English Quarter 1 - Module 6: Evaluating and Making Judgment

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English
Quarter 1 – Module 6:
Evaluating and Making
Judgment
English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 6: Evaluating and Making Judgment
First Edition, 2020
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English
Quarter 1 – Module 6:
Judgment
Introductory Message
For the facilitator:
Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on

Evaluating and Making Judgment.
This module was collaboratively designed, developed and reviewed by educators

bothfrom public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Moduleon

Evaluating and Making Judgment.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
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This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
`
What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the

module.
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At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
Hello learners! The advancement of technology has ushered in a new

generation that has an easy access to communication. In just a click and swipe of
your finger, you can instantly voice your ideas. Thus, social media websites, blogs
and other online platforms for sharing one’s opinion have sprouted like mushrooms
on the internet. Because of this, everyone, in all walks of life, is given avenues to
express oneself and exercise one’s freedom of speech. However, as a learner in the
21st century, you must be critical in what you read and share. This will set you apart
from all those who only sow hate and negative arguments.
Today, using this module, you will learn how to be objective and careful with
your evaluation and judgement with what you read, online or offline. This material
will introduce you to a set of criteria that will help you become more critical and
analytical in examining an article. May you find significant learning in this module
that you can use in your daily activities. Have fun!
Let’s get the ball rolling!
After going through this module, you are expected to:

1. define an argumentative text,
2. discuss the characteristics of an argumentative text to determine a set of
criteria,
3. use a set of criteria to evaluate an argumentative text,
4. compare two argumentative texts using a set of criteria, and
5. evaluate and judge two different argumentative texts on the same topic using
a set of criteria.
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What I Know
Directions: Read carefully each item and write the letter of the most appropriate
answer on a separate sheet.
1. What criteria can be used to evaluate and judge an argumentative text?
A. theme, plot, characters

B. plot, content, coherence
C. criterion, content, point of view
D. content, coherence, correctness
2. Which of the following best describes an evaluation of text? It _____________.
A. summarizes an entire text

B. mixes the elements in a short story.
C. examines a reading text by providing validation on its quality.
D. builds a theme based on the flow of the scenarios and actions in a story.
3. What criterion refers to the relationship and logical connection of sentences

or paragraphs in a text?
A. content
B. coherence
C. correctness
D. continuation
4. What criterion refers to the writing mechanics of a text which includes

grammar, spelling and punctuation?
A. content
B. coherence
C. correctness
D. continuation
5. Which of the following is NOT true when evaluating or judging a text?
A. Use derogatory words to show honesty in your judgment.

B. Include quotations from the text examined to support the evaluation.
C. Write an introductory paragraph that states your opinion on the text.
D. Use transitional devices to show logical connection of sentences and
paragraphs in the text.
6. Identify from the statements below a text containing an error in grammar,

spelling or punctuation.
A. A 3 year old boy survived Covid-19.

B. Angel Locsin Builds Tent for PGH Frontliners.
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C. Local Celebrities Slam Duterte’s “Shoot-to-Kill” Order.
D. Senator Ping Lacson Defends ‘Unconstitutional’ Tag on Anti-Terrorism Bill.
7. Which of the following is used to show coherence in a text?
A. news leads
B. linking verbs
C. sentence pattern
D. transitional words
8. Which of the following sentences best states an argument that is in

opposition to anti-terror bill?
A. The anti-terror bill will safeguard the welfare of the Filipino citizens.
B. The anti-terror bill will affirm the commitment of the Philippines to win
the war against terrorism.
C. “Terrorism” in the anti-terror bill clearly does not include activities that
uphold civil and political rights.
D. The anti-terrorism legislation violates the constitutionally recognized and
protected rights and freedom.
9. Which of the following best supports the topic sentence below?

Press freedom must be upheld in the campus level.
A. Campus journalists should always please the society.

B. Budget intended for the school publication should include allocation of
other school projects.
C. The school publication organization is created to protect the rights and
image of a certain group.
D. Campus journalists should undergo trainings and workshops to enhance
their journalistic skills and awareness on press rights.
For items 10-15: Evaluate and judge the two texts below in terms of their content,
coherence, and correctness. Choose the letter of your answer from the pool of choices
belowand write it on a separate sheet of paper.
Text 1
Illegal mining continues to pose a serious threat to the

biodiversity of the Philippines. The cutting of trees and use of
chemicals to extract minerals have resulted to the destruction of
landscapes, natural habitats of animals, erosion, and sinkholes.
Because of these, the government should beef up its programs against
illegal mining to protect and safeguard our country from its total
destruction.
Text 2
Illegal mining are dangerous to the community Illegal mining

activities can be traced as early as the Spanish colonization period on
the Philippines. Mining is an extraction of minerals and other 6
materials from the earth. People get jobs because of mining. The
government should stop illegal mining.
A. Text 1 is more convincing than text 2.
B. Text 2 contains a transitional word that links sentences.
C. Text 1 is coherent as it has logical links between sentences.
D. Text 2 contains several errors in grammar and punctuation.
E. The main idea in Text 2 is supported and expanded with details.
F. Text 1 needs to undergo revision because of its faulty sentences.
G. Text 2 should be improved in terms of the presentation of its main idea.
H. The main idea in Text 1 is clearly stated compared to the main idea in text
2.
I. The two texts are equal in terms of their content, coherence, and
correctness.
J. Although both texts talk about illegal mining, Text 1 is better in terms of its
content, coherence and correctness.
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Module
6 Judgment
Every day in our lives we come across with different opinions. They come in a
form of a text or speech on newspapers, facebook, twitter, television and on radio.
With our easy access to these media platforms, it is very important to examine these
and take all the valuable points. In that case, we have to be objective and careful
with our judgment so that we are guided with our actions.
What’s In
Activity 1 Who’d You Rather?

Directions: Study the dialogue below; then, answer the questions that follow.
Hi, Viru! Yes, I was able to watch it. I

understand that you are really stressed right
now. We all are. However, I hope you also
understand where the president was coming
Hi Covi! Were you able to
from. He never meant to just shoot and kill
watch the televised speech
innocent people. He was referring to those who
of the president last night?
would cause any trouble. That means, if people
He ordered the police to
will attack the police or go to the streets and
shoot residents causing
stage a riot, then they have to be controlled. If
trouble. Instead of giving
not, it will be pure chaos. That’s the last thing
comforting words, he gave
we want right now. Viru, we are facing a great
us the opposite. He’s so
enemy here, so we just have to help each other.
disappointing.
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1. Between Covi and Viru, who is more convincing?
_______________________________________________________________________________
2. Do you consider several things before making your judgment?
_______________________________________________________________________________
3. How do you make your decisions?
_______________________________________________________________________________
4. When you read a short story or watch an informative television show, how do
make your evaluation and judgment? How you know if it’s good or not?
_______________________________________________________________________________
Excellent job! Today, you will learn how to properly evaluate and judge arguments.
What’s New
Activity 2:What’s in a Text?
This time, you will read a column from the Philippine Daily Inquirer featured last
April 9, 2020. Before you begin reading, you will first unlock the difficult words from
the text.
Activity 2.A: Difficulty Unlocked
Directions: Match each unfamiliar word to its meaning by writing the letter of the
best answer. You will encounter these unfamiliar words in the article that you are
about to read.
____ 1. staunch A. likely to cause disagreement
____ 2. contentious B. about to happen
____ 3. absolute C. critical examination
____ 4. imminent D. strongly built
____ 5. scrutiny E. perfect; free from errors
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Did you get everything right? You may check the key to correction for the right
answers. Now you are ready to read the text.
Our Greatest Freedom

Antonio T. Carpio
Philippine Daily Inquirer, April 09, 2020
It is in times of grave crises like the ongoing COVID-19 pandemic that our
freedom of expression is in danger of being sacrificed on the altar of public order.
It is timely to remind ourselves that we must defend our freedom of expression as
staunchly as we are defending our lives against COVID-19.
Freedom of expression, which includes freedom of speech and freedom of

the press, is the foundation of our free, open, and democratic society. Without
freedom of expression, all our other freedoms—civil and political rights — cannot
exist. Freedom of expression is the freedom to engage in full, spirited, and even
contentious discussion of all social, economic, and political issues. It is the
freedom to express the idea that others hate, to the same extent as the freedom to
express the idea that others like. Freedom of expression is guaranteed under the
Constitution, which mandates that “no law shall be passed abridging the freedom
of speech, of expression, or the press.” A state of martial law does not suspend
freedom of expression. The Supreme Court has ruled that even if the Constitution
is abolished by a revolutionary government, our fundamental rights, which include
freedom of expression, cannot be taken away because they form part of customary
international law under the Universal Declaration on Human Rights and the
International Covenant on Civil and Political Rights which are binding on any
government, whether constitutional or revolutionary.
Freedom of expression is truly our greatest freedom. However, freedom of

expression is not absolute. The Supreme Court has carved out four exceptions
when the State may impose prior restraint, or subsequent punishment, on the
exercise of freedom of expression, namely: pornography, false or misleading
advertisement, advocacy of imminent lawless action, and danger to national
security. There is a very high bar to hurdle before the State can successfully invoke
these exceptions. The State must establish that the expression creates a clear and
present danger of an evil that the State has a right and duty to prevent. The danger
from the expression must be extremely imminent, and the evil must be
substantive and extremely serious.
Expression that is libelous may also be subject to subsequent punishment

but not to prior restraint or censorship. If the libeled person is a private individual,
there is a rebuttable presumption of malice on the part of the offender because a
private individual, having a right to privacy, is not subject to public scrutiny. But
if the libeled person is a public officer, the public officer has the burden of
establishing actual malice by the offender because a public officer is subject to
public scrutiny for acts related to his public office.
The Bayanihan Act, enacted to address the COVID-19 crisis, penalizes

“individuals or groups xxx spreading false information regarding the COVID-19
crisis on social media and other platforms xxx.” Any prosecution under this
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provision must hurdle the high bar before the State can successfully invoke
advocacy of imminent lawless action as an exception to freedom of expression.
Besides, this provision is practically impossible to utilize because the

Bayanihan Act has a lifetime of only 90 days, after which this provision ceases to
have any effect. Any pending prosecution upon the expiration of the 90-day period
will have to be dismissed. Any sentence still being served upon the expiration of
the period will also have to be terminated. An act is not a crime if there is no longer
a law prohibiting the act and prescribing a penalty for its commission. This
principle has been given retroactive effect to release convicts still serving sentence
upon the repeal of the law under which they were convicted.
This is probably the reason why the Philippine National Police has instead
utilized Article 154(1) of the Revised Penal Code to prosecute those who “publish
as news any false news which may endanger public order.” However, any
prosecution under this law must still hurdle the high bar to successfully invoke
the exception of advocacy of imminent lawless action. Since the enactment of the
Code 88 years ago, no case applying Article 154(1) has reached the Supreme Court.
Prosecutors probably know it is extremely difficult to overcome the high bar that
protects our freedom of expression.
Retrieved from: https://opinion.inquirer.net/128762/our-greatest-freedom
What can you say about the article? The text you just have read is an example
of an argumentative text.This time, let us get to know more about it by completing the
next activity.
Activity 2.B: Define Me
Directions: Put a check mark on the item/s which best describes an

argumentative text based on the text that you read.
It elaborates and presents the author's stand on an issue.
It entertains readers with its plot twists and cliff hangers.
What is an
argumentative It contains facts that are used to support the
argument.
text?
It is made up of opinionated statements intended to malign
an individual
It convinces readers to consider the writers' point of view

through an extensive presentation of evidences.
Now that you know the meaning and purpose of an argumentative text, let us
discuss it further.
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Activity 2.C: Word Map
Directions: Complete the word map below by choosing your answers from the pool
of words inside the box. Then, discuss each word by explaining it or citing examples
from the text.
Content Plot
Coherence Correctness
Nutrition Characters
Argumentative
Text
Excellent job! You have just identified the features of an argumentative text. Read
the discussion below to deepen your knowledge on writing an evaluation and judgment
for an argumentative text.
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What is It
Evaluating and judging an article or a short story is a critical process. It

carefully examines a reading text by providing a validation of its quality. One has to
be objective and at the same time cautious in presenting his/her opinion regarding
the material read. Thus, if one evaluates and makes judgement, one has to be fact-
based, unbiased and reasonable with his/her findings. In order to achieve these, a
set of criteria should be followed and used.
In evaluating and making judgment on an argumentative text, a simple and

easy-to-remember set of criteria can be used. This set of criteria is composed of
content, coherence and correctness or the “3Cs.”
Criteria
Content • The introductory paragraph presents a clear definition of
the issue and a thesis statement.
• Paragraphs in the text support and expand the central
idea. These are composed of opinions and facts such as
data and quotations which are properly cited.
• All details and paragraphs are related to the main idea.
• Conclusion restates the thesis statement, gives a
summary of the points raised in the essay or provides a
suggestion/recommendation on how to solve the issue.
Coherence • There is a logical development of ideas that support the
thesis statement.
• The text uses transitional devices and other connecting
words to show a smooth flow of ideas and help readers
follow the author’s train of thoughts.
Correctness • Sentences in the text are varied.
• Words used are appropriate, easy and simple to
understand.
• There are no errors in grammar, spelling , or
punctuation.
Once you have examined the article using HEADS UP!

the set of criteria above, carefullyassess the
relationship of these elements and make a Jameson (2015) said that
judgment. In making a judgment, you have to evaluation is objective. It is
include your opinion regarding the article you done in a scientific manner,
have read. To do this, use direct quotations carefully examining different
from the text and examine it using any of the elements in the text.
criterion above to substantiate and elaborate Judgment, on the other hand, is
your points. In writing your evaluation and opinionated or subjective in
judgement on a text, follow these guidelines to manner. This suggests a moral
help you. or self-righteous approach.
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1. Write an introductory paragraph that states your opinion on the text.
2. Carefully support your main idea by discussing the set of criteria you used in
examining the text.
3. Cite quotations from the text to support your claims.
4. Conclude your essay with a restatement of your main idea.
The example below evaluates and judges the article “Our Greatest Freedom.” Note
how it uses the criteria.
Evaluation and Judgment Essay

The evaluation
The column entitled "Our Greatest Freedom" and judgement is stated
comprehensively discusses and defends the freedom of in a simple and clear
expression in the Philippines. As the author puts it, it manner. This becomes
has to be defended like how a Filipino protects himself the thesis statement of
from COVID-19. the essay.
Carpio uses a simple and direct style to deliver his

message. Starting with a clear definition of the issue, he The main idea is
is able to expand his argument in a manner that can developed by describing
easily be understood. He is also able to present a
further what makes the
mixture of positive and negative details carefully woven
article “comprehensive.”
to show a comprehensive and balanced article.
Case in point, he said that "freedom of expression is

truly our greatest freedom." However, he also said that The content and
it is not “absolute.” He supported this claim by citing coherence of the text are
different situations where freedom of expression is discussed using some
challenged. Individuals who publish something that is
quotations from the
libellous or those who spread false information
regarding COVID-19 are just among the details he used article. The phrase “case
tomagnify his point. Despite this limit, Carpio still in point,” connects this
asserts and concludes that anyone who will challenge paragraph to the
one's freedom of expression "must hurdle the high bar." preceding paragraph.
Thus, this only solidifies his thesis statement that
freedom of expression must be, at all times, defended.
The statement
Through his comprehensive inclusion of details that “flawless writing”
expand his point, subtle combination of ideas using indicates no error in
transitional words, flawless writing, and appropriate grammar, punctuation
choice of words, Carpio is able to relay a serious or spelling. Also, in this
message intended for everyone in a straightforward way. part, the main idea is
restated.
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What’s More
Activity 3.Check it Out!

Read the two argumentative essays below and accomplish the essay checklist
that follows the texts.
Text 1
A Voice to Freedom
Anonymous
As our generation evolves and grow, a lot of changes are happening in our
surroundings and society. One of this is our freedom to speak our thoughts and
what we desire to say. About 7 out of 10 Filipino citizens doesn’t enjoy one of their
basic rights which is the freedom of speech. They are afraid of what the government
will do if they will state something that contradicts their plans or ideas that they
crafted. A lot of the Filipino citizens are scared to approach a government official
to voice their opinion.
Expressing our voice is really a need in our community. It helps them know
what to do, what to improve and what to add in to our country. Having the opinion
of what they think can be a reflection to our country’s image whether it is good or
bad.
Hearing the voice of the people can often be a discriminative action towards
the government. Lies may be told to innocent government officials. The freedom of
speech which is a basic right, is already a tool to damage someone’s reputation.
Helping our community by stating a fact and voicing our thoughts can be a
big help to our country especially in the new generation today for they don’t need
to suffer into believing the lies of government officials. We need to say our thoughts
and the truth to prove the truth and justice in our country.
Yearning for truth and nothing but the truth may be an enormous hand to
the country as we want peace and justice to our society, so as we prepare our
battle. We should be aware to what might happen to us. Even if government
officials might threaten mostly people who contradicts their choice to do and their
decisions they make, we shall stand up, heads held up high and be confident to
speak up on what’s on your mind to voice out our freedom.
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Text 2
Freedom of Speech Doesn't Mean Freedom of Consequences

Editorial, Iowa State Daily Editorial Board
Free speech is essential. It keeps our democracy alive and ensures that we
can have a government of the people.
The First Amendment was not written for popular speech, but rather it was
written for unpopular speech. That includes hate speech.
Some may argue that hate speech shouldn’t be protected. But give the
government the ability to limit hate speech where would we draw the line? The
floodgates would be open to limit all kinds of speech, including that of
underrepresented groups most targeted by hate speech.
But free speech can also come with consequences — not from the
government, but from the people.
The beauty of free speech is that we all have the opportunity to react, to
share our own thoughts and to act in response. If someone wants to support white
nationalism, they legally have the right to do so. But other citizens and private
companies also have the right to denounce the speech, act against it and make
their own statements.
It’s quite evident that in situations where the government has no authority
to restrict speech the people will react. Take for example, the student who posted
a racial slur on Snapchat. The action is in no way illegal, but it is in poor taste at
the least and horribly racist at worst.
Thousands of community members denounced the action, which we as an
editorial board do as well. However, some took it further and responded with
threats or hateful words. This will get us nowhere. While hate speech and
derogatory terms may prompt anger, fear and distrust, we must rise above and
react in a civil way.
Civil responses and respectful public discourse are more necessary than
ever. We must attack ideas and actions, not people. This is especially important
on a public college campus where we try to foster free expression while creating a
welcoming environment.
That said, we want to make clear that you are responsible for your words.
What you say matters and when you say something controversial or offensive, you
are also responsible for what ensues. You are free to say many controversial things,
but you are not free from the consequence that comes from that.
This especially seems misunderstood in the age of digital communication.
No matter if your account is private or not, what you say on social media can be
easily captured with a screenshot and shown to the public. What you say in the
classroom, out on campus and among your friends also matters.
Ultimately, we must always protect free speech while also keeping in mind respect
for one another.
Retrieved from: https://www.iowastatedaily.com/opinion/editorials/editorial-freedom-of-

speech-doesn-t-mean-freedom-of-consequences/article_401efbd8-8739-11e7-b290-
d38edd12a4d7.html
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EVALUATION AND JUDGMENT CHECKLIST
Text 1 Text 2
Criteria Remarks
Content
The introductory paragraph
presents a clear definition of the
issue and a thesis statement.
Paragraphs in the text support
and expand the central idea.
These are composed of opinions
and facts such as data and
quotations which are properly
cited.
All details and paragraphs are
related to the main idea.
Conclusion restates the thesis
statement, gives a summary of the
points raised in the essay or
provides a suggestion and
recommendation on the issue.
Coherence
There is a logical development of
ideas that support the thesis
statement.
The text uses transitional devices
and other connecting words to
show a smooth flow of ideas and
help readers follow the author’s
train of thoughts.
Correctness
Sentences in the text are varied.
Words used are appropriate,
simple and easy to understand.
There are no errors in grammar,
spelling and punctuation.
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Activity 4. Compare and Contrast
Directions:Using the result of the evaluation conducted through a checklist,
compare and contrast the two texts using the Venn Diagram.
Text 1 Text 2
DIFFERENCES DIFFERENCES
SIMILARITIES
Activity 5. Judgment Time

Directions: Write your evaluation and judgment
in paragraph form inside the box. Use your
answers in activities 3 and 4 in completing this
task. Also, guide questions are provided for you.
In this activity, you will be graded based on the
rubrics found in the answer key.
Guide Questions:
1. What is your impression on Text 1, Text 2?

2. What are your evidences to support your
claim?
3. What improvements can be done to
improve the weaker text?
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EVALUATION AND JUDGMENT ESSAY
Please take note of the criteria below:
Criteria 8 6 4 2
Content The main idea The main idea The main idea The main idea of the
of the of the of the evaluation and
evaluation and evaluation and evaluation and judgment is vague.
judgment is judgment is judgment is No criterion is
clearly stated. clearly stated. stated. Only discussed. There
Each criterion Only two (2) one (1) criteria are no quotations
in the set of criteria is is discussed. from the texts
criteria used is discussed. There are a few evaluated are used
discussed. Quotations quotations from to support the
Quotations from the texts the texts claims.
from the texts evaluated are evaluated are
evaluated are used to support used to support
used to support the claims. the claims.
the claims.
Coherence The evaluation The evaluation The evaluation No transitional
uses 3 or more uses 2 uses 1 devices used.
transitional transitional transitional Evaluation needs to
devices to show devices to show device to show be revised.
logical logical logical
relationship relationship relationship
between ideas, between ideas, between ideas,
sentences and sentences, and sentences, and
paragraphs. paragraphs. paragraphs.
Correctness There are no There is one (1) There are one There are one (3) or
errors in error in spelling (2) errors in more errors in
spelling, punctuation or spelling spelling
punctuation or grammar. punctuation or punctuation or
grammar. grammar. grammar. Answer
should be revised.
What I Have Learned
Activity 6: 3-2-1 Slip

Directions:Complete the graphic organizer belowby writing what you have learned
about using a set of criteria in evaluating and judging a range of text.
19
pray fervently to God
3 things I learned
about the lesson make a supreme effort
today.
2 things I want to pray fervently to God

learn more about
the lesson today. make a supreme effort
1 question about
today’s lesson. pray fervently to God
What I Can Do
Activity 7:It’s a Thread

A. Directions: Below are statements of two different groups on the
controversial “Anti-Terror Bill.” Carefully examine the texts using a set
of criteria. Then, write an evaluation and judgment based on the result
of your checklist.
Greenpeace International
June 4, 2020
Greenpeace Philippines stands with the country’s civil society

community in rejecting and opposing the proposed anti-terror bill and
its provisions that serve to stifle activism and dissent.
Activism is not a crime—it is a prerequisite to a green, just and

peaceful society. Empowered participation and collective citizen action
in political discourse, including in opposing harmful government policies
and business practices, are vital in protecting the health and well-being
of Filipinos and the environment on which we depend.
20
The COVID-19 health crisis must not be used as an excuse to
suppress the rule of law and fundamental rights, or as a cover to fast
track policies that are not in the interest of the Filipino people. Moving
forward and learning lessons from the pandemic, the government should
realize that citizens are not their enemies but are partners in nation
building, and should encourage active and critical people participation
in governance.
Like Comment Share
Retrieved from: https://www.greenpeace.org/philippines/press/9741/greenpeace-joins-

calls-to-scrap-anti-terror-bill/
A Alliance of the Concerned
June 4, 2020
As a nation that has witnessed and housed terrorism activities

that have impaired the fundamental rights of every Filipinos, it is but
high time to approve the Anti-Terror Bill. Contrary to what others have
used to oppose the legislation, this bill only seeks to protect and
safeguard the welfare of the Filipinos from domestic and foreign terror
groups like ISIS and Abu Sayyaf.
While many protest that this legislation could be abused to

supress the freedom of speech to those who would go against the
government, nothing in the bill can be interpreted to restrict basic
human rights that are constitutionally recognized. Moreover, the bill
clarifies that advocacy, protest and other mass activities that promote
civil and political rights do not constitute terrorism.
In other words, Senate Bill 1083 does nothing to the citizens who
only want peace and prosperity in the country. Instead of using this bill
to promote hate against the current administration, let us be one in
fighting the terror groups that continue to hamper the growth of the
Philippines. We cannot move towards greatness, if we don’t take a step
against terrorism. Let us build a peaceful country for the future
generations.
Like Comment Share

Text 1 Text 2
Criteria Remarks
21
Content
Paragraphs in the text support and
expand the central idea. These are
composed of opinions and facts
such as data and quotations which
are properly cited.
Coherence
statement.
train of thoughts.
Text 1 Text 2 Criteria Remarks
Correctness
Did you finish accomplishing the essay checklist? Good job! This time complete
the activity below.
B. Directions: Post your evaluation and judgment on the Facebook

template below. Use the rubric found in the answer key as your guide
in writing your evaluation.
22
facebook
Congratulations! You did an excellent job. You can send a photo of your answer
to your teacher (optional) or have it checked personally when it is already allowed.
Now that you have finished the activities, I think you are now ready to answer the
assessment part. Do your best!
Assessment
Test I.
Directions: Read the two texts below and answer the questions that follow.
Text 1
‘No Homework’ Policy is No Good

Excerpt from The Manila Times
We do not agree with the position of the Department of Education (DepEd)

that a “no homework” policy, prohibiting teachers from assigning academic work to
be completed by students outside of regular school hours, is beneficial to Filipino
students.
Retrieved from: https://www.manilatimes.net/2019/08/31/opinion/editorial/no-homework-
policy-is-no-good/608789/
Text 2
‘No Homework’ Policy is Good for the Students
The proposed “No Homework Law” will give students time to have enjoyable activities
that would enable them to grow and develop as a person. The “No Homework Law”
was filed bu House Deputy Speaker Evaline Escudero. This seeks to remove
homework and pushes for all academic activities to be accomplished within school
premises.
1. Which of the following is the most appropriate evaluation of Text 1? The text ___.
A. contains grammatical errors
23
B. has main idea is stated in a direct and simple manner
C. does not contain the argument of the author
D. needs to be revised because of some offensive words
2. Which of the following is the most appropriate evaluation of Text 2? The text ___.
A. clearly states the main idea of the argument

B. needs to be revised as there are faulty sentences
C. has no errors in grammar, spelling, or punctuation
D. uses transitional devices to show logical relationship of the sentences
3. Looking at the content, coherence, or correctness of the two texts above, which is
true among the following statements?
A. Text 1 has no definite and clear argument.

B. Text 2 gives an in-depth analysis of the issue.
C. Text 2 has to be improved in its presentation of main idea.
D. Text 1 and 2 have errors in grammar, spelling and punctuation.
4. In your judgment, which text is more convincing?
A. Text 1
B. Text 2
C. Text 1 and 2
D. None of the above
Test II.
Directions: Read the articles below. Then give your evaluations and judgments on
the texts using the set of criteria.
Text 1
Bullying in School
Editorial (Excerpt), SunStar Philippines
Bullying is a serious case, especially when committed inside school

premises. It can threaten students’ physical and emotional safety at school and
can negatively impact their ability to learn.
The case involving the eight-year-old daughter of Davao City Vice Mayor
Paolo Z. Duterte is not an isolated case. The official made it public in order to
amplify that bullying can lead to worse situations like physical injury, grave
threats, among others.
Imagine an eight-year-old boy student threatening to kill his female
classmate and her whole family? Where did he get all those strong words?
In fairness to the school authorities, they immediately brought the bully to
the guidance counsellor, educate him, and probably impose some disciplinary
measures.
Bullying is a serious case. The national law itself is not enough to prevent
and stop a bully from harming his/her classmate, schoolmate or a friend. Schools
carry a big responsibility in preventing bullying inside their premises, but parents
play a bigger role in disciplining their children. Basic training: Respect
Retrieved from: https://www.sunstar.com.ph/article/391397
24
Text 2
The Never-ending Bullying
Have you ever experienced bullying?

For decades, bullying has affected students in school. This has lead to
numerous cases of depression, poor academic performance, absenteeism and
worst suicide. If we do not stop this problem, this will continue to hamper the
growth of students.
Bullying takes place when a student or pupil intentionally hurts another student
be it physical or verbal. Many students now are victims of bullying in school. This
has been a long problem, but until now it still exists in academic institutions.
So do not be a bully. It’s hard to be a bully.

Text 1 Text 2
Criteria Remarks
Content
are properly cited.
Coherence
statement.
25
train of thoughts.
Correctness
Additional Activities
Directions: Study the two editorial articles below. Then, evaluate and make
judgments on the texts using the set of criteria.
Text 1
‘Children’ Are Not Criminals

Editorial (excerpt), SunStar Philippines
A thirteen-year-old boy shot his mother’s boyfriend in Sitio Lamak,

Barangay Pung-ol Sibugay last Feb. 3.
According to the police interviewed by SunStar Superbalita Cebu’s Joy F.

Tumulak, the child often saw the boyfriend beat his mother. After the boyfriend
became verbally abusive upon learning that the boy’s mother was not around, the
13-year-old left the house.
He came back with a gun and shot the boyfriend at the nape. The child
disappeared after the incident.
If House Bill 002 will be passed into law, authorities will imprison the 13-
year-old and other children as young as nine years of age for being criminally liable.
Will institutional punishment rehabilitate the Lamak youth, who, after

being a victim of domestic violence, will be subjected to more violence and
26
degradation while in jail?Or will this child have a better chance with “restorative
justice,” alternatives to divert youthful offenders from turning into hardened
criminals?
This concern for the welfare and future of children at risk (CAR) and children
in conflict with the law (CICL) drives several stakeholders to oppose the passage of
bills, including HB 002, to amend Republic Act 9344, also known as the Juvenile
Justice and Welfare Act of 2006, and lower the age of criminal liability from 15 to
nine years old.
It has been four years since the amendment of RA 9344. Despite the passage
of RA 10630, or the amended Juvenile Justice Law of 2006, many local government
units have yet to create a Comprehensive Local Juvenile Intervention Program
(CLJIP), operationalize the Barangay Council for the Protection of Children (BCPC),
or hire a full-time licensed social worker.
Yet, stakeholders must also break through the official bias and public fear
against vulnerable children. Politicians and citizens must be won over to believe
that the law must balance two priorities: keep society safe and secure while
protecting the welfare of children.
This is challenging because the current culture of violence and impunity

has made citizens and politicians shift from tacit to overt approval and support of
extrajudicial killings to solve crimes associated with illegal drugs.
Two days after the suspension of the War on Drugs, Justice Secretary
Vitaliano Agueirre II disputed the Amnesty International Report exposing the state-
sponsored killings of drug suspects. His declaration that criminals are not part of
humanity manifests an alarming malaise that ignores social justice for shortcuts
to peace and order.
Proposals to amend RA 9344 are also symptomatic of this social malaise. In

his study tracking the “State’s patterns of punitiveness against youth offenders,”
University of the Philippines Diliman professor Jose Carlo Garcia de Pano cited
several studies showing that “the most effective way to deal with juvenile
delinquents is through diversion programs rooted in the idea of discipline and
transformation, negating the propositions of certain stakeholders believing that
youth delinquents must be punished.”
Yet, in his paper published in the January-December 2014 issue of the

Philippine Sociological Review, de Pano pointed out that the most important step
in the current debate will be taken by the state and other institutions implementing
the law: discipline or punish?
Clinical psychologist Russel Barkley wrote that “kids who need love the most
will ask for it in the most unloving ways.”
Will our society love vulnerable children?
Or will we put them behind bars?
Retrieved from:https://www.sunstar.com.ph/article/124462
27
Text 2
Age of Criminal Responsibility

Editorial (excerpt), Philippine Star
The street children are all over Metro Manila, with video footage showing
them jumping on vehicles as they beg for alms, snatching the cash boxes of jeepney
drivers. Even around Manila’s Rizal Park, the traffic islands of Roxas Boulevard
now teem with the street children scratching the cars of motorists who refuse to
have their windshields wiped with the kids’ dirty rags and filthy water.
Vandalism and petty thievery are the least of the offenses committed by
children, who are immune from criminal prosecution as long as they are no older
than 15. Republic Act 9344, the Juvenile Justice and Welfare Act of 2006, saw to
this. Older children up to age 18 may be prosecuted for criminal offenses, but only
if they are deemed to have acted with discernment.
The law was quickly exploited by crime gangs, which employed minors as
drug couriers, jueteng bet collectors, lookouts and messengers. Terrorist and rebel
groups use children in their supply networks. Some children are even turned into
armed fighters.
Now Senate President Vicente Sotto III has filed a bill seeking to amend RA
9344 and lower the age of criminal responsibility to 13. The bill is sure to get the
support of President Duterte, who has been calling for such an amendment amid
his crackdown on the illegal drug trade. With presidential backing, Sotto’s bill will
likely be passed.
Alongside the amendment, the government must intensify social

interventions to keep children off the streets and save them from a life of crime.
The country’s juvenile rehabilitation and detention facilities are even more
inadequate than the local jails that are now overflowing with inmates apprehended
under Oplan Tokhang or for violating city ordinances.
Modern penology has the twin aims of punishment and rehabilitation. Recidivists
and so-called hardened criminals are subjected to rehabilitation or correction
efforts. Criminal behavior even among children cannot be tolerated. But after
appropriate punishment, everyone deserves a second chance, and child offenders
deserve it even more. Any amendment of the law on juvenile justice must take this
into account.
Retrieved from: https://www.philstar.com/opinion/2018/10/03/1856736/editorial-age-

criminal-responsibility

Text 1 Text 2
Criteria Remarks
Content
28
are properly cited.
Text 1 Text 2 Criteria Remarks
Coherence
statement.
train of thoughts.
Correctness
Did you finish accomplishing the essay checklist? Use the rubric found in the
answer key as your guide in writing your evaluation.
29
Answer Key
Pre-Test
1. D
2. C
3. B
4. C
5. A
6. A
7. D
8. D
9. D
10-15: A, C, D, G, H, J
Activity1: Who’d You Rather?
Answers may vary.

1. Covi is more convincing as she has explained the context of the speech of
the President.
2. Yes, I do.
3. I try to examine the situation first. I make a research and I ask people.
4. I check the elements of the story or I examine the content of the TV show.
Activity 2: What’s in a Text?
A. Difficulty Unlocked
1. D
2. A
3. E
4. B
5. C
B. Define Me
It elaborates and presents the author's stand on an issue.
It entertains readers with its plot twists and cliff hangers.
It contains facts that are used to support the argument.
It is made up of opinionated statements intended to malign an individual
It convinces readers to consider the writers' point of view through an extensive

presentation of evidences. 30
C. Word Map
CONTENT
The introductory paragraph that

presents a clear definition of the main idea,
there are supporting paragraphs that expand
the main idea, conclusion restates the main
idea and gives a summary of the points raised
ARGUMENTATIVE TEXT
COHERENCE CORRECTNESS
Transitional There are no

words are present in the errors in grammar,
text to show logical spelling or punctuation.
relationship of ideas, Words are simple and
sentences and easy to understand.
paragraphs in the
article.
31
Activity 3: Check It Out!

Text 1 Text 2
Criteria Remarks
Content
X / The introductory paragraph presents Text 1 needs to be improved

a clear definition of the issue and a on the presentation of main
thesis statement. idea.
/ / Paragraphs in the text support and Although both contain

expand the central idea. These are supporting details, Text 1
composed of opinions and facts such needs to have more concrete
as data and quotations which are examples.
properly cited.
All details and paragraphs are related
/ / Text 1 needs to be presented
to the main idea.
in an organized manner.
/ / Conclusion restates the thesis Both discuss suggested

statement, gives a summary of the solutions to the issue.
points raised in the essay or provides
a suggestion and recommendation on
the issue.
Coherence
X / There is a logical development of ideas No transitional

that support the thesis statement. devises/cohesive markers
used in Text 1.
X / The text uses transitional devices and No transitional

other connecting words to show a devises/cohesive markers
smooth flow of ideas and help readers used in Text 1.
Correctness
/ / Sentences in the text are varied. Sentences are all varied.

/ / Words used are appropriate, simple Words used are simple and
and easy to understand. appropriate.
X / There are no errors in grammar, There are some faulty

spelling and punctuation. sentences in Text 1.
32
Activity 4: Compare and Contrast
Answers may vary.Text 1 Text 2
DIFFERENCES DIFFERENCES
1. Main idea needs SIMILARITIES 1. Clear main idea

to be improved. 2. Details support
1. There are details to
2. It lacks concrete support the points. the thesis statement
examples. 2. Solutions are and presented in an
3. Transitional provided. organized manner
devices need to 3. Words used are 4. Transitional
be used to simple and easy to devices are used.
present ideas in a understand. 5. No errors in
logical manner. grammar, spelling
4. There are faulty
and punctuation.
sentences.
Activity 5: Judgment Time!
Answers may vary. You may have this checked by sending a photo of your
answers to your teacher or hand it over to him/her personally when it is already
allowed.
Sample Answer
The issue on freedom of speech rings in every corner of the world, but Text 2 provides
a fresh argument that is worth noting. Although Text 1 also fights for every person’s basic
civil right with its simple presentation of ideas, Text 2 proves to be a grittier one as it carefully
combines the value and limit of freedom of speech.
Text 2 provides an easy framework for its readers to understand and at the same time
value one of the most important basic rights which is the freedom of speech. Starting with a
clear presentation of its point, the author then gives readers supporting details that expand
the main idea. The statement, “but free speech can also come with consequences — not from
the government, but from the people,” does not only magnify that freedom of speech is
“essential” but also creates an understanding that people have a great responsibility for this
right. Further, through the logical arrangement of ideas using transitional words and the use
of simple words, the text is able to deliver its purpose – to remind people that “we must always
protect free speech while also keeping in mind respect for one another.”
Text 1, on the other hand, fails to capture the very essence of the issue. Since it does
not have a clear thesis statement and it lacks concrete examples to magnify the problem, the
content seems inadequate. Moreover, because there are only a few transitional devices used,
the ideas are hard to follow and comprehend. Finally, there are several errors in grammar
that make the text harder to understand.
Although both texts use simple words and provide valuable solutions, Text 2 is more
well-written compared to Text 1. On this note, Text 1 needs to beef up its content, include
transitional words and polish the sentences to be able to meet the standards reached by the
second text.
33
Activity 6: 3-2-1 Slip
Answers may vary. However, these are the possible answers:
3 Things I learned about the lesson today: (1) When evaluating and making
judgment on a range of text, one has to use a set of criteria so that the write-up will be
objective, comprehensive and free from any bias or prejudice. (2) The criteria that can
be used to evaluate and judge a text are composed of content, coherence and
correctness. (3) Content covers the presentation and expansion of the main idea,
coherence focuses on the use of transitional devices to show logical relationship of
ideas and correctness refers to the writing mechanics of the text.
2 Things I want to know more: (1) I want to know more about the criteria that can
be used to evaluate and judge a literary text. (2) I want to know more about the
transitional devices that can be used to show logical relationship of ideas in a text.
1 question about today’s lesson: (1) How long should an evaluation and judgment
essay be?
34
Activity 7: It’s a Thread

Text 1 Text 2
Criteria Remarks
Content
/ X The introductory paragraph presents a Both have a clear main idea;

clear definition of the issue and a however, Text 2 fails to
thesis statement. include a clear definition of
the issue.
/ / Paragraphs in the text support and Both texts need to add more
expand the central idea. These are supporting details.
composed of opinions and facts such
as data and quotations which are
properly cited.
/ / All details and paragraphs are related All details in the two texts
to the main idea. relate to the main idea.
/ / Conclusion restates the thesis Both include suggested

statement, gives a summary of the solution to the issue.
points raised in the essay or provides
a suggestion and recommendation on
the issue.
Coherence
/ / There is a logical development of ideas Both texts show logical

that support the thesis statement. development of ideas.
However, Text 2 shows a
clearer development of
ideas.
/ / The text uses transitional devices and Text 2 uses more

other connecting words to show a transitional devices and
smooth flow of ideas and help readers connecting words than Text
follow the author’s train of thoughts. 1.
Correctness
/ / There are no errors in grammar, No errors found.

35
For the writing part, answers may vary. Also, please take note of the rubric
used in the Judgment Time activity.
Sample Answer
The Facebooks posts directed to the issue on the Anti-Terror legislation, now
signed as a law by President Rodrigo Duterte, equally have presented their views on
the topic. However, Text 2 is better by inches than Text 1.
In just a few words, Text 1 and Text 2 have both captured the readers’ attention
through their simplistic explanation on why the legislation matters. While Text 1 is
able to present a clear definition of the issue, as in the statement “Activism is not a
crime—it is a prerequisite to a green, just and peaceful society,” Text 2 fails to give
readers a concrete view of the problem. Even if the two texts differ in opinion
regarding the topic, both still give a convincing tone in their messages as the two
texts include suggested solutions or recommendations. Since all the details in the
texts are presented using transitional words, both are easy to understand. It’s just
that, Text 2 uses more cohesive devices making it easier to follow than Text 1.
Regardless of which, both are still able to use varied sentences and simple words
without errors on grammar, punctuation or spelling.
For those who appreciate brevity in writing, both texts are a fit to your taste.
However, if they will only include more details pertaining to some sections in the
legislation that are highly debated, it would satisfy the readers’ curiosity. In doing so,
they may be able to convince readers better.
Post-Assessment
Test I.
1. B
2. B
3. C
4. A
36
Test II.
Text 1 Text 2
Criteria Remarks
Content
/ X The introductory paragraph presents a Text 2 doesn’t have clear

clear definition of the issue and a definition of the issue and
thesis statement. main idea.
/ X Paragraphs in the text support and The details in Text 2 all

expand the central idea. These are relate to bullying. However,
composed of opinions and facts such it needs more examples to
as data and quotations which are substantiate the point.
properly cited.
/ / Conclusion restates the thesis Although both discuss

statement, gives a summary of the suggested solution to the
points raised in the essay or provides issue, Text 1 presents it in a
a suggestion and recommendation on clear and direct manner.
the issue.
Coherence
/ X There is a logical development of ideas There is no logical

that support the thesis statement. development of ideas in text
2.
/ X The text uses transitional devices and No transitional devices in

other connecting words to show a text 2.
smooth flow of ideas and help readers
Correctness
X X There are no errors in grammar, Both texts contain error in

spelling and punctuation. grammar.
37
Sample Answer
Both texts delve on bullying, and yet they offer different discussions on the
issue. Text 1 adheres more to the standards of an argumentative text; thus, it provides
a deeper view of the problem. Text 2, on the other hand, seems to falter in relaying
what the real issue is.
Bullying has been with us since time immemorial, but through the discussion
of the first text, we are poignantly reminded of what it’s like to be bullied and be a bully
in a simple and direct way. By clearly presenting the main idea, we are given a real
picture of the issue. This is magnified through the inclusion of an incident involving a
prominent family in the city. In doing so, the writer is able to provide a sensible and
note-worthy recommendation on how to tackle the issue. Although, the text contains
faulty parallelism, it still does not fail to deliver its purpose- to remind us of the biggest
problem in school. This is made easier through the logical arrangement of ideas, use
of simple words and varied sentences.
Text 2, however, fails to capture the bigger picture in its presentation of

bullying. Instead of hitting the target straight in the eye, the text beats around the
bush and includes unnecessary details. For example, the rhetorical question, “Have
you ever experienced bullying?” does not capture the author’s stand on the issue. In
this case, the author can instead provide a clear thesis statement. Furthermore, the
arrangement of ideas in the text takes readers to a roller-coaster ride in understanding
the issue. The problem, though, is that the text fails to put a stop to the ride. That is
why readers are left hanging. To engage the readers in a worthwhile read, the author
should arrange his ideas using transitional words. Another problem of the text is the
error in grammar. In the second paragraph, the phrase “has lead” should be changed
to “has led”. If the author, would simplify the text by going straight to the point, his
presentation of the issue would have been better.
In general, text 1 does a better job in convincing readers to take a stand on

bullying. Although the second text contains valuable insights on the issue, it needs to
undergo total revision so it could achieve its purpose.
38
Additional Activities

Text 1 Text 2
Criteria Remarks
Content
/ / The introductory paragraph presents Although the articles provide

a clear definition of the issue and a a clear definition of the
thesis statement. issue, they lack a clear stand
on the problem.
/ / Paragraphs in the text support and Texts contain sufficient

expand the central idea. These are amount of details. Text 1,
composed of opinions and facts such however, contains more
as data and quotations which are details.
properly cited.
/ / Conclusion restates the thesis Both discuss suggested
statement, gives a summary of the solution to the issue.
points raised in the essay or provides However, the second text
a suggestion and recommendation on provides a clearer
the issue. recommendation to the
issue.
Coherence
/ / There is a logical development of ideas Both texts show logical

that support the thesis statement. development of ideas.
However, text 2 shows a
clearer development of ideas.
/ / The text uses transitional devices and Both uses transitional
other connecting words to show a devices and connecting
smooth flow of ideas and help readers words.
Correctness
/ / There are no errors in grammar, No errors found.

39
Sample Answer
Juvenile delinquency has been around the corner for centuries now, but the
two editorial texts provide a fresh look to the problem. Using concrete examples
presented in a logical manner, both articles discuss the issue poignantly and
realistically. Although the texts differ in style, they are both worth reading.
The anecdotes in the beginning of each text give a grim look to the problem,
creating a serious mood throughout the article. These, however, do not clearly
encapsulate the editors’ position on the topic. Good thing, the texts contain sufficient
amount of details that thoroughly discuss the issue. For example, in Text 1, the
statements regarding “Republic Act 9344, also known as the Juvenile Justice and
Welfare Act of 2006” gives a convincing and well-researched tone to the article. In Text
2, although it lacks concrete examples, it still manages to end its argument with a
remarkable suggestion to the problem by saying, “everyone deserves a second chance,
and child offenders deserve it even more.”
Another excellent quality the two texts have is its excellent arrangement of
ideas. Both start with anecdotes that are carefully expanded with details and ended
with notable recommendations. Through the transitional words used throughout the
two articles, readers are given an easy job in following the writers’ train of thoughts.
Text 2, however, shows a clearer development of ideas than Text 1 by inches.
Since the words used are simple, and there are no errors in grammar, spelling
and punctuation, both texts appeal not only to the reading adults but also to the young
ones who are the subjects of the texts. On this note, the simple choice of words may
be attributed to one of the purposes of the texts – for the children to protect and defend
their fundamental right.
With a great presentation of details partnered with significant opinions, both

texts are on equal quality that promote for the protection of children.
40
References
Carpio, A. (2020, April 09). Our Greatest Freedom. INQUIRER.net. Retrieved 3 June
2020, from https://opinion.inquirer.net/128762/our-greatest-freedom

EDITORIAL - Age of criminal responsibility. (2018, October 3). Philstar. Retrieved 3
June 2020, from https://www.philstar.com/opinion/2018/10/03/1856736/ed
itorial-age-criminal-responsibility/amp/
Editorial: Bullying in school. (2015, February 4). SunStar Philippines. Retrieved 3
June 2020, from https://www.google.com.ph/amp/s/www.sunstar.com.ph/
ampArticle/391397
Editorial: 'Children are not criminals'. (2017, February 6). SunStar Philippines.
Retrieved 3 June 2020, fromhttps://www.google.com.ph/amp/s/www.sunstar.
com.ph/ampArticle/124462
Editorial: Freedom of speech doesn’t mean freedom of consequences. (2017, August
22). Iowa State Daily. Retrieved 3 June 2020, from https://www.iowastatedaily.
com/opinion/editorials/editorial-freedom-of-speech-doesn’t-mean-freedom-of-
consequences/article_401efbd8-8739-11e7-b290-d38edd12a4d7.html
Greenpeace joins calls to scrap anti-terror bill. (2020, June 2).Greenpeace Philippines
Retrieved 3 June2020, from https://www.greenpeace.org/philippines/press/97
41/greenpeace-joins-calls-to-scrap-anti-terror-bill/
Jameson, R. (2015, July 31). What’s the Difference between Judgment and
Evaluation. HuffPost. Retrieved 3 June 2020, from https://www.google.com.ph/
amp/s/www.huffpost.com/entry/whats-the-difference-between-judgement-
and-evaluation_b_7908320/amp
‘No homework’ policy is no good. (2019, August 31). The Manila Times. Retrieved 3
June 2020, from https://www.google.com.ph/amp/s/www.manilatimes.net/
2019/08/31/opinion/editorial/no-homework-policy-is-no-good/608789/amp/
41

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English Quarter 1 - Module 6: Evaluating and Making Judgment

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10

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by DAVAO CITY DIVISION LEARNING RESOURCES

Department of Education – RegionXI

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

For the learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Moduleon

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

References This is a list of all sources used in developing

The following are some reminders in using this module:

Hello learners! The advancement of technology has ushered in a new

After going through this module, you are expected to:

A. theme, plot, characters

2. Which of the following best describes an evaluation of text? It _____________.

A. summarizes an entire text

3. What criterion refers to the relationship and logical connection of sentences

4. What criterion refers to the writing mechanics of a text which includes

5. Which of the following is NOT true when evaluating or judging a text?

A. Use derogatory words to show honesty in your judgment.

6. Identify from the statements below a text containing an error in grammar,

A. A 3 year old boy survived Covid-19.

7. Which of the following is used to show coherence in a text?

8. Which of the following sentences best states an argument that is in

9. Which of the following best supports the topic sentence below?

A. Campus journalists should always please the society.

Illegal mining continues to pose a serious threat to the

Illegal mining are dangerous to the community Illegal mining

Activity 1 Who’d You Rather?

Hi, Viru! Yes, I was able to watch it. I

Activity 2:What’s in a Text?

Activity 2.A: Difficulty Unlocked

____ 1. staunch A. likely to cause disagreement

____ 2. contentious B. about to happen

____ 3. absolute C. critical examination

____ 4. imminent D. strongly built

____ 5. scrutiny E. perfect; free from errors

Our Greatest Freedom

Freedom of expression, which includes freedom of speech and freedom of

Freedom of expression is truly our greatest freedom. However, freedom of

Expression that is libelous may also be subject to subsequent punishment

The Bayanihan Act, enacted to address the COVID-19 crisis, penalizes

Besides, this provision is practically impossible to utilize because the

Retrieved from: https://opinion.inquirer.net/128762/our-greatest-freedom

Activity 2.B: Define Me

Directions: Put a check mark on the item/s which best describes an

It elaborates and presents the author's stand on an issue.