English 10 Quarter 2 MELC 2 LAS PDF

10 English Activity Sheet Quarter 2 – MELC 2 Identify Key Structural Elements and Language Features of an Argumentative Text English 10 Activity Sheet No. 2 and 3 First Edition, 2020 Published in the Philippines By the Department of Education Region 6 – Western Visayas Repu...

10 English Activity Sheet Quarter 2 – MELC 2 Identify Key Structural Elements and Language Features of an Argumentative Text English 10 Activity Sheet No. 2 and 3 First Edition, 2020 Published in the Philippines By the Department of Education Region 6 – Western Visayas 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. This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas. ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or transmitted in any form or by any means electronic or mechanical without written permission from the DepEd Regional Office 6 – Western Visayas. Development Team of Activity Sheet Writers: Ana Marie T. Sardiniola, Rachel G. Solihon Illustrators: Felizardo S. Valdez III Editor: Ma. Portia G. Galanto Layout Artist: Felizardo S. Valdez III Schools Division Quality Assurance Team: Arthur J. Cotimo Ma. Portia G. Galanto Ma. Leah Lynn D. Proilan Chat C. Gabo Management Team: Ma. Gemma M. Ledesma Josilyn S. Solana Elena P. Gonzaga Donald T. Genine Ma. Roselyn J. Palcat Novelyn M. Vilchez Elleda E. De la Cruz Ma. Portia G. Galanto Arthur J. Cotimo Felizardo S. Valdez III Marve E. Gelera Introductory Message Welcome to English 10! The Learning Activity Sheet is a product of the collaborative efforts of the Schools Division of Guimaras and DepEd Regional Office VI - Western Visayas through the Curriculum and Learning Management Division (CLMD). This is developed to guide the learning facilitators (teachers, parents and responsible adults) in helping the learners meet the standards set by the K to 12 Basic Education Curriculum. The Learning Activity Sheet is self-directed instructional materials aimed to guide the learners in accomplishing activities at their own pace and time using the contextualized resources in the community. This will also assist the learners in acquiring the lifelong learning skills, knowledge and attitudes for productivity and employment. For learning facilitator: The English 10 Activity Sheet will help you facilitate the leaching-learning activities specified in each Most Essential Learning Competency (MELC) with minimal or no face-to-face encounter between you and learner. This will be made available to the learners with the references/links to ease the independent learning. For the learner: The English 10 Activity Sheet is developed to help you continue learning even if you are not in school. This learning material provides you with meaningful and engaging activities for independent learning. Being an active learner, carefully read and understand the instructions then perform the activities and answer the assessments. This will be returned to your facilitator on the agreed schedule. Name of Learner:_______________________ Grade and Section:______________ School:_________________________________ Date: ___________________________ ENGLISH 10 ACTIVITY SHEET Identify Key Structural Elements and Language Features of an Argumentative Text Learning Competency with Code Identify the key structural elements, e.g.:  Exposition - statement of position  Arguments  Restatement and language features of an argumentative text, e.g.:  modal verbs: should, must, might and modal adverbs: usually, probably, etc.;  attitudes expressed through evaluative language;  conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.;  declarative statements  rhetorical questions;  passive voice Background Information for Learners In the previous lessons you were familiarized with the language of research, campaigns and advocacies. This lesson will help you improve your speaking and writing skills in crafting a clearer, more effective and meaningful research, campaign or advocacy material in the future. This Learner’s Activity Sheet is for five days. The activities cover the topics on Identifying Key Structural Elements and Language Features of an Argumentative Text. For your reference, the content can be found in Grade 10 English Learner’s Material (Celebrating Diversity through World Literature) published by the Department of Education.Read the topics carefully and answer the activities comprehensibly.  Accompanying DepEd Textbook and Educational Sites Almonte, Liza R. et.Al. (First Edition 2015). Celebrating Diversity through World Literature- Grade 10 English -Learner’s Material Published by the Department of Education, printed by REX Book Store Carpio, Gloria, et.Al (First Edition 2003). Prototype Lesson Plan in English III.SD. Publications, Inc. Quezon City, Philippines. Reyes, Linda D. and Ribo Lourdes M. English Arts Textbook for Third Year Activity Proper – Lesson 1 : Days 1 and 2 To ensure the overall structural stability, an experienced carpenter, always sees to it that the foundations, columns, beams, shear cores, structural walls, struts, ground anchors and other parts of a building are available and of quality. Likewise, in language learning, learners must be aware of structural elements as building blocks to clear, effective and proficient communication in speaking and writing. Key Structural Elements (Exposition, Arguments and Restatement)  What are Key Structural Elements? 1. Expository writing is a kind of writing that informs or explains to make an idea or situation easier to understand. Explaining why you believe in something is an example of an expository writing.  Writing an Exposition The following are suggested parts of an exposition: Title, introduction, basic idea, supporting information, conclusion. 2. Argumentative piece of writing is sometimes called Persuasive writing because it aims to convince the reader about a certain stand on a debatable issue.  Argumentative essays convey opinions that are proposed as true and justifiable. It is for this reason that an editorial is the most outstanding example of an argumentative writing, although persuasion (means a valuable life skill that enables one to present ideas and proposals successfully) is also really identified in campaign speeches or even print advertisements  Why use Persuasive Technique? It is a way or method used that intends to convince the listeners/readers; help evaluate information, make informed decisions. To persuade your reader you need to have this. Study the following:  Argument – a discourse intended to persuade; a reason given in proof and rebuttal.  Argumentation – the act or process of forming reasons and of conclusions and applying them to a case in discussion  Formula: ARGUMENT = REASONS + SUPPORTING DETAILS Argument versus Opinion An argument is for reason while opinion is supported by evidence. When you develop your argument, you are confirming your own position and building your case. You need to use empirical evidence, such as facts and statistics, to support your claims. Techniques on Appealing to Your Readers  Convince your reader through sound reasoning, persuasion, and evidence.  Use the three important fundamental types of appeal in presenting an argument: reason, ethics, and emotion.  Don’t forget to write your conclusion State your conviction strongly. Review your main points and tell your audience what action you would like them to take; address and resolve the main points in your introduction. What is a Position Statement? A position statement lets people know where you stand on a topic or debate. To learn more about argumentative writing, read pp. 259 – 261) What is an Evaluative Language? An evaluative language is the language used to express the opinion, attitude and point of view of a speaker or writer. It can be used in claims about your own writing and about others’ writing. Evaluative language judges, quantifies or accuses. Activity 1 Direction: Match the terms/phrases in column A with its meaning in column B. A B 1. Expository a. shows your readers your side of an issue why they should agree with it or why they should take a certain action 2.Evaluative b. convey opinions that are proposed as true and Language justifiable 3. Position c. let people know where you stand on a topic or debate Statement 4.Persuasive d. informs or explains. It is used to make an idea Technique or situation easier to understand 5.Argumentative e. a way or method used that intends to convince the essays listeners/readers; help evaluate information, make informed decisions f. is the language used to express the opinion, attitude and point of view of a speaker or writer. Activity 2 A. Direction: Persuade your readers to believe in your stand on anti-bullying or to take a specific action to help it. You can use persuasive or argumentative paragraph to present your stand. (You may refer to Republic Act No. 10627 or the Anti-Bullying Act of 2013. pp 27-28 of your Textbook) pp. 27 – 29). __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ B. Direction: Think of an inspiring person who you consider very important. Write an expository paragraph about someone who has been an important role model for you. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ______________________________________________________________________ In preparing for your paragraph, read the rubric on page 30. C. Make an argument on this issue. Follow the given tips. Is stopping the spread of Covid-19 possible? Reflection “Personal challenges help one become a better person. Recognizing these challenges would help one become better prepared for life.” My journey through this lesson enabled me to learn __________________________ __________________________________________________________________________________ __________________________________________________________________________________ It made me realize that ________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________  Activity Proper – Lesson 2 : Days 3 and 4 Modal Verbs and Modal Adverbs In the previous lesson, you have learned how to write position statement, expository and persuasive texts. In this lesson you will further improve your writing skills by learning modal verbs and modal adverbs. Read the following statements lifted from “The Analects” and “Zen Parables: The Thief Who Became a Disciple” (pp. 95 and 96), then consider how the underlined words are used. 1. ”Don’t take it all, I will need some to pay the taxes with tomorrow.” 2. “His only anxiety is lest he should fail to recognize theirs.” 3. I would say, “ Let there be no evil in your thoughts.” 4. “They will keep their self-respect and come to you of their own accord.” 5. “You, shall I tell you what knowledge is?” What do the underlined words have in common? How do they help in communicating messages? What do they suggest? What do we call these expressions? Modal Verbs These are special kind of helping verbs. It helps the main verb to express the mood of the subject at the same time, it can indicate possibility, persuasion, ability, willingness etc. Examples: 1. CAN denotes A. ability B. permission or request C. possibility 2. WILL indicates A. futurity B. willingness or choice WOULD expresses A. willingness in a potential way B. polite question or request C. Future intention from the past point of view D. Past habitual action. 3. SHALL expresses A. suggestion in a yes-no question and B. used in the same way as will, but is often used in ceremonies when protocol is an important factor. SHOULD expresses past obligation. 4. MAY expresses A. Permission B. Probability C. Wish MIGHT is used to express less probability 5. MUST is used A. to express very strong obligation or necessity B. in making inferences or logical conclusions. *Note: 1. After a modal verb, the root form of a verb is generally used. The word to should not appear after a modal verb. An exception is the phrase ought to, which is considered a modal verb. 2. Modal phrases (or semi-modals) are used to express the same thing as modals, but are a combination of auxiliary verbs and the preposition to. The modals and semi-modals in English are:  Can/could/be able to  May/might  Shall/should  Must/have to  Will/would For more examples of modals, read page 101 of your Learner’s Material. Modal Adverbs If one of the key jobs of adverbs is to add to the meaning of verbs, it makes sense that modal adverbs add additional meaning to modal verbs. Remember that modality has to do with ideas such as the possibility of something happening. Example: 1. I really might be going to the celebration on Saturday. 2. Surely you can’t join the group. 3. It is likely that Prince will get an A in Math. More sentences using modal adverbs to add to the meaning: 1. That controversial proposal surely won’t pass. 2. Undoubtedly, the huge number of COVID positive will have a great effect in our economy. - In the 1st sentence, the adverb surely modifies the verb will not or won’t. In the 2nd sentence, undoubtedly, at the beginning of the sentence modifies will have which appears later. For more examples of modal adverbs/ adverb modifier, read pp. 359- 360 of your Learner’s Material. Activity 1 A. Match the modals in column A with its function in column B. Column A Column B 1. must a. denotes ability, request or possibility 2. shall b. expresses permission, probability or wish 3. will c. to express strong obligation or necessity 4. can d. express suggestion in yes-no question 5. may e. indicates futurity, willingness or choice B. Complete the following with the appropriate modal verbs to use. 1. Tomorrow the bank manager _______ announce the most outstanding employee. 2. I am sure she _______ pass the test. 3. ______ you attend the big event tomorrow? 4. ______ we take the challenge? 5. ______ you hand this to my mother? 6. You _______ finish your task before leaving. C. Use modal adverbs to complete the following sentences. Undoubtedly likely surely really 1. __________ the people were terribly frightened when they saw the fire. 2. He ___________ looks sad tonight. 3. The contestants have ____________ practiced for the competition. 4. It is _____________ that the decision of the judges seem fair. Assessment Think at least five desirable traits or habits you need to develop and five undesirable traits or habits you ought to weed out. Write a short paragraph persuading others on the importance of developing these desirable attitudes and weeding out the undesirable habits to win over challenges. Use this title; “Habits and Traits to Develop or to Weed Out in Order to Win over Challenges.” Clarify your stand and use words that appeal to reason or emotion. Remember to use appropriate modals and modal adverbs. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ For rubric, refer to page 30.  Reflection Reflect on how you performed in this lesson. Complete the following: The lessons presented are: The insights I gained are: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________  Activity Proper – Lesson 3 : Days 5 and 6 Connectives and Conjunctions A good expository or persuasive writing moves from one idea to the next in a way that it makes sense. To make your idea flow smoothly you need to use connecting words and phrases.  Connectives - are words or short phrases use to link ideas together. Connectives can be conjunctions (e.g. but, when, because) or connecting adverbs (e.g. however, then, therefore).Connecting adverbs (and adverbial phrases and clauses) maintain the cohesion of a text in several basic ways, including: addition: also, furthermore, moreover opposition: however, nevertheless, on the other hand reinforcing: besides, anyway, after all explaining: for example, in other words, that is to say listing: first(ly), first of all, finally indicating result: therefore, consequently, as a result indicating time: just then, meanwhile, later  Conjunctions - are a subgroup of connectives. - are joining words, use to join together words, phrases or clauses. A word used to link clauses within a sentence. For example, in the following sentences, but and if are conjunctions: It was tiresome but it was fun. We won’t go out if social distancing is not observed. There are two kinds of conjunction: a. Coordinating conjunctions (and, but, or and so). These join (and are placed between) two clauses of equal weight. “Do you want to visit him or shall you wait here?” And, but and or are also used to join words or phrases within a clause. b. Subordinating conjunctions (e.g. when, while, before, after, since, until, if, because, although, that). We were hungry because we hadn’t eaten all day. Although we’d had plenty to eat, we were still hungry. We were hungry when we got home. Read and study page 481 to learn more examples of connectives. Activity 1 A. Fill in each blank with the connecting word that best joins the two thoughts. Choose your answer from the given choices. 1. Exercise is good for the heart, ____________ I make it a habit to walk, jog and run every morning. however but therefore 2. They say nowadays your immune system matters, _____________ I always take care of myself; I eat healthy foods, exercise daily and take plenty of sleep. in addition but as a result 3. Eat plenty of vegetables and fruits. __________, limit foods high in fat, such as ice cream, peanuts and cheese. in addition but as a result 4. I can’t give you a refund __________ you have receipt. so unless but 5. I saw him, _________ he didn’t see me. so unless but Assessment A. Supply the appropriate connector or conjunction to complete the thought of the passage. Choose the answer from the pool of words. therefore but however and moreover because During the Enhanced Community Quarantine (ECQ), I was compelled to stay at home ______ helped my parents in doing household chores. I cleaned the house, do some errands _____ allot one hour a day in playing on line games; _______, mother found the idea foolish _______ according to her it’s a waste of time ______, I reduced it to 20 minutes a day to reward myself for a day’s work.  B. Use the following subordinating conjunctions, connecting words and phrases to form a meaningful passage. Rewrite the passage below. (first, second, in addition, therefore) I have reasons for not going out today. I am afraid of the virus. I don’t have the assurance that people I will be meeting are virus - free. There is no vaccine yet. I better stay home and be safe. Reflection Assess your understanding of the lesson. Write your responses in the PMI graphic organizer. P (Plus) M (Minus) I (Inquiry) Parts of the lesson that Parts of the lesson that Parts of the lesson that are very helpful still need reinforcement need clarification  Activity Proper – Lesson 4 : Days 7 and 8 Voice of the Verb Passive Vs. Active Previously, you learned the different kinds of connectors and conjunctions. Yet English in not about connecting words or phrases only. So, in this lesson you will be learning how to change voices from passive to active voice. Voice - It is a characteristic of verbs which indicates the relation of the verb’s action to its subject. - The voice of a verb may be either “active” or “passive”.  Passive Voice - The voice of the verb is passive, when the subject is acted upon by the object of the verb.  What should we remember about the passive voice? 1. The passive voice is used when the action being done is more important than doer of the action. 2. In the passive voice, the action is done to the subject, unlike in the active voice where the subject does the action. 3. In the passive voice, the doer of the action is not stated at all. 4. The verb used in the passive voice is made up of a helping verb and the past participle. 5. The form of the helping verb shows whether the action is past, present, future, continuing, or whether it is related to another past action. (Source: English Arts Book for Third Year, 2002 pp.256-259)  Active Voice - The voice of the verb is active, when the subject performs the action. - The subject of a sentence or clause featuring the passive voice typically denotes the recipient of the action (the patient) rather than the performer (the agent). Verbs in the passive voice in English are formed using several parts (periphrastically): the usual construction uses the auxiliary verbs to be or to get together with the past participle of the main verb.  Active Passive 1. The learners discuss the content 1.The content of the module is of the module. discussed by the learners. 2.The little girl is wearing a cute 2.A cute face mask is being worn by the face mask. little girl. 1.Kyre gave her two beautiful 1.Two beautiful presents were given to presents. her by Kyre. 2.The campers lit the campfire. 2.The campfire was lit by the campers. Example: verb- write Active verbs Passive verbs Write Is /are written writes is/are written wrote Was/were written Will write Will be written Is writing Is being written Has written Has/ have been written Had written Had been written Activity 1A Pick out the sentences in the active voice and place them in the box with label ACTIVE VOICE and sentences on the passive voice should be placed inside the box labeled PASSIVE VOICE. PASSIVE VOICE ACTIVE VOICE 1. _____________________________ 1. _________________________ 2. _____________________________ 2. _________________________ 3. _____________________________ 3. _________________________ a) The telephone was invented by Alexander Graham Bell. b) The teacher closes the door. c) The exercise is completed by the PE instructor. d) Beauty products are sold by Mrs. Cruz e) These girls sent three letters. f) Pearl played the guitar. Activity 1.B Write two sentences, one with verb in the active voice and one with verb in the passive voice. 1. Active: send ______________________________________________________________ Passive: are sent __________________________________________________________ 2. Active: tell ________________________________________________________________ Passive: were told _________________________________________________________ 3. Active: sell ________________________________________________________________ Passive: were sold _________________________________________________________ Assessment Change the following sentences from passive voice to active voice. 1. The learners are distracted by the noise. 2. The song was composed by him. 3. The printer was taken by the Science teachers. 4. The actor was recognized by some of his fans. 5. The feeding program has been funded by private organizations. 6. The boy is being attacked in the river by an alligator. 7. During the event the candle was lit by the debutant. 8. This activity is being sponsored by the young artist. 9. The President was given a standing ovation by the audience. 10. Nowadays, internet is used by people to connect to their loved ones. Reflection Before moving forward, try to assess your growth by answering the following questions: 1. What new ideas did you find interesting? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. What follow-up is needed to further improve your knowledge? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  Activity Proper – Lesson 5 : Days 9 and 10 Declarative Statement and Rhetorical Questions In writing, rhetorical questions and statements are used for better effect or impact. These add extra touch to your write up and emphasize the point you want to highlight. What is a Declarative Statement? - simply a statement that relay information. A declarative sentence states the facts or an opinion and lets the reader know something specific. It always ends with a period. It is written in the present tense and expresses a direct statement. The following are more examples of declarative sentences, from very simple to more complex. As you will see, all declaratives end in a period and are informative statements. They can also express an opinion. o Classes start but all I can hear is the deafening silence in the four corners of our room. o The weather is fine but I have no friends to enjoy with. o I hate small insects. o During the quarantine period many bonds were strengthened. o I miss chatting with my friends. o We are living in what they call new normal and it’s too difficult to live life the way we used to.  Types of Declarative Sentences 1. A simple declarative sentence consists of a subject and a predicate. 2. A compound declarative sentence joins two related phrases together. The phrases are joined by a comma and a conjunction such as: and, yet, or but. The phrases can also be joined by a semicolon, with or without a transition word such as however, besides or therefore. Rhetorical Questions - is asked just for effect, or to lay emphasis on some point being discussed, when no real answer is expected. A rhetorical question may have an obvious answer, but the one asking it asks it to lay emphasis to the point. In literature, a rhetorical question is self-evident, and used for style as an impressive persuasive device. - broadly speaking, a rhetorical question is asked when the person asking the question knows the answer already, or an answer is not actually demanded. So, an answer is not expected from the audience. Such a question is used to emphasize a point or draw the audience’s attention.  What is a Rhetorical Question?  When a question is posed to make a point, not because you want an answer.  Or the answer is obvious and it does not need to be stated.  To create a stronger effect than stating what you mean directly.  Rhetorical Question Examples  Are you crazy?  Can you imagine that?  If you hate me, what is the point?  Aren’t you ashamed of yourself? Activity 1 A. Read each statement and decide if it is true or false. Write your answers on a piece of paper. 1. A rhetorical question is a question you asked when you do not expect an answer and you rather asked to make a point. 2. A compound declarative statement is joined by a conjunction only. 3. A declarative statement ends with a question mark. 4. Declarative statements are informative yet sometimes statements to express opinion. 5. Rhetorical questions do not expect answers from the audience. B. Complete the following statements.  I learned that rhetorical questions are ______________________________.  Declarative sentence is _____________________________________________.  The compound declarative sentences are joined by __________________.  The punctuation used in rhetorical question is _______________________ while the declarative sentence is ____________________. C. Write five rhetorical questions, three simple declarative sentences and two compound declarative sentences. Rhetorical Questions:  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________ Simple Declarative Sentences  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________ Compound Declarative Sentences  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________ Assessment Identify the following sentences as a) rhetorical question, b) simple declarative and c) compound declarative. ___________1. The teacher is on a quarantine. ___________ 2. Ciello sings. ___________ 3. Her husband plays the piano and she sings along. ___________ 4. If you don’t study, you think you will pass? ___________ 5. Klay loves the beach, yet she hates sand. ___________ 6. Bon likes sunlight very much. ___________ 7. Children loves to run, but older people prefer to walk. ___________ 8. Krizzy reads. ___________ 9. How did that idiot ever become elected? ___________10. Chloy wanted to play basketball, but Chloe wanted to play volleyball. Reflection Summing up what I learned through this lesson: I learned that ______________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ I will use this to ____________________________________________________________ _________________________________________________________________________ _________________________________________________________________________  Answer Key Day 1 Activity 1 1. D 2. F 3. C 4. E 5. B Day 2 Activity 1.A Day 2 Activity 1.B Day 2 Activity 1.C 1. C 1. will 1. surely 2. D 2. can 2. really 3. E 3. will 3. undoubtedly 4. A 4. shall 4. likely 5. B 5. may 6. must Day 3 Activity 1 Day 3 Assessment A Day 3 Assessment B 1. Therefore 1. and I have reasons for not going out today. 2. As a result 2. but First, I am afraid of the virus. 3. In addition 3. however Second, I don’t have the assurance that 4. Unless 4. because people I will be meeting are virus-free. In 5. But 5. therefore addition, there is no vaccine yet. Therefore, I better stay home and be safe. Day 4 Activity 1 A Day 4 Assessment Active 1. The noise distracts the learners. 1.The teacher closes the door. 2. He composed the song 2. These girls sent three letters. 3. The science teachers took the printer. 3.Pearl played the guitar 4. His fans recognized the actor. 5. Private organizations have funded the feeding Passive program 1.The telephone was invented invente 6. An alligator is attacking the boy in the river. 2. The exercise is completed by the PE instructor. 7. The debutant lit the candle during the event. 3. Beauty products are sold by Mrs. Cruz 8. The young artist is sponsoring the activity. 4. These girls sent three letters. 9. The audience gave the President a standing 5. Pearl played the guitar. ovation. 10.Nowadays, people use internet to connect to their loved ones. Day 5 Activity 1.A Day 5 Assessment 1.True 1. Simple Declarative 2.False 2. Simple Declarative 3.False 3. Compound Declarative 4.True 4. Rhetorical Question 5.True 5. Compound Declarative 6. Simple Declarative 7. Compound Declarative 8. Simple Declarative 9. Rhetorical Question 10.Compound Declarative Links and/or Other References