G10 Quarter I New

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FOR ZAMBOANGA CITY DIVISION USE ONLY

NOT FOR SALE
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ENGLISH
QUARTER I
Capsulized Self-Learning Empowerment Toolkit
Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

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CapSLET
SUBJECT & ______________

English 10 QUARTER 1 WEEK 1 DAY
GRADE/LEVEL dd/mm/yyyy
TOPIC Getting Information from Various Text Types for Everyday Life
Get information from various text types that can be used in
everyday life from news reports, speeches, informative talks,
panel discussions, etc.
LEARNING Code:
Objectives:
COMPETENCY EN10LC-Ia-11.1
* Read and understand the short informative text and news
report to answer questions.
* Cite and explain inspirational lines from the text.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.
UNDERSTAND
Topic Title: Speech and News reports
Living our everyday life is full of challenges and each of these challenges teaches us lessons. We listen, read and
interact with other’s experiences to learn and to go through life experiencing what life has to offer. Information
from different media such as news reports, speeches, informative talks and panel discussions are useful in our
day to day life.
Read the speech below that talks about the importance of education and find out the important message it
conveys.
What Is Education and Why Is It Important?

By Ananya Mahapatra
Source: https://www.atg.world/view-article/IMPORTANCEOFEDUCATION-70
Education is a learning experience where an individual learns about various aspects of life, understands
the different perspectives and tries to apply it in daily life. Education is important to the children, to adults and
to the society. Education gives people knowledge of the world around them and changes it into something better.
It develops in people a perspective of looking at life, helps them build opinions and have points of view on things
in life.
Mahatma Gandhi once quoted, "Live as if you were to die tomorrow. Learn as if you were to live
forever." This portrays the importance of education and learning in one's life.
If a child is joined in a school, he will start learning, playing and enjoy with friends. While learning he
will understand what position he is in acquiring knowledge and he will learn slowly to grab the top position.
While playing he will understand the logic to win it; this way they start building goals at an early stage. But
parents should understand whether their children are working only for ranks and grades or acquiring some
wisdom or not. It is important that they are aware of the purpose of education and how it works in real life. They
start maintaining a structured life.
To an individual, education increases the level of confidence as it makes a person aware about his/her
surroundings. It also helps an individual to communicate better and express his/her opinions. The mind gets
matured by proper education and training. A person can judge what is right and what is not. Education makes a
person independent and helps him abide by the rules of the land. Education improves the standard of living of
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the people. It helps people understand their needs and gives them the way to acquire them. Education provides
a platform for a decent livelihood. One can take up a job in industry or another professional service if he/she is
educated.
Advances in medicine, war equipment, technology were possible due to constant exploration and
research. People of current age carry this exploration. They could do so due to their education and knowledge
about the past technology. People with higher education in science, mathematics, and technology can do this.
The food production, medicine, electronic gadgets, automobiles and other luxury items were developed due to
the spread of science and technology among the professionals through studies.
To be a better human, an active participant in society and to gain respect from the world one should
always learn new things. Learning new things in education.
SAQ-1: From the reading text, list at least two importance of education mentioned by the writer.
1. __________________________________________________________
2. __________________________________________________________
SAQ-2: In 2-3 sentences, explain this quote from Mahatma Gandhi about education.
"Live as if you were to die tomorrow. Learn as if you were to live forever."
___________________________________________________________________________
(Answer on the separate sheets provided.)
1. All are explanations attributed to Education, EXCEPT?

A. it is a learning experience
B. it lets an individual learn about various aspects of life
C. it makes one understand different perspectives
D. it makes one rich and buy everything he likes.
2. According to the text, which became possible because of research?

A. beauty and wellness C. advances in medicine
B. combating climate change D. better human experience
3. Education develops in people a perspective of looking at life, helps them build opinions and have points
of view on things in life. This underlined phrase means
A. The way people see life and the way they approach life
B. How to enjoy life the way they wanted.
C. Meddling at other people’s life
D. Having good relationship.
B. Pick 1 inspirational line from the text and explain its impact/meaning to you.
1. Line:
_______________________________________________________________________________
Meaning:
_________________________________________________________________________________________
_________________________________________________________________________________________
REMEMBER
Key Points
Information from news reports, speeches, informative talks, panel discussions, etc. are good source of
information that can be used in every day life.
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Important key points from the speech:
• Education is a learning experience, where an individual learns about various aspects of life, understands
the different perspectives and tries to apply it in daily life.
• Education is important to the children, to adults and to the society.
• We learn new things in education.
TRY
Let’s see how much have you learned today!
Directions: News reports also give information which can be used in everyday life. Read the news report below
and answer the questions about it by encircling the letter of the correct answer.
(Answer on the Learner’s Activity and Assessment sheets.)
U.S. biotech firm Inovio reports encouraging virus vaccine results

Source: https://www.rappler.com/science-nature/life-health/265332-inovio-reports-encouraging-virus-vaccine-
results
WASHINGTON DC, USA – The US biotech firm Inovio reported preliminary but encouraging results
Tuesday, June 30, from tests of an experimental coronavirus vaccine.
Administered to 40 volunteers, it triggered an immune system response in 94% of those who completed the so-
called phase one clinical trial, meaning they received two injections, 4 weeks apart.
Inovio's vaccine, called INO-4800, is designed to inject DNA into a person so as to set off a specific immune
system response against the SARS-CoV-2.
The medication is injected under the skin with a needle, then activated with a device that resembles a
toothbrush, which delivers an electrical impulse for a fraction of a second, allowing the DNA to penetrate the
body's cells and carry out its mission.
Inovio, which is financed by the US Defense Department and the NGO CEPI, also said it has been included in
President Donald Trump's plan to produce hundreds of millions of doses of the vaccine by January as part of
Operation Warp Speed.
Inovio's medication is the only DNA vaccine that is stable at room temperature for more than a year and does
not need refrigeration for transport or storage for several years, said Inovio CEO Joseph Kim.
To stay updated on news, advisories, and explainers, check out our special coverage page, “Novel Coronavirus
Outbreak.”
This is a big plus when it comes to vaccinating people in developing countries, where it is harder to maintain
the cold chain needed to preserve many products.
A total of 23 COVID-19 vaccine projects have launched clinical trials on humans, says the London School of
Hygiene & Tropical Medicine, and several have moved to phase 2 or 3, which means they are being injected
into thousands or even tens of thousands of volunteers.
A vaccine created by the US biotech firm Moderna and one from Oxford University in collaboration with
British-Swedish firm AstraZeneca are among those which are in the most advanced stages of development, as
are several Chinese projects. These include one from the company CanSinoBIO, which has received
permission to administer the vaccine to Chinese soldiers. – Rappler.com
1. What is Inovio’ vaccine called?
a. INO-2341 b. INO-4301 c. INO-4800 d. INO-9834
2. What makes Inovio’s potential vaccine different from other vaccines being tested?
a. It is the only effective vaccine compared to others c. It is developed by chemists and top doctors
b. It is the only DNA vaccine that is stable in room temperature d. It is the cheapest of all vaccines created
3. All explain what vaccines do to a person’s body EXCEPT?

a. It helps the body become healthy. c. It trains the immune system to recognize and combat viruses
c. It protects the human from diseases . d. It protects viruses and bacteria as they enter the human bodies.
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4. Why is it difficult to find vaccines to cure specific diseases?

a. It requires stringent clinical trials which can last for years.
b. There are no enough doctors to run a study.
c. It is cheap to run tests and researches.
d. It is safe to run tests to people.
5. Which of the following DOES NOT belong to the group?

a. Moderna b. AstraZeneca c. CanSinoBIO d. NGO CEPI
SUBJECT &
English 10 QUARTER 1 WEEK 1 DAY ______________
GRADE/LEVEL
dd/mm/yyyy
TOPIC REFLEXIVE AND INTENSIVE PRONOUNS
Use reflexive and intensive pronouns in the sentence
Objectives:
LEARNING Code:
*Define reflexive and intensive pronouns
COMPETENCY EN10G-Ia-27
*Differentiate reflexive and intensive pronouns
*Use reflexive and intensive pronouns in the sentence
UNDERSTAND
Topic Title: Reflexive and Intensive Pronouns
The pronouns myself, yourself, himself, herself, itself are called reflexive pronouns or
intensive pronouns, depending on how they are used in sentences. Their plural forms are yourselves,
ourselves, and themselves.
What are Reflexive Pronouns?
Reflexive pronouns are used in a sentence to refer back to the subject. We use them when the
subject and the object of a sentence are the same. In simple terms, reflexive pronouns can be used
when someone is doing the action. Reflexive pronouns generally act as the object of a sentence that
refers to the subject.
1. As direct object
Charlie made himself a delicious sandwich. (himself is the direct object in the sentence.
The pronoun himself refers back to the subject, Charlie)
2. As indirect object
She pours a cup of coffee for herself every afternoon. (herself is the indirect object in the
sentence. The pronoun herself refers back to
the subject, She)
3. As an object of a preposition
The girls fixed lunch for themselves. (themselves is the object of the preposition for in
the sentence. The pronoun themselves refers back to the subject, girls)
Let’s take a look at this example:
The girls fixed lunch for themselves. If we remove the reflexive pronoun themselves in the
sentence, the sentence will become “The girls fixed the lunch for.”
Notice that when we removed the reflexive pronoun from the sentence, the sentence does not anymore
express a complete thought. Therefore, the reflexive pronoun is essential in the sentence.
What are Intensive Pronouns?

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Intensive pronouns are special kinds of pronouns used to intensify or add emphasis to a
sentence. Since intensive pronouns are only added to emphasize a noun or another pronoun, they can
be removed without affecting the meaning of a sentence.
1. To emphasize a noun
The girls fixed the lunch themselves. ( themselves is used to emphasize the noun, girls)
2. To emphasize a pronoun
She herself bought a slice of cake. (herself is used to emphasize the pronoun, She)
Let's take a look at this example:
The girls fixed the lunch themselves. If we remove the intensive pronoun themselves in the sentence,
the sentence will become “The girls fixed the lunch.”
Notice that when we removed the intensive pronoun, the meaning of the sentence still makes sense.
Therefore, an intensive pronoun is not essential in the sentence and does not give new information.
SAQ-1:
What are the eight (8) reflexive or intensive pronouns?
SAQ-2: Read the description carefully and encircle the numbers that refer to reflexive and
underline the number referring to the intensive pronoun.
1. These pronouns are used to intensify or emphasize the noun or pronoun in the sentence.
2. These pronouns can be used as the direct object, indirect object, or object of the
preposition in a sentence.
3. These pronouns are not essential to the meaning of the sentence.
4. These pronouns refer back to the subject.
5. These pronouns are essential to the meaning of the sentence.
Let’s Practice! (Answer on the separate sheets provided.)
Read the sentences carefully and tell whether the underlined pronoun is reflexive or intensive. Write
your answer on the space before each item.
_______1. You yourself should celebrate your special day.
_______2. When Daniel found his wallet, he bought himself an ice cream.
_______3. My aunt herself gave me this birthday cake.
_______4. My classmates prepared this simple celebration by themselves.
_______5. We ourselves enjoyed the party last night.
REMEMBER
Key Points
Reflexive Pronouns or Intensives Pronouns
myself ourselves
yourself yourselves Plural
himself Singular themselves
herself
itself
Reflexive pronouns can be used as the direct object, indirect object, and object of the preposition in a
sentence. They can't be removed from a sentence because it will affect the meaning.
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Intensive pronouns are used to intensify or to add emphasis in a sentence. They can be removed from
a sentence without affecting its meaning.
TRY
Let's see how much you have learned today!
Directions: Complete each sentence with a correct intensive or reflexive pronoun. On the space before
each item, write IP if it is an Intensive and RP if it is a reflexive pronoun.
_______1. He________ announced over the radio that there will be a meeting tomorrow.
_______2. Our neighbors attended the meeting by __________.
_______3. Jennifer ___________knew nothing about the meeting.
_______4. Gloria decided to encode the minutes of the meeting for ___________.
_______5. The kitten entertained________ with a ball of red yarn during the meeting.
_______6. The president answered the phone__________ while the meeting is going on.
_______7. The solution will be found by closely analyzing the problem_______.
_______8. Romeo brought __________ a laptop to record the minutes of the meeting.
_______9. We ________learned so many things after the meeting.
_______10. They immediately made the decision by __________.
B. Directions: Use each of these pronouns in a sentence the way it is indicated. Write your sentence on
the space provided.
ourselves- reflexive 1. ______________________________________________________
itself- intensive 2. ______________________________________________________
himself- reflexive 3. _______________________________________________________
SUBJECT & ______________

English 10 QUARTER 1 WEEK 2 DAY
TOPIC Graphic Organizers
Determine the effect of textual aids like advance organizers,
Code: titles, non-linear, illustrations, etc. on the understanding of
LEARNING
EN10RC-lb- the texts.
COMPETENCY
2.15.2 Objective:
* Use graphic organizers to understand the text read.
UNDERSTAND
Topic Title: Graphic Organizers
What are graphic organizers?

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Graphic Organizers are visual displays of key content information designed to benefit
learners who have difficulty organizing information. These help students visualize how ideas are
organized within a text or surrounding a concept.
Examples:
➢ Main Idea and Details Chart shows the relationship between the main concept and the details.
➢ Semantic Maps are maps or webs of words. The purpose of creating a map is to visually display
the meaning-based connections between a word or phrase and a set of related words or
concepts.
➢ Venn Diagram is an illustration that uses overlapping circles to show the relationship among
things or between two or more sets of items. Circles that overlap highlight how the items are
similar, while circles that do not overlap show how things are different.
➢ K-W-L Charts are graphic organizers that help students organize information before, during,
and after a unit or lesson. Students begin brainstorming everything they Know about a topic,
which is recorded in the K column. Then they generate a list of questions about what they Want
to Know about the topic. During or after reading, students answer the questions that are in the
W column. This new information that they have Learned is recorded in the L column.
➢ A Ranking Ladder provides a visual framework to help the learner make sequential
connections between concepts.
See the illustration of each type.
MAIN IDEA
Supporting Detail 1 Supporting Detail 2 Supporting detail 3
Main Idea and Details Chart
Semantic map/web to illustrate effect

Cause - Effect
effect cause effect
effect effect
Difference
Difference
Similarities Venn Diagram
K-W-L CHART
Topic:
What I know (K) What I want to know (W) What I have learned (L)
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Read the selection “Daedalus and Icarus” then work on the activities below.
Daedalus and Icarus

Nick Pontikis
Daedalus is an Athenian craftsman, famous for his ability to invent and build things.
Unfortunately, he also has a jealous streak. When his nephew (Talos) invents the saw, Daedalus realizes
that the boy might be more talented than he is. Daedalus throws Talos off the Acropolis, a tall
monument in Athens. Daedalus leaves Athens and heads to the island of Crete.
While he's hanging out there, Daedalus befriends King Minos, the island's ruler. Daedalus still
has the touch in Crete, and he continues his building streak. First, he builds a cow suit so that Crete's
queen (Pasiphae) can get it on with a bull. Pasiphae's union with the bull results in a horrible half-man,
half-beast called the Minotaur.
Next up, King Minos (the half-beast's step-dad) asks Daedalus to design a maze (the Labyrinth)
in which to put the terrible Minotaur. The Minotaur demands human sacrifices, and every nine years,
King Minos sends seven young men and women into the Labyrinth to meet their doom. One of these
victims sent to his death is the hero Theseus. This guy is tough, and he decides to fight back and try to
kill the Minotaur.
King Minos' daughter, Ariadne, falls madly in love with Theseus. And since Daedalus built the
Labyrinth, she asks him to help Theseus safely navigate it. Always the helpful one, Daedalus gives
Theseus a ball of yarn and tells the hero to trail it behind him, creating a roadmap for how to get back
out. Genius, we say! And sure enough, after Theseus kills the Minotaur, he is able to escape. (He and
Ariadne leave Crete together.) King Minos is not happy with Daedalus for helping Theseus, so he locks
Daedalus and his son, Icarus, in the Labyrinth.
Clearly, our genius inventor won't take this sitting down. Knowing that King Minos' army guards
the land and water, Daedalus decides to escape by air. Daedalus uses twine, feathers, and wax to build
large wings for himself and his son.
Finally, the wings are finished. Daedalus tries his set on, and they totally work. He hangs in the
air for a few seconds, flapping his fake wings. Before putting wings on Icarus, Daedalus gives his son
some warnings: he should follow him closely and fly at a middle height. If he flies too low, the seawater
will dampen the wings, and if he flies too high, the sun will melt the wax.
Daedalus is still a little scared about the journey: softly cries while tying the wings onto his son,
and gives his little guy a hug. And off they go! Daedalus looks back at his son, cheering him on. In all
the excitement, Icarus forgets his father's warning and starts to fly higher. Sure enough, he gets too
close to the sun: the heat softens the wax, and his wings fall apart. Icarus plummets into the sea, crying,
"Father, father!" on his way down. Daedalus tries to save his son, but it's too late—he has drowned.
The only thing Daedalus can find are feathers floating in the water.
For the first time ever, Daedalus curses his "art" (i.e., his crafting skills). Daedalus names the
part of the ocean where Icarus fell the "Icarian Sea."
Still mourning, Daedalus flies onward to the Italian island of Sicily. When he gets there, he
performs funeral rites for his son. Next, Daedalus constructs a temple to Apollo, where he hangs his
wings.
While living in Sicily, Daedalus strikes up a friendship with King Cocalus, the ruler of the island.
When King Minos comes searching for Daedalus, Cocalus takes pity and hides the inventor. King
Cocalus' daughters kill King Minos with scalding water, freeing Daedalus from his hunt forever.
Vocabulary:
Surpass – to do better than somebody
Partridge – a brown bird with a round body and a short tail that people hunt for sport or food.
Renowned – famous and respected
Labyrinth – a complicated series of paths, which it is difficult to find your way through
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SAQ-1: Check your comprehension. Answer the following questions

1. Who hired Daedalus?
2. What did Daedalus design to hold the Minotaur?
3. What did Daedalus invent to help him and Icarus escape from the Labyrinth?
4. What did he warn Icarus not to do?
5. What happened to Icarus?
SAQ-2: Can we use a graphic organizer to show the details of the story?

SAQ-2:Let’s
HowPractice!
does knowing the proper use of graphic organizers help you understand
reading texts better?
Create a character map of Daedalus.
Description 1 Example/proof from the text
Name of Description 2 Example/proof from the text

character
Description 3
Example/proof from the text
REMEMBER
Key Points
Graphic Organizers- are visual displays of key content information designed to benefit learners who
have difficulty organizing information.
There are several types of graphic organizers, and among them are Main Idea and Details Chart,
Semantic web/map, Venn Diagram, K-W-L Charts, Ranking Ladder.
TRY
A. Arrange the events in the story by completing the ranking ladder. Choose the correct answers
from the given details.
A. He and His son devised a plan to escape by using wings made of wax and feathers that Daedalus
himself invented. Daedalus warned his son to follow closely behind him and sternly cautioned him
not to fly too close to the sun, as it would melt his wings, and not too close to the sea, as it would
dampen them and make it hard to fly.
B. Daedalus grieved for his son and flew onward to the Italian island of Sicily. When he gets there,
he performs funeral rites for his son. Daedalus built a temple for Apollo and hung his wings as an
offering to the Olympian god.
C. Daedalus was a skillful architect, craftsman, and artist. He is the father of Icarus, the uncle of
Talos. He Invented and built the Labyrinth for King Minos of Crete to imprison the Minotuar. But
due to the King’s anger after learning he helped Theseus, Daedalus and Icarus were imprisoned in
the Labyrinth.
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D. He lives in Sicily, an island ruled by King Cocalus. King Minos comes searching for Daedalus,
CapSLET
Cocalus takes pity and hides the inventor. King Cocalus' daughters kill King Minos with scalding
water, freeing Daedalus from his hunt forever.
E. They succeeded in their plan. In his joy and excitement of flying, Icarus forgets his father’s
advice and soar too close to the sun, causing his wings to melt. Icarus wings fall apart, and he falls
to his death and drowns into the sea.
Ending
Beginning
B. Write the lesson learned from the story. Use the graphic organizer below.
Lesson Learned
Proof from the story Proof from the story
SUBJECT &
English 10 QUARTER 1 WEEK 2 DAY _____________
GRADE/LEVEL
dd/mm/yyyy
TOPIC Factors and Characteristics of Public Speaking
Identify the factors of public speaking.
Objective:
LEARNING EN10OL-Ia-3.14 • Define Public Speaking.
COMPETENCY
• Discuss the characteristics of good public speakers.
• Determine the factors of public speaking.
UNDERSTAND
Topic Title: Factors and Characteristics of Public Speaking
Have you ever experienced giving a message in programs and other celebrations? Have you stood
in front of the class to present your oral report? Was it a good experience? Why?
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Probably some would say that it was fine, but for others, it was a not so pleasant experience because
they felt uncomfortable, not confident, and nervous during the course.
This lesson talks about what public speaking is and the characteristics of an excellent public
speaker.
What is Public Speaking?
Public speaking is the process of communicating information to an audience. It is usually done

before a large audience, like in school, the workplace, and even our personal lives. The benefits of
knowing how to communicate to an audience include sharpening critical thinking and verbal/non-
verbal communication skills.
There are five elements of public speaking.
1. the source of the message (Who)

2. the message itself (What)
3. the audience (For Whom)
4. the actual delivery method (Medium)
5. the speaker's intent for the speech (Effect)
Three Important Factors of Public Speaking

(Aristotle BC 384-322)
1. Ethos (The Ethical Appeal)- credibility and character of the speaker

Ethos consists of convincing your audience that you have good character and are credible; therefore,
your words can be trusted. Ethos must be established from the start of your talk, or the audience will not
accept what you say.
2. Pathos- (The Emotional Appeal)- ability to create a connection between the speaker and
the audience
Pathos is to persuade by appealing to the audience's emotions. As the speaker, you want the
audience to feel the same emotions you feel about something; you want to emotionally connect with
them and influence them. If you have low pathos, the audience is likely to try to find flaws in your
arguments.
3. Logos –(The Logical Appeal) logical arrangement of words or sentences

Logos is to appeal to logic by relying on the audience's intelligence and offering evidence in
support of your argument. Logos also develops ethos because the information makes you look
knowledgeable. Ask the following questions to decide if you have achieved logos:
Are my messages coherent?

Does the evidence support my claims?
Will the audience's actions lead to my desired outcome?
Public speaking can be terrifying if you don’t have the qualities or the eloquence (persuasiveness) to
inspire.
Here are the essential qualities of all public speakers:
1. Confidence
Confidence is the mother of all the other attributes that make a successful presentation. According
to a study published by the University of Wolverhampton, "a highly confident speaker is viewed as
more accurate, competent, credible, intelligent, knowledgeable, likable, and believable than the less
confident, uncertain speaker."
If you find yourself feeling a little nervous before a presentation, find a way to let it go as the
audience will never see it if you let it loose. You must defeat your anxiety, have confidence in your
subject, and be yourself while you are on stage.
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2. Passion
Passion is a strong feeling of enthusiasm for something. To effectively communicate with

people through speech, you need to have a passion for your subject. Without passion, your speech is
meaningless. Passion elicits emotions that flow naturally. Emotions move the audience and efficiently
express the message.
3. Introspection and Self Awareness
Understand who you are and what your strongest qualities are. Capitalize on your strengths and
improve your weaknesses.
4. Be Yourself
You don't have to be someone else on stage; all you have to do is be yourself. Sometimes,
no matter how much you believe in your message or how well you've rehearsed, if you don't act
like yourself in front of the group, your audience may view your speech as not sincere, but
calculated. Authenticity is important.
There are many ways to help create more 'authentic' speeches.
a. Practice, not memorization
To 'be yourself' in a presentation, you shouldn't memorize your speech in absolutes.

Practice your speech as often as possible, but be willing to change the wording. This makes it
easier to change it up during the actual presentation if things aren't going exactly as planned.
Memorization can set up a barrier between you and your audience.
b. Speak in a natural voice
Any connection you've made with your audience could be broken by tones that seem
'fake' or 'too perfect.' In general, you should try to speak in a conversational tone. If you say a
few "ahhs” and “umms," that's ok, don't sweat it.
c. Voice Modulation
Avoid talking in a tone that seems too well-rehearsed, but you still want to take your
delivery speed and inflection into account when you practice your speech. To practice
proper rhythm, record yourself giving your speech and listen to it later. You’ll be able to tell
exactly when and where you start to sound inauthentic. You can still use effective voice
modulations while employing your natural voice.
d. Keep it Short and Sweet
If you’re only given 30 minutes to give a speech, don’t force yourself to fil l the entire
time allotted. The main purpose of delivering a speech is to attempt to get your point across, and
that might not require a whole hour. Research conducted by Dianne Dukette and David Cornish
(2009) shows that, on average, adults can only sustain attention for around 20 minutes and that
their short-term response to the stimulus that attracts attention is only seconds. This means that
when you stand up in front of a crowd to present, you only have eight seconds to attract the
audience's attention.
5. Connect with your Audience
A speech is just like a conversation, which means you need to communicate your
message to someone else. In this sense, there is no difference between talking to one person or
to a thousand.
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The best ways to connect with your audience are:
• Tell stories.
• Be aware of your target audience.
• Know the energy in the room.
• Be willing to poke fun at yourself.
• Work on your non-verbal body language
SAQ-1: Write true if the concept of public speaking is TRUE and FALSE if NOT.
_______1. Public speaking develops self-confidence.

_______2. It can help you promote ideas and move people to action on issues that affect
them directly.
_______3. Public speaking is not an effective oral communication technique.
_______4. A public speaking presentation is the same as an online presentation.
_______5. Public speaking is a skill. It can be learned.
SAQ-2: Draw a line to match the public speaking element in Column A with its meaning in
Column B.
1. Who a. actual delivery method
2. What b. the audience
3. Whom c. speaker/source of the message.
4. Medium d. the speaker’s purpose of the speech
5. Effect e. content/ the message itself
Let’s Practice!
Directions: Encircle the letter of the correct answer.
1. It involves communicating purposeful information before a large audience to inform, influence,

or entertain a group of listeners.
a. Casual communication c. Lecturing
b. Verbal communication d. Public Speaking
2. The person who is presenting an oral message to the listeners is called.

a. Speaker c. Audience
b. Announcer d. Prompter
3. Which of the following is a misconception about public speaking?

a. Public speaking is just delivery (speech content doesn’t matter).
b. You can’t learn to be a good public speaker; you have to be born a naturally good speaker.
c. The best public speakers not only speak smoothly, but they also say important and
interesting things.
d. Both a and b
4. To prepare for public speaking, you should

a. Share your speech on social media.
b. Buy expensive gadgets.
c. Be organized, practice as often as possible.
d. Memorize your speech word by word.
5. Which of the following is the what of the speech?

a. Method of delivery c. Speaker/ source
b. Content d. Speaker's intent for the speech.
6. Why is it important for an individual to master the skill of public speaking?

a. To avoid the need to have one-on-one conversations with people.
15
b. To increase your self-confidence.

c. To force yourself to be in uncomfortable situations.
d. To make other people ask you questions that put you on the spot.
7. When planning a public speaking event, consider that _____ is the source of the message, ____
is the message itself, and _____ is the audience.
a. who, what, whom c. who, whom, what
b. what, who, whom d. whom, who, what
8. Which are NOT characteristics of a highly confident speaker?

a. Accurate and competent c. credible and intelligent
b. Knowledgeable and believable d. unreliable and tactless
9. Why is passion important in public speaking?

a. Passion is both authentic and charismatic. Having a passion for the topic allows the speaker
to deliver the talk with emotion and imagination.
b. It will occupy the mind of the speaker and keep him from getting nervous.
c. Passion is an effective mechanics in public speaking.
d. It makes the speaker proud of himself during his presentation.
10. Which should you NOT do if you want to connect with your audience?
a. Make the audience feel you like them.
b. Keep telling stories about yourself or your kids all the time.
c. Be lighthearted and funny. The best person to joke about is you.
d. Work on your non-verbal body language.
REMEMBER
Key Points
Public Speaking is a process, an act, and an art of making a speech before an audience.
In public speaking, the information is purposeful and meant to inform, influence, or entertain
a group of listeners.
Great public speakers are not born; they are made. They are not perfect. It is the desire to
advance their public speaking skills that draw them closer to perfection.
There are important factors of public speaking- credibility, and character of the speaker,
the ability to create a connection between the speaker and the audience, and the logical
arrangement of words or sentences.
The best way to give an inspiring presentation is by having a message that you believe in that
the audience can connect to.
TRY
Let’s see how much you have learned today!
Directions: Determine which important factor of public speaking does each statement support. Write
the letter of the correct answer.
A. Ethos (The Ethical Appeal)-

B. Pathos- (The Emotional Appeal)
C. Logos – (The Logical Appeal)
16
_________1. It can be earned by showing the audience that you are a credible source of the topic.
_________2. Helps support arguments.
_________3. The audience trusts the speaker's credibility as a person and her/his credibility on the
topic.
_________4. Tells some personal stories that helped people understand the human element.
_________5. Putting the audience in the right frame of mind
SUBJECT &
English 10 QUARTER 1 WEEK 3 DAY _______________________________
Unity of plot, setting and characterization in a material viewed to achieve the writer’s
purpose.
TOPIC (Chapter VII. Cosette Side by Side with the Stranger in the Dark )
an excerpt from Les Miserables by Victor Hugo
Appraise the unity of plot, setting, and characterization in a
material viewed to achieve the writer's purpose.
Objectives:
LEARNING Code:
a. Identify the characters from the excerpt;
COMPETENCY EN10VC-IVd-29
b. Assess the sequence of events from the excerpt using the
graphic organizer; and
c. Analyze the author’s purpose in the given text.
UNDERSTAND
Topic Title: Unity of plot, setting and characterization and writer’s purpose
(Chapter VII. Cosette Side by Side with the Stranger in the Dark)
an excerpt from Les Miserables by Victor Hugo
Victor Hugo was famous worldwide as both a literary and political celebrity, and he has succeeded in the difficult
task of being both intellectually respectable and at the same time immensely popular, especially through two of
his major works, Notre Dame de Paris and Les Miserables, which was completed in Guernsey.
Les Miserables employs Hugo’s style of imaginative realism, a very detailed and believable creation of an
imagined world.
Read Chapter VII. Cosette Side by Side with the Stranger in the Dark, an excerpt from “Les Miserables
by Victor Hugo. After reading, answer the activities given.
Cosette, as we have said, was not frightened. The man said nothing for a moment; then he
The man accosted her. He spoke in a voice that was remarked abruptly:—
grave and almost bass. "So, you have no mother."
"My child, what you are carrying is very heavy for "I don't know," answered the child.
you." Before the man had time to speak again, she
Cosette raised her head and replied:— added:—
"Yes, sir." "I don't think so. Other people have mothers. I have
"Give it to me," said the man; "I will carry it for none."
you." And after a silence, she went on:—
Cosette let go of the bucket-handle. The man walked "I think that I never had any."
along beside her. Cosette's thin and sickly face was vaguely outlined
"It really is very heavy," he muttered between his by the livid light in the sky.
teeth. Then he added:— "What is your name?" said the man.
"How old are you, little one?" "Cosette.” The man seemed to have received an
"Eight, sir." electric shock. He looked at her once more; then he
"And have you come from far like this?" removed his hands from Cosette's shoulders, seized
"From the spring in the forest." the bucket, and set out again.
"Are you going far?" After a moment he inquired:—
"A good quarter of an hour's walk from here." "Where do you live, little one?"
(1) (2)
17
He paused; then began again: — "All day long?"

"Who sent you at such an hour to get water in the "Yes, sir."
forest?" "And you?"
"It was Madame Thénardier." "I? I work."
The man resumed, in a voice which he strove to "All day long?"
render indifferent, but in which there was, " The child raised her great eyes, which hung a tear,
nevertheless, a singular tremor:— which was not visible because of the darkness, and
"What does your Madame Thénardier do?" replied gently:—
"She is my mistress," said the child. "She keeps the "Yes, sir."
inn." After an interval of silence, she went on.
"The inn?" said the man. "Well, I am going to lodge "Sometimes, when I have finished my work, and they
there tonight. Show me the way." let me, I amuse myself, too."
"We are on the way there," said the child. How do you amuse yourself?"
The man walked tolerably fast. Cosette followed him "In the best way, I can. They let me alone, but I have
without difficulty. She no longer felt any fatigue. not many playthings. Ponine and Zelma will not let
From time to time, she raised her eyes towards the me play with their dolls. I have only a little lead
man, with a sort of tranquility and indescribable sword, no longer than that."
confidence. She had never been taught to turn to The child held up her tiny finger.
providence and to pray; nevertheless, she felt within "And it will not cut?"
her something which resembled hope and joy, and "Yes, sir," said the child; "it cuts salad and the heads
which mounted towards heaven. of flies."
Several minutes elapsed. The man resumed:— They reached the village. Cosette guided the Stranger
"Is there no servant in Madame Thénardier's house?" through the streets. They passed the bakeshop, but
"No, sir." Cosette did not think of the bread which she had
"Are you alone there?" been ordered to fetch. The man had ceased to ply her
"Yes, sir." with questions and now preserved a gloomy silence.
Another pause ensued. Cosette lifted her voice:— When they had left the church behind them, the man,
"That is to say; there are two little girls." on perceiving all the open-air booths, asked
"What little girls?" Cosette:—
"Ponine and Zelma." "So, there is a fair going on here?"
"At Montfermeil, if you know where that is." "No, sir; it is Christmas."
"That is where we are going?" As they approached the tavern, Cosette timidly
"Yes, sir." touched his arm:—
This was the way the child simplified the romantic "Monsieur?"
names so dear to the female Thénardier. "What, my child?"
"Who are Ponine and Zelma?" "We are quite near the house."
"They are Madame Thénardier's young ladies; her "Well?"
daughters, as you would say." "Will you let me take my bucket now?"
"And what do those girls do?" "Why?"
"Oh!" said the child, "they have beautiful dolls; "If Madame sees that someone has carried it for me,
things with gold in them, all full of affairs. They she will beat me."
play; they amuse themselves." The man handed her the bucket. An instant later, they
were at the tavern door.
(3)
(4)
SAQ-1: Who are the characters in the excerpt? Match column A with the correct answer in column
B, write only the letter of the answer on the blank provided.
Column A Column B
____1. The girl who served in the house of her owners, the Thenardiers.
____2. _____3. The two young ladies who have beautiful dolls. A. Zelma
____4. The Stranger who suddenly appeared and offered the girl to carry B. Madame Thenardier
her bucket. C. Jean Valjean
____5. She sent the girl late at night to get water in the forest, and she also D. Ponine
keeps the inn where the girl is obliged to work. E. Cosette
18
SAQ-2: True or False: Write T on the line if the statement is TRUE and F if the statement is
FALSE.
______1.The little girl, Cosette, went to the forest at that time of the night because she was sent by Jean
Valjean to fetch a bucket of water.
______2. Cosette was frightened or alarmed when the Stranger approached her.
______3. Madame Thenardier will beat Cosette if she sees her not carrying the bucket of water.
______4.Ponine and Zelma will not let Cosette play with their dolls.
______5. Cosette was nine years old when she saw a stranger in the forest.
Let’s Practice!
Direction: Read the questions/ statements carefully and choose the correct answer. Encircle only the letter of
your chosen answer.
1. Where did Madame Thenardier send Cosette at the time of night?

a. Cosette was sent out alone to go to the bakeshop to buy bread.
b. Cosette was sent out alone to the forest to fetch a bucket of water.
a. Cosette was sent out alone to the forest to meet the Stranger.
b. Cosette was sent out to go to the church to meet her father.
2. The following are the ways Madame Thenardier treated Cosette under her care, EXCEPT.
a. Cosette was treated as one of her daughters.
b. Cosette was not given toys and beautiful dresses.
c. Cosette was forced to work hard.
d. Cosette was treated poorly.
3. The following are symbolisms of the character of Cosette, EXCEPT:

a. picture of social justice
b. an innocent, hopeless and oppressed child-victim
c. daughter to be protected
d. symbol of hope
REMEMBER
Key Points
The unity of plot, setting, and characterization in a material viewed/ read is important to achieve the
writer's purpose.
✓ The plot of a story consists of the events that occur during the story. The plot is also sometimes referred to
as the storyline.
✓ The setting is the time and place in which the story takes place. It can be real or fictional, or a combination
of both real and fictional elements.
✓ Characterization is the process through which an author reveals a character's personality.
✓ WHAT IS THE AUTHOR’S PURPOSE?
When we talk of the author's purpose, we refer to the why behind their writing, what motivated the author to
produce their work and their intent, and what they hope to achieve.
The author’s purpose could persuade, to inform, and to entertain.

19
TRY
Directions: Using the graphic organizer, arrange the order of events from the excerpt. Choose the answers from
the box.
(Answer on the Learner’s Activity and Assessment Sheets.)
➢ As they approached the tavern, Cossete asked the

man to let her carry the bucket because if Madame
sees that someone has carried it for her, she will beat
her.
➢ Cosette was sent by Madame Thenardier to get a
bucket of water in the forest. There she comes across
a man who told her that the bucket is somewhat heavy
for her age.
➢ They reached the village. Cosette guided the
Stranger through the streets.
➢ The man was shocked after learning the name of
Cosette.
➢ She answered that she doesn't have a mother and that
she was sent alone by her Mistress in the forest at
night.
B. Answer the following questions. Encircle the letter of the correct answer.
1. Which of the following is the purpose of Victor Hugo in writing “Les Miserables”?
a. Hugo wants to expose social injustice and the effects of ignorance and poverty.
b. Hugo wants to encourage compassion and hope in the face of adversity and injustice.
c. Hugo wants the reader to value freedom and despise captivity and colonialism.
d. All of the above
2. Which of the following helped you understand the purpose of the author?
a. unity of plot b. setting c. characterization d. all of the choices
SUBJECT &
English 10 QUARTER I WEEK 3 DAY _____________
GRADE/LEVEL
dd/mm/yyyy
TOPIC Accessibility and effectiveness of sources of information.
Compare and contrast the contents of the materials
viewed/read with outside sources of information in terms of
accessibility and effectiveness.
LEARNING Code:
Objectives:
COMPETENCY EN9G-IIe-20
* Identify the different sources of information.
* Assess the accessibility and effectiveness of the content
from the material viewed.
UNDERSTAND
Topic Title: Accessibility and Effectiveness of Sources of Information.
ᐅ When is a material or information accessible and effective?

20
If the material or information is easy to obtain or access, whether printed or online, it is

accessible. If the material provides you comprehensive and sufficient information you need for your
research or study, whether general or specific, it is useful.
Let us define the terms ‘accessibility' and 'effectiveness' for a broader and more in-depth
understanding of the topic.
Accessibility - refers to the quality of being available when needed. It also refers to the quality or
characteristic of something that makes it possible to approach, enter, reach, obtain,
or use it.
Effectiveness - means the ability to be successful and produce the intended results. It also means
the power to be effective by its effect and usefulness.
ᐅ What are the types of sources of information?

There are two types of sources of information. They are primary and secondary.
1. Primary Source – A primary document is a written or created document at the time of
occurrence of an event or period of research. It is usually the first formal appearance of the
product of original thinking or result of discoveries or events. A recording of a live news-feed
or video or its transcript is a primary source of information.
2. Secondary Source – A secondary document is written after an event. The authors usually did
not witness the events or discoveries themselves. An analysis or a restatement of primary
sources is a secondary document. Also, documents written with reference to primary documents
and attempt to provide an interpretation are secondary documents.
Table 1: Two Types of Sources of Information
SAQ-1: From what type of source is each material taken?

Directions: Identify if the given sources are primary or secondary. Write your answers on the blank
provided.
__________1. Letters and diaries _________ 6. Encyclopedia

__________2. History Books __________7. Research Reports
__________3. Government Documents _________ 8. Birth Certificate
__________4. Manuscripts __________ 9. Magazine
__________5. Live Videos __________10. Artifact
Grade 10 – English Learner's Material: Module 4 – Task 2 (p. 409)
SAQ-2: Is the content of the material accessible and effective? Explain briefly.
1. An internet article about "It's more fun in the Philippines."
There are 7,107 islands that make up the Philippines, and they're divided into three
regions- Luzon, Visayas, and Mindanao. Some islands have become bustling cosmopolitan cities,
such as the capital Manila, the Cities of Cebu, and Davao. Others are more remote and tropical,
which offers something for every traveler. Wherever you go, you won't ever be more than two
hours away from one of its gorgeous beaches. The little group of islands makes for one gigantic
stretch of coastline---more than 15,500 kilometers!
https://itsmorefuninthephilippines.co.uk/
21
Answer:
_________________________________________________________________________________
_________________________________________________________________
_________________________________________________________________________
Practice #1: Accessibility & Effectiveness of Materials from Different Sources

Direction: Check (√) the boxes that correspond to 'accessible and effective' if you think that the
materials/sources are accessible or effective. On the other hand, put an X mark if you think
that the materials/sources are not accessible or effective.
Materials from different sources Accessible Effective Materials from different Accessible Effective
sources
Live Video: SONA of Pres. Duterte Newspaper: News about COVID19
Photo Credit: Philstar.com Photo Credit: www.magzter.com

Manuscript: Beowulf Book: The Golden Treasury of Poetry
Photo Credit: www.openculture.com Photo Credit: www.amazon.com
Practice #2: Comparison and Contrast of the Content of the Materials in Terms of Accessibility &
Effectiveness
Direction: Read the news below about COVID-19 updates. Then compare and contrast this content
from different sources in terms of accessibility and effectiveness. Using the Venn Diagram,
write your answers in the appropriate parts (contrasting part and common part) by choosing
from the given choices in the box.
WHO welcomes preliminary results about dexamethasone use in treating

critically ill COVID-19 patients
June 16, 2020
WHO welcomes the initial clinical trial results from the UK that show
dexamethasone, a corticosteroid, can be lifesaving for critically ill patients with
COVID-19. For patients on ventilators, the treatment was shown to reduce
mortality by about one third. According to preliminary findings shared with WHO,
for patients requiring only oxygen, mortality was cut by about one fifth.
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen
The information is easy to find. The source is valid and trusted.

The information is always available. The information is relevant to the task at hand.
The information is costly. The information provides enough details.
The information is difficult to find. The information can be reviewed right away.
The information is current and timely. The information can be viewed even without
The information can be viewed right away. internet connection.
22
From a Live From a

News Newspaper
(TV)
REMEMBER
Key Points
The material or information is accessible if it is easy to obtain or access, whether printed or

online. The material is effective if it provides comprehensive and sufficient information needed for
research or study, whether general or specific.
A primary document is a document that was written or created at the time of occurrence of
an event or period of research. It is usually the first formal appearance or the product of original
thinking or the result of discoveries or events.
Examples: diaries, correspondence, ships' logs, original documents, birth certificates, trial transcripts,
biographies, autobiographies, manuscripts, etc.
A secondary document is written after an event. The authors usually did not witness the events
or discoveries themselves. An analysis or a restatement of primary sources is a secondary document.
Also, documents that are written with reference to primary documents and attempt to provide an
interpretation are secondary documents.
Examples: journal articles that comment on or analyze research, textbooks, dictionaries and
encyclopedias, books that interpret and analyze, political commentary, etc.
TRY
Directions: Read and comprehend the questions below, then choose the correct answers by encircling
the letter of your choice.
(Answer on the Learner's Activity and Assessment sheets.)
1. Which of the following sources is primary? 4. You want to find information about the
a. Commentaries c. Criticism complete life history of your favorite
b. Interviews d. Dictionaries author. What appropriate source/material
2. Which of the following sources is secondary? will you use?
a. Deed of Sale c. Official Receipt a. History Books c. News
b. Biodata d. English Book b. Biography d. Encyclopedia
3. How can you say that a document/material is
accessible and effective? 5. What type of source of information is a
a. It is easy to find, and it is affordable. document/material that is written at the
b. Anybody can use it and edit it. time of the event or discovery or research?
c. It is available when needed, and it can bring a. Primary Source
beneficial effects or results. b. Secondary Source
d. It makes every learner's life easier, and it c. Internet Source
gives new information. d. Library Source
SUBJECT &
English 10 QUARTER 1 WEEK 4 DAY ___________________________________
TOPIC Direct & Indirect Signals

23
Single out direct and indirect signals used by the speaker.

Objectives
LEARNING Code:
A. Discuss direct and indirect signals used in the song.
COMPETENCY EN10LC-Id-4.1
B. Distinguish explicit from implicit signals
C. Analyze the meaning of the lines/phrases.
UNDERSTAND
Topic Title: Direct & Indirect Signals
Have you ever been told by someone to ''read between the lines''? What do you think does the person
mean? What does he/she want you to do? The person is encouraging you to try to figure out what's
going on when things are not obvious and think critically of what is meant by something that is not
directly stated. However, you don't need to figure out something if it is evident or stated directly in a
text.
In this lesson, we will discuss what it means to state something explicitly and implicitly.
What are Direct/Explicit and Indirect/Implicit Signals?
Direct/Explicit Signals Indirect/Implicit Signals
• something made clear and stated plainly • something is implied and not stated
• easy to understand directly
• precisely and clearly expressed or • not directly expressed
readily observable • inherent in the nature of something
• leaves nothing to implicate • usually denotes something that was said
• denotes the report of the exact words of or written rather than the exact words that
an author or speaker were spoken or written.
Read or listen to this song: “Let It Go” from the movie Frozen.
Let It Go
by Idina Menzel
The snow glows white on the mountain tonight It's time to see what I can do. To test the limits
Not a footprint to be seen and breakthrough. No right, no wrong, no rules
A kingdom of isolation for me I'm free!
And it looks like I'm the queen.
The wind is howling like this swirling storm Let it go, let it go
inside. Couldn't keep it in, heaven knows I tried! I am one with the wind and sky
Let it go, let it go
Don't let them in, don't let them see You'll never see me cry!
Be the good girl you always have to be
Conceal, don't feel, don't let them know Here I stand
Well, now they know! And here I'll stay
Let the storm rage on!
Let it go, let it go
Can't hold it back anymore My power flurries through the air into the
Let it go, let it go ground
Turn away and slam the door! My soul is spiraling in frozen fractals all around
And one thought crystallizes like an icy blast
I don't care I'm never going back
What they're going to say The past is in the past!
Let the storm rage on
24
The cold never bothered me anyway! Let it go, let it go

And I'll rise like the break of dawn
It's funny how some distance Let it go, let it go
Makes everything seem small That perfect girl is gone!
And the fears that once controlled me
Can't get to me at all! Here I stand
In the light of day
Let the storm rage on
The cold never bothered me anyway!
In this song, the writer uses explicit and implicit signals to highlight significant points.
Examples of explicit signals:
“The snow glows white on the mountain tonight.”
Meaning: It describes the snow as seen on the mountain
“Don’t let them in, don’t let them see

Be the good girl you always have to be
Conceal, don’t feel, don’t let them know”
Meaning: She hides and will not reveal her identity.
Examples of implicit signals:
“It’s time to see what I can do. To test the limits and breakthroughs."
Meaning: It implies rebellion against rules or culture.
"The wind is howling like this swirling storm inside.

Couldn't keep it in, heaven knows I tried."
Meaning: Inner turmoil/confusion and failure to control herself.
Read the lyrics/sing the song and enjoy its melody. Then do the activity below.
SAQ-1: Directions: Read the statements below, then check (/) those that are good effects of
explicit and implicit signals to the song and mark x for those that are not.
____ a. The explicit and implicit signals make the lyrics more meaningful.
____b. It makes the song dramatic and colorful.
_ ____ c. It discourages people from singing the song.
____ d. It arouses the interest of the listener to understand its message.
____ e. It complicates the message of the song.
SAQ -2 Choose the letter of the correct answer.

. 1. What explicit meaning does the title Let it Go convey?
a. to set free of what was kept for so long c.to be curious of what is reality
b. to be hesitant to move freely d. to relax and wait for the right moment
2. What is the meaning of these lines?
“My power flurries through the air into the ground
.
25
My soul is spiraling in frozen fractals all around

And one thought crystallizes like an icy blast."
a. She is turning people into crystal snow.

b. She flies to the air from the ground.
c. She uses her power to roam around the frozen place.
d. She is proudly displaying/flaunting her powers.
. Let’s Practice! (Answer on the separate sheets provided.)
Directions: Write Ex if the meaning of the line/s is/are explicitly stated and Im if it/they is/are implicit.
______1. Let it go, let it go
Can’t hold it back anymore
______2. Let the storm rage on,The cold never bothered me anyway.
______3. It’s funny how some distance

Makes everything seem small
______4. And the fears that once controlled me

Can't get to me at all!
______5. No right, no wrong, no rules for me I'm free!
REMEMBER
Key Points
Explicit/Direct information is any idea that is stated. With explicit information, you see the text
explained. There is no need to look for clues.
Implicit/Indirect information is understood, but it is not stated. To find implicit information in what is
read, you will have to think about what you read. Look for clues as you read. Implicit information is
not written, but the idea is there.
TRY
Directions: Read the passage in each item and answer the question that follows. Encircle the letter of
your choice. (Answer on the Learner’s Activity and Assessment Sheets.)
1. Elena was getting ready to leave for school. She put on her shoes and grabbed her backpack.
As she was leaving, her mother said, “I love you. Be careful.”
Which of the following is explicitly stated in the paragraph?

A. Elena has a loving mother. C. Elena is a high school student.
B. Elena is an obedient child. D. Elena is hard-headed.
2. My friend and I went to a restaurant to celebrate my birthday. The waiter wrote down our
order and went to the counter to place our order. Minutes later, the waiter came back and politely told
my friend that this is a smoke-free zone. Then my friend said, "I'm sorry; I didn't know."
What does "smoke-free zone" mean?

A. smoking is allowed C. cigarette is given free
B. smoking is not allowed D. zone for grilling
26
3. Days before the election, campaign materials of candidates are posted on noticeable places
except on areas with a Post No Bill signage.
Post No Bill means___

A. No printed materials are allowed to be posted on/upon the site, building, or property.
B. It's an area to post, and no payment will be collected.
C. The area is exclusive for writing advertisement but not for posting
D. No one is billed if he posts on the wall.
4. Elsa had been working the whole day. After dinner, she told her mother, "I'm going to call it a
night."
What does Elsa mean?

A. She will call somebody tonight.
B. She will go to bed.
C. She will continue to work.
D. She will call her mother tonight.
5. Aggressive driving endangers persons or property. It causes crashes, injuries, and fatalities.
What is directly stated in the text?

A. Aggressive drivers are careful.
B. Aggressive drivers earn much.
C. Aggressive driving causes danger to people or things
D. Aggressive drivers find thrill in driving.
SUBJECT &
English 10 QUARTER 1 WEEK 4 DAY _______________________________
TOPIC Persuasive Essay

Use words, phrases and expressions to emphasize a point in
writing a three-paragraph persuasive essay.
LEARNING Code: Objectives:
COMPETENCY EN10G-Id-26 * familiarize the different parts of a persuasive essay; and
* arrange logically scrambled paragraphs to come up with a
coherent, persuasive essay.
UNDERSTAND
Topic Title: Persuasive Essay
What is an Essay?
An essay is a sort of writing that usually demonstrates the author's position, personal
view, or research of a certain topic. It is a non-fictional type of writing and sometimes includes narrative
and subjective thoughts. The essay varies from observations of daily life, literature critics, and author's
reflections to political analysis and scientific research.
There are different types of essays, one of which is the Persuasive Essay.
What is a Persuasive Essay?
A persuasive essay, also known as an argumentative essay, is a piece of academic writing where
you use logic and reason to show that your point of view is more legitimate than any other. You must
expose clear arguments and support them with convincing facts and logical reasons.
27
Basic Parts of a Persuasive Essay
Introduction- You should present a "hook" here that grabs your audience's attention. You should also
provide your thesis statement, which is a clear statement that you will argue or attempt to convince the
reader.
Body Paragraphs-You can have as many paragraphs as you need to make your arguments. Each body
paragraph needs to focus on one main idea and provide evidence to support it.
Conclusion- your conclusion is where you tie it all together. It can include an appeal to emotions,
reiterate the most compelling evidence, or expand the relevance of your initial idea to a broader context.
Your purpose is to persuade your readers to do or think something; end with a call of action.
Strong Words and Phrases for Persuasive Writing
Introductory Phrases
In my opinion there is no doubt that I question whether
From where I stand In my point of view It is clear that
Concluding Phrases
As you can see To be sure In any case
In any event Obviously In summary
For the reasons above Undoubtedly In other words
On the whole Without a doubt
Supporting Opinions
First, Second, Third Furthermore Besides

In addition In the first place Similarly
Equally important Moreover Also
Introducing Details
For example In fact For instance

As evidence In support of this Examples include
Cause and Effect
If….then… Since Because of

Due to For this reason Therefore
Consequently This results in As a result on
In effect As might be expected Leading to
Compare and Contrast

Similarly Compared to On the other hand
Although Even though Likewise
On the contrary As opposed to Rather than
As well as Nevertheless All are
Conversely Whether or not In spite of
Counterargument
I realize you I understand you Even though you
Although you Some people might I doubt
I question On the other hand Let me explain
28
Remember, you have everything you need to come up with a persuasive essay. For you to
make it the best, follow some steps. Here's how you can write a short but compelling essay.
1. Choose a subject
2. Address the audience
3. Clarify your purpose
4. Write a Draft
5. Use an interesting question, quotation, and anecdote for introduction
6. Revise and Polish
SAQ-1
Which of the following is NOT a characteristic of a persuasive essay?
A. It uses logic and reason.
B. It exposes vague arguments.
C. Convincing facts are supporting it.
D. It uses strong words, phrases, and expressions to convince readers.
SAQ-2:
What phrase can we use to introduce a supporting opinion?
A. On the other hand B. consequently C. In fact D. Furthermore
Directions: Read the sample essay below and answer the questions that follow.
Practice and Uphold Positive Attitude

by: Lee Em
I strongly believe that we must come together to practice and uphold positive attitudes toward
work, life, and challenges. This should be done from initial impulse to completion, like what we observe
in a myth. From the presentation of the target, problem, test, and stakes up to the conclusion, the
character in a myth displays and exemplifies these positive attitudes. Remember the saying, "The best
measure of a man is not what he says he can do but what he does." This is true.
Let us recall what happened between the Master and the thief in the "Zen Parables." The thief who
was then a man who followed a crooked path in life turned otherwise because he learned from the
Master what it takes to be a man. He was treated with respect and trust by the Master, so he opted to
follow the Master's path. Again, this exemplifies the maxim, "Respect begets respect."
He decided to be Shichiri's disciple. He was inspired by Shichiri, who lived a life of truth and a life
full of positivism. He had practiced it in dealing with other people without discrimination. The Master
was able to model what it takes to respect, trust, and show love to others. This is a positive attitude that
we must put into action whoever we are, wherever we are, and whenever necessary.
Doubtlessly, this will make our lives better. There is a strong possibility that this can make this
world a better place to live in after all. This is a convenient time for us to practice it. Don't think
otherwise, come on! So, what are we waiting for? Let's give it a try!
Questions:
1. What three basic parts in its correct order are presented in the essay?
A. Introduction, Conclusion, and Body
B. Body, Introduction, and Conclusion
C. Introduction, Body, and Conclusion
2. How are these parts organized?
A. Sentence Form
B. Paragraph Form
C. Phrase Form
3. What does the introduction contain?
A. A clear statement or thesis statement of what you are supposed to argue.
B. A call of action from the readers.
29
C. A supporting sentence that supports the main idea.

4. Does the essay influence you to accept an idea, adopt a point of view, or perform an action?
A. Yes, it does.
B. No, it doesn’t.
5. What is the writer trying to persuade you to think or do?
A. To practice and uphold positive values
B. To live life to the fullest
C. To treat everyone with respect and trust.
REMEMBER
Key Points
Don’t forget!!!
A persuasive essay has three basic parts-Introduction, Body, and Conclusion. In every paragraph,
there should only be one main idea.
You can use the suggested strong words, phrases, and expressions to emphasize your point or
persuade readers to agree with you.
TRY
Directions: Logical Organization: Arrange and rewrite the following scrambled paragraphs to develop
a coherent, persuasive essay. Write your answer below.
Aggressive Driving Should Be Avoided
1. The first reason why aggressive driving should be avoided is it causes crashes. According to
NHTSC, between 78 percent (excessive speed) and 100 percent (improper passing) of the cases of
aggressive driving resulted in traffic crashes, and 96 percent of the drivers cited “following too closely
or tailgating” caused crashes as a result of their aggressive driving. Moreover, "running red light,"
"improper passing, and "overtaking on the left" topped other categories of aggressive driving in
contributing to traffic crashes.
2. The above evidence shows that aggressive driving causes crash injuries and fatalities. Hence,
aggressive driving should be avoided. Since the opening on the North-South Highway, the number of
kilometers of roads in the country has increased by 35 percent. More cars and more drivers are also on
the road leading to more aggressive drivers.
3. Aggressive driving is a phenomenon that has only recently got the public worried. The National
Highway Traffic Safety Council (NHTSC) defines aggressive driving as the 'operation of a motor
vehicle in a manner that endangers or is likely to endanger persons or property. Aggressive driving
should be avoided because it causes crashes and injuries, and fatalities.
4. Another reason why aggressive driving should be avoided is it causes injuries. NHTSC states
that the percentages of the injuries caused by aggressive driving are almost all categories of aggressive
driving, above 100 percent.
5. Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the most
important contributing factor in traffic fatalities as it relates to aggressive driving. “Improper lane
change,” “running stop sign,” and “running red light,” rank second through fourth in terms of their
contribution to traffic fatalities.
Source: http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html
30
Aggressive Driving Should Be Avoided
INTRODUCTION
BODY
CONCLUSION
SUBJECT &
English 10 QUARTER I WEEK 5 DAY __________________________________
TOPIC Modals
Use modals.
Objectives:
LEARNING Code:
* define modals
COMPETENCY EN10G-if-3.6
* identify the functions of modals
* use modals according to function
31
UNDERSTAND
Topic Title: Modals
What are modals? How do the modals function? What are the different types of modals?
Modals are special verbs in a way that, when put before the main verb, perform specific functions.
Examples are:
• Might – shows possibility

• Can – shows ability
• May – shows permission
They are always followed by another verb that completely changes when “not” is added after them.
Modals and Their Functions
Classification Examples Function Sentences

Can
Alan can play the piano.
Expresses physical
Ability Able to
ability or skill I am able to speak two languages.
Could I could make a kite for you.
Is formal and is often My mother said that it may rain
May
found in writing tomorrow.
Possibility Is less formal than may She might eat her dinner together with
Might and is more common her friends.
with conversation
Must
Expresses a firm You must submit your projects today.
obligation or necessity You have to see a doctor for a check-
Have to up.
Obligation
Expresses a
Should
recommendation or You should stop smoking.
moral obligation
Ought to
You ought to listen to your parents.
Often used to ask for Can I sit here?
Can
and give permission You can use my chair if you like.
Permission
May Is the most formal way May I borrow your pen?
to ask and give Yes, you may use my pen.
permission
Direction: Answer the following questions using correct modals.

SAQ-1: What can you contribute to prevent the spread of COVID-19?
Answer:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
SAQ-2: How are you going to use modals in your day- to- day activities?
Answer:
32
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Directions: Complete each sentence below by underlining the correct modal in the parenthesis.
1. You (must, might, may) tell me the truth for your own good. (obligation)
2. I (could not, must not, might not) find my shoes anywhere. (ability)
3. You (can, should, may) choose any subject that you like best. (possibility)
4. (Can, May, Might) you, please pass the salt? (permission)
5. We (may, can, should) prepare for the big exam. (obligation)
Directions: Underline the modal used in the sentence. Then, identify and write its classification on the
blank provided before each number. (Ability, Obligation, Permission, Possibility
Example: Permission Lira may return or exchange the blouse if it does not fit her.
____________1. These pages may be photocopied for classroom use.
____________2. I must call my dad. It’s his birthday.
____________3. Jose can dance so well.
____________4. He might come home tonight.
____________5. I ought to go to my grandmother today.
REMEMBER
Key Points
Modals are special verbs in a way that, when put before the main verb, perform specific functions.
Examples are:
• Might – shows possibility
• Can – shows ability
• May – shows permission
They are always followed by another verb that completely changes when “not” is added after them.
TRY
Directions: Complete the following statements by supplying the correct modals based on the function
given in the parenthesis.

33
1. We _______ protect ourselves against the virus. (obligation)

2. We _______ follow the protocols given by the IATF. (obligation)
3. We _______ cooperate with the government if we want to go back to normal. (obligation)
4. People _______ use surgical masks or N95 Respirator to protect themselves from the virus.
(possibility)
5. We ________ avoid this virus by staying at home. (ability)
6. Students _______ now enroll online. (possibility)
7. It _______ take one year for the scientists to discover the vaccine to fight the virus.
(possibility)
8. Parents ________ guide their children about safety protocols. (obligation)
9. Filipinos ________ unite to fight COVID-19. (obligation)
10. We _______ help our community by being responsible citizens. (possibility)
SUBJECT &
English 10 QUARTER 1 WEEK 6 DAY ___________________________________
TOPIC Elements of a Story

Explain how the elements specific to a genre contribute to
the theme of a particular literary selection.
LEARNING Code: Objectives:
COMPETENCY EN10LT-11d-22.2
* Discuss the elements of a story
* Identify the elements of the story that build up the theme.
UNDERSTAND
Topic Title: Elements of a Story
Every story, or narrative, has five essential elements. Let's take a closer look at each of the five.
Elements of a Story:
A. Plot- is "what happens" in the story. The action of every story can be mapped out using a plot
diagram.
There are five key points to the plot of every story:
Climax
Falling Action
Rising action
Resolution
Exposition
1. Beginning or Exposition-this is when characters and problems are introduced to the reader.
Example: Romeo and Juliet's families are enemies, but Romeo and Juliet meet at a party and
like each other.
2. Rising Action-this is where the problem and characters are developed through a series of actions
building to the climax.
Example: Romeo visits Juliet on a balcony one night, and then she sends a message to him
through her nurse. They meet and secretly wed without their families' knowledge. Romeo kills Juliet's
34
cousin Tybalt, and he is exiled. Juliet's father orders her to marry someone else. Juliet fakes her death,
sending a message to Romeo to let him know, but he hears of her death and doesn't get the message.
3. Climax-this is where the problem (or conflict) is resolved in one way or another. The climax is
often called the "turning point" in a story.
Example: Romeo kills himself, and Juliet wakes from her sleep, sees him, and kills herself.
4. Falling Action or Denouement-this is where the reader learns what happens as a result of the
climax-or how the problem was solved.
Example: The two families mourn Romeo and Juliet’s deaths.
5. Resolution- This is where the entire plot is wrapped up, and there is a sense of closure for the
reader.
Example: Romeo and Juliet's deaths have ended their families' feud, and there is peace in
Verona.
B. Characters- are most often people or animals. They are the who of a story.
Example: Romeo and Juliet are the protagonists.
C. Conflict-For there to be a narrative, the main character, or protagonist, has to have a conflict or
problem. Conflicts involve man versus man, man versus nature, man versus self.
Example: Romeo and Juliet's conflict is that their families are in a feud, and they are not allowed
to be with each other.
D. Setting-Narratives have a time and place where the action is set.
Example: The play “Romeo and Juliet” is set in Verona, Italy.
E. Theme-Narratives have a theme or main idea/underlying meaning. The theme should be stated in a
complete sentence.
Example: “Romeo and Juliet” is not just about "love," but you could state the theme as "Love
overcomes hate."
SAQ-1: Answer briefly.

How do these elements contribute to the theme and overall meaning of a story?
_________________________________________________________________
SAQ-2:
1. What is the highest point of interest in a story?
a. setting b. theme c. resolution d. climax
2. Why are Romeo and Juliet the protagonists` in the story?
a. The story revolves around these two characters
b. They are the central or main characters in the story
c. They are the well-developed characters in the story
d. all of the above
3. What makes a `theme` an important element in a story?
a. because it connects all the parts of the story, such as characters and plots
b. because it makes a realistic story
c. because it is the most important element in a story
d. because it makes the story interesting
Let’s Practice! (Write your answer on the separate sheets provided.)
Directions: Read the text below and identify the important elements by answering the given
questions. Encircle the letter of your choice.
35
Arachne
In Greek Mythology, Arachne was a great weaver. Her creations are said to be equal or far
greater than Athena, the goddess of wisdom and crafts. News about her talent spread far and wide
that Athena heard it herself.
Athena, curious and angered, disguised herself as an old woman and presented herself to
Arachne and told her to beg forgiveness for her arrogant behavior. However, Arachne did not, which
further angered the goddess. Athena discarded her disguise and challenged her to a weaving
competition.
The contest began; Athena's weaving showed the gods punishing mortals for being arrogant,
while Arachne's weaving depicts the unfairness and abuse of the Greek gods. Athena and
the viewers did not take the offense lightly. They rejected her work and made her the loser.
Arachne was heartbroken at the fact that she would never be able to weave again. When she
felt her guilt, Arachne committed suicide by hanging herself, for the guilt and regret was too
much to bear for her. Athena, however, did not expect the death of Arachne. Thus, Athena pitied
Arachne and transformed her into a spider so that she could weave forever.
Encircle the letter of the correct answer.
1. Who is the central character in the story, Arachne?

a. Arachne b. Greeks c. Athena c. old woman
2. Where did the story take place?
a. Rome b. Italy c. Greece d. Egypt
3. What is the conflict in the story?
a. man vs. man b. man vs. self c. man vs nature d. man vs. supernatural
4. What is the theme of the story?
a. Gods and goddesses are stronger than humans.
b. Humans have godly attributes.
c. Spiders came from the race of Arachne.
d. Humans must learn to walk in humility, not pride and arrogance.
REMEMBER
Key Points
The elements of the story Arachne

The Setting: Greece
The characters
1. Arachne - the main character of the story.
2. Athena - a Greek goddess of wisdom and crafts who disguised herself as an old woman and cursed
Arachne to become a spider.
The Plot
➢ Exposition: Arachne was a popular weaver that skills aren't like no other. Due to her weaving
efforts, she produced works of art that made the Goddess Athena curious about her talent.
➢ Rising Action: Goddess Athena challenged Arachne to a weaving contest, whereas the loser will
have to give up weaving forever.
➢ Falling Action: Arachne lost to the goddess and therefore declared the loser of the contest. And
thus, Arachne wasn't allowed to touch any spindle ever again.
➢ Resolution: By the Goddess' pity, she turned Arachne into a creature with the ability to weave
without a spindle.
➢ The Theme: Learn to walk in humility, not pride and arrogance.
TRY
Directions: Read the questions below and write the letter of your choice.
36
____1. What literary genre is the story Arachne? ____4. What does Athena's weaving show?
a. poem b. myth c. legend d. drama a. the beauty of Greece
b. God's punishment to mortal
____2. What is one of the purposes of Arachne? c. abuses of the Greek gods
a. to explain the origin of the spiders d. how spiders weave intricate designs
b. to explain how weaving developed
c. to explain where weaving originated ___5. What moral lesson does the story
d. to teach how to weave teach?
a. use your talent wisely
____3. What character trait is clearly shown by b. teach those without talent or skill
Arachne? c. boast your talent
a. humility c. selfishness d. stay humble if you are gifted with talent
b. pride d. cruelty
SUBJECT &
English 10 QUARTER I WEEK 7 DAY _______________________________
TOPIC Making Generalizations

Draw generalizations and conclusions based on the material
Code: viewed.
LEARNING
EN10VC-Ig- Objectives:
COMPETENCY
1.5/2.5) * Define generalization and conclusion.
* Assess if generalization is valid or faulty.
UNDERSTAND
Topic Making Generalizations
Making Generalizations
A generalization is a broad statement drawn from a group of facts about a topic. A
generalization must be supported by evidence that is logical and factual. Learning to make
generalizations will help you develop conclusions and identify trends.
Use the following guidelines to help you make generalizations:

• Gather information
• Identify relationships among facts.
• Make a generalization that states a relationship and is consistent with most of the
supporting facts.
A clue word such as all, most, always, usually, or generally signals that an author is
making a generalization.
A generalization can be valid (logical) or faulty (wrong) depending on the number of
examples on which it is based and how logical and careful the thinking is.
Valid generalizations are supported by facts, evidences, or true statements; they agree with
what you already know about the topic; they use logic and common sense. They are proven with several
examples. Signal words to valid generalizations include some, most, might, sometimes, often,
probably, typically, many, rarely, few.
Examples of valid generalizations

1. Most men love to play basketball.
Evidence: Basketball is most of the men's hobby.
Basketball is part of men's sports culture.
2. Some students ignore school rules.

Evidence: Guidance office is filled with students who violate school rules.
37
Faulty generalizations are not supported by facts. Signal words to faulty generalizations
include: everyone, nobody, all, none, always, never.
Examples of faulty generalization

1. Rich people are greedy.
Explanation: Not all rich people are greedy. Some are helpful and charitable.
2. Police officers are corrupt.

Explanation: Not all officers are corrupt; others are dedicated and professionals.
SAQ-1: Directions: Give the correct answer by writing the letter of your choice.
_____1. When is a generalization valid?
a. When it is faulty c. When it is based only on your opinion
b. When evidence is absent d. When it is factual
_____2. When is a generalization faulty?
a. When it is logical c. When it is evidence-based
b. When it is truthful d. When facts do not support it
SAQ 2:
Directions: Give the correct answer by writing the letter of your choice.
_____1. Which of these words is used in a valid generalization?
a. never b. nobody c. most d. none
_____2. Which of these words is used in a faulty generalization?
a. always b. some c. most d. sometimes
_____3. The following are guidelines in making generalizations, EXCEPT
a. Gather information
b. Make generalizations that are consistent with facts
c. identify the relationship among facts
d. Make a sweeping and baseless generalization
Directions: Identify which of the generalizations are valid or faulty. Write V for valid and F for faulty.
_____1. All boys are stronger than girls.

_____2. Some myths are stories about gods, goddesses, and heroes passed from one
generation to another.
_____3. Flowers usually smell good.
_____4. All Filipinos are resilient.
_____5. All students hate reading myths.
_____6. Myths are boring.
_____7. People in Zamboanga City always speak Chavacano.
_____8. Some motorcycle drivers are reckless.
_____9. Zamboanga City has the most beautiful beach in the country.
_____10. The most beautiful holiday spots are found in Zamboanga City.
REMEMBER
Key Points
Generalization is a conclusion that is true most of the time, but not always.
What you've read + what you already know= a general statement about something.
38
Valid generalizations are supported by facts, evidence, or true statements; they agree with what you
already know about the topic; they use logic and common sense, and they are proven with several
examples. Signal words to valid generalizations include some, most, might, sometimes, often,
probably, typically, many, rarely, few.
Faulty generalizations are not supported by facts. Signal words to faulty generalizations include:
everyone, nobody, all, none, always, never.
TRY
Directions: Read each sentence. Is it a generalization? Write YES or NO on the line following the
statement. Underline signal words that are used.
______1. Most students in Zamboanga City Division prefer online to a modular modality of
teaching-learning.
______2. All stores that offer essential services remain open in Zamboanga City.
______3. Traffic always causes delays in food deliveries and services.
______4. Many schools are having trouble adapting to the new normal.
______5. Not all students have internet connection.
SUBJECT &
English 10 QUARTER I WEEK 8 DAY ______________
GRADE/LEVEL
dd/mm/yyyy
TOPIC Distinguishing Between Good and Bad Writing
Code: Evaluate and make judgements about a range of texts using a
LEARNING
EN10RC-IIh- set of criteria e.g. comparing arguments on the same topic,
COMPETENCY
2.22 critiquing a short story.
UNDERSTAND
Topic Title: DISTINGUISHING BETWEEEN GOOD AND BAD WRITING
Good writing is a product of a writer’s careful thinking. It involves his understanding of the
audience and the subject; his technical skills in the use of vocabulary, sentence structure, and other
important writing tools and mechanics, and more importantly his experience.
Let us analyze the paragraphs of two writers. A and B. They have been asked to capture the
excitement of a recent basketball game in just one paragraph.
WRITER A
The basketball game that the San Miguel team played last Sunday was truly an exciting one, in
my opinion. There was a huge and lively crowd. Some of the best actions I had ever seen took place in
this game. Japeth Aguilar, the team’s most talented player, scored twice from across the basketball
court. I thought that most of the team members handled the ball really well. They played like pros every
minute of the game.
WRITER B
39
A hush comes over the crowd as Japeth Aguilar rushes down the court; freezes, does a quick
fake, then throws a behind-the-back pass to Mark Caguioa. Mark nods, rocks back and forth on his
heels, then whips the ball to L.A. Tenorio who is wide open in the corner. Tenorio pumps from sixteen
feet …woosh! Clean through the hoop. The crowd goes wild. “Great play!” fans scream ecstatically.
ANALYSIS OF THE TWO PARAGRAPHS:
Expression: Writer A tells that the game was exciting but he/she does not show us the
excitement. There is no particular detail that makes the event come to life. It is more of a summary
writing in the context of expressing action. It could become boring to the readers.
Viewpoint: There is an unnecessary reference by Writer A to himself/herself with the

expressions “in my opinion” and “I thought that.” But Writer B is present in his/her narrative. The
second version reveals just as clearly the presence of the author’s opinion.
Style: Good writers use accurate or vivid words to communicate their intentions. What they
communicate must be readable. This is the reason why good sentence construction is important.
Word Choice: Notice how quickly Writer B caught your interest and established suspense
with the use of the word “hush.” No such mood is generated by Writer A’s opening. Then notice also
B’s strong action words: “Japeth Aguilar rushes down the court … does a quick fake…. Mark
nods…rocks… on his heels.” These words do not generalize the action the way a statement such as
“Mark moved expertly” would. Instead the words come as close as possible to what the players
were actually doing.
Sentence Construction: A’s sentences are somewhat monotonous because the structures are
alike. In effect, they lack energy and therefore fail to stimulate vitality in the reader. On the other
hand, B’s sentences are lively and rhythmic. More information is conveyed in less space, and there is
also greater reader involvement.
SAQ-1: Who is the better writer?

SAQ-2: What are the qualities of good writing?
Directions: Distinguish between the strong and the weak student writing examples, and answer the
questions that follow. Write only the letter of your choice.
Writer A
Jonathan was the handsomest boy I knew, and the most courteous. I loved the way he smiled at
me whenever he saw me. It always sends chills up and down my spine. He really has a great personality.
Writer B
I believe my first date was with a guy I’ll call Jonathan. Short, round, and murky-eyed Jonathan
stood awkwardly, but I adored him. His head always appeared lopsided because the strands of his black
hair flipped over to one side. The remaining short pieces fell straight down resting over his left ear.
And guess who wore size twelve shoes, a grinning smile, plus a green tennis cap? It was Jonathan!
Together we sure did make a pair.
___1. Who is the better writer?

a. Writer A b. Writer B
___2. Why is Writer A`s beginning sentence considered a weak sentence?
a. It merely describes the subject, Jonathan.
b. It does not give specific details of his being handsome and courteous.
c. It is too long a sentence.
40
d. It is monotonous.
___3. Which characteristic of a good paragraph did Writer B employ when she used words like
short, round, murky, flipped over, lopsided?
a. expression b. viewpoint c. style d. word choice e. sentence construction
___4. Which best describes Writer B’s style in writing?
a. clear, literary, expressive c. minimalist, poetic
b. straightforward, minimalist d. straightforward, wordy
REMEMBER
Key Points
It is not enough to know the principles of good writing. It is also a good idea to distinguish good
writing from not-so-good writing. Distinguishing characteristics include expressiveness such as
sharpness of detail and sensory impressions, viewpoint or the writer’s attitude or opinion toward a
subject, and style or the combination of word choice and sentence and paragraph structure that
contribute to the writer’s individual voice.
TRY
Let’s see how much have you learned today!
A. Directions: Read the following paragraphs and B. Directions: Read the paragraph below and
judge as to who is the better writer. answer the checklist by putting a check mark
() on the appropriate column
Writer A
My chemistry class is very difficult and
The repairs on my cellular phone were time-consuming. The teacher doesn’t seem to
much more expensive than I had anticipated. realize that Chemistry is not the only subject
When I saw the final bill, I was in shock. It was we are taking. He gives lots of homework and
twice as much as I have planned on spending. I too much readings. The worst thing is that, his
had to pay P500 to get the touch pad repaired and lectures are really boring. I am not interested in
another P700 to get the LCD screen fixed. The Chemistry, so I hate reading the textbook. I
battery replacement was P400, and the service fee know I’m not the only student complaining
was another P500. about this subject.
Writer 2 Make an evaluative judgment. Do you think

the author applies the qualities of good writing
The repairs on my cellular phone were in this paragraph?
much more expensive than I had anticipated. The
repair man did a good job, but I think I was Evaluative Judgment Checklist
overcharged for everything. I never imagined that
the final bill would be so high. In fact, I had to Ye N
borrow money from my friend to pay it. The next s o
time, I’ll go to a different cellular phone shop. 1. Do you think the paragraph
follows the qualities of good
writing?
1. Who is the better writer? 2. Does every sentence in the
paragraph support the main topic
2. Which writer provided more specific sentence?
support in his/her paragraph? 3. Do the supporting sentences
provide relevant reasons to the
3. Which writer has used better style in topic sentence?
writing? 4. Does the paragraph express
good writing style?
4.Which writer has written well-structured 5. Are the sentences in the
ideas? paragraph arranged in logical
order?

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1

FOR ZAMBOANGA CITY DIVISION USE ONLY

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

SUBJECT & ______________

What Is Education and Why Is It Important?

(Answer on the separate sheets provided.)

1. All are explanations attributed to Education, EXCEPT?

2. According to the text, which became possible because of research?

Important key points from the speech:

(Answer on the Learner’s Activity and Assessment sheets.)

U.S. biotech firm Inovio reports encouraging virus vaccine results

3. All explain what vaccines do to a person’s body EXCEPT?

4. Why is it difficult to find vaccines to cure specific diseases?

5. Which of the following DOES NOT belong to the group?

Let’s take a look at this example:

What are Intensive Pronouns?

Let's take a look at this example:

Let’s Practice! (Answer on the separate sheets provided.)

Reflexive Pronouns or Intensives Pronouns

(Answer on the Learner’s Activity and Assessment sheets.)

_______2. Our neighbors attended the meeting by __________.

_______3. Jennifer ___________knew nothing about the meeting.

_______7. The solution will be found by closely analyzing the problem_______.

_______9. We ________learned so many things after the meeting.

_______10. They immediately made the decision by __________.

ourselves- reflexive 1. ______________________________________________________

itself- intensive 2. ______________________________________________________

himself- reflexive 3. _______________________________________________________

SUBJECT & ______________

What are graphic organizers?

See the illustration of each type.

Supporting Detail 1 Supporting Detail 2 Supporting detail 3

Main Idea and Details Chart

Semantic map/web to illustrate effect

effect cause effect

Similarities Venn Diagram

Daedalus and Icarus

SAQ-1: Check your comprehension. Answer the following questions

(Answer on the separate sheets provided.)

Description 1 Example/proof from the text

Name of Description 2 Example/proof from the text

Proof from the story Proof from the story

What is Public Speaking?

Public speaking is the process of communicating information to an audience. It is usually done

There are five elements of public speaking.

1. the source of the message (Who)

Three Important Factors of Public Speaking

1. Ethos (The Ethical Appeal)- credibility and character of the speaker

3. Logos –(The Logical Appeal) logical arrangement of words or sentences

Are my messages coherent?

Here are the essential qualities of all public speakers:

Passion is a strong feeling of enthusiasm for something. To effectively communicate with

3. Introspection and Self Awareness

There are many ways to help create more 'authentic' speeches.

a. Practice, not memorization

To 'be yourself' in a presentation, you shouldn't memorize your speech in absolutes.

b. Speak in a natural voice

d. Keep it Short and Sweet

5. Connect with your Audience

The best ways to connect with your audience are:

_2. Our neighbors attended the meeting by ____.

_3. Jennifer _____knew nothing about the meeting.

_7. The solution will be found by closely analyzing the problem_.

_9. We __learned so many things after the meeting.

_10. They immediately made the decision by ____.

__1. Letters and diaries _ 6. Encyclopedia