English Quarter 1 Module 1: Using Information from Various Sources (Philippines)

10 ENGLISH QUARTER 1 MODULE 1: Using Information from Various Sources 1 English – Grade 10 Quarter 1 – Module 1: Using Information from Various Sources Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Govern...

10 ENGLISH QUARTER 1 MODULE 1: Using Information from Various Sources 1 English – Grade 10 Quarter 1 – Module 1: Using Information from Various Sources Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Contextualizers: MELVIN V. BARACAO - Teacher I, Basak Comm. High School MAE ANGELIE S. HUBAHIB - Teacher III, Don Vicente Rama MNHS MARIANNE CHRISTY M. NOBE - Teacher II, Don Vicente Rama MNHS (SHS) ROCELYN F. SIONO - MT I, Pardo National High School Content Editor/Evaluator: SHERYL D. COMEROS - Teacher III, Cebu City National Science HS ELEANOR D. GALLARDO – Assistant Principal, Quiot National HS Illustrator/layout: (Cover Photo) JULIUS ANDREW A. SAGRADO - M.T.E., CTU MARIANNE CHRISTY M. NOBE - Teacher II, Don Vicente Rama MNHS (SHS) Management Team: RHEA MAR A. ANGTUD EdD - Schools Division Superintendent BERNADETTE A. SUSVILLA EdD - Asst. Schools Division Superintendent GRECIA F. BATALUNA - Chief EPS, Curriculum Implementation Division Chief NORMAN R. GABALES EdD - EPSvr, English VANESSA L. HARAYO - EPSvr, LRMS Printed in the Philippines by DepEd Cebu City Division, Region VII Office Address : New Imus Road, Day-as, Cebu City Telefax : (032) 255-1516 / (032) 253-9095 E-mail Address : [email protected] 2  10 ENGLISH QUARTER 1 MODULE 1: Using Information from Various Sources 3 Introduction Welcome to English 10 on Various Text Types! This module was designed to provide you with opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This part includes an activity that aims to check what you already know about the Pre-test lesson to take. (Pre-assessment) This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in (Objectives) the module. This is a brief drill or review to help you What’s In link the current lesson with the previous (Review/Springboard) one. In this portion, the new lesson will be introduced to you in various ways; a story, What’s New (Presentation of the Lesson) a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the lesson. This aims to help you discover What It Is (Discussion) and understand new concepts and skills. This section provides activities which will What’s More help you transfer your new knowledge or (Application) skill into real life situations or concerns. What I Have Learned This includes key points that you need to (Generalization) remember. This comprises activities for independent What I Can Do practice to solidify your understanding and (Enrichment Activities) skills of the topic. This is a task which aims to evaluate your Post Test level of mastery in achieving the learning (Assessment) competency. This contains answers to the following: Answer Key What I Know What’s In What’s More 4  References The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in this module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! About the Module This module was designed and written with you in mind. It is here to help you mastery about Various Text Types. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module is divided into three lessons, namely: Lesson 1 – Using Information from News Report, Speech, Informative Talks etc. Lesson 2 – Understanding Text with the Aid of Advance Organizers Lesson 3 – Comparing & Contrasting Viewed Materials with other Sources of Information 5  Pre-Test MULTIPLE CHOICE: Choose the letter of your answer. Write the letter on the blank provided before each blank. 1. It narrates the recent happenings or events of the day that are important for people to know. A. news report B. panel discussion C. speech D. talk show 2. It involves a group of people gathered to discuss a topic in front of an audience. A. news report B. panel discussion C. speech D. talk show 3. It is a formal address or discourse delivered before an audience. A. news report B. panel discussion C. speech D. talk show 4. This refers to the assembled spectators or listeners at a public event. A. author B. audience C. panelist D. speaker 5. This refers to the quality of a good news where acknowledging sources is done. A. credibility B. clarity C. reliability D. validity 6. It is a quality of keeping a clear content in writing that helps readers follow and comprehend much easily. A. credibility B. clarity C. reliability D. validity 7. This refers to the quality of an informative text which states a sound logic of facts. A. credibility B. clarity C. reliability D. validity 8. It is the quality of an informative text that states something true and accurate. A. credibility B. clarity C. reliability D. validity 9. This refers to the quality or state of being convincing or believable. A. clarity B. firmness C. persuasion D. validity 10. It informs the readers of the most important aspects of the news story as soon as possible considering the 5 WH questions to be answered. A. body B. headline C. hook D. lead 11. It serves as the first sentence that tells the main idea of the news story. A. body B. headline C. hook D. lead 12. It is the logical bridge between words, sentences and paragraphs. It 6  uses devices to connect ideas within each sentence and paragraph. A. coherence B. cohesion C. emphasis D. transition 13. It concerns the flow of sentences and from one to another. It involves the tying together of old information and new. A. coherence B. cohesion C. emphasis D. transition 14.This refers to the kind of characteristics you get out of the two things being compared. A. differences B. opposite C. similarities D. synonyms 15. This refers to the kind of characteristics you get out of the two things being contrasted. A. differences B. opposite C. similarities D. synonyms Using Information from Various Text Types What I Need To Know At the end of this lesson, you are expected to: use information taken from news reports, speech, informative talks, panel discussion, etc., raise awareness to the general public valid and reliable information through your own info poster; exhibit the importance of information affecting our daily life functions and the community. What’s In Think about these: 1. What can you say about this picture? 2. How do you get informed of what is happening around you? 3. What other sources of information are available at home? 4. Are those sources beneficial to Image 1 7  What’s New MOCKINTERVIEW: If you were given a chance to talk to President Duterte in an interview, what top 5 questions in relation to COVID -19 crisis would you ask him? List them down below. Question 1: Question 2: Question 3: Question 4: Question 5: Process Questions: 1. What are your criteria in asking the questions you listed above? 2. Do you think the answers to these questions are advantageous for people to know? Why or why not? Information is defined as knowledge obtained from investigation, study, or instruction. Effortlessly, you can get information by simply listening to news reports, speeches, informative talks, and panel discussions. Information technology enables these informative texts to become accessible to us via radio, television, online websites, various information platforms like YouTube, social media etc. INFORMATIVE DEFINITION/FEATURES KINDS/TYPES EXAMPLES TEXTS News Reports basically found in TV broadcast, local news, the newspaper radio broadcast, international informing readers of printed news news, business what is happening news, sports in the world around news, health them and has headline that community gives the main idea news of the news story has lead paragraph that summarizes the news story and bears the most important details of the news 8  Speech is defined as a Formal Speech State of the formal address or usually a Nation Address discourse delivered serious (SONA) to an audience speech that has 3 basic expresses elements the concern for include speaker, general message and public audience it is persuasive in Informal nature thus Valedictory Speech classified as Address with a persuasive text relaxed tone and simple words for its audience often used to express gratitude or to entertain people Panel involves a group of depends Oral defense of discussion people gathered to on the format a research discuss a topic in applied work front of an audience. has 3 elements: panelist usually expert of a certain field, topic like health and security issues, live audience Usually, you are prompted to do something or react with what you are listening to. It is important to know and evaluate the kind of information you get from them. 9  What I Have Learned 3 2 1 What’s More Directions: Write down information and its source which you have watched or heard from TV, radio, or even social media platforms to answer the following questions. An example is provided inside the box. 1. What symptoms do persons infected by this virus show? 2. Why is it called a pandemic? 3. Where and when did it start? 4. How did it spread so easily? 5. What were the national mandates given to reduce the number of positive cases of COVID –19 10  Understanding Text through Advance Organizer What I Need To Know At the end of this lesson, you are expected to: understand text with the aid of an advance organizer. What’s In Questions: 1. What synonymous word can you think of when you hear the word draft? 2. When preparing a draft for a news report, a speech or an DRAFT informative talk, how do think, are information organized by a writer? 3. How can this better develop any text? 4. Can it also contribute for an easy comprehension of an informative text? How? 11  What’s New TEXT TWIST: Rearrange the jumbled letters to form the name of the graphic organizer given at the left. NEVN Clip art 1 DRAMAGI Process Questions: 1. What word have you formed from the given set of letters? 2. Are you familiar with this graphic organizer? 3. Do you find this helpful in understanding a text you are reading? Why? Understanding a text may require constant practice and good technique. One of the techniques is using an advanced organizer. Examples of advanced organizers include metaphors, analogies, flowchart, graphs, tables, illustrations, or even pictures. Understanding is synonymous to interpreting. When you interpret an advance organizer, you need to draw relationships of data, thus, forming a certain message or meaning out of the relationship drawn. It is vital for any advance organizer to use appropriate figures or symbols to stand for a certain data or idea. Just like writing like a short story, poem or song, it is important to label it with a title that usually bears the main idea in the whole graphic presentation. Using an advance organizer is like transferring what you have understood from the text with much lesser word used. As a result, you are summing up the bulk of information written in long sentences and paragraphs, synthesizing it into more important concepts or ideas in what you are reading. Here is an example: 3 Basic Qualities of a Good Research Writing 1. CLARITY– it is a quality of keeping a clear content in writing that helps readers follow and comprehend much easily. This includes a smooth line of thought to be followed by the readers not missing the whole topic by talking about things which are not necessary. In order to achieve clarity, you must have a good command of the language required in the paper. It is also necessary to spell out uncommon 12  abbreviations and references. It is important to know these two: coherent writing and cohesive writing. They can only be achieved if you know what coherence and cohesion are. COHERENCE –is the logical bridge between words, sentences and paragraphs. It uses devices to connect ideas within each sentence and paragraph. COHESION -concerns with the flow of sentences from one to another. It involves the tying together of new and old information. When we write academic essays, particularly in the humanities, we work hard to foster smooth flow of structures, which enhances a reader's understanding of ideas. 2. VALIDITY - is the quality of having a sound basis of logic in facts. Something is valid when it is true and correctly supported by evidence. In conducting a research, it is important to set it right from the beginning. 3. RELIABILITY– it is the degree to which the result of a measurement is exact or accurate and can be proven by repeating the measurement or procedure, eventually giving you the same result. It is very important that there is no alteration of the result the way a researcher wanted the result to be. It should be authentic as presented. Reliability is synonymous to credibility that tells how honest you are in acknowledging the sources of information too. + + CLARITY VALIDITY RESEARCH = RELIABILITY 13  What I Have Learned SENTENCE COMPLETION: Complete the sentence below.  An advance organizer is defined as  Examples of graphic organizer are  It is helpful to use advance organizers in understanding the text because  The value that I learned in this lesson is  The most important lesson I have learned is What’s More Directions: Choose 5 words which relate to paragraph development. Connect those words to paragraph development by drawing lines. UNITY CLARITY DEVELOPMENT TRANSITION CREATIVITY Questions:  What is paragraph development as shown above?  How are the given data related to paragraph development?  When information is presented this way, is it easily understood? Why? 14 Directions: Complete the graphic organizer with key words related to main ideas: Clarity, Validity and Reliability. An example is done for you. Comparing & Contrasting Viewed Materials with other Sources of Information What I Need To Know At the end of this lesson, you are expected to: compare and contrast viewed material from other sources of information. What’s In Questions: 1. What does the picture tell you to do or not to do? 2. Are warning signs like this common in your community? 3. What term is given to this material that give Clip art 2 warning or caution on the road? 4. Does it help you? the community? How? 15  What’s New Questions: 1. Is this logo familiar to you? 2. What videos do you usually watch in this platform? 3. Do you find all videos in this platform informative? Why or why not? 4. In what way can you use this platform in giving out Clip art 3 accurate information? Every day as we make choices or express our preference on what food to eat, which restaurant to dine, what clothes to wear or what movies to watch, most often than not we compare and contrast. For comparing and contrasting to successfully happen, two things must be placed side by side to see the differences and similarities of these two things in particular. In the case of comparing and contrasting informative text presented in different media, print, stream or even broadcast, you can evaluate them in the aspect of presenting the content. Was it done in a way that the audience can better understand? Comparing- evaluating by getting the similarities of two things Contrasting- evaluating by getting the differences of two things Usually comparing and contrasting may go as far as evaluating elements, features, characteristics, origin, purpose and the like. What I Have Learned GRAPHIC ORGANIZER : Fill in the boxes with words, phrases, or short sentences that tell of the impact the lesson has on you. 16  What’s More Directions: Use a Venn diagram to list down the 5 similarities and differences of print news and broadcast news. Consider the one below as your print news and any TV news program you have watched as your source of broadcast news. Use the model below to write your findings. Write the similarities in the intersecting part of the two circles and the differences in the outer sections. Print News Broadcast News Exactly 100 days have passed since the first confirmed COVID-19 case was announced in the Philippines on 30 January 2020, with a 38-year old female from Wuhan testing positive for the novel coronavirus. On the same day, on the other side of the world at the WHO headquarters in Geneva, WHO activated the highest level of alert by declaring COVID-19 as a public health emergency of international concern. The Philippine government mounted a multi-sectoral response to the COVID-19, through the Interagency Task Force (IATF) on Emerging Infectious Diseases chaired by the Department of Health (DOH). Through the National Action Plan (NAP) on COVID-19, the government aims to contain the spread of COVID-19 and mitigate its socioeconomic impacts. The Philippines implemented various actions including a community quarantine in Metro Manila which expanded to Luzon as well as other parts of the country; expanded its testing capacity from one national reference laboratory with the Research Institute of Tropical Medicine (RITM) to 23 licensed testing labs across the country; worked towards ensuring that its health care system can handle surge capacity, including for financing of services and management of cases needing isolation, quarantine and hospitalization; and addressed the social and economic impact to the community including by providing social amelioration to low income families. The World Health Organization (WHO) has been working with Ministries of Health worldwide to prepare and respond to COVID-19. In the Philippines, WHO country office in the Philippines and its partners have been working with the Department of Health and subnational authorities to respond to the pandemic. The country level response is done with support from the WHO regional office and headquarters. (2020, World Health Organization) 17  What I Can Do PERFORMANCE TASK 1: You were the elected SK chairperson in your barangay. You feel that in this time of pandemic, it is important that the people should be well-informed of the situation and the Do’s and Don'ts. You are also limited in your function as SK chairperson because of the prevailing restrictions of going outside the house. You wanted to take part in the solution to this crisis by raising awareness. Using your knowledge on how to utilize information, make an INFOPOSTER (a balance of text and images, graphics and or illustrations which can enhance the content or message) It should be flexible that can be used both for print or electronic (by using information platforms you are familiar with). Your INFODPOSTER shall be scored based on the given rubric found in the page. Use short bond paper for your INFOPOSTER. CRITERIA DISTINGUISHED PROFICIENT APPRENTICE NOVICE CONTENT – (8 points) (7points) (6 points) (4 points) 25 points All Used Information Information Relates to information relevant related to the did not topic, detailed, was clear information. topic, but the include and accurate and came Included project details or from many needed more examples reputable details and details and that related sources. strong examples to to the topic. Extensive examples fully support Information details and that came ideas. did not come relevant from from a examples reputable reliable were used to sources. source. support the content. 18  (6 points) (4 points) (3 points) (2 points) RESEARCH- Included Included Included a Included 15 points facts, facts, mixture of more opinion Information conclusions, conclusions, facts from than fact. from reputable and opinions and reputable Information sources from reliable opinions sources and was taken sources. from reliable opinions from Included sources. from unreliable opinions of unreliable sources. subject- sources. matter experts. MEDIA- (4 points) (3 points) (2 points) (1 point) 10 points Used Project used Project used Project did Backgrounds, colorful and a consistent many not use illustrations, consistent background different backgrounds. photographs, backgrounds throughout. conflicting Graphics diagrams, and/or that Used backgrounds. were animation enhanced graphics to Graphics inappropriate the mood of support were used, and the project. project ideas but did not detracted Graphics and content. always from the and support the project. animations content. helped to clarify, explain, and support content. 19  Post Test INSTRUCTIONS: Choose the letter of the correct answer. Write your chosen answer on a separate sheet of paper. 1. This refers to the assembled spectators or listeners at a public event. A. audience B. experts C. panelists D. readers 2. It informs the readers of the most important aspects of the news story as soon as possible considering the 5 WH questions may be answered in this part. A. headline B. hook C. introduction D. lead 3. It serves as the first sentence in a news that tells the main idea of the story. A. headline B. hook C. introduction D. lead 4. It is a synonym of understanding. A. describing B. evaluating C. interpreting D. organizing 5. This refers to the kind of characteristics you get out of the two things being compared. A. differences B. opposite C. similarities D. synonyms 6. This refers to the kind of characteristics you get out of the two things being contrasted. A. differences B. opposite C. similarities D. synonyms 7. This pertains to the advance organizer best used when comparing and contrasting. A. analogy B. charts C. graph D. Venn diagram 8. It is the logical bridge between words, sentences, and paragraphs. It uses devices to connect ideas within each sentence and paragraph. A. clarity B. coherence C. cohesion D. validity 9. It concerns the flow of sentences and from one to another. It involves the tying together old information and new. A. clarity B. coherence C. cohesion D. validity 20  10.It involves a group of people gathered to discuss a topic in front of an audience. A. interview B. news report C. panel discussion D. speech (For nos. 11-13) Answer the following questions. 11. How does the author share their opinion about an issue through persuasive writing? A. Share his personal opinion B. Make up fictional information C. Support his opinion through the use of facts D. Share the opinion of others similar to one’s opinion. 12. What is the main intention or purpose of the author in writing a persuasive text? A. To raise awareness about issues in the world B. To convince the reader to write their own argument C. To convince the reader to agree with the author about an issue through use of facts D. To convince the reader to agree with the author about an issue through the use of fictional facts 13. All of the following are TRUE about advance organizer, EXCEPT one. Which one? A. They aided the visual aspect of bulk information. B. They sum up a large or bulk of information using less words possible C. They come in a form of various graphs, tables, diagrams and the like. D. They present information in a paragraph form giving you details of the information you need. (For nos.14-15) Read the paragraphs below and answer the questions after. 14. As a teenager, what important lesson to live by will you get from this speech excerpt? A. Life’s purpose is to make a legacy out of it. B. The blessing of today, we owe it from yesterday. C. Life is short, let us make every moment meaningful. D. Great people are remembered with how they lived their lives. 21  15. What TRUTH does the movie say about human existence? A. Man is always above among the brutes. B. Man is forced to do anything just to survive. C. Man is willing to sacrifice for the sake of humanity. D. Man believes in fate and allows fate to act on his life. Answer Key REMEMBER: This portion of the module contains all the answers. Your HONESTY is required. 22 References Text Book Liza R. Almonte et.al, Celebrating Diversity through World Literature (Philippines: Rex Bookstore Inc., 2015), 1 – 20. Websites “WHO: 100 days of COVID-19 in the Philippines accessed June 25, 2020 http://gg.gg/kfqtj Images Image 1: retrieved July 11, 2020, http://gg.gg/reader-sdigest Image 2: retrieved July 11, 2020, https://rubric-maker.com/ Cliparts Clipart 1: retrieved July 11, 2020, http://gg.gg/Venn-diagram Clipart 2: retrieved July 11, 2020, http://gg.gg/roadsign Clipart 3: retrieved July 11, 2020, http://gg.gg/kfrez You are now ready for the next module. Always remember the following: 1. Make sure every answer sheet has your ▪ Name ▪ Grade and Section ▪ Title of the Activity or Activity No. 2. Follow the date of submission of answer sheets as agreed with your teacher. 3. Keep the modules with you and return them at the end of the school year or whenever face-to-face interaction is permitted. 23 24