English 10 Compiled 1

TXTBK + QA LAS
LEARNING ACTIVITY SHEET No.1

Textbook based instruction
paired with MELC-Based
in English
Quality Assured Learner’s
Activity Sheet (LAS) Quarter ___2___ Week __1___
Name: _________________________________Grade & Section: ______________________________
Teacher: _______________________________Date Submitted: __________________________
MELC 1: Observe language of research, campaigns, and advocacies. ENI0G-Iva-32

Lesson/Topic: Language of Research, Campaign and Advocacy
Reference/Source: Celebrating Diversity Through Multiculturism Page No.: 466-467
Objectives/Subtasks: 1. Define research paper and its parts.

Topic: Parts of Research Paper
Activity No: _1__ Title: Parts of Research Paper Day: __1__
Key Concept
Research is a systematic investigation to contribute to an existing body of

knowledge.
Research Paper is a type of academic writing that should have theoretical and
significant data that has gone through proper in-depth research.
Parts of Research Paper

Introduction presents background information, scope, and focus of the research
paper.
Literature Review provides a review of what others have written or researched on

concerning topic.
Methodology explains how the research was conducted.
Results presents the information gathered through the research.
Discussion evaluates the results of the study or research.
Conclusion provides the summary of research.
References lists all the sources used in the research.
Abstract summarizes all sections and helps readers decide whether or not to read
the entire report.
Appendix contains other related information such as graphs, charts, tables and
lists.
Directions: Match the descriptions in Column A with the corresponding names listed in
Column B.
COLUMN A COLUMN B
1. Provides a review of what A. Research
others have written or
researched on concerning
topic. B. Introduction
2. Presents the information
gathered through the research.
C. Literature Review
3. Contains other related
information such as graphs,
charts, tables and lists. D. Methodology
4. Evaluates the results of the

study or research. E. Results
5. Provides the summary of
research.
F. Discussion
6. Presents background
information, scope, and focus
of the research paper. G. Conclusion
7. Lists all the sources used in
the research.
H. References
8. Summarizes all sections and
helps readers decide whether
or not to read the entire report. I. Abstract
9. A systematic investigation to
contribute to an existing body J. Appendix
of knowledge.
10. Explains how the research

was conducted.
Objectives/Subtasks: 2. Identify the language of research.
Topic: Language of Research.
Reference/Source: englishhints.com/language-of-research
Activity No: 2 Title: Language of Research Day:__2__
Key Concept
Learning the language of research can help you understand research answers
to important problems. It can also help you read academic texts (and tests) more easily.
The Language of Research
False- not true

Experiment – a test to see what happens when all factors (variables) but one are
controlled.
Outcomes – the result at the end of a test or trial.
Data- collected facts or information
Statistics – the organization and the study of numerical data.
Impact – a strong effect
Treatment – the course of action designed to help a patient.
Evidence – observations or information that can help solve a crime or show whether
something is true or false.
Flawed – badly designed; with errors
Demonstrate – show
Withhold – holdback or hide some information(that might change the results)
Error – mistake
Observation – looking carefully at something
Target – the goal researcher aim for
Collaborate – to work together
Design – to plan(or plan of) how something will be made or done
Distorted – twisted, presented in a way to encourage false conclusions
Conclusions – what has been learned or shown at the end of a study
Bias – a researcher’s desire to get certain results rather than others.
Interactions – the ways two or more medications (or other things, or people) affect each
other
Significant – important, meaningful
Benefits – good or positive effects
Directions: Solve the crossword puzzle using the list of words on the right and the
clues.
THE LANGUAGE OF RESEARCH
Objectives/Subtasks: Identify the language of campaigns.
Topic/Lesson: Language of Campaigns
Reference/Source:
www.goggle.com/search?ei=L4DAX5zkCMPyhwOb3o34AQ&q=what+is+campaign%3F
www.pearsonhighered.com/nature+of+persuasive+campaign
Activity No: _3__ Title: Language of Campaigns Day:___3___
Key Concept
Campaign is an effort made to gain public support for an opinion or course of action. It
is an organized course of action to achieve a goal.
Language of Campaign
Name-calling is the use of emotional labels that are offered in the place of logic or
evidence.
Glittering generalities represent the opposite of name-calling. Instead of wanting the
audience to reject an idea without examining the evidence, a communicator resorting to
glittering generalities wants the audience to accept an idea without requiring evidence.
Transfer is a device by which the communicator wants the audience to take the
authority, sanction, or prestige of a respected idea and apply it to a new idea that the
communicator wants the audience to accept.
The bandwagon approach is one in which audiences are encouraged to adopt a certain
behavior because “everyone else is doing it” and they “do not want to be left behind.”
Testimonials are appeals from influential celebrities or authority figures whose
expertise may be irrelevant to the product being sold or idea being promoted.
Card Stacking is a method that stacks the cards in favor of the desired result,
presenting one-sided evidence or half-truths.
Euphemisms are terms intended to obscure or soften the true meaning of behaviors or
concepts.
Directions: Identify what language of campaign is described in each item. Write your
answer before the number.
_______________1. A device by which the communicator wants the audience to take the
authority, sanction, or prestige of a respected idea.
_______________2. A method that stacks the cards in favor of the desired result,
presenting one-sided evidence or half-truths.
_______________3. Use of emotional labels that are offered in the place of logic or
evidence.
_______________4. Wants the audience to accept an idea without requiring evidence.
_______________5. Audiences are encouraged to adopt a certain behavior because

“everyone else is doing it” and they “do not want to be left behind.”
Objectives/Subtasks: Identify the language of advocacy.
Topic/Lesson: Language of Advocacy
Reference/Source: diabetespact.org/learning-language-policy-advocacy/#:~:text=The%20
Activity No: _4__ Title: Language of Advocacy Day:___4___
Key Concept
There is one language more universal than any other. It is not Mandarin Chinese,
English or Spanish. This is the language holds no strange pronunciations or syntactical
rules that leave new language learners scratching their heads. Rather, it is accessible to
everyone who has ideas and passions, and who fundamentally believes in advancing
mankind and speaking for a cause. This language is universally understood because
there is never a lapse in the need for people to speak for rights, ideas, and politics. This
is the language of advocacy.
Advocacy is the act of supporting, defending, or arguing for a specific cause or issue.
The purpose of advocacy is to bring about change, whether that’s accomplished through
raising public awareness, increasing support, or influencing policy for a certain issue.
Types of Advocacy
Express and Issue Advocacy – Usually regarding a specific political, campaign, letting
the public know that they should vote a certain way to.
Budget Advocacy – All about transparency in all levels of the government spend their
budget.
Federal Advocacy – Targeting the state legislators to push for certain change.
Bureaucratic or Professional Advocacy – Professionals in a field who work more

methodically and academically in presenting their ideas.
Mass Advocacy – Organize and orchestrated through large groups.
Media Advocacy – Using media as the primary means to promote a specific cause.
Health advocacy –Supporting the rights of patients and improving the community of
people who care about patients.
Self-Advocacy – Motions taken by individuals to support their own rights in the

workplace, schools, etc.
Directions: Determine what advocacy is described in each item. Write your answer
before the number.
_____________________1. An advocacy that supports the right of patients.
_____________________2. An advocacy that presents transparency in all levels of

government how they spend their budget.
_____________________3. An advocacy that is organized by large group of people.
_____________________4. An Advocacy that uses media as a primary means of promoting

a specific cause.
_____________________5. An advocacy taken by an individual to support his own rights.

TXTBK / SLMs + QA LAS
Textbook/Supplementary LEARNING ACTIVITY SHEET No.2
Materials/Self-Learning
Modules based instruction
in English
Quality Assured Learning Quarter ___1___ Week __2___
Activity Sheet (LAS)
Name: _________________________________Grade & Section: Grade 10
MELC 2:
Identify key structural elements, e.g.: • Exposition - Statement of position, Arguments, • Restatement of
Positions and language features of an argumentative text, e.g.: • modal verbs: should, must, might, and
modal adverbs: usually, probably, etc.; • attitudes expressed through evaluative language; • conjunctions
or connectives to link ideas: because, therefore, on the other hand, etc.; • declarative statements; •
rhetorical questions; passive voice.
Lesson/Topic: Structural Elements of Argumentative Writing
Reference/Source: Page No.:

Essential English (Worktext in Literature and Language) 69
https://static.moneysmart.gov.au/teaching/resources/smart-consumers-4-a-smart-
future/English_Yr9/documents/lang_feat_expos.pdf
Objectives/Subtasks: 1. Identify structures of exposition.

Topic: Structures of Exposition
Activity No. 1 Title: Structures of Exposition Day: 1
Key Concept
Exposition in Argumentative Writing
• Exposition persuades a reader or a listener to agree or take action to solve the

problem by presenting one side of an argument.
• Exposition can be presented as: essays, editorials, letters to the editor and
speeches.
Structures of an Exposition
1. Statement of Position
Introduce the topic and make it clear what your position is. You need:
• a strong opening sentence that provokes your reader's interest or
captures your reader's attention
• an overview of your thesis (or argument) on the topic and the points you
will make.
Provide a brief outline of the key points to be covered by your argument.
This gives your reader a preview of where you are going to take them. This also
enables you to show the reader that your exposition is structured logically.
2. Argument
In this section you can make a number of points. Begin each paragraph
with a key statement or general statement. Give supporting reasons in the rest
of the paragraph. Then make a new point in the opening sentence of the next
paragraph and give supporting reasons, and so on.
3. Reinforcement of the Statement of Position

Sum up your argument. You could make a statement about what you see
as a solution to the problem or what might happen if the situation is not
resolved. You could call for some form of action from the audience.
Directions: Identify the structure of exposition where the following statements can be
found. You may write position, argument or restatement of position as your answer.
__________________1. opening statement ________________ 6. preview of exposition
__________________ 2. call of action _________________7. evidence
__________________ 3. thesis statement _________________8. resolution/conclusion
__________________ 4. supporting reasons ________________ 9. summary of argument
__________________ 5. solution to the issue ________________ 10. key points of argument
Objective/Subtask: 2. Express a short argument to a given issue.
Topic: Developing an Argument

Celebrating Diversity through World Literature 157 – 158
https://libguides.seminolestate.edu/researchfoundations/thesisstatement
Activity No: 2 Title: Developing a Position and an Argument Day: 2
Key Concept
The Claim or Position
The Position or The Claim

o The position or the claim must answer the question: “What do I think?”.
o It is also called thesis statement.
How to Develop a Good Claim/ Thesis Statement/ Position

1. Focus on a single point of view in your thesis statement.
2. Present your position clearly.
3. Present your position or point of view as a statement or declarative sentence.
4. Write your thesis statement in third person voice. Rather than addressing "I," "we,"
"you," "my," or "our" in your thesis, look at the larger issues that affect a greater
number of participants.
How to develop an argument?
o Confirm your own position and build your case.
o Use empirical evidence, such as facts and statistics to support your claims.
o Appeal to the audience’s reasoning and logical thinking.
o Argue using evidence and research.
Techniques in Making Arguments

o Convince the audience through sound reasoning, persuasion and evidence.
o Use the fundamental types of appeal in presenting an argument:
a. Reason – evidence, supporting details, examples, facts, data
b. Ethics – the moral judgement on what is right and what is wrong
c. Emotions
Basic Components of an Argument

o The Reasons – answer the question: “Why do I think so?”
o The Evidence – answers the question: “How do I know this is the case?”
Example:
Issue: Having a tattoo is a sign of being a criminal.
a. The Claim: A person with a tattoo should not be stereotyped as being a
criminal.
b. The Reason/s: A tattoo is now always a sign of being a criminal. There are
people who have tattoos but are actually law-abiding citizens. They only get a
tattoo to express a part of themselves.
c. The Evidence: In ancient time, Filipinos get tattoos as a sign of bravery and
beauty, not as a criminal. According to statistics, only about 60% of criminals
have tattoos.
Directions: Read the given statement carefully. Express your opinion to the given
statements by making short but sound arguments.
1. Allow transsexual women to join Ms. Universe pageant. (Transsexual women are former
gay men who changed their physical appearance to become women. They even underwent
operation to change their sex organs.)
a. The Claim/Thesis/Position:
___________________________________________________________________________________
___________________________________________________________________________________
b. The Reason/s:
___________________________________________________________________________________
___________________________________________________________________________________
________________
c. The Evidence:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Objective/Subtask: 3. Rephrase statements to emphasize claims of arguments.
Topic: Restatement of Position

Celebrating Diversity through World Literature 217-218
Essential English (Worktext in Literature and Language) 39
Activity No: 3 Title: Restatement of Position Day:__3__
Key Concept
Restatement of Position
Conclusion of an Exposition or Argument

When concluding an exposition, conclude with conviction by:
o Reviewing your main points and state your claims strongly.
o Making a strong plea for action, or invite your readers to refute your
arguments.
o Restating the position or claim.
Ways of Emphasizing and Restating Position

o Use of Adverbs of Affirmation
Adverbs of Affirmation – are adverbs used in a sentence to affirm it as true.
Adverbs of Affirmation:
absolutely alright certainly doubtlessly positively
affirmatively assertedly clearly exactly undoubtedly
all right avowedly definitely obviously
Stated Claim/Position Restated/Rephrased Claim
Using cellphones bring harm to The use of cellphones without
children without proper supervision supervision of parents will
of parent. undoubtedly bring harm to children.
Climate is real and is happening in Climate change is definitely real. It

right now. is obviously happening as we speak.
o Use of Adverbs of Negation

Adverbs of Negation – are adverbs used in a sentence to deny it is true.
Adverbs of Affirmation:
contradictorily invalidly never no not rarely
There is still time to act in saving the It is never too late to act in saving
environment. the real world.
We can help save our rivers even with There is no small effort in saving our
small efforts. rivers. Every action counts.
o Use of Cleft Sentence: It
Use cleft sentences to focus on a word or a phrase and to emphasize

the intention of the message by changing the normal sentence pattern with
relative pronoun “It is” or “It was”.
It is when the verb of the original position is using PRESENT tense.
It was when the verb of the original position is PAST tense
Human abuse is the main reason for It is us, humans, and our abuse is
nature’s deterioration. the main reason for nature’s
deterioration.
Our ancestor’s courage brought us It was our ancestor’s courage that
freedom. brought us freedom.
Directions: Restate the following positions/claims using the suggested way of rephrasing
found inside the parenthesis.
Example:
Car exhaust is the leading contributor to climate change. (Cleft Sentence: It)
It is the car exhaust which contributes greatly to climate change.
1. Social networking websites have benefits and dangers as well. (Adverb of Affirmation)
____________________________________________________________________________________
____________________________________________________________________________________
2. The younger generation is the nation’s future. (Cleft Sentence: It)

____________________________________________________________________________________
____________________________________________________________________________________
3. Let us continue our fight against Covid19. (Adverb of Negation)

____________________________________________________________________________________
____________________________________________________________________________________
4. Our right to vote makes us people with freedom. (Cleft Sentence: It)
____________________________________________________________________________________
____________________________________________________________________________________
5. Calbayog City is a city of warm people. (Adverb of Affirmation)

Objective/Subtasks: 4. Construct an argument.
Topic: Restatement of Position

Essential English (Worktext in Literature and Language) 68-69
Activity No: 4 Title: Argument Writing Day:__4__
Key Concept
Argumentative Text
o Argumentative Text usually refers to everything that involves debate, a possible

disagreement, and opinions.
o Argumentative Text is different from exposition text (type of text based on purpose)
which only concerned with giving facts.
Features of Argumentative Writing

o You may agree or disagree with a given issue or statement, either heartily
(voluntarily) or tentatively.
o Writers explain points of view regarding the topic.
o It needs a clear thesis/statement of position and sound reasoning from the
writer’s perspective.
o Argumentative writing needs to use particular language called language
features to make it more effective.
Writing an Argument
An argument is comprised of the following:
o A thesis statement at the beginning
o An evidence to support your argument
o A smooth transition between ideas
Example:
evidence transition
Studies show that there is a link between thinking and writing. Consequently,
students must be allowed to write their ideas in order to develop their critical
thinking skills.
Thesis
Note: Thesis may also come before evidence for example:

Students must be allowed to write their ideas in order to develop their
thinking skills since there is a link between thinking and writing according to
studies.
Directions: Construct a simple argument based on the given topic.
Example:
Topic: No Homework on Saturdays and Sundays
There are studies that show children perform better when they
are well rested during weekends. Hence, teachers must not give
loads of homework on Saturdays and Sunday.
1. Availability of Covid19 vaccine

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. New Normal Education Set-up

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Preparations for Disaster

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________
4. Effect of having Gaisano or Metro Malls in Calbayog

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Prohibiting the use of cellphones inside the school

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
TXTBK / SLMs + QA LAS
in English 10
Name: _________________________________Grade & Section: Grade 10

MELC 2:
Identify key structural elements, e.g.: • Exposition - Statement of position, Arguments, • Restatement of
Positions and language features of an argumentative text, e.g.: • modal verbs: should, must, might, and
modal adverbs: usually, probably, etc.; • attitudes expressed through evaluative language; • conjunctions
or connectives to link ideas: because, therefore, on the other hand, etc.; • declarative statements; •
rhetorical questions; passive voice.
MELC 5:
Write an exposition or discussion on a familiar issue to include key structural elements and language
features.
Lesson/Topic: Language Features of Argumentative Writing

Celebrating Diversity through World Literature 73
https://unilearning.uow.edu.au/academic/4aiii_2.html
Objective/Subtask: 1. Identify modals and modal adverbs used in argumentative

writing.
Topic: Modals and Adverbs in Argumentative Writing
Activity No. 1 Title: Modals and Modal Adverbs in Argument Day: 1
Key Concept
Modals and Modal Adverbs
• Modals are special type of verbs called the auxiliary verbs. They do not express
actions, but they perform specific functions. They are used with the base form of
an action verb. Base form of verb means the verb has no -s, -es, -ed, -d or -ing.
Base Verb examples: jump, run, clean, write.
Example: Calbayognons must keep their rivers clean.

The sentence uses the modal must which indicates obligation which
mean it needs to be done.
Must is paired with keep forming the phrase: must keep.
Must keep in the sentence means, we need to maintain the cleanliness
the river
• Modal Adverbs are adverbs that modify or intensify modals. So, it should be
paired with a modal.
Example: The police should definitely impose rules without bias.
- In the sentence, definitely is a modal adverb that intensifies the modal
should.
Modals and Modal Adverbs in Argumentative Writing
• Modals are used to express the different degrees of certainty or modality of your
opinions or argument.
• The level ofCertainty
modalityof used toModal/
express your opinion mustStatement
Modal match the level of
of Claim
Conclusion
certainty provided Adverbs It
by your evidence. Verbs
might be appropriate to make a high
modality claim because evidence, from multiple sources, backs up your opinion.
Strong Modal: • We must start saving the environment
(The claim is very is, will, now.
Directions:
sure, with enough can not, must - By using must, the claim suggests tha
A. Use the correct
validmodal to complete the claim or statement. there
evidence.) The degree of certainty is
is no better time of saving the
provided inside the parenthesis at the end of statement. world other than now.
Example: We must exercise our right to vote. (strong) - It gives a strong call of action.
1. Technology assessment __________ Modal

be an effective tool •toWe
Adverbs: must undoubtedly
analyse the effect of start
a saving the
undoubtedly,
technology on social and environmental issues. (strong) environment now.
2. Face to Face class ________ start always, never,year. (tentative)
next school - Modal adverb undoubtedly makes th
definitely, clearly claim stronger because it intensifies th
3. Students ____________ raise their questions every after discussion. (moderate)
modal must.
4. Young people ________________ think that they can do things independently. (moderate)
5. We ________________ stop natural disasters so we should prepare. (strong)
Moderate Modals: • Calbayognons should visit our local tour
(The claim has valid spots before going to other places.
B. Use the correct modal adverb to complete the claim or statement. The degree of
evidence but not as should, would, can - By using should, the claim merely gi
certainty is provided
much orinside the parenthesis
as strong.) ought to, at the to
tends end of statement.
a suggestion which may be followed
Example: not.
Filipinos will always be known as the friendliest people in the world. (strong)
Modal Adverbs: • The young people today will likely choos
1. usually, likely,
Handshake is ________________ accepted as the languagea of different career from
businessmen. that of their paren
(moderate)
2. probably, regularly,
We can ________________ overcome hard ships with positive thinking. (strong) claim become
- By adding likely, the
3.It is _____________ that Covid19 ismajority,
man-made.generally,
(tentative) moderate even with the modal will.
often, frequently, - The given modal adverbs will make th
4.Calbayognons must __________ stop being proud of our city. (strong)
rarely claim moderate.
5. The vaccine for Covid19 will ______________ be available next year. (moderate)
Tentative Modals: • Illegal catching and selling of bats and
(The claim is other exotic animals in China may have
unsure. It could still may caused COVID19 virus.
be changed.) might - By using may, the claim is an opinio
could without solid evidence to back it up.
Such statement can still be changed
corrected.
Modal Adverbs: • Perhaps, illegal catching and selling of b

possible, and other exotic animals in China is the
conceivable, cause of corona virus.
sometimes, - Adding perhaps make the sentence le
occasionally, certain. It means that the statement
seldomly, perhaps, more of an opinion and has no solid
maybe, uncertainly, evidence.
minority
Modals and Modal Adverbs in Argumentative

Writing
Objective/Subtasks: 2. Use the appropriate connector to complete an argument.
Topic: Coordinating and Subordinating Conjunctions

English for the 21st Century Learners 257-265
Activity No: 2 Title: Connectors Used in Argumentative Writing Day:__2__
Key Concept
Coordinating Conjunctions
A conjunction is a part of speech that connects words, phrases, clauses, and

sentences together.
Coordinating Conjunctions
The coordinating conjunctions or coordinators are used to connect two equal
thoughts or ideas. T
The seven coordinating conjunctions are for, and, nor, but, or, yet, and so; the
acronym FANBOYS.
The following table shows the uses of each coordinator and examples for each.
COORDINATOR USES EXAMPLES

for Introduces the Mr. Ramos chose Ericka as class
reason for the representative in the contest for she is
preceding clause the best speaker in the class.
(For is used to introduce reason, ‘Ericka
was chosen as the class
representative’.)
and Suggests that Rina e-mailed her application form and
one idea is hoped for a call back.
chronologically
sequential to (And is used to connect the two
another idea sequential actions (e-mailed, hoped)
done by the subject.)
Nor Connects a Jacob does not like to do assignments

negative clause nor does he check them when he does.
with another
negative clause (Nor is used to connect two negative
ideas which are ‘not liking and not
checking.)
But Suggests an Joey lost so much from the tragedy,
unexpected but he continues to be optimistic about
contrast in light life.
if the first clause
(But is used to connect two opposite
ideas which are ‘tragedy and
optimism.’)
Suggests in an Jeron does not practice hard, but he
affirmative gives his best in each game every time.
manner what the
first clause of the (But is used to connect two opposite
sentence implied ideas which are ‘does not practice hard
in a negative way and gives his best’.)
or Suggests that only You can study hard for this exam or
one option or the you can fail.
other can be
realized or done (Or is used to connect two options the
first is ‘study hard’ and ‘fail’.)
yet The functions of Mike plays basketball well, yet his
this conjunction favorite sport is table tennis.
closely
approximate those (Yet is used to connect two
of the conjunction contradictory ideas.)
but.
so Used in the same Jim wants to win the elusive

way as the word championship, so he is training even
therefore harder this time around.
(So is used to introduce cause and
effect relationship.)
Directions:
A. Fill in the blank with the appropriate coordinating conjunctions.

Example:
(for, so) 1. He wasn’t able to buy his father an expensive gift for
he didn’t have much money.
(For is used because it introduces the reason of the first
clause ‘he wasn’t able to buy an expensive gift’.)
(and, or)1. The man _______the woman both wanted to help the people on May 1,
Labor Day.
(but, or)2. The woman wanted to stage a protest rally for the workers _______ the man
wanted to write
(for, so) 1. He meaningful
wasn’t able articles about
to buy his labor
father anequality instead.
expensive gift for
he didn’t have much money.
(For is used because it introduces the reason of the first
(so, nor)3. My brother is in the play, ________ I want to attend the first performance.
(and, for)4. Your niece and I went out to lunch, _______we both ordered fish.
(for, so )5. Annette couldn’t go, ________ she was tired.
Subordinating Conjunctions
A subordinating conjunction makes a clause within a sentence dependent on a

complete sentence inSubordinating Conjunctions
order to make sense
A subordinate conjunction is followed by a subject and predicate
Function of Subordinating Example Sentences

conjunction Conjunction
Show comparison than, whereas You must decide whether you will go by
train or by plane.
(whether is used to show comparison and
choices)
Express time while, until, as You can use my car as long as you drive
long as, before, carefully.
after, since (as long as is used to express time)
Express even though, Even though he’s a millionaire, he lives
contradiction though, although in a very small apartment.
(even though is used to express
contradiction or opposite ideas)
Used as relative who, whomever, She’s the student whose handwriting is

pronouns whose, whom the best in my class.
(whose is used to refer the subject)
State condition unless, even if, Only if a teacher has given permission
only if, in case, if, is a student allowed to leave the room.
lest (only if is used to introduce conditional
statement)
State reasons because, since, so Do exercises in order that your health

that, in order that, may improve.
that, as (in order that is used to connect reasons)
B. Fill in the blank with the appropriate subordinating conjunctions.
Example:
1. The young soldiers proceeded with their mission (even though,
because) it was dangerous.
(The main idea or independent clause is the The young soldiers
proceeded with their mission; the subordinating is even though;
and the dependent clause is even though it was dangerous.)
1. (Even though, Because) he worked hard all year long, he wasn’t able to buy him an
expensive gift.
2. (Since, Although) he didn’t have much money, he was still able to buy an expensive
1. The young soldiers proceeded with their mission (even though,
gift for his father.
because) it was dangerous.
3. I will go on my holiday (even if, only if) you forbid me.
(The main idea or independent clause is the The young soldiers
4. Steve told her (that, whom)
proceeded he loved
with their her.the subordinating is even though;
mission;
5. She hasn’t and seenthe
herdependent
son (since,clause is even
though) though
he was it was
a little boy.dangerous.)
Objective/Subtasks: 3. Distinguish declarative statement and rhetorical questions.
Topic: Declarative Statement and Rhetorical Questions in Argumentative Writing

https://englishsentences.com/declarative-sentence/
https://writersperhour.com/blog/how-to-use-rhetorical-questions-in-an-essay
Activity No: 3 Title: Declarative Statement and Rhetorical Questions Day: 3
Key Concept
Declarative Statement
A declarative statement is used to share information – for instance, stating your

point of view or a fact. Of the four kinds of sentences (declarative, interrogative,
imperative, exclamatory), it is by far the most common.
A declarative sentence is simply a sentence that makes a statement rather than
Declarative
asking a question or making a command. Statement
Thesis statements are more effective when presented as a declarative statement.
Examples of declarative statement:
1. Proper implementation of health protocols has proven to be effective in
fighting the spread of Covid19.
2. People who smokes are more likely to get serious infection of Covid19
compared to non-smokers.
Rhetorical Questions
A rhetorical question is a question asked more to create an impact or make a

statement rather than getting an answer. It is a powerful literary device which
when used effectively can add immense value to your writing.
Common Types of Rhetorical Questions
Rhetorical used in Argumentative Writing
Questions
1. Epiplexis is a form of argument in which a speaker attempts to shame an
opponent into adopting a particular point of view. It expresses disapproval and
show grief or frustration.
Example:
a. Can people not see how our neglect and abuse had destroyed environment?
b. Will there even be an end to these senseless killings?
(Notice that the two rhetorical questions above present a more negative emotion, or
an accusing tone.)
3. Erotesis expresses strong agreement or denial. It suggests an answer without the

expectation of getting one. It makes the reader think.
Example:
a. You may think that you are not superstitious. But would you walk under a
burning building?
b. Foreigners say Filipinos are friendly. But are we? Really?
(The first rhetorical question has an obvious answer of NO, but is not presented,
and this is a perfect example erotesis. The second example, on the other hand, has
also an obvious answer of either yes or no but it makes the reader think more.)
2. Hypophora – a question is raised and immediately answered. This makes a clearer
point to the readers.
Example:
a. So, who’s to blame for climate change? It is the people who continuously
abuse and neglect the environment.
(In the example, “So, who’s to blame for climate change?” is the question, while “It
is the people who continuously abuse and neglect the environment” is the answer
to the question. Both question and answer are presented.
Directions: Read each item carefully. If it is a declarative statement, write declarative.
But if the item is a rhetorical question, identify if it is an epiplexis, erotesis and
hypophora.
Example:
Hypophora 1. Should we just accept that corruption is normal? No. Never. (The
answer is hypophora as both question and answered is presented in the item.)
___________________ 1. The government and people must work together to improve the
state of our nation.
___________________ 2. Will people’s greed ever stop?
___________________ 3. Then, what should be done to save Mother Earth? Simple, start
zero-waste initiative.
___________________ 4. Tattoo has long been a symbol of bravery since ancient times.
___________________ 5. If people see how much garbage is found under the sea, would
they realize it’s time to stop throwing trash?
___________________ 6. You may feel that you can change yourself at will. But can you
really change you bad attitude at once?
___________________ 7. Should we wait for other to start acting? No. We should begin the
action by ourselves.
___________________ 8. Only a small percentage of the population will have access to
Covid19 vaccine.
___________________ 9. Don’t you feel guilty about how your carelessness affect others?
___________________ 10. Smoking continues to be the leading cause for lung cancer.
Objective/Subtasks:
4. Use evaluative language in writing an exposition.
5. Write an exposition with key structural elements and language features.
Topic: Writing an Exposition

English Essential (Worktext in Literature and Language) 41
language-resources-for-argument-writing_2.pdf
Activity No: 4 Title: Writing an Exposition Day:__4__
Key Concept
Tips on Writing an Exposition
a. Remember that an exposition has three parts or components.

1. Statement of Position
Topic or issue is introduced.
A background information is also given.
State the position
Tipsoron claim or thesis
Writing anstatement.
Exposition
2. Argument
Give reasons or evidence to support your position or thesis statement.
Base the argument from facts, not from opinions.
Use data, statistics, and real examples as evidence.
3. Reinforcement of the Statement of Position

Sum up your argument.
Restate your claim or thesis statement by emphasizing the important ideas.
You may use different ways of restating you previously learned.
Call for an action or reaction.
b. Use the different language features of exposition or argumentative writing.
1. Modals and Modal Adverbs
2. Coordinating and Subordinating Conjunctions
3. Declarative Statements
4. Rhetorical Questions
c. Employ evaluative language to make the exposition more effective.
Evaluative Language is also a language feature of an exposition.

These are words that have evaluative meaning which is either
positive or negative.
By using more of negative words, the reader can be persuaded to
see thing negatively too.
By using positive words, readers can also have positive response
to the issue.
Examples of Evaluative Language in Argumentative Writing

Evaluative Language is also a language feature of an exposition.
Group of Words Positive Negative
These are words that have evaluative meaning which is either
Adjective Successful Weak
positive or negative. Correct Wrong
By using more of negative words, the reader can beIncorrect
Powerful persuaded to
see thing negatively too.
Justified False
By using positive words, readers
Purposeful can also have positive response
Questionable
to the issue. Important
Significant
Verbs Challenge Neglect

Prove Ignore
Affirm Misunderstand
Inspire Fail
Excite Underestimate
Reveal
Sample exposition:
Issue: Using internet properly.

Social networking websites have benefits and dangers as
well. In certain ways, social networking affects real-life
interactions with peers.
There are shy, introverted, or socially awkward youth who
sometimes find social networking sites as good ways of
connecting or forming new relationships.
Although there is an increase in cases of cyberbullying,
people find opportunities in building a large network of friends
and support in social networking sites like Facebook.
It is often advised to monitor teens and young adults not to
post photographs or information which could damage their future
because of the possible dangers of people who may have ill
motives in networking sites.
The Internet must be used correctly, and the youth must
be taught how to use it properly.
Social networking websites have benefits and dangers as

Directions: Using In
well. the certain ways, and
key structure social networking
language featuresaffects real-life write an
of exposition,
exposition about a familiar
interactions issue
with that you can get from the given picture below.
peers.
There are shy, introverted, or socially awkward youth who
sometimes find social networking sites as good ways of
connecting or forming new relationships.
Although there is an increase in cases of cyberbullying,
people find opportunities in building a large network of friends
and support in social networking sites like Facebook.
It is often advised to monitor teens and young adults not to
post photographs or information which could damage their future
because of the possible dangers of people who may have ill
motives in networking sites.
The Internet must be used correctly, and the youth must
be taught how to use it properly.
https://www.philstar.com/opinion/2019/04/12/1909319/editorial-teenage-pregnancies/amp/
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TXTBK/SLMs + QA LAS
Materials/Self-Learning in English 10
Name: _________________________________Grade & Section: ____________________________________________
Teacher: _______________________________Date Submitted: ____________________________________________
MELC 3: Formulate a statement of opinion or assertion. EN10WC-IIb-13.2

Lesson/Topic: Opinion or Assertion
Reference/Source: https: //m.youtube.com/watch?v=0DC8C7ieTBQ&t=13s
Objectives/Subtasks: 1. Distinguish Personal Opinion from General Opinion

Topic: Opinion or Assertion
Activity No. 1 Title: Personal Opinion vs General Opinion Day: 1
Key Concept
What is an OPINION?
Opinion is a thought, belief or judgment that a person or a group of people have
about something or someone which are based mainly on their belief. It may also be
a judgment made by an expert.
EXPRESSING OPINION (PERSONAL & GENERAL)

Personal Opinion- this is the individual point of view or idea towards someone or
something. It is one’s stand on a certain issue or topic.
Expressing Personal Opinions

Start with a phrase like
o In my experience...
o As far as I’m concerned…
o Speaking for myself…
o In my opinion…
o I’d say that…
o I’d suggest that…
o I’d like to point out that…
o Personally, I think…
o I believe that…
o What I mean is…
o I honestly think…
Examples:
1. Personally, I think the TV shows in ABS-CBN are more entertaining than the
shows of other channels.
(Even if everyone agreed with this statement, it is still an opinion because the speaker’s
belief that TV shows in ABS-CBN as more entertaining than the shows of other channel
might be contrary to the beliefs of others.)
2. In my opinion, “We are the world” is a beautiful song.

(For some, they may find the song beautiful but for others may not. It is still an opinion
because it is not provable.)
General Opinion-what most people think about something.
Expressing General Opinions

Start with a phrase like
o Some people say that...
o It is often said that…
o It is generally accepted that…
o Everybody knows that…
o It is thought that…
o It is considered…
o Most people think that…
Examples:
1. Some people say that Catriona Gray is the best Miss Universe.
(It is an opinion because the statement is not provable. Not all would agree that Catriona
Gray is the best Miss Universe. The speaker is expressing his/her perception based on
his/her belief.)
Directions: Read each statement carefully. Distinguish whether the following statement is
Personal Opinion or General Opinion. Write your answer on the space provided.
Example:
Personal Opinion 1. In my perception, wearing mask has harmful effect to our body.
__________________1. I believe, Blackpink is the most famous Korean Girl Group in Asia today.
__________________ 2. Some people say that tourism is making all countries become more
similar.
__________________ 3. Many people say that Yolanda is the strongest and scariest typhoon that hit
the Philippines ever.
__________________ 4. Personally, I think yellow is nicer than blue.
__________________ 5. From my point of view, there are varied ways to educate people about the
causes and effects of global warming.
___________________6. It could be said that popular culture is dumbing down society.

___________________7. Most people think that being homosexual (gay) is a sin.
___________________8. I honestly think, Ms. Everything will be the next popular star in showbiz
industry.
___________________9. In my opinion, Philippines has the best street food.
___________________10. It is considered unethical to stand leave the table while others are still
eating.
Objectives/Subtasks: 2. Define Assertion

Identify the Types of Assertion
Topic: Assertion and Types of Assertion
Activity No: 2 Title: Assertion Day:__2__
Key Concept
What is an ASSERTION?
Assertion is an artistic method involving s strong declaration, a forceful or
confident and positive statement regarding a belief or a fact. Often, it is
without proof or ant support. Its purpose is to express ideas or feelings
directly.
Examples:
1. I know you are busy, but it is unreasonable for you to forget our wedding
anniversary.
(It is an assertion because the speaker expresses his feelings directly to another person.)
2. The blue handbag complements your makeup and the decorative detail on your
abaya without overwhelming the outfit.
(It is an assertion since the speaker is confident of his statement. His belief regarding her
over-all appearance expresses true- value.)
4 Types of Assertion
1. Basic Assertion
It is a simple and direct statement for expressing feelings, opinions, and beliefs.
Examples:
1. “I wish I could have expressed this idea earlier, because now someone else has
taken the credit.”
(It is a basic assertion because the statement is merely an opinion.)
2. Emphatic Assertion
It conveys empathy to someone, and usually has two parts: the first contains
recognition of the feelings or situations of the other person, and the second express care
and support for the other person’s feelings or rights.
Examples:
1. “I understand you are busy, and me too, but it is difficult for me to finish this
project on my own. So, I want you to help me complete this project.”
(The statement is an emphatic assertion basically because the speaker shows empathy or
care towards the feeling of others. On the second state ‘So, I want you to help me this
project’ shows his/he stand about the situation.)
3. Escalating Assertion
It happens when someone is not able to respond to a person’s basic assertions. As
a result, that person becomes firm about him or her.
Examples:
1. “If you do not finish this work by 6:00 tonight, I will engage the services of
another worker.”
(It is an escalating assertion because the speaker did not receive any response, so he
showed strong conviction that he meant what he says.)
2. “I really want to finish this point before you start yours.”
(The speaker used the word” really” to emphasize his/her sincerity and strong belief of
his/her words since the one he’s talking to didn’t respond.)
4. Language Assertion
This uses the first-person pronoun “I”. This is used for expressing negative
feelings, but this is helpful in laying emphasis on a person’s feelings of anger and a
solution is suggested.
Examples:
1. “When you speak harshly to me, I cannot talk and move as usual because I feel
embarrassed. Therefore, I want you to speak in low tone and then give me a task.”
(The statement is an example of language assertion because the speaker used negation
“cannot” to express his/her feelings.)
Directions: Read the given statement carefully. Identify the Types of Assertion (Basic Assertion,
Emphatic Assertion, Escalating Assertion, Language Assertion) express in each statement.
Write your answer on the space provided.
Example:
Basic Assertion 1. I love how you project yourself in front of the crowd.
_______________________1. I understand that you’ve been so busy with your review so allow me to
disturb you.
_______________________2. Your outfit last night is the worst I’ve ever seen so, you better get a
stylist.
_______________________3. I will give this plus point to another group if you could not submit your
project until 4 in the afternoon.
_______________________4. I hate cramming. It annoys me a lot so, I always finish task ahead of
time.
_______________________5. If you will not stay virtually with us until we finish this group
assignment, we’ll be so glad to eliminate you.
_______________________6. I know that the Philippines, before pre-Spaniard’s colonization, has

their system of writing called the ‘baybayin’. This alone proves that the Filipinos are literate as
opposed to the Spaniards claim.
_______________________7. The Philippines has an advanced civilization before the colonization of

Spain.
_______________________8. I know this is making you angry and frustrated because you have not
gotten a response yet. But I can help you by giving you an estimate of how long it might take.
_______________________9. If you do not come on time today, I will ask somebody to take charge of
your work.
_______________________10. I wish I could have done my work better, so I could get good grades.
Objective/Subtasks: 3. Identify the statement whether Opinion or Assertion

Similarities and Differences of Opinion and Assertion

Opinion is somewhat similar in a way that both express ideas about
someone or something
These two differ from one another in a way that opinion is an interpretation,
a finding or assessment whether it is asked or just heard. On the other
hand, assertion aims to convey an idea or feeling directly and to convince the
reader to accept his/her claim about a particular topic.
OPINION ASSERTION
Cats are much nicer than dogs. Bro, some parents decided not to send
their children back to school due to
(Though others may agree to this pandemic.
statement, it is still an opinion since it is
your own belief or judgment, but others (It is an assertion because the speaker is
may claim that dogs are much nicer than confident of what he heard or knew about
cats or the other way around.) some parents not sending their children to
school.)
In my perception, soon, this situation will I know you’re mad because you keep on
become better. ignoring me.
(It is an opinion because the speaker’s (It is an assertion because the speaker is
judgment with regards to our current expressing his feelings directly.)
situation might be contrary to the
judgment of others.)
Directions: Identify whether each of the following statements is an opinion or assertion.
Write A for Assertion and O for Opinion.
Example:
1. I believe that the greatest president in the USA is Barack Obama. O
1. I personally think that internet is being used by teenagers

to waste their time in social media.
2. I am confident that the result of my exams is satisfactory.
3. I think, we need more time to restore the environment

from being damaged.
4. An apple a day keeps the doctor away.
5. Many believed that Covid-19 virus was taken from animals

in Wuhan, China.
6. I understand you’re tired but please clean the dining table after you eat.
7. I wish I could have joined your group because I really regret joining
Anita’s group.
8. I believe I should start doing my modular activities now.
9. I know you’re mad because your mother ignored you.

But I can help you smile even just a moment.
10. In my perception, the president is just doing his job.

Objective/Subtasks: 4. Formulate statements of opinion or assertion

Reference/Source: https: //m.youtube.com/watch?v=0DC8C7ieTBQ&t=
Activity No: 4 Title: Opinion vs Assertion Day:_4__
Example:
1. Effects of Online Games towards students’ learning
Opinion: I believe online games have negative effects to students’ learning.
Assertion: I understand many earn money from online games, but some students
get addicted to it and their studies become compromised.
Directions: For each topic below, Formulate one statement opinion and one statement
assertion.
1. Modular Learning:
Opinion:____________________________________________________________________________
____________________________________________________________________________________
Assertion:___________________________________________________________________________
____________________________________________________________________________________
2. Covid-19 pandemic
Opinion:____________________________________________________________________________
____________________________________________________________________________________
Assertion:___________________________________________________________________________
____________________________________________________________________________________
3. Status of mother nature
Opinion:____________________________________________________________________________
____________________________________________________________________________________
Assertion:___________________________________________________________________________
____________________________________________________________________________________
4. Closure of ABS-CBN
Opinion:____________________________________________________________________________
____________________________________________________________________________________
Assertion:___________________________________________________________________________
____________________________________________________________________________________
5. Reopening of local tourism despite the pandemic
Opinion:____________________________________________________________________________
____________________________________________________________________________________
Assertion:___________________________________________________________________________
____________________________________________________________________________________
TXTBK/SLMs + QUALAS
Textbook/Supplementary
LEARNING ACTIVITY SHEET No. 5
Materials/Self-learning
Modules based instruction in English 10
Name: ___________________________________ Grade & Section: Grade 10-________________
Teacher: _________________________________ Date Submitted: _________________________
MELC 4:
Formulate claims of fact, policy, and value. ENWC-IIb-13.2
Lesson/Topic: Claims of Fact, Policy, and Value
Reference/Source: Essential English (Worktext in Literature and Languages) Page No.: 169
prezi.com/dqoqgirrrf-/claims-of-fact-value-and-policy
https://www.youtube.com/watch?v=KJW1WQxddPQ
Objectives/Subtasks: 1. Recognize types of claims

2. Identify good claims
Activity No: 1 Title: Types of Claims and Good Claims Day:1
Key Concept
Claim
➢ A single statement ; not a question
➢ The topic of an argument
➢ Asserts something
➢ The central argument or thesis statement of the text.
➢ It is what the writer tries to prove in the text by providing details, explanations, and other types of
evidence.
Three Types of Explanation and Examples

Claims
1. Claim of Fact 1. Statement of something that has existed (past), exists (present), or will exist
(future)
2. Statements that report, predict, or make causal claims.
3. Debates and asserts that something is true
4. Based on facts or data
Example:
a. COVID-19 vaccine will be released soon. (will happen or exist)
b. Calbayog is the ninth richest city in Visayas. (statement that reports)
c. Cellphones pull students away from learning. (debates and asserts that it is true)
d. Roberto S. Rosales was the first elected mayor in Calbayog City
under the 1987 constitution. (something that has existed/based on fact)
2. Claim of Policy 1. A statement that indicates that an action must be taken in specific policies as
solutions to problems
2. States whether something should or should not be done
3. Almost always “should” or “ought to” or “must” is expressed or implied in
the claim
Example:
a. Texting while driving should be an offense punishable by jail time.
(action must be taken in specific policies/should be done)
b. Wild fox “garong” in Samar should not be hunted. (should not be done)
c. Endangered animals should be protected, not killed. (should be done)
3.Claim of Value 1. Claiming whether something is good or bad
2. Attempts to prove that some things are more or less desirable than others
3. Judgment about morality, beauty, or wisdom
Example:
a. Extrajudicial killing is against human rights. (morally wrong)
b. Kuyog, a small shell which can be found in streams, tastes awesome when
cooked with coconut milk. (something is good)
c. The basic keys to success are perseverance and discipline.
(judgment about wisdom)
d. Tarangban Falls is a better place to go for summer vacation than other
falls. (more desirable than others)
Note: These are also called propositions of fact, value, and policy in your text.
A. Directions: Identify the type of claim for each of the following statements. Write your answer on the
blank before the number. (FACT, POLICY, VALUE)
Example: FACT -Studies have shown that exposure to violent media is a risk factor for violent behaviors.
__________1. Breastfeeding should be practiced by parents, rather than bottle feeding.

__________2. It is wrong to disobey your parents.
__________3. Mobile Legends should be banned in the Philippines.
__________4. Obesity can cause heart disease.
__________5. Manila Bay is more attractive now than before.
__________6. A serious offense should be imposed on students who always cut classes.
__________7. Students’ cellphones should be collected by office personnel when they enter school.
__________8. Wearing helmet should be practiced in Calbayog City.
__________9. Android phones are more user-friendly than iPhones.
__________10. Excessive television viewing has caused the steady decline in the reading ability of
children and teenagers.
Key Concept
Characteristics of a Weak Claim Characteristics of a Good Claim
1. Claim is not arguable and debatable. 1. A claim should be argumentative and

2. Claim doesn’t include reasons. debatable.
3. The evidence to support the claim is 2. A claim should be specific and focused.
insufficient. 3. A claim should be interesting and engaging.
4. The evidence to support the claim is weak. 4. A claim should be logical.
Example:
Weak Claim Good Claim
1. I think Virginia Wolf is better than James 1. Virginia Wolf is a more effective writer than
Joyce. James Joyce because she does not rely on
elaborate language devices that ultimately
(While this claim asserts the author's position, it
confuse the reader.
does not provide sufficient reasoning.
Remember, your claim should be thorough and (This author states a position and includes
explain exactly to the reader what you will be reasons)
arguing.)
2. Aggressive driving should be avoided. 2. Aggressive driving should be
avoided because it causes crashes, injuries,
(This claim doesn’t indicate reasons)
fatalities and around 30,000 people die in car
accidents, in spite of safer vehicles and traffic
laws designed to protect drivers, passengers,
and pedestrians alike.
(Note how this claim is contained in one
sentence. The word "because" indicates to the
reader that there is a relationship between the
position and the reason)
B. Directions: Put a check on the blank before the number if the statement below can be considered as a
good claim and cross out if it’s not.
Example: ⁄ We should all have access to health care because it impacts a person’s overall physical,
social, and mental health status and quality of life. (Good Claim)
X My family is an extended family. (Weak claim)
__________1. Hunger persists in the Philippines since jobs are scarce, and farming the infertile soil is
rarely profitable.
__________2. Tinapa is delicious.
__________3. Technology is really bad.
__________4. Plants are considered living things.
__________5. Going solar to power our lives and our communities with clean, renewable, local energy, is
far better than depending on fossil fuels.
Objectives/Subtasks: 1. Formulate claims of fact.
Topic: Claims of Fact

Reference/Source: Essential English (Worktext in Literature and Languages) Page No.: 169
1. Activity No. 2 Title: Claims of Fact Day: 2
Key Concept:
Claims of Fact
➢ Factual/historical/predictive
➢ Cause-effect claims
➢ Supported with data, examples and testimonies
Example:
Claims of Fact:
Topic: 1. Smoking causes lung cancer.
Smoking 2. Cigarette smoking is responsible for more than 110,000 deaths per
year in the Philippines.
3. Smoking harms the immune system and can make the body less
successful at fighting disease.
Directions: Choose only one topic in the list and write your own claims of fact. Formulate at least three (3)
claims.
Example:
Claims of Fact:
1. The Philippines was the first Asian country to abolish the death penalty
Topic: under the 1987 Constitution.
Death Penalty 2. The death penalty has been abolished twice - first in 1987 and then
again in 2006.
3. Death penalty is not legal in the Philippines.
List of Topics
1. COVID-19
2. Social Media TOPIC: _____________________________
3. Bullying
4. School Policies 1.
5. Mobile Legends
2.
3.
Objectives/Subtasks: 1. Formulate claims of policy.
Topic: Claims of Policy
Reference/Source: Essential English (Worktext in Literature and Languages) Page No. 169
1. Activity No. 3 Title: Claims of Policy Day: 3
Key Concept:
Claims of Policy
➢ You can only support your own idea if you can acknowledge the other person’s perspective or
opinion.
➢ Introduce policy to show why your solution will solve the problem.
(what should/should not be done?)
Example:
Claims of Policy:
Topic: 1. Smokers should not be allowed to smoke in public places.
Smoking 2. Cigarette smokers should quit their habit.
3. Smokers should remember the effects of cigarette smoking to their heath.
Directions: Choose only one topic in the list and write your own claims of policy. Formulate at least
three(3) claims.
Example:
Claims of Policy:
Topic: 1. Death penalty should not be legalized in the Philippines.
Death Penalty
TOPIC: _____________________________
2. Death penalty should be brought back into law.

3. Death penalty should be legalized because it will serve as warning to those
who have the predisposition to commit horrible crimes.
1.
2.
List of Topics
1. COVID-19
2. Social Media
3. Bullying 3
4. School Policies
5. Mobile Legends .
Objectives/Subtasks: 1. Formulate claims of value
Topic: Claims of Value
Reference/Source: Essential English (Worktext in Literature and Languages) Page No. 169
1. Activity No. 4 Title: Claims of Value Day: 4
Key Concept:
Claims of Value
➢ You cannot make someone believe what you believe, yet you can give good reasons to express
your opinion.
➢ Judgments about tastes and morals/good and bad
Example:
Claim of Value:
Topic: 1. Smoking is dangerous to health.
Smoking 2. It is wrong to smoke in public places.
3. It is unethical to smoke in front of people.
Directions: Choose only one topic in the list and write your own claims of policy. Formulate at least
three(3) claims.
Example:
Claim of Value:
Topic: 1. Death penalty is inhumane and unlawful.
Death Penalty 2. Death penalty is against the will of God.
3. Death penalty is immoral mostly because it allows the state to choose who
deserves to die and lawfully kill in the name of justice.
List of Topics
1. COVID-19
Pandemic
2. Social Media
3. Bullying TOPIC: ____________________________
4. School Policies
5. Mobile Legends 1.
2.
3.
(https://www.google.com/search?q
LEARNING ACTIVITY SHEET No. 6
in ENGLISH
Quarter ___2___ Week __6_
Name: ____________________________________ Grade & Section: Grade 10

Teacher: Date Submitted: __________________
MELC: Deliver a prepared or impromptu talk on an issue employing the techniques in

public speaking (EN10OL-Ii3.16.1:)
Lesson/Topic: Delivering an Impromptu Speech as Public Speaking
Reference/Source: Celebrating Diversity Through World Literature Page: ___________
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideserve.com%2Fdeiter%2Fimpromptu-speaking-
Objectives/Subtasks: 1. Define Impromptu Speech

2. Identify the characteristics of Impromptu Speech
Topic: Impromptu Speech and its Charateristics
Activity No: _1__ Title: Impromptu Speech and its Charateristics Day: __1__
KEY CONCEPT: Impromptu Speech- It is a speech which is derived from a Latin
phrase meaning “in readiness”.
Characteristics of Impromptu Speech
1. It is applied to a speech given, a poem recited,

or a song sung without advance notice or warning.
2. It is a short speech delivered with very little to no
preparation.
3.The speaker is given only few minutes to
compose himself to collect or gather
thought or ideas and has no time for practice.
A. Directions: Define impromptu speech by checking the circle that describes the said
type of speech.
It is delivered with very
It is a speech given
1. It is given little to no preparation.
with advance
through notes or
notice or warning.
outlines.
Impromptu Speech
B. Directions: Write YES if the following shows the characteristic of an impromptu

speech. Write NO if not.
Example: NO 1. It is delivered from a given notes or outline.
1. Impromptu speech is made without enough preparation.

2. The speaker is given only few minutes to prepare the speech.
3. It is a speech given, a poem recited, or a song sung with advance notice or

warning.
4. The speaker has no time to practice because the task is given without
advance notice or warning.
5. It is a speech which is derived from a Latin phrase meaning “in readiness.”
Objective/Subtask: 1. Give the factors of public speaking
Lesson/Topic: Factors of Public Speaking
Reference/Source:
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideshare.net%2Fchrix_innispambid%2Fpublic-
speaking-a-short-intro&psig=AOvVaw2k3AgzMqLmfqudkrMkKdVP&ust= 1606514625331000&source=images
KEY CONCEPT:
1. Activity No: 2 Title: Factors of Public Speaking Day: 2
Public speaking is a speech making before
a large body of audience in a formal
situation wherein you, the speakers,
display your talents and eloquence of
oratory.
➢ It is a communication of ideas using
words and actions to let others know
https://www.google.com/url?sa=i&url=https%3 what is happening in your head.
A%2F%2Fwww.slideshare.net%2FSeraEdam%2F
importance-of-public-speaking
➢ It is an art of facing a group of people
and communicating to them your
thoughts and feelings by means of
effective speech.
Factors of Public Speaking
1. PESONALITY
- the quality or state
of being a person
A. ATTITUDE
➢ Do you show poise and confidence
through good posture while sitting
or standing? B. PERSONAL GROOMING
➢ Do you stand or sit at ease or are ➢ As a speaker, is your dress

you sloppy (messy)? appropriate to the occasion?
➢ What facial expression do you ➢ Are you neat and comfortable?

show? Alert and attentive? ➢ Do you choose clothes that will
➢ Do you communicate a feeling of establish basic similarities with
pleasantness because you assume your audience so that you make
a friendly and an amiable attitude them feel at ease and comfortable
towards your audience? with you?
➢ Do you appear indifferent? ➢ Are your clothes well-pressed?

Apathetic? Lazy? Subdued? Timid Your shoes well-shined?
or shy? ➢ Hands and fingernails clean?
Is your hair neat and tidy?
- 2. INTELLIGENCE
- ability to learn or
understand things or
deal with new or difficult
situations
▪ Common sense – ability to
think and behave in a
reasonable way and to make ▪ Good Taste – the ability to use words
good decisions that are suited to the audience
▪ Wide Interest- showing a feeling of
▪ Tact – ability to do or say
wanting to learn more about the
things without offending or
topic chosen
upseting other people
▪ Self-Criticism – the ability to to
express or note problems or faults
of one’s self
3. TRAINING – a process by which someone is taught the

skills needed
➢ Training tells the speaker what to say.
➢ Training teaches the speaker how to say the speech.
➢ Training develops the speaker’s confidence in his
ability to communicate effectively.
➢ Training develops creative but critical thinking rather
than a mechanical one.
➢ Training aids the speaker to achieve the main objective
of effective communication – to create a particular
effect on a particular audience.
4. TECHNIQUE - a way of doing something using specials skills

➢ Voice- the sound produced by the vibration of the vocal cords
➢ Voice pitch – the highness or lowness of tone
➢ Voice volume – the loudness or carrying power of voice
➢ Voice quality – that which distuishes one voice
➢ from another when pitch, volume, and duration are the same
(nasal, mellow).
➢ Speech rate and pause – number of words uttered per minute and
the cessation of speaking within or between sentences.
➢ Enunciation and pronunciation – the formation of voice into words,
manner of utterance
➢ Gestures – movement of arms, shoulders, hands or head
➢ Posture – position and bearing of the body
➢ Facial expression – general appreance of the face
➢ Organization and thought – logical arrangement of ideas
➢ Composition – manner of formulating ideas into effective Speech
rate and pause – number of words uttered per minute and the
cessation of speaking within or between sentences.
Directions: Identify the factors of public speaking by completing the word in each item.
Fill in the missing letter to complete the puzzle.
Under technique, it is the

1. E U movement of arms, shoulders,
hands or head.
As part of intelligence, it is the ability

C to do or say things without offending
2. or upseting other people.
T
It is the quality
S L or state of
3. being a person.
- the ability
to learn or
4.
I G E understand
things or
It tells and teaches deal with
the speaker what new or
difficult
R N and how to say the
speech. situations
5.
Objective/Subtask: 1. Identify the techniques in public speaking
Topic: Techniques in Public Speaking

Reference/Source: English for the 21st Century Learners 10 Page No.: 23-24
KEY CONCEPT:
1. Activity No: 3 Title: Techniques in Public Speaking Day: 3
Public speaking is a speech making before a large body of

audience in a formal situation wherein you, the speaker,
display your talents and eloquence of oratory.
1. Start you speech with a simple, unexpected motivational activity such as asking
a question. Make them laugh, amuse them or move them emotionally.
2. Use simple language. Do not use big words just to impress your audience. Avoid
technical jargons or words that are used by a partiular group of people.
3. Speak at just the right pace – not too fast that your audience is
overwhelmed with onslaught of ideas, not too slow that they get bored.
4. Get straight to the point and interact with your audience.
5. Make sure that your voice is loud enough for everyone to hear.
6. Maintain eye contact with your audience.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fbusi
ness.tutsplus.com%2Ftutorials%2Fwhat-is-public-speaking--
Directions: Below is a pool of ideas about the do’s and don’ts in delivering a speech.
Identify the techniques in public speaking by checking the statement itself and cross
out those which are not.
Example: 
You may start with a question. x
Speak fast to impress.
Always laugh while Start your speech with an Get straight to the point.
speaking. activity.
Use simple language. Speak at just the right Include your life story in
pace. your speech.
Do not get the attention of Keep speaking while the Speak with voice loud
your audience. audience are busy. enough to be heard.
Leave the stage when you Maintain eye contact. Ask questions and be mad
get nervous. when they don’t answer.
Objective/Subtask: 1. Deliver/write a speech on an issue employing the techniques in

public speaking or applying the appropriate writing mechanics.
Lesson/Topic: Delivering/writing an Impromptu Speech
Reference/Source: English for the 21st Century Learners 10 Page No.: 23-24
KEY CONCEPT:
Activity No: 4 Title: Delivering/Writing an Impromptu Speech Day: 4
Impromptu Speech is derived from a Latin phrase

meaning “in readiness.”
It is applied to a speech given, a poem recited, or a song
sung without advance notice or warning.
Directions: Choose either you will perform Activity A or Activity B.

A.1 Directions: Watch the impromptu speech that will be sent to your messenger
chatroom and observe how the speaker delivered her speech. Be able to learn the
techniques so you can apply them when it is your turn to deliver. Then, put a check if
the following techniques were observed or applied in the delivery of the speech that you
have listened to. Cross out if not.
Example:

 1. Maintain eye contact with your audience.
1. Start you speech with a simple, unexpected motivational activity such as
asking a question. Make them laugh, amuse them or move them emotionally.
2. Use simple language. Do not use big words just to impress your audience.
Avoid technical jargons or words that are used by a partiular group of people.
3. Speak at just the right pace – not too fast that your audience is overwhelmed
with onslaught of ideas, not too slow that they get bored.
4. Get straight to the point and interact with your audience.
5. Make sure that your voice is loud enough for everyone to hear.
6. Maintain eye contact with your audience.
A.2 Directions: On the next page is an example of a written speech of Keesh, the leader
of the tribe in the village. Read and study how the text was constructed. Then, use the
checklist below to evaluate the text. Mark the box with check if the following writing
techniques were observed or applied in the composition of the speech. Cross out if not.
Hear me, ye men! Never shall I speak

in the council again, never again till the
men come to me and say, ‘It is well, Keesh, that
you should speak, it is well and it is our wish.’ Take
this now ye men, for my last word. Bok, my father,
and a great hunter. I, too, his son, shall go and hunt
the meat that I eat. And be it known, now, that the
division of that which I kill shall be fair. And no
widow, nor weak one shall cry in the night because
there is no meat, when the strong men are groaning
in great pain for that they have eaten overmuch. And
in the days to come, there shall be shame upon
strong men who
have eaten overmuch. I Keesh, have said it!
1. Start you speech with a simple, unexpected motivational activity such as

asking a question. You can also start with a strong emotional statement.
2. Use simple language. Do not use big words just to impress your audience.
Avoid technical jargons or words that are used by a particular group of people.
3. Observe subject-verb agreement in writing.
4. Get straight to the point and interact with your readers if possible.
5. Make sure that the message you want to convey is clear enough to get.
6. Organize your ideas in a manner that the whole text is easy to understand.
Directions: Choose either of the following ways where you are able to perform.
B.1
Directions: Think of a certain topic or issue of your interest and compose a speech
about it. Then, deliver your speech employing the techniques in public speaking. Be
guided by the criteria found on the next page. Record your speech to be submitted in
messenger.
OR
B.2
Directions: Think of a certain topic or issue of your interest and compose a speech
about it. Write your speech in a separate sheet of paper, applying the appropriate
writing techniques. Be guided by the criteria found on the next page. Then, attach your
answer to this activity sheet.
TXTBK/SLMs + QUA LAS
Textbook / Supplementary LEARNING ACTIVITY SHEET No.7
in English
Quality Assured Learnering Quarter ___2___ Week __7___

Name: _________________________________Grade & Section: ______________________________
MELC 7: Compose text which include multimodal elements. EN10WC-IIh-13
Lesson/Topic: Multimodal Texts
Reference/Source: http://www.Supplement1_LanguageOfMultimodalTexts.pdf
Objectives/Subtasks: 1. Identify multimodal elements.

Topic: Elements Of Multimodal Text
Activity No: _1__ Title: Elements of Multimodal Texts Day: __1__
Key Concept
Multimodal Text
➢ A text is defined as multimodal when it combines two or more semiotic
systems or elements.
Elements of Multimodal Text
Linguistic – word choice; delivery of spoken or written text (tone); organization into
sentences, phrases, paragraphs, etc.; coherence of individual words and ideas.
Visual – color, layout, style, size, perspective.
Gestural – facial expressions, hand gestures, body language, interactions between
people.
Spatial – arrangement, organization, proximity between people and objects.
Audio – music; sound effects; ambient noise/sounds; silence; tone; emphasis and
accent of voice in spoken language; volume of sound.
Directions: Identify as to what multimodal element is shown in each item. Write your
answer before the number.
_______________1. Paragraphs _________________6. Sound effects
_______________2. Silence _________________7. Organization
_______________3. Body language _________________8. Gestures
_______________4. Arrangement _________________9. Spoken language
_______________5. Layout _________________10. Color

Objectives/Subtasks: 2. Determine multimodal element.
Topic: Elements of Multimodal Text
Activity No: 2 Title: Elements of Multimodal Text Day:__2__
Key Concept
Multimodal texts mix modes in all sorts of combinations. While often one mode
will predominate, more frequently, several modes combine to communicate a message or
argument.
Directions: A. Determine the semiotic element shown in each image. Choose the answer
inside the box.
Linguistic Visual Gestural Spatial Audio
1. 2. 3.
dipositphotos.com/104 www.google.com/search? www.google.com/search?
535920/stock-photo- q=poemtrees=chrome q=chairarrangement=chrome
dancing-lady
________________ _______________ _______________
4. 5.
www.google.com/search?q www.google.com/search?
=Boy+shouting q=paintings&aqs=chrome
_________________ _________________
Directions: B. Write MT if it results multimodal text and NMT if not. Write your answer
before the number.
______________1. Visual + Gestural

______________2. Linguistic
______________3. Linguistic + Spatial
______________4. Audio
______________5. Linguistic + Visual + Gestural
______________6. Visual
______________7. Gestural
______________8. Spatial + Visual
______________9. Spatial
______________10. Linguistic + Visual + Spatial
Objectives/Subtasks: 3. Combine elements to create multimodal text.

Topic/Lesson: Multimodal Elements
Activity No: _3__ Title: Multimodal Elements Day:___3___
Key Concept
Forming and combining two or more semiotic elements of a text become a

multimodal text.
Directions: Which of the following multimodal text suits the given elements. Choose
from a poll of words below, and write the correct word that best suit each item before
the number.
Spoken Poetry Rap Comics Poster Oration Slogan
Example: words(linguistic) + design(visual) + arrangement(spatial) = Slogan
_________________1. Script(linguistic) + facial expressions(gestural)

_________________2. Background Music(audio) + poem(linguistic)
_________________3. Music(audio) + Lyrics(linguistic) + Movements(gestural)
_________________4Accent of voice(auditory) + word choice(linguistic)
_________________5. Arrangement(spatial) + color and style(visual)
Objectives/Subtasks: 4. Compose text which include multimodal.
Topic/Lesson: Multimodal Composition
Activity No: _4__ Title: Multimodal Composition Day:___4___
Key Concept
Multimodality in Composition
In the composition field, multimodal elements are commonly defined in terms of

the five modes of communication: linguistic, visual, gestural, spatial, audio. These terms
are often paired with the language of design to create a more thorough conversation
about the different modes, especially when referencing compositions that combine words
and images, such as posters, presentations and websites and etc.
Directions: A. Create a comic strip that includes multimodal elements about the
“Dangers brought by COVID19 pandemic in our community”. After making the comic
strip, label the multimodal elements in your drawing. (See the sample comic strip below
how to label the multimodal elements). See the criteria on the last page how will you be
rated in this activity.
Image: McCloud S, 1994, Understanding comics: The Invisible art, Harper Perennial, New York, p. 68.
The Dangers Brought by COVID19 in Our Community
Note: You may use separate sheet of paper for this activity.
RUBRIC FOR COMICS MAKING
INDICATORS RATING
CONTENT 40%
COLOR 20%
LAYOUT 15%
STYLE AND SIZE 15%
PERSPECTIVE 10%
TOTAL 100%
Directions: B. Compose a poem about “How we can avoid the spread of COVID19 virus
in our community” by applying multimodal elements. Put a drawing as a background of
your poem. (See criteria on the last page how will you be rated in this activity.)
RUBRIC FOR POEM COMPOSITION
INDICATORS RATING
CONTENT 40%
WORD CHOICE 20%
DELIVERY OF WRITTEN TEXT 15%
ORGANIZATION 15%
COHERENCE 10%
TOTAL 100%
ANSWERS KEY
Day 1 Day 2 Answers may vary
Activity 1 Activity 2 Day 3 Answers may vary
1. Fact 6. Policy 1. / Day 4 Answers may vary
2. Value 7. Policy 2. x
3. Policy 8. Policy 3. x
4. Fact 9. Value 4. x
5. Value 10. Fact 5. x

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TXTBK + QA LAS

LEARNING ACTIVITY SHEET No.1

Name: _________________________________Grade & Section: ______________________________

Teacher: _______________________________Date Submitted: __________________________

MELC 1: Observe language of research, campaigns, and advocacies. ENI0G-Iva-32

Objectives/Subtasks: 1. Define research paper and its parts.

Research is a systematic investigation to contribute to an existing body of

Parts of Research Paper

Literature Review provides a review of what others have written or researched on

Methodology explains how the research was conducted.

Results presents the information gathered through the research.

Discussion evaluates the results of the study or research.

Conclusion provides the summary of research.

References lists all the sources used in the research.

4. Evaluates the results of the

10. Explains how the research

The Language of Research

False- not true

Activity No: _3__ Title: Language of Campaigns Day:___3___

_______________5. Audiences are encouraged to adopt a certain behavior because

Activity No: _4__ Title: Language of Advocacy Day:___4___

Bureaucratic or Professional Advocacy – Professionals in a field who work more

Mass Advocacy – Organize and orchestrated through large groups.

Self-Advocacy – Motions taken by individuals to support their own rights in the

_____________________1. An advocacy that supports the right of patients.

_____________________2. An advocacy that presents transparency in all levels of

_____________________3. An advocacy that is organized by large group of people.

_____________________4. An Advocacy that uses media as a primary means of promoting

_____________________5. An advocacy taken by an individual to support his own rights.

Name: _________________________________Grade & Section: Grade 10

Teacher: _______________________________Date Submitted: __________________________

Reference/Source: Page No.:

Objectives/Subtasks: 1. Identify structures of exposition.

Activity No. 1 Title: Structures of Exposition Day: 1

• Exposition persuades a reader or a listener to agree or take action to solve the

3. Reinforcement of the Statement of Position

Objective/Subtask: 2. Express a short argument to a given issue.

Topic: Developing an Argument

Reference/Source: Page No.:

Activity No: 2 Title: Developing a Position and an Argument Day: 2

The Position or The Claim

How to Develop a Good Claim/ Thesis Statement/ Position

Techniques in Making Arguments

Basic Components of an Argument

Topic: Restatement of Position

Activity No: 3 Title: Restatement of Position Day:__3__

Conclusion of an Exposition or Argument

Ways of Emphasizing and Restating Position

Climate is real and is happening in Climate change is definitely real. It

o Use of Adverbs of Negation

Use cleft sentences to focus on a word or a phrase and to emphasize

2. The younger generation is the nation’s future. (Cleft Sentence: It)

3. Let us continue our fight against Covid19. (Adverb of Negation)

5. Calbayog City is a city of warm people. (Adverb of Affirmation)

Reference/Source: Page No.:

Activity No: 4 Title: Argument Writing Day:__4__

o Argumentative Text usually refers to everything that involves debate, a possible

Features of Argumentative Writing

Note: Thesis may also come before evidence for example:

1. Availability of Covid19 vaccine

2. New Normal Education Set-up

3. Preparations for Disaster

Name: ___Grade & Section:

Teacher: _____Date Submitted:

Activity No: _3 Title: Language of Campaigns Day:_3___

Activity No: _4 Title: Language of Advocacy Day:_4___

Teacher: _____Date Submitted:

Activity No: 3 Title: Restatement of Position Day:3

Activity No: 4 Title: Argument Writing Day:4

Activity No: 2 Title: Connectors Used in Argumentative Writing Day:2

Activity No: 4 Title: Writing an Exposition Day:4

Name: _Grade & Section: ____________

Teacher: _Date Submitted: ______________

Activity No: 2 Title: Assertion Day:2

Name: ___________________ Grade & Section: Grade 10-