© Learning Task 1: Study the statements that follow. Then, identify the statements that (A) assert that something is true or not, (B) judge whether or not something is g00d, right or moral, and (C) assert that one course of action should be done or not. Write the letters of your answers in your notebook. 1. The Department of Education (DepEd) got the highest allocation for the 2020 National Budget. 2. Taking drugs without a doctor's prescription can endanger one's life 3, The use of substantial research in writing is a great way for authors to achieve their purpose. 4. It is necessary for stakeholders in the community to support every school in making sure that education continues for all learmers. 5. Honesty is the best policy. CLAIMS OF FACT, POLICY, AND VALUE Identifying one's claims is an essential skill when expressing opinion on a certain issue especially in the field of writing. A elaim refers to.a clear assertion of @ person's ideas, opinions, or propositions. The ust of claims may serve the purpose of convincing or persuading readers or a specific audience to agree with a specific stand or rationale on an issue. Generally, claims maybe elassified as claims of fact, claims of value, and claims of policy. 1. Claims of Faet. This category of claims states something about(things in the past, in the present, and in the future. This alsaydeals with ideas or claims that can be proven or disproved with the help of factual evidences, “Pi or cain is. basically debatable yet verifiable Examples: a, The 2020 national budget amounting to Php4.1 trillion, which is 12 percent larger than the 2019 budget, can really help in boosting the economy through various infrastructural projects. (The claims focus on the budget and the possible result of its implementation in terms of economic growth. These can be proven jor disproved] after the actual implementation of the target infrastructural projects using the given amount specified in the national budget.) b. Being the richest city in the country, the City of Makati can implement better projects needed by its citizens, (The claim is debatable since no evidences are initially presented. The claim focuses not only on being the richest city but an the implementation of better projects. This can also be proven for disproved) using verifiable evidences.) 2 PIVOT 44 CALABARZON English G102, Claims of Value. A claim of value, also known as value claim, presents an ‘assertion as to whether something is good or bad, or one concept or idea is better than another. This also emphasizes and weighs the benefits of the subject matter. ‘This is debatable in nature since people may have different opinions on the given claims or concepts. Examples: a, Taking vitamins is better than eating fruits and vegetables in terms of boosting our immune system. (This claim is based on one’s opinion, judgment, or experience as to which one és better than the other. The claim may be truthful to some but not to all.) b. If I were to choose, | would prefer the work from home (WFH) scheme than working in the office as this gives me more family time. (The claim és based on ‘one's opinion or judgment about the worth of WFH scheme, This is arguable since benefits of WEH may vary from one person to anather,) 3. Claims of Policy. A claim of policy supports that an action should or should not be done to address a certain case or policy. Policy claim indicates that an action shouldbe carried out either in support or in opposition of a particular argument. Examples: a, The city's health department must learn from how other cities successfully address the concerns against COVID-19, (This claim supports the idea of learning from the best practices of other cities leading to a particular calt to action.) ‘b, To further improve one’s skills in speaking before a large number of audience, ‘one must consider enrolling in personality development classes that can help boost confidence and improve one's sell-lmnage. (The writer presents a particular of the Department of Education should be extended to the elementary level as this has greatly contributed in the achievement of the government's goals ify the full implementation of the K to 12 Basic Education Program. (The writer proposes a revision on the scope of the implementation of the policy for the benefits of more possible recipients.) Learning Task 2: Read print lor online materials} about the three topics listed below. If possible, you may also interview other people like your parents. After gaining sufficient background about each topic, formulate a claim of fact, a claim ‘of value, and a claim of policy for each topic. Write your answers in your notebook. 1. Online or Digital Learning 2, Prioritizing One's Mental Health 3, COVID-19 Pandemic PIVOT 4A CALABARZON English GIO naLearning Task 3: Study the illustration provided below. Then, in your notebook, provide three examples of claims (one for fact, one for value, and one for policy) related to the theme of the illustration, ik of a local or interfationAal isstie (e.g. economic shutdown, COVID-19 pandemic, ete.) you have serious oppositions about, In your notebook, write a 10-sentence paragraph that discusses your ideas .or propositions about the issue you have chosen. Make sure: to use the different types of claims you have learned about in presenting your ideas. Learning Task 5: Imagine that you are the president of the Supreme Student Government. As head of the governing body, you are tasked to submit an argument paper as to why students should be allowed to wear civilian clothes on. Fridays. Your written output should be composed of at 300 to 500 words. Make sure to use different types of claims discussed in this lesson a¥ you present your ideas. Do this in your notebook. Use the graphic organizer below to show how the different typés of elaims can contribute to the effective expression of opinions or assertions abeut a specific issue, In your notebook, copy and fill the organizer with the needed details, 2 PIVOT 4A CALABARZON English G10Exposition & Lesson We are exposed to different kinds of texts almost every minute, Whether it is an update we see in social media, a news story we encounter in daily broadsheets, or an article we browse on lifestyle magazines, we are often compelled to read and make sense of various texts we see. One of the key features that draws the boundaries between and among these written materials is the purpose of the author. A writer always has reasons and conventions for choosing to write about a certain topic or issue, stich as providing information, telling a story, and sharing an opinion, among others. This lesson focuses on exploring and understanding the key structural ‘elements and language features of an expository text. As you journey through this lesson, you will be engaged in tasks that will ask you to write an exposition or discussion on a familiar issue. Read ind examine the sample text provided below. Then, answer the questions that follow. ‘UP is now offering Korean Drama as an elective Publishes! August 1, 2020 12:53pm It’s safe to say that K-dramas are so deeply embedded in Filipino pop culture that there is a need to discuss it, And this is exactly what a course offered by the University of the Philippines hopes to do. As seen in UP's enlistment website, a special elective called "Analysis of ‘K-drama Series" is being offered to students, One of the requirements of the course is @ Netflix subscription or any access to the K-drama shows such as ‘Crash Landing on You," "Chicago Typewriter,” and "Misaeng.” The course is open to all colleges, —JcD, OMA News Beerce: hepe//www grmetasrh com’ men fest comten 79/468 ‘upis-fenng twa ramet am cece ry" What is the main idea expressed by the text? . Did the author provide details to support the main idea? How would you describe the way the author presented the ideas in the text? How does this type of text differ from an argumentative text? oO Learning Task 1; In your notebook, copy and answer the items below. Put a check (7) mark on the blank provided if the statement corresponds to expository ‘writing, and a cross (X) if it is not. presents the pros and cons of an issue sone __ 3. includes news stories 4. makes use of signal words to establish idea development 5. justifies a stand on given proposition PIVOT 4A CALABARZON English G10 a 1 2. presents information about a topic as its main goal z6. retells a story 7. involves the use of emotion in providing details 8. educates the readers by providing facts 9. convinces the reader to agree with one side of a given issue 10, includes fiction stories as examples In writing, it is important to have a clear sense of purpose. This purpose or reason for writing about a particular topic usually serves as the basis of the structural elements, patterns of idea development, and language features that a writer employs in writing. In the previous lesson, you were introduced to the concepts of argumentative writing where the author explains and justifies his/her stand on a given proposition by presenting evidences to support his/her claim. This is a characteristic you will not observe in writing din exposition ‘An expository text merely presents or provides information —abdiit a particular topic or issue. This is also sometimes called informational writing where the writer provides facts on a given topic in a way that is educational and purposeful. Besides merely providing facts, expository writing may also include providing descriptions, citing reasons, presenting explanations, and enumerating Steps of a specific process, Unlike in narrative writing, an expository text does not tell a story and does not make use of emotion in presenting facts. It is fact-based and seeks to cducate the reader by presenting facts based on reliable sources. Expository texts. are generally clear, concise and organized in terms of idea development, ‘Some of the most common exartiples of expository texialfire’ textbooks, news. articles, instructional manuals, recipes, and self-help books, «mong others. ‘There are times when different forms of writing Seem. to have overta| features and characteristics, This is truly possible a8 there ‘larelwriters who woul sometimes combine these features and characteristics in writing, In order to maintain the focus when writing, remember that they differ in terms of purpose. An expository text secks to inform; a narrative text aims to entertain; and an argumentative text's goal is to persuade readers. Key Structural Elements in an Exposition While the facts in expository writing may be presented in various ways depending on a number of factors, most expository texts including expository essays generally include common elements, such ax follows: 1. A clear and concise thesis statement. Usually presented in the initial paragraph, the thesis statement introduces the main topic or idea and provides the overall direction for the text. 2. Clear transitions. The use of clear and proper transitions will glue the introduction, the body, and the conelusion together. Without effective use of transitions, the exposition may scem like a disjointed collection of sentences. 25 PIVOT 4 CALABARZON English G103. A body that contains evidences and support. While most people might think of an expository text like an essay as something that can be written even without due research and preparations, the use of supporting evidences like examples and explanations forms a huge part of a facts-based expository text. 4. An effective conclusion. it is essential to remember that a conclusion is not only meant to summarize the ideas presented from the introduction to the body. instead, a conclusion should tie the ideas altogether while highlighting the true essence of the main idea in the text. While most expository essays typically follow the introduction-body- conclusion format, other forms and examples of exposition can take other shapes and patterns depending on how the writer intends to present his or her ideas, Expository texts typically follow one of the following structures or patterns of idea development: 4, Cause and Effect. Here, the writer presents the information by explaining how or why a certain event or occurrence happened [cause] and what resulted from that particular cause or-occurrence [effect]. b. Comparison and Contrast. The writer presents the information by providing details as to how things, concepts, or ideas are alike or different. ¢., Description. In this structute, the topic is presented by providing descriptions about its attributes, features, and examples, d, Problem and Solution. The writer may present a problem and provide one or more solutions to the said problem. e, Sequence. In this structure, information may be presented in a way that follows numerical or chronological sequence either explicitly or implicitly, ‘Language Features of Exposition In terms of language features commonly employed in exposition, the use of ‘signal’ words always plays. erucial role as they make clear transitions from one idea to another'possible. It also helps greatly in giving the readers a hint of where 4 particular idea is leading to, Through sighal words, coherence in writing and smooth flow of ideas can be achieved. Because therefore for this reason Cause and Effect Rereequenuy 9 @ result this led to sinee thus due to but similar to in contrast Compare and Contrast Jon the other hand| different from although as well however in the same way for example to illuntrate including Description for instance such as Uke since ‘solution so that Bepbiees and Belntion, consequently therefore {in order to first before then Beene second next third previously Read the example on the next page and check whether it has the features of ‘an expository writing based on the discussion. PIVOT 4A CALABARZON English G10 6DOH public to take part in measles and polio vaccination campaign, arsures safety Protocols in the immunization drive Press Release | October 18, 2020 ee ee vaceine-preventable its upcoming Measles, Rubella and Oral of health protocols a also designed to prevent any inadvertent transmission of COVID-19, DOH Secretary Francisco T, Duque Ill said that the protection of children against measles, polio, and rubella are equally important during the time of COVID-19, He said, “We shauld ‘be vigilant about other diseases that can affect seme of our most vulnerable like infants ‘and children, even during the COVID-19 pandemic. The child's first five years are very fect 6 Ps 5 ae Death Toe Movers ears tere Ren onion en Pe damaging and will have repercussions on their growth and maturity. That is ‘urging parents not to take these conditions lightly, but must vaccinate their children as soon as possible.” The vaccines used to counter measles, rubella, and potio have been proven safe for the past decades. “No child should have to suffer because of them, especially because the vaccines are free,” snid the DOH Secretary. At the same time, See. Duque also assured the public, especially parents, that the DOH is ‘ooll Evers cf'anid'will eadiess Chr cociceron choad aaey, eayies, “We understand their beni lack geome yeti tg linn Pro ioranged oe etd anpre— vaccinated,” he explained. “But we have committed ourselves to safety and the clinics will Se a a Ga eA a ae a a Bicol (Region V) and MIMAROPA (Region IVB) will be the first locations for the program's. implementation because of the need of the children in those areas to be vaccinated from. the aforementioned diseases, ‘The DOH is also setting the stage for the campaign's first phase which will cover Regions I, 1, VB V, the Cordillera Administrative Region, and all of Mindanao. Safe and high quality meaales-rubella vaccine (MR) and bivalent’ oral poliovirus vaccine {bOPV) will distributed for free, following safety measures. Children from Sar meee ae ont given the MR vaccine while those whe are 0-59 months old will receive the bOPV. ‘The United Nations Children’s Fund (UNICEF), which is dedicated to improving the lives of eee aes ne as et ae One eee eae eae ‘acauistton of 19.2M doses of MR vaccine and 10M doses of oral polorirus-veccins (ora UNICEF's consultants will also monitor that the local government units (LGU), have the necessary resources and instruction to succeed in the campaign. Syringes, anety cllecter bones, surgical masks and face shields will be allotted for the vaceination team and supervisors. Indelible inks for marking and reporting and recording forms, which are easential (o campaign's operations, will also be rolled out to the different regions. ‘Sec. Duque has asked for the public's participation for the vaccination campaigns for MR-OPV. He enthused, “We are grateful that many organizations are working together towards a common goal. With everyone working as one, we can ensure that Filipinos are ‘ag healthy as they can possibly be,” Source: tps: ew oh. gosh Sod pee. teense DOM-URGES. PLILIC-TO-TAKE: PART:IN-MEASLIS-ANDLPOLO- "VACCINATION CAMPAIGN: ASEURES-BAPETY PROTOCOL! 1V-THK: IMMUNIZATION. DRIVE, 27 PIVOT 44 CALARARZON English G10One of the most effective ways to organize information to be used in exposition is by using graphic organizers. You have learned some of these organizers in Quarter 1, For example, if your expository essay aims to explain the similarities and differences of ideas about a particular topic, you may use a Venn diagram in pre-writing. © ‘Learning Task 2: Using an appropriate graphic organizer, present the information presented in the article on page 27. Do this in your notebook. ‘Learning Task 3: Think of a familiar topic or issue you may use as a subject in writing an expository essay. You may also choose from the given suggested topics below. Then, use an appropriate graphic organizer to present the information you intend to use in writing. Do this task in your notebook. Suggested Topi¢s: 1. Viogging, 2. Online Learning ‘3. Maintaining a Stress-Free Life 4. Being a ‘Plantito/Plantita’ 5. Best Comfort Foods During the Rainy Season ‘Learning Task 4: In your notebook, write an expository essay using the graphic ‘organizer you have produced in Learning Task 3. Learning Task 5: Look for at least three (3) samples of expository texts in books, newspapers; or magazines, Cut them out and paste them in your notebook. Indicate the pattéfns of idea development used by the writers. Complete the organizer below, This will test how well you understood the ‘concepts of argumentation and exposition, Do this in your natebook, format provided. PIVOT 4A CALABARZON English G1O 28Multimodal Elements & Lesson ‘Technology has truly changed the way people perceive information, From details usually printed on paper to internet-based programs that allow information to pop up on people’s gadgets, the society we live in is indeed relying on information presented in and through different modes. This lesson focuses on understanding multimodal texts and their uses, As you journey through this part of the module, you will be engaged in analyzing samples of multimodal texts and discovering how they are made for their specific Purposes. You are also expected to compose texts with multimodal elements. How do you want your lessons presented? Do you prefer using textbooks and handouts? Or would you rather study slides and access-web links online? Now, read and examine the infographic provided below. Then, answer"and reflect ‘on the questions that follow. 1, What is the material all about? 2. What elements make up the given material? Do you see pure text? Are there photos and other elements? 3. What do you think is the ne eee purpose of combining several elements when presenting information? 4. What do you think will happen if an element [or two] is fare] omitted? Will removing an element [like an image] affect the way someone perceives information? © Learning Task 1: How familiar are you with the materials used in presenting information? A total of ten (10) different materials are hidden in the word search puzzle on the next page. In your notebook, list down all that you will find. 29 PIVOT 44 CALABARZON English G10Multimodal Elements @ Lesson ‘Technology has truly changed the way people perceive information, From details usually printed on paper to internet-based programs that allow information to pop up on people's gadgets, the society we live in is indeed relying on information presented in and through different modes, ‘This lesson focuses on understanding multimodal texts and their uses, As you journey through this part of the module, you will be engaged in samples of multimodal texts and discovering how they are made for th purposes, You are also expected to compose texts with multimodal clements. How do you want your lessons presented? Do you prefer using textbooks and handouts? Or would you rather study slides and’access-web links online? Now, read and examine the infographic provided below, Then, answer'and reflect ‘on the questions that follow, LIPA omy. 1, What is the material all be celta ae about? eet) vier “ole bepare ty vie 2. What elements make up the {reali an etarye aur given material? Do you see pure text? Are there photos and other elements? 3. What do you think is the purpose of combining several clements when presenting information? 4. What do you think will happen if an element [ar two} is [are] omitted? Will removing an element [like an image] affect the way someone perceives information? Learning Task 1: How familiar are you with the materials used in presenting information? A total of ten (10) different materials are hidden in the word search puzale on the next page. In your notebook, list down all that you will find 29 PIVOT 4A CALABARZON English G10w N T 8 e J M Y s D J Vv 4 wo~oOZS4E 270720 er zonmvoo41o24>400mm O4+evenzZaSxXOBT czma<--sx<>0- opmazxDeocaeer MULTIMODAL ELEMENTS ‘The Way information: is presented greatly affects the manner it is perceived. Luckily through continuous developments in the field of digital communication technology, we are now able fo learn not only from traditional texts that we have to,fead sequentially, but likewise, through interactive materials in various digital and non-digital platforms like posters, infographics, blogs, animations, and web pages, among athers. ‘The examples of materials cited above fall under a classification known as multimodal texts. A text is considered multimodal when it combines two or more communication modes to present information. In the context of multimodal compositions, mode refers to the method of communication being employed. It can be linguistic, visual, auditory, gestural, or spatial. While composing multimodal texts is usually associated with the use of online’ and: digital platforms, a multimodal text does not necessarily have to be digital in form. Generally, a multimodabitext, may be print-based (paper), digital, live, or transmedia (Using multiple delivery channels). Processing informati6n init multimodal text is one thing, while composing an example of muttimodal text is another. Multimodal texts can range from simple to complex ones with the level of complexity usually depending on what modes to combine, understanding the interconnections between these modes, and what platforms or technologies. ta use. The table below shows examples of different multimodal texts. Simple Complex newspapers, brochures, comics, animations, digital stories, web pages, graphic novels, picture books, documentaries, book trailers, print advertisements, posters, storyboards, live action films, video games slide presentations, e-books, e-posters, social media In multimodal texts, information is presented and meaning is conveyed through combinations of different modes across written and spoken languages Ginguistic), still and moving images (visual), sounds, gestures, and spatial semiotic resources. PIVOT 4A CALABARZON English G10 30Composing Texts with Multimodal Elements Creating examples of multimodal texts is becoming a common practice and an essential skill to be developed among students. However, it can be tough especially when someone has limited background about certain elements and processes, When composing a text with multimodal elements, one needs to understand how information can be presented using various modes, and how these modes can work together to convey the intended meaning. Knowing how to maneuver applicable technologies or applications to be used in composing multimodal texts is also important. ‘The list below presents essential considerations effective multimodal texts. composing or producing 1, Textual Knowledge. A clear understanding of the information at hand or the specific subject from which the multimodal composition is based is essential ‘This will serve as the basis for determining how information will be conveyed and what modes may work best for the information, available: 2, Technological Knowledge. It is impcrative to understand what techriological tools and processes will best work for the kind of multimodal texts to. be produced, Semiotic Knowledge. This refers to understanding how each mode can work to convey meaning, where each mode or semiotic system has its own function, 4. Ability to Combine Various Modes. When composing multimodal text, it is vital to understand what combinations will work best in conveying the meaning of a specific set of information. 5. Understanding Different Genres. Like in writing, it is also important in multimodal compositions to take into consideration the purpose, target audience, and text-type. * Task each as TRUE or FALSE. Write your answers in your nofehoolky 1, Multimodal texts combine two or mare modes in presenting information, 2. All multimodal texts are digital in form, 3. Print-based materials cannot include multimodal elements, 4. Technological knowledge is not important in nvultiniodal compositions. —__ 5. Slides made using PowerPoint can be an example of a multimodal text Learning Task 3: For cach of the topics provided below, suggest at least three (3) forms of multimodal texts that can be produced to present effectively the information and the intended meaning. Use the format provided. An example has been given to serve as your guide, Do this in your notebook. Topic / Text ‘Suggested Multimodal Composition Avoiding COVID-19 Infection posters, infographics, slideshows ‘Classifications of Plants ‘Advocacy on Endling Violence Against Children COVID-19 Updates in PH ” PIVOT 4A CALABARZON English G10‘Learning Task 4: Gather enough information about the topic provided below, You may use books or newspapers as references. You may also use online resources if you have a way to connect to the Internet. Then, come up with a multimodal ‘composition that you will produce to present the information you have about the given topic, Illustrate it in your notebook, ‘Topic: Stories of Courage Among Filipino COVID-19 ‘Frontliners’ Learning Task 5: As your final task for this lesson, you will need to come up with a text that uses multimodal elements. The specific instructions are given below. FINAL MISSION: Your final output for this lesson is to create an infographic about a given topic, Infographics are graphic visual representations of information, data, or knowledge intended to quickly and clearly present information. If you have a way to connect to the Internet, you may look for samples of infographics online. Remember that you will need to research about your chosen topic first before you can start making the infographic. A. If possible, you may tide online applications to create your output for this lesson. Print your output and’ paste it in your notebook, B, Husing @ gadget o connecting to the intemet is not possible, you may use available materials like colored papers and old magazines to craft your output. Topics: 1. Effective Study Habits for Distance Leaning 2. Ways to Combat Stress During a Global Health Crisis 3, Ten Things People Might Not Know About My City/Town/Barangay In your notebook, copy and filt'in the blanks with the missing terms to complete the meaning of the Paragraphs provided below. Choose from the given pool of options, be Boe Reo ct aes Ee (8) _____ of the text or subject where the information to ‘based. It is also important to be clear an the (9) cand text type. PIVOT 4A CALABARZON English G10 NTechniques in Public Speaking e Lesson Facing a large group of people to discuss a particular topic or address! an issue can be an intimidating task. It usually takes a lot of experience before one can render talks or deliver speeches without feeling uncomfortable and conscious about a lot of things. ‘This lesson focuses on understanding techniques which may be employed in various forms of public speaking, As part of your tasks for this lesson, you are expected to deliver a prepared speech or an impromptu talk on an issue employing the different techniques in public speaking. Have you experienced speaking with a script before a large group of audience? How about without a script? Two of the basic forms of delivering speech are prepared speech and impromptu speech. In prepared speech, the speaker is given time to prepare while in an impromptu, the speech i& delivered on-the-spot or with no preparation at all. Using the Venn diagram below, can you share your thoughts on the similarities and differences between the two? Prepared. Impromptu Speech Speech © Learning Task 1: Identify whether a prepared or an impromptu speéth is usually used in the given examples or situations. In your notebook, copy and: write PREPARED or IMPROMPTU on the space provided before each number, . You were invited to speak before a commencement cefemiony. 1 2. You were asked to speak in an ambush interview. 3. You were assigned to give a talk before a group of students, 4. You were chosen to represent the school in an oratorical contest. 5. You were called by the host to deliver a message during a wedding ceremony, 6. You were invited to give a reflection for the upcoming Holy Week mass. 2 7. Ayouth group requested you to serve as a resource person 8. While attending a meeting, you were unexpectedly requested to share ‘your experiences in your job. 9. You were assigned by your boss to present the company’s accomplishments in a conference. 10. You were asked to share your knowledge about a topic on-the-spot. Learning Task 2; In your notebook, copy and examine the statements. Use a cheek (¥) to mark the ones which should be followed when asked to speak before a specific group of people / audience. 33 PIVOT 4A CALABARZON English G10Consider the main purpose of your speech. If possible, gather enough information about the topic or theme of your speech. Avoid questions from the audience, Never look at your audience. Look somewhere without distractions, Practice as many times as you need to. While practicing is important, remember to act and sound naturally. Ifyou have a copy of the speech, just read and finish it as fast as you can. Use gestures to complement the meaning of what you say. Leave the stage or podium as soon as you finish to avoid questions or clarifications from your audience. 10.Make an outline to make sure you do not miss out any important detail in your speech. ‘TECHNIQUES IN PUBLIC SPEAKING Senowsene As a Grade 10 student, having to speak in front of a crowd may still sound strange and unnecessary to you, In the future, however, there could be situations where You would need to practice your public speaking skills cither as part of your tasks in college or as part of Yourprofessional responsibilities in your job. Public Speaking usually involves having to deliver or communicate information in front of a live audience. Usually done in a formal setting or as part of a formal event, public speaking conveys purposeful information which aims to inform, influence or entertain a large group of audience, People engaged in public speaking can get a lot of advantages like sharp critical thinking skills, confidence ‘when dealing with people, and Muency in verbal and non-verbal communication. ‘The most-common forms’ of public speaking include delivering a prepared Speech and an impromptu speech, In 4 prepared speech, the speaker is given the topic beforehand, has time: to research about the topic, and is able to rehearse or Practice prior, to;delivering the speech. Speaking before thousands of graduating students or addressing a crow gosige utiness conference usually falls under this category. tt must, be, made clear, WHOWwever, that a prepared speech does not necessarily equate to a memorized speech. Delivering a fully memorized speech is just one example. Tt’ may also include such forms as extemporancous speech ‘where the speaker is given some time to prepare before the delivery, and the use of ‘a prepared copy which serves as reference for delivering the speech. An impromptu speech, on the other hand, is one where the speaker is given with little or no time to prepare, This type of speaking occurs during ambush interview and other gatherings where people are asked to deliver a speech ‘on the spur of the moment Delivering an impromptu speech seems a challenging task since it means speaking about a specific issue or topic without having the chance to research about it or even make an outline as guide, When delivering this type of speech, ‘one must be able to fully gather his/her thoughts, focus on the issue or topic at hand, and maintain composure, What makes a good public speaker? Here are some techniques which may work best when speaking before a large audience. PIVOT 4A CALABARZON English GIO uM[1 inew your purpose. fcing sure on the purpose of your apeech is synonymous to knowing where to focus your discussion, It may be as basic as to inform, persuade, or inspire. When you are certain about what you would want to speak about from the very | beginning. you will most likely be able to avoid being sidetracked or confusing your | audience with lengthy discussions that lead nowhere. | 2. Be familiar with your tople. The best way to do this is to research. When you are sure | of every piece of information you are presenting, you will be more confident, This is also | something that your audience will usually notice and feel, | 3. Consider your audience, It is essential to be sure of the kind of people you will be | speaking to, Knowing your audience will help you plan the appropriate content, | language, and techniques to use. You cannot address a group of high school students | the way you would address a crowd of professional | 4. Plan ahead of time. Cramming will reflect in the way you speak and behave in front of | an audience. This is something any speaker would not want to happen. That is why | _ planning everything is a key to « successful speaking engagement. |S. Use non-verbal cues. The right amount of gestures at the right time are key elements of | public speaking as these movements help convey ideas more clearly. There is, however, danger in overusing these gestures as they can become distracting. Establishing eye contact with the audience also works well in maintaining confidence and establishing sincerity, 6, Remain calm. Whether you are delivering a prepared oF an lpromipty specch, maintaining composure can always be an issue. The weeks of planning and preparation may be put to waste if you keep on showing unnécessary movements as a sign. of nervousness. Taking deep breaths and having @ focused mindset can do the magic of staying relaxed. 7. Practice. Being a good and compelling speaker takes a lot of practice and experience. Through constant practice, one may be able to identify areas that can be improved. Practice is. a major component of planning, 8, Watch your words, One's choice of words greatly affects how the atidience perceives the speech. One must be careful enough not to use words that might pul his or her reliability and reputation into jeopardy. 9, Speak with clarity, One should observe proper pronunciation, stress, intonation, juncture, diction, tone, and pacing when delivering. speechr Thede"are just few of the ‘many elements that should work together to cnatre that the ideas in the apecch are clearly conveyed. Thin, however, [s not something One ‘can leam overnight. Consistent practice is likewise necessary. 10. Know the essential etiquettes. As a public speaker, one shiould know the different do's and don'ts when speaking before an audience. 11, Use visuals when necessary. When possible.and appropriate, visuals sii! PowerPoint slides ean help support the speech being delivered. This should be done ts Seay that sissal eida Wal ot ovecpomes Cin pee or Atta ie a 12, Dress comfortably, but appropriately, Sometimes, speaking with ease comes with feeling comfortable with what you wear. A speaker, however, shold dress iti a way that exudes respect and formality. 13, Be open to questions and comments, Always bear in mind that you cannot please everybody. It is essential to be open to questions, comments, and even criticisms. These things can be used ax considerations on how one can improve or continuausly refine his/her style and craft Learning Task 3: Recall the last speech delivery that you have watched. It can be President Rodrigo Duterte’s 5th State of the Nation Address you analyzed on page 23 of the previous module or any speech you might have seen on television. In your notebook, write down what that speech was about and cite at least three (3) techniques you have observed from the speaker. Note: If you have a way to connect ta the Internet, you may look for a video clip of a speech you would like to waich and examine, 38 PIVOT 4A CALABARZON English G10‘Learning Task 4; Imagine that you have been selected by the school principal to represent your school in a forthcoming conference of student leaders from all over the Philippines. As part of your tasks, you need to prepare a 10-minute speech that answers the question “What kind of student leadership does the Philippines need today?” In your notebook, discuss what would most likely be the focus of your speech and what techniques da you plan to use to make stire you will create ‘an impact. ‘Learning Task 5: Assume the role of a speech coach. Let us say, you have a ‘student who will be speaking in front of a large audience for the first time. The idea of facing a great number of people alone causes panic and anxiety to the said student. As a coach, what important pieces of advice or public speaking techniques will you share with the said student? List at least five (5) statements of advice in your notebook, ‘Learning Task 6; As Your final task for this lesson, you will need te prepare and. deliver.a speech on @ familiar issue. You are free to decide on what issue to discuss, but your speech should only range from two (2) ta three (3) minutes, You will also have to employ the different techniques in public speaking cited in this lesson. Choosefrom among the specific options provided below on how you may possibly be able to accomplish this task, Paste a copy of your speech in your notebook, ‘A. Ifyou have « gadget that you can use, you may ask for the help of a family member or ‘age an improvised tripod in recording or filming your speeeh delivery. The final copy of the lip will be shown to your teacher through possible means, B Ifyou have a gadget-and a way to connect to the Internet, you may ask for a schedule when your teacher can watch, your speech delivery through mobile applications like ‘Zoom or Google Meet. C. Ifutsing a gadget and corneétirig to the Internet are not possible, you may prepare for your spedeh -delivery: nd present ft tneyour teacher once the conduct of home visitations becomes possible, You. may aled ask your parents or guardians to watch you while delivering your spetth, Ask them to give their comments and suggestions, \, Write these comments.anid observations in your notebook, For each situation below, suggest possible ways in making sure that a speech will be delivered well. Write your answers in your notebook using the format provided. ‘You were... ‘What will you do to ensure the successful delivery of your speech? [chonen to represent your achoal in an loratorical contest absout protecting the environment ‘assigned to welcome the freshmen ‘students of the school, You're an elficer ofthe sivdent council ‘neited to inspire the new breed of scholars in the university, You used to be a scholar, toa PIVOT 4A CALABARZON English GO 36Key to Correction sie it jac sees eee aa nat ca ces ¢ ey Tammy Puyareey eum Puyureey ammoveia Tyee Sayureoy onnon ‘OR ASSERTION ee a "3 a sai Pr 8 Tay Suyere [MULTIMODAL ELEMENTS: nek Geo sgova ain ‘soumpne at ALAWOMUNL 0 ror SCAVOUAOLE seoxlind “A ‘SMOHSACIIS sampanour + nl SHALOM te SxaaVdSANAN rap 9] 20 ‘sw’ anaia's ns ‘SaneiViNANADOG usiva ‘+ aaatvataald “| ‘SaRIMHDONT aga" Cavan © S001 aawiva |} Agenuenbos AuaNOoudN at SNOLYRINY ania t |] seuyquioe Caetvataed at 1 oxweg Buyureer || cys Buareey || ween v Toomey Ruyuzery || copra Beyaree Note: Learning Tasks with no ANSWER KEY provided require varied answers ftom the learners. a7 PIVOT 4A CALABARZON English 010PIVOTSAsses Using the symbols below, choose one which best describes your experience in working on each given tash Draw it in the column for Level of Performance (LP), Be guided by the descriptions below. te = [was able to do/perfarm the task without any difficulty, The task helped me in understanding the target content /lesson. -, hwai able’ #6 do/perform the task. It was quite challenging but it still helped me in Understanding the target content /lesson, P - Twas not able to do/pétform the task, It was extremely difficult, I need additional enrichmentactivities to be able to do/perform this task, Distribution of Learning Tasks Per Week for Quarter 2 Learning Task 1 Learning Task 1 Learning Task 2 Learttigg Task 4 Learning Tesi’ Leartilng Tusk 6 Learning Task 2 Leaning Task § Learning Taak’® Vearing uae? | [tener Tea? A iF Learning Taxk 2 Learning Task 3 Learning Taxk 3 Learnldg Task 8 Week Learning Tanke 1 Learning Task 2 Learning Task 2 Learning Tesk 3 | | tenrning Teak 3 | Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Taak 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task & Note: If the lesson ia designed for two or more weeks as shown in the eartag, just copy your Personal evaluation indicated in the first Level of Performance in the second column up to the succeeding columns, ic. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the LP column for week 4, week 5 and week 6, PIVOT 4A CALABARZON English GIO "References Celestino, J. C. (2014). Reading difficulties of freshmen students in the College of Information Tech- ‘nology and Computing Sciences. QSU Research Journal 3{I), Retrieved https: / /ejournalsph/ article php?id=11491 DENR - Ecosystems Research and Development Bureau. (2020, May 2). Bamboo for climate change mitigation. Retrieved from https:/ /www.agriculture.com.ph/2020/05/02/planting-bamboo-may -help-lessen-the-impact-of-climate-change/ Department of Health, (2020, October 18), DOH urges public to take part in meastes and polio vac- ination, assures safety protocols in the immunisation drive, Retrieved from https: // swww.cloh gov ph/dob-pyress-release/DOH-URGES. PUBLIC-TO-TAKE-PART-IN-MEASLES- AND- POLIO-VACCINATION-CAMPAIGN-ASSURES-SAPETY- PROTOCOLS. IN-THE-IMMUNIZATION- DRIVE, (GMA News. (2020, August 15), UP is now offering Korean drama as an elective. Retrieved from hitps:/ /wew.gmanetwork.com/news/lifestyle/content/ 751468 /up-ix vetrama-as famnelective/story/ st de Ozagnc, 0, (2004). Arumentative essay. Retrieved bity//wwbuupwl boun edu itd eee 200M 20essays/ARGUM ENTATIVE 20ESSAY. him Ramones, V. (2018), Formulating assertions, Retrieved hitps;} /wwwalidesliare.net/ NR ‘VanessaRamones formulating assertions from action=save Vietoria State Government - Education and Training, (2019). Creating multimodal texts, Retrieved, htps: //werw education wie gov.au/achool/ teachers teachingresources/discipline/english/ Hteracy /multimodal/ Pages; createmultimodal aspx 9 PIVOT 4A CALABARZON English G10For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Cainta Rizal Landline: 02-8682-5773 local 420/421 Email Address: Irmd.calabarzon@adeped.gov.ph