after finishing his first serving of gruel, he goes up and asks for more. Mr. Bumble, the
beadle, and the board are outraged, and decide they must get rid of Oliver, apprenticing
him to the parochial undertaker, Mr. Sowerberry. It is not great there either, and after an
attack on his mother’s memory, Oliver runs away.

Oliver walks towards London. When he is close, he is so weak he can barely

continue, and he meets another boy named Jack Dawkins, or the artful Dodger. The
Dodger tells Oliver he can come with him to a place where a gentleman will give him a place
to sleep and food, for no rent. Oliver follows, and the Dodger takes him to an apartment in
London where he meets Fagin, the aforementioned gentleman, and Oliver is offered a place
to stay. Oliver eventually learns that Fagin’s boys are all pickpockets and thieves, but not
until he is wrongfully accused of their crime of stealing an old gentleman’s handkerchief.
He is arrested, but the bookseller comes just in time to the court and says that he saw that
Oliver did not do it. The gentleman whose handkerchief was taken, Mr. Brownlow, feels bad
for Oliver, and takes him in.

Oliver is very happy with Mr. Brownlow, but Fagin and his co-conspirators are not
happy to have lost Oliver, who may give away their hiding place. So one day, when Mr.
Brownlow entrusts Oliver to return some books to the bookseller for him, Nancy spots
Oliver, and kidnaps him, taking him back to Fagin.
 Oliver is forced to go on a house-breaking excursion with the intimidating Bill Sikes.
At gun point Oliver enters the house, with the plan to wake those within, but before he can,
he is shot by one of the servants. Sikes and his partner escape, leaving Oliver in a ditch.
The next morning Oliver makes it back to the house, where the kind owner, Mrs. Maylie,
and her beautiful niece Rose, decide to protect him from the police and nurse him back to
health.

Oliver slowly recovers, and is extremely happy and grateful to be with such kind and
generous people, who in turn are ecstatic to find that Oliver is such a good-natured boy.
When he is well enough, they take him to see Mr. Brownlow, but they find his house empty
—he has moved to the West Indies. Meanwhile, Fagin and his mysterious partner Monks
have not given up on finding Oliver, and one day Oliver wakens from a nightmare to find
them staring at him through his window. He raises the alarm, but they escape.

Nancy, overhearing Fagin and Monks, decides that she must go to Rose Maylie to tell
her what she knows. She does so, telling Rose that Monks is Oliver’s half-brother, who has
been trying to destroy Oliver so that he can keep his whole inheritance, but that she will
not betray Fagin or Sikes. Rose tells Mr. Brownlow, who tells Oliver’s other caretakers, and
they decide that they must meet Nancy again to find out how to find Monks.

They meet her on London Bridge at a prearranged time, but Fagin has become
suspicious, and has sent his new boy, Noah Claypole, to spy on Nancy. Nancy tells Rose
and Mr. Brownlow how to find Monks, but still refuses to betray Fagin and Sikes, or to go
with them. Noah reports everything to Fagin, who tells Sikes, knowing full well that Sikes
will kill Nancy. He does. Mr. Brownlow has in the meantime found Monks, who finally
admits everything that he has done, and the true case of Oliver’s birth.

Sikes is on the run, but all of London is in an uproar, and he eventually hangs
himself accidentally in falling off a roof, while trying to escape from the mob surrounding
him. Fagin is arrested and tried, and, after a visit from Oliver, is executed. Oliver, Mr.
Brownlow, and the Maylies end up living in peace and comfort in a small village in the
English countryside.

VOCABULARY: Give the meaning of the following words used in the excerpt.

1) Beadle _________________________________________________________________________

2) Waistcoat ______________________________________________________________________

3) Surly __________________________________________________________________________

4) Gruel __________________________________________________________________________

5) Porringer _______________________________________________________________________

6) Assiduously ____________________________________________________________________

7) Temerity _______________________________________________________________________
 8) Stupefied ______________________________________________________________________

9) Apprentice _____________________________________________________________________

10) Conclave _________________________________________________________________

COMPREHENSION: Answer the following questions about the except.

1) What were the circumstances that led the gentlemen of the board to think Oliver
Twist was a fool?
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2) What were the two of the new workhouse regulations? What were their results?
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3) What was the official attitude toward the poor? What did the board think of its own
efforts on behalf of the poor?
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4) What is implied by the prediction that Oliver will be hung and the bill that was
posted on gate?
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5) What theme is implied by the except from Oliver Twist? Explain how elements in the
excerpt suggest the theme.
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OUTPUT: Write on a separate sheet of paper an essay in which you analyze what the
author reveals about human nature in the course of the story. Consider the
behavior of the characters. Support each of your ideas with a quotation
form the story.

Areas of
Assessment 4 3 2 1

Ideas Presents ideas in an original Presents ideas in a Ideas are too general Ideas are vague or
manner consistent manner unclear
Organization Strong and organized beg/mid/end Organized beg/mid/end Some organization; attempt No organization; lack
at a beg/mid/end beg/mid/end
Understanding Writing shows strong understanding Writing shows a clear Writing shows adequate Writing shows little
understanding understanding understanding

Word Choice Sophisticated use of nouns and Nouns and verbs make Needs more nouns and Little or no use of
verbs make the essay very essay informative verbs nouns and verbs
informative
Sentence Sentence structure enhances Sentence structure is Sentence structure is limited; No sense of sentence
Structure meaning; flows throughout the piece evident; sentences mostly sentences need to flow structure or flow
flow
Mechanics Few (if any) errors Few errors Several errors Numerous errors
MODULE 2: TECHNICAL AND OPERATIONAL DEFINITIONS

An operational definition (also called functional definition) is a researcher’s own

definition of terms as used in his or her study. This kind of definitions is concrete and
measurable based on observable characteristics of what is being defined within the context
of the study. There are two forms of operational definitions: measured and experimental
operational definitions.

Measured operational definitions states the way the concept is measured in the study. In
the experimental operational definition, the researcher reveals the details on how a variable
is manipulated.

A technical definition is used to introduce, describe or explain the vocabulary or term of a

particular field or subject. For example, pharynx in science or medical terminology refers to
the voice box.

THREE TYPES OF TECHNICAL DEFINITION

Parenthetical definition this type of technical definition is placed within parenthesis in a

sentence.

Examples:

1) The haiku (an unrhymed Japanese poem recording the essence of a moment keenly
perceived which is linked to human nature) is the poetic form that became prominent
during the Tokugawa period.

The parenthetical definition enclosed in parentheses answers the question

“what is haiku?”

2) Like all other flowers, the gumamela (Hibiscus rosa – sienensis) have five petals and a
long central tube, as well as male and female organs for reproduction.

The writer places the scientific term for gumamela in parentheses (the Latin
name) because Hibiscus rosa – sinensis is not used universally. Writer might
have chosen to use the Latin terminology throughout the article, but likely
made the choice to use gumamela to make the article more accessible to
readers.

3) Super typhoon Yolanda had a maximum sustained wind of 315 kilometers per hours
(kph). Gust were estimated to have reached 380 kph

In the above example, the parenthetical definition is used to establish an

abbreviation that will be used in what follows.

SENTENCE DEFINITIONS

The formula below is the commonly used in sentence definitions.

Term + Class / Category + Features / Details

 Example:
Agaricus brunnescens is an edible mushroom that is very popular

Term class / category

and can be bought in supermarkets.

USING TECHNICAL DEFINITIONS TO SET RESEARCH CONTEXT

The current outbreak of the Ebola virus mainly affects the three West African
countries of Guinea, Liberia, and Sierra Leone. Ebola virus disease is a serious illness that
originated in Africa. A person infected with Ebola virus typically develops a fever, headache,
joint and muscle pain, a sore throat, and intense muscle weakness.

These sentences set the context for research study.

EXTENDED DEFINITIONS

Frequently, writers use extended definitions when they need to give more than a mere
formal definition. An extended definition may explain a term’s etymology or historical roots,
describe sensory characteristics of the term (how it looks, feels, sounds, taste, or smells) its
parts indicate how its used, explain what it is not, provide an example for it, and / or note
the similarities and differences between this term and other terms.

To provide and extended definition of term, use the following methods.

1) Classify the different types that belongs to the term and describe each type.
2) Use comparisons and contrast by presenting how the subject is like or unlike another
subject.
3) Show the cause/s and effect/s of the term.
4) Mention the limitations or what the term is not.
5) Enumerate examples and analogies of the term.
6) Discuss the historical background of the term.

Visuals can support definitions, but these are not requirements.

MODULE 3: OBSERVING CORRECT GRAMMAR IN MAKING DEFINITIONS

Correct grammar should be observed in making definitions. Below are some steps to
make definitions appreciate, helpful, and powerful.

1) Google and other reference books provide good resources for finding examples of the
word in use. Pieces of evidence that the term is in use and how it is used are
provided citations.

2) Look closely and carefully on the function of the term in the examples you have
found.

Example: cellular phone – a noun

 3) Decide what part of speech the term is. This will aid you writing the correct
definition.

Example: cellular phone – a countable noun

4) Be thorough with the grammatical functions of the term (e.g., i a noun is countable
or uncountable; if a verb is transitive or intransitive; and others)

Example: A cellular phone is a gadget used for oral communication and text
messaging.

5) Do not use complicated adjectives. If you do be sure to explain their meaning.

Example: cellular phone – gadget – communication

6) Think of similar words to the term. Point out the difference between the term and
other related words.

7) Identify some synonyms and antonyms for the term. If these are appropriate, use
these in the definition.

8) Describe the term. If it has multiple meanings, there is a need to address each
meaning separately. Use familiar words in the definition so readers can easily
comprehend.

9) In writing the definition, pattern it after the style of a dictionary. Identify what part of
speech it is. Noun definition will contain many nouns; verb definitions (will begin
with the word to) will contain many verbs.

10) After formulating the definition, read it. Make sure that it agrees with the term
that will be defined. Show the definition to someone else and ask of her if it makes
sense.

Activity: Write on the lines an operational and technical definition for the following
terms. For the technical definition, choose from the three types discussed,
and the identify what type of technical definition you have written for the
term. Observe correct grammar in making your definitions, bearing in mind
the steps you have learned.

1) skyscraper
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

2) laptop
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

3) email
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

4) compact disk
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

5) high – definition television

a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________
6) artificial intelligence
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

7) solar car
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

8) cellular phone
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

9) magnetic resonance imaging

a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________

10) chemotheraphy
a) Operational definition: ______________________________________________________
b) Technical definition: ______________________________________________________
LESSON 3: RESEARCH

INTRODUCTION:

Stories, past and present, contain highly condensed experiences. You make your
mark on a book or an article and in return, it makes it mark on you. Responding to the
world’s literatures and others subjects in this unit requires us, the readers, to share ideas,
reactions, and interpretations.

Through the lessons in this unit, you will be able to demonstrate understanding of
world literature as an instrument to express and resolve social conflicts; various
information sources as necessary in composing a research report and in delivering
speeches of advocacy; and features of the language research, campaigns, and advocacies.

How to join the VSMART?

 Install VSMART application or visit the website:

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:
By the end of the lesson, you are expected to:

 Get familiar with technical terms in research

 Observe the language of research, campaigns, and advocacy.
 Develop a questionnaire about a local treasure
 Appreciate the importance of a well-prepared questionnaire for a research report
 Compose a research report on a relevant social issue
MODULE 1: BASIC RESEARCH TERMINOLOGIES

Research is defined as a systematic and scientific process to answer questions about

facts and relationship between facts. It is an activity involved in seeking answer to
unanswered questions.

Research seeks to generate an answer to the problems as well as suggesting

additional questions in need of further inquiry.

Research is a scientific, systematic, controlled, orderly and objective investigation to

develop, refine and expand body of knowledge.

 ABSTRACT A clear, concise summary that communicates the essential information

about the study. In research journals, it is usually located at the beginning of an
article

 DATA Units of information or any statistics, facts, figures, general material, evidence,
or knowledge collected during the course of the study.

 VARIABLES Attributes or characteristics that can have more than one value, such as
height or weight. Variables are qualities or quantities, properties or characteristics of
people, things, or situations that change or vary.

 INDEPENDENT VARIABLE Variables that are purposely manipulated or changed by

the researcher. It is also called as “MANIPULATED VARIBLE”.

 RESEARCH VARIABLE Refers to Qualities, Properties or Characteristics which are

observed or measured in a natural setting without manipulating & establishing cause
& effect relationship

 DEMOGRAPHIC VARIABLES The characteristics & attributes of study subjects such

as age, gender, place of living, educational status, religion, social class, marital
status, occupation, income is considered as demographic variables.

 EXTRANEOUS VARIABLES Are factors that are not the part of the study but may
affect the measurements of the study variable.

 OPERATIONAL DEFINITION Refers to the way in which the researcher defines the
variables under investigation. Operational definition is stated in such way by the
investigator specifying how the study variables will be measured in the actual
research situation.

 CONCEPT Refers to a mental idea of a phenomenon. Concepts are words or terms

that symbolize some aspects of reality. E.g., Love, pain.

 CONSTRUCT Is a highly abstract & complex phenomenon (concept) which is denoted

by a made up or constructed term. A construct term is used to indicate a
phenomenon that cannot be directly observed but must be inferred by certain
concrete or less abstract indicators of the phenomenon. E.g., self-esteem.

 PROPOSITION A Proposition is a statement or assertion of the relationship between

concepts. E.g., relationship between anxiety and performance.

 CONCEPTUAL FRAMEWORK Interrelated concepts or abstractions that are

assembled together in some rational scheme by virtue of their relevance to a common
theme. It is also referred to as theoretical framework.
 ASSUMPTION Basic principle that is being true on the basis of logic or reason,
without proof or verification.

 HYPOTHESIS A statement of the predicted relationship between two or more

variables in a research study; an educated or calculated guess by the researcher.

 LITERATURE REVIEW A critical summary or research on a topic of interest,

generally prepared to put a research problem in context or to identify gaps and
weaknesses in prior studies so as to justify a new investigation.

 LIMITATIONS Restrictions in a study that may decrease the credibility and

generalizability of the research findings.

 MANIPULATION An intervention or treatment introduced by the researcher in an

experimental or quasi experimental study; the researcher manipulates the
independent variable to assess its impact on the dependent variable.

 POPULATION The entire set of individuals or objects having some common

characteristic(s) selected for a research study is referred to as population.

 TARGET POPULATION The entire population in which the researchers are interested
and to which they would like to generalize the research findings.

 ACCESSIBLE POPULATION The aggregate of cases that conform to designated

inclusion or exclusion criteria and that are accessible as subjects of the study.

 RESEARCH SETTING The study setting is the location in which the research is
conducted. It could be natural, partially controlled environment or laboratories.

 SAMPLE A part or subset of population selected to participate in the research study.

 REPRESENTATIVE SAMPLE A sample whose characteristics are highly similar to

that of the population from which it is drawn.

 SAMPLING The process of selecting sample from the target population to represent
the entire population.

 PROBABILITY SAMPLING The selection of subjects or sampling units from a

population using random procedure; E.g., Simple random Sampling, Stratified
random Sampling.

 NON-PROBABILITY SAMPLING The selection of subjects or sampling units from a

population using non-random procedure. E.g., Convenient Sampling, Purposive
Sampling.

 RELIABILITY The degree of consistency or accuracy with which an instrument

measures the attributes it is designed to measure.

 VALIDITY The degree to which an instrument what it is intended to measure.

 PILOT STUDY carried out at the end of the planning phase of research in order to
explore and test the research elements to make relevant modifications in research
tools and methodology.

 ANALYSIS Method of organizing, sorting, and scrutinizing data in such a way that
research question can be answered or meaningful inferences can be drawn.
Activity: Get to know some research terms. Match the description in the Premises (A)
with corresponding section names listed in column B. Write only the letter your
answer before each number.

A B
______ 1) The degree to which an instrument a. input
what it is intended to measure.

______ 2) A part or subset of population selected b. hypothesis

to participate in the research study.

______ 3) It could be natural, partially controlled c. validity

environment or laboratories.

______ 4) An educated or calculated guess by the d. analysis Method

researcher.

______ 5) The entire set of individuals or objects e. abstract

having some common characteristic(s)
selected for a research study is referred
to as population.

______ 6) Restrictions in a study that may decrease f. population

the credibility and generalizability of the
research findings.

______ 7) Refers to a mental idea of a phenomenon. g. concept

______ 8) Units of information or any statistics, facts, h. research setting

figures, general material, evidence, or knowledge
collected during the course of the study.

______ 9) A clear, concise summary that communicates i. sample

the essential information about the study.

______ 10) Method of organizing, sorting, and scrutinizing j. data

data in such a way that research question
can be answered or meaningful inferences can
be drawn k. limitations

SELECTING AND LIMITING A TOPIC FOR A RESEARCH REPORT

In order to successfully complete a research report, you have to develop and limit a
good research topic. You have to realize that selecting and limiting a good research topic
may not be as easy as it sounds. The research topic must be focused enough to be
significant and interesting, yet comprehensive enough for you to find adequate information.

Here are the steps in selecting and limiting your research topic:

1) Brainstorm for Ideas – What local treasure or heritage in the community would you
like to research about? Why does it interest you that you would like to know more
about it?

2) Identify the Sources of General Background Information – What sources of

information can you use to gather information? Would you have access to these
sources?
 3) Focus on your Topic – What specific area or factor of the local treasure or heritage
in the community would you focus your research on? Why did you decide on this
topic?

4) Make a List of Useful Keywords - What are the keywords that you can use to best
describe your topic?

5) Be Flexible – What are the considerations or adjustments that you would do if ever
there is a need to modify your research topic?

6) Define your Topic as a Focused Research Question – What is the primary question
that your research topic wants to answer?

7) Formulate a Thesis Statement – What is the thesis statement of the study that you
would like to conduct?

Activity: Using this graphic organizer, select and limit your topic for a research
report.

Topic:
Sources:

Steps Details of your topic

MODULE 2: THE LANGUAGE RESEARCH

RESEARCH literally means “to seek out” or “to search again”. ALL WRITING
REQUIRES RESEARCH. Research means READING, READING, and READING some more.
Only through reading other studies concerning your topic will be able to identify what it is
you want to write about. In a way to do research is LOOK for QUESTIONS that are raised
after a study of the references.

Writing a research paper involves the same process that you used in writing essay.
The difference is that each stage or dimension of the process takes longer.

TECHNIQUES IN WRITING A RESEACH PAPER

1) Using purpose, audience, and form as your guides for writing. Your research
paper will follow a form that fits your purpose and meets the expectations and needs
of your audience.
 2) Finding the best that has been written or said about your subject. Learn to
evaluate your sources especially critical of internet or Web sources.

3) Using sources to make your point. Accessing information from both published and
unpublished sources is central to all research.

4) Documenting your sources, both in the text and at the end of the paper. You
need to know what relevant information you need to record in your notes.

STEPS IN DOING A RESEARCH

1) Choosing a Topic for Research. Researchers are often at a lost as to what topic are
going to explore in their research.

TIPS IN CHOOSING A TOPIC

a) Select a topic closely related to your interest and experiences.

b) Be sure that you have sufficient materials and resources on your chosen
topic.
c) Set timetable for your research.
d) Set length of your report.
e) Consider your audience – their age level, occupation and interest.

2) Narrowing and Focusing on a Topic . The best way to focus your research is to
reflect on your purpose. You may also use the question analysis using the wh –
questions.

3) Topic Definition and Delimitation. Major terms and concepts in your research
should be defined.

4) Collecting Data for Research. Collecting pertinent data for your research will
require identifying and locating published and unpublished sources, evaluating your
sources and choosing only those that are most appropriate for your needs, and the n
taking notes on n your selected sources.

TYPES OF SOURCES

a) Primary and Secondary Sources. Primary sources consist of accounts of scientific

experiments, transcript of speeches or lectures, questionnaires, interviews and
private documents. Secondary sources include secondhand reports, analyses and
descriptions based on primary sources.
b) Library Sources
c) Background Information and General Reference
d) Online Catalog
e) Internet Sources

Activity: Do what is asked.

1) Sit down with a family member, friend, or classmate. On a sheet of paper, write down
the subject in school that you like best. Hand the sheet of paper to that person and
ask him or her to write down questions for an interview designed to find out why you
like these subjects and what you like best about it. Then have that person interview
you and record your responses. At the end of the interview, discuss your responses.
 What ideas could your research in order to explain to your interviews what is
interesting about this subject?

2) The following topics are broad. Narrow down each topic by using clear and specific
words limit each. Write the answers on the lines. Then, write one or two reliable
sources for each topic.

a) Marine Resources
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

b) Pollution
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

c) Communicable Diseases
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

d) Indigenous Groups
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3) Write on the lines provided one or two reliable sources for each topic.

a) People Power in the Philippines

_________________________________________________________________________________
_________________________________________________________________________________

b) Cosmetic Surgery in the Philippines

_________________________________________________________________________________
_________________________________________________________________________________

c) Origin of Basketball
_________________________________________________________________________________
_________________________________________________________________________________

d) Rainforest of Southeast Asia

_________________________________________________________________________________
_________________________________________________________________________________

MODULE 3: RESEARCH QUESTIONAIRE

These are the guidelines on how to develop a questionnaire for research:

1. Figure out what information you are trying to gather from this survey. What is
your main objective in doing the questionnaire? What information do you need from
the respondents in order to meet your objectives?

2. Write an introduction for your questionnaire. This should explain a little about
your questionnaire: why you are doing it and what your goal is.

3. Use closed questions for questionnaires. A closed question is one that can be
answered with a word or a phrase. Closed questions make classification of responses
easier.
 4. Order your questions in a way that is meaningful and easy to follow. Start with
questions that are easy to understand and easy to answer. Opening with harder
questions is discouraging and may scare your respondents before they complete your
entire survey.

5. Put the more important questions at the beginning of your questionnaire. Often,
participants can lose interest on the latter part of the questionnaire, especially if the
survey is rather lengthy. Place more important questions in the first part of the
questionnaire.

6. Add a little variety to your questions. While closed questions are best for ease of
answering and analyzing purposes, adding in a couple of open-ended questions helps
keep respondents from becoming bored. Open-ended questions require respondents
to write out their answers and to include some detail.

Activity: Now that you have identified and limited your research topic as well as
studied the guidelines on how to write a good questionnaire, you are now ready to
develop your own questionnaire about a local treasure or a heritage in the
community. You can use the template below as a model for your questionnaire.
Local Treasure Questionnaire
This questionnaire is used to help the researchers collect information in order to complete the
study (title of your topic). Please answer all the questions by providing the appropriate
information. The data will be treated with utmost confidentiality.

General Information

Name:

Year and Section:

Address:

(Other pertinent information you want from your respondent)

Questions: (Write as many questions as needed in tour questionnaire)

Thank you for your time in answering this questionnaire

MODULE 4: CAMPAIGN SPEECHES

A CAMPAIGN SPEECH is one delivered by a candidate who is running in local or
national election or by spokesperson of a candidate. A writer of a campaign speech should
write one that is brief but concise.

STEPS IN WRITING/DELIVERING A CAMPAIGN SPEECH

a. Make an outline of the important points to tackle.
b. Consider the audience to whom the campaign
c. The speaker should look and sound sincere and should carry appositive attitude.
d. The speaker should not be rude to his/her opponent as will ruin the speaker’s
reputation.
e. Smile at the audience before and after delivering the campaign speech.

FIVE THINGS TO ACCOMPLISH IN A CAMPAIGN SPEECH

a. Introduce yourself by telling your name and other important information;
b. Briefly tell the audience what you are there for;
c. Make your uniqueness known to your audience
d. Have different styles in driving your major points;
 e. Leave a lasting impact to the audience.

Your objective as a speaker of a campaign speech is to be your principles. You, the speaker,
must leave a positive lasting impression to the audience.

Activity: Surf the Internet for sample campaign speech of a local official. Make a
video recording of yourself delivering the campaign speech showing courtesy and
politeness.
  2 pts 3 pts 4 pts 5 pts
Eye Contact Student reads their speech Student looks up from their The student makes eye The student uses eye contact
and never looks at the speech a few times, contact with all sides of the to communicate a clearer
audience or hides behind generally making contact room and looks up message by looking at
their speech. with only one area of the repeatedly. audience members directly to
room. highlight a point.
Voice volume It is difficult the audience to Once or twice, the audience The audience can always The speaker uses the volume
and clarity make out important details cannot understand an hear the speaker clearly. of his or her voice to
because the speaker insignificant detail because emphasize points and to add
speaks to quietly or the speaker speaks too meaning to the presentation.
mumbles. quietly or mumbles.
Pace The speaker's pace makes it The speaker maintains a The pace of the speech is The speaker varies the pace
difficult to understand the good pace that may be a tad easy to follow, but may not in order to emphasize points
speech because it is too too slow or too fast, but may vary. and add meaning.
fast. not vary understandable to
the audience.

Poise The speaker seems
unprepared and unpracticed
because he or she stumbles
over many words, cannot
read the words, or has a
conversation with him or
herself in front of the class.
Body Language The speaker's gestures are
distracting. The speaker
looks depressed or
apathetic.
Voice The speech is delivered in a
Intonation monotone or apathetic
voice.
The student makes
pronunciation errors or
become befuddled at one
point. May use words like
"um" or "like."
The speaker's appearance
may lack formality because
he or she is fidgeting, not
standing up straight, or
seems insecure.
The speaker sounds
uninterested in what he or
she is presenting.
While the student may
stumble, he or she continues
on in a professional manner.
The speaker's appearance is
professional in dress, stance,
and gestures.
The speech is delivered with
enthusiasm.
Due to practice and familiarity
with the speech, the speaker
makes only the smallest of
errors like an unnecessary
hesitation.
The speaker's appearance is
professional in dress, stance,
and gestures. The student
uses their body to emphasize
points or add meaning.
The speech is delivered with
enthusiasm and the speaker
uses intonation in order to
emphasize points and add
meaning.

CAMPAIGN Is an organized coursed of action to achieve a goal. Organized actions

around a specific issue seeking to bring about changes in the policy and behaviors of
institutions and or specific public groups … the mobilizing of forces by organizations and
individuals to influence others in order to affect an identified and desired social, economic,
environmental or political change. – The Good Guide to Campaigning and Influence (NCVO,
2011)

KINDS OF CAMPAIGNS

 Campaigns directed toward themes or social issues (like human rights and poverty)
 Target campaigns (battered women and the physically challenged)
 Tactics campaign (protest and advocacy)
 Campaigns for desired outcomes (behavioral change and policy implementation

TWO METHODS OF CAMPAIGNING

1. Insider Campaigning is a systematic process – based and collaborative undertaking by

campaigners who work together with those in power and decision makers to achieve a
specific purpose.

2. Outsider Campaign is a method of campaigning that makes used of inventive and

innovative undertakings by the campaigners who struggle to make to the public their
points of views with the end view of changing opinions.
Activity: Read the following situations. Write on the lines which campaign method
would be appropriate for each situation.

____________ 1) A high school students who is a victim of bullying

____________ 2) Buying of votes in local election

____________ 3) Water supply problem of residents in an exclusive subdivision

____________ 4) The deplorable conditions of the homes for the elderly

____________ 5) High collection of stall rentals of market vendors by city hall

____________ 6) Use of technology to amplify development in a remote area

____________ 7) Understaffed public hospitals and clinics.

____________ 8) Improvements of children’s institutions like orphanages

____________ 9) Promoting the usage of generic drugs

____________ 10) Free high school education for the needy

Activity: Surf the Internet and watch a video of the latest presidential campaign in
the Philippines. Observe the language of campaigns as you view the video. Deliver the
speech in class using the correct prosodic features of speech.

MODULE 5: THE LANGUAGE OF ADVOCACY

An ADVOCACY is a pleading in support of a cause. It is not performing for the best

interest of a person or a group, but remaining loyal to or defending the views, opinions, and
concerns of a person or group on a certain issue. An ADVOCATE is a supporter of a person
or group whom he / they trust. Advocacy is all about the relationship between the advocate
and his or her partner (the person or group being supported). Advocacy is needed when
there are problems with family and friends, people are being unfairly treated because of
prejudices, and when people feel alone or hopeless in the community. Each kind of
advocacy is interrelated.

KINDS OF ADVOCACY
 Self-Advocacy. The most ideal form perceived by advocates.

 Family and Friend Advocacy.

 Group Advocacy. When people gather to symbolize common interests’ objectives and
work together to offer mutual support, skill development and be agent of change.

 Peer Advocacy happens when advocates support people who are experiencing the
services they had already.

 Legal Advocacy. Those who are legally qualified like lawyers, barristers or solicitors.

 Citizen Advocacy. A one – to one relationship between two partners – a citizen

advocate and his / her partner – based on trust, commitment, and loyalty.

 Issue – Based or Independent Advocacy involves a short term and less emotional
relationship between advocate and his / her partner, but adheres to the principles of
a citizen advocacy.

 Professional Advocacy. The form of advocacy represented by health or social

workers or by members of services involved in a person’s life.
  Statutory Advocacy is undertaken by advocates who are lawfully connected with
government agencies.

BASIC COMPONENTS OFADVOCACY

 Survival Skills for Advocates. An advocate should always sound sincere and carry
himself well in public.
 Understanding the Issue. Advocating an issue means understanding it fully and
clearly.
 Recognizing Allies. “Allies” would refer to those powerful groups and agencies that
can give your advocacy a big push.
 Identifying Opponents and Resistance. Opponents of your advocacy may range from a
well – known person to established companies.
 Encouraging Involvement of Potential Opponents as Well as Allies. Your plan for the
advocacy must be clear, feasible, and reasonable.
 Developing a Plan for Advocacy. Your advocacy plan should evolve on your knowledge
of who your opponents are and who can be your allies.

EIGHT STEPS IN UNDERTAKING AN ADVOCACY CAMPAIGN

1) Define your objectives – both short term and long term.
2) Know your primary and secondary audiences and know what strategies to use on
them.
3) State your messages in a clear, simple, focused, positive and powerful language.
4) Identify who your messenger will be.

5) Decide hat methods to use – awareness campaigns, advertising, editorials, local

events and others.
6) Build up your resources and develop your resources that are lacking.
7) Plan for the next steps of your advocacy campaign. Identify the achievable goal, your
priority areas, targets, actions to be taken, time frame partners and allies and your
possible.
8) Evaluate the effectiveness of your advocacy campaign.

Activity: Write on the lines what kind of advocacy is suitable for the following
situations.

_________________ 1) Privatization of government hospitals

_________________ 2) Physical abuse of a 15 – year – old rural girl

_________________ 3) Charging of high fees by placement agencies

_________________ 4) Disastrous effects of cosmetics surgery

_________________ 5) Tuition fee hikes in colleges

_________________ 6) Victims of hikes in colleges

_________________ 7) Victims of super typhoons

_________________ 8) Demands of public-school teachers for a wage increase.

_________________ 9) Abuses committed by teachers on elementary pupils

_________________ 10) Increase in price of commodities for the holiday season.

Activity:

A. Through an infographic, UNESCO has outlined the issues that hinder the world
from being truly connected. Find out by going over the details of the infographic
excerpts.

Photo Source: http://www.globaleducationfirst.org/4083.htm

What are the global Which of these issues What specific steps can
issues that UNESCO struck you most? What you take as a global
outlines in the do you want to share citizen?
infographic? about this issue?

B. Through the research writing process, you have investigated on a social issue,
discussed your findings, and proposed solutions and options to address the issue.
You can extend your advocacy by presenting your case through a presentation.
Consider the points below as you prepare for this endeavor:

1. Use the worksheet for your presentation.

2. Create a slide which forwards the road map of your presentation.

3. Summarize segments of your research into phrases or short sentences.

4. Use graphs, illustrations, or tables, among others, in presenting and

discussing the results of your research.

REFERENCES:
 English 10 Learner’s Manual (Authors:) Almonte, Liza et. al. (pages:)417-418
 English 10 Learner’s Manual (Authors:) Almonte, Liza et. al. (pages:)419-420
 English 10 Learner’s Manual (Authors:) Almonte, Liza et. al. (pages:)427- 429
 English 10 Learner’s Manual (Authors:) Almonte, Liza et. al. (pages:)431- 432
 English 10 Learner’s Material, pp. 442-448
 Celebrating Diversity Through World Literature, pp.492-496
 Eloquence Grade 10, pp. 364 – 392
 Eloquence Grade 10, pp. 433 – 477