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INFORMATION FROM VARIOUS SOURCES ENGLISH 10 | QUARTER 1 | MODULE 1 Most Essential Learning Competency Use information in everyday life usage. EN10LC-Ia-11.1  QUESTION What is information? Meet us  INFORMATION Information are facts p...

INFORMATION FROM VARIOUS SOURCES ENGLISH 10 | QUARTER 1 | MODULE 1 Most Essential Learning Competency Use information in everyday life usage. EN10LC-Ia-11.1  QUESTION What is information? Meet us  INFORMATION Information are facts provided or learned about something or someone (Oxford English Dictionary, 2023).  METHODS OF GATHERING INFORMATION Listening Interviews The practice to help you A structured conversation understand common where one participant asks vocabulary and expressions questions, and the other in short, clear dialogues. provides answers. Reading Questioning The motivated and fluent The action of asking coordination of word someone questions, recognition and especially in an official comprehension. context.  METHODS OF GATHERING INFORMATION Study of Existing Questionnaires Reports A list of questions or items Studying existing reports used to gather data from provide a foundation of respondents about their knowledge on a topic. attitudes, experiences, or opinions. Observation The action or process of observing something or someone carefully or in order to gain information. 02 Relevant Sources of Information  News Reports News reports are found in newspapers, televisions, or radios which aim to inform the readers of what is happening in the world around them.  Speech It refers to the formal address or discourse delivered to an audience. Informative Talks It tends to educate the audience on a particular topic. It helps the audience understand a subject better and to remember what they learned later. Panel Discussion It is a live or virtual discussion about a specific topic amongst a selected group of panelists who share differing perspectives in front of a large audience. How do you classify sources of information? Sources of information can be classified into three: Primary Sources Secondary Sources Tertiary Sources CLASSIFICATION —Primary Sources It provides direct or firsthand information about an event, person, object, or work of art. —Secondary Sources It offers an analysis or restatement of primary sources. —Tertiary Sources It lists, compiles, or indexes ptrimary and secondary information sources.  Primary Sources They are original materials which have not been Diary interpreted, condensed, or evaluated by a second party. Materials that were created at the time the event Interview occurred or by those who experienced the event. Transcript Other Sample of Primary Sources  Secondary Sources Are materials which summarize, They are created after the event; interpret, reorganize, or otherwise created by someone not from the provide an added value to a primary time period. source. Example: Example: A Documentary film of a A class report coming from diary. the textbook. Other Sample of Secondary Sources  QUESTION Why is autobiography a primary source while biography is a secondary source? Meet us ANSWER Tertiary Sources These sources are most often used to look up facts or to get a general idea about something. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information.  Further Examples Of Tertiary Sources Almanacs Chronologies Directories Manuals Handbooks Guidebooks  The specific types of primary, secondary, and tertiary information sources you might use when writing a paper depends upon the subject of your paper. IMPORTANT!  Welcome to our English 10 Class! Opening Prayer  Textual Aids Graphic Organizers Nonlinear Text  Textual Aids - are educational instruments, could be written texts, or printed texts and other ways of emphasizing the essential phrases, thoughts, graphs, and /or images. - are tools or materials that provide support and facilitate understanding of texts. These aids are, most of the time, graphical outlines or images that gives a general idea of a certain topic.  Nonlinear Text Unlike linear text wherein we need to read from beginning to the end, a nonlinear text refers to a text that does not need to be read from beginning till the end. Examples are bar, line or pie graph, flow charts, etc. This tests your ability to describe and compare data, identify significance and trends in factual information, or to describe a process.  Graphic Organizer - is a visual and graphic display that depicts the relationship between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.  Examples of Graphic Organizers that show relationships: 1.Cause and Effect This type of Graphic Organizer is used to help students identify the problem and come up with possible solutions. It illustrates the problem- solving process.  Examples of Graphic Organizers that show relationships: 2. Fishbone Analyzing the ways in which different aspects of a problem or issue are related. Can be used to organize the main topics to subtopics, or to analyze the causes of something.  Examples of Graphic Organizers that organize information into categories: 1. Concept Map Used to brainstorm concepts and identify how they relate to each other with the use of labeled cells/bubbles.  Examples of Graphic Organizers that organize information into categories: 2. Know- Wonder- Learn (KWL) Students can use KWL to identify their background knowledge on a topic or issue (in the beginning of class), what they would like to learn (throughout the class) and what they have learned (at the end of the class).  Examples of Graphic Organizers that organize information into categories: 3. Mind maps Students can use mind mapping to organize information in categories and make problem- solving decisions. Note the difference!  Examples of Graphic Organizers that compare and contrast: 1. Compare and contrast Students can use it to compare and contrast the attributes of two or more ideas/concepts  Examples of Graphic Organizers that compare and contrast: 2. Venn Diagram To identify the differences and similarities between two or three ideas/concepts. It consists two or three overlapping circles.  Examples of Graphic Organizers that compare and contrast: 3. T- Chart To list the pros and the cons of an idea/concept.  Examples of Graphic Organizers that sequence, order or the development: 1. Flow Chart Visual display of the sequence of a list of ideas. Various symbols can be used to illustrate things such as direction of the flow or central points.  Examples of Graphic Organizers that sequence, order or the development: 2. Ladder Shows the order of a list of ideas or events  Examples of Graphic Organizers that sequence, order or the development: 3. Chain It depicts a chain of events, timeline.  Examples of Graphic Organizers that sequence, order or the development: 4. Picture Web A visual representation of a list of ideas or concepts.  Examples of Graphic Organizers that sequence, order or the development: 5. Story Board Provides the scenes of a story.  Examples of Graphic Organizers that sequence, order or the development: 6. Story Map Maps out the elements of a story.  Examples of Graphic Organizers that sequence, order or the development: 7. Cycle Used to indicate how concepts relate to each other when there is no beginning or end (for example, lifecycle of caterpillar, butterfly, etc.)  Why are graphic organizers important? Graphic organizers are important because they can help to visualize and construct ideas, organize and/or sequence information, plan what to write, increase reading comprehension, brainstorm, organize problems and solutions, compare and contrast ideas, show cause and effect, and more. Thank you for listening! See you tomorrow! Always come prepared! FIVE ELEMENTS OF A STORY CHARACTERIZATI ON  Key elements of a story: Setting Character Plot Conflict Theme Presentation title 2  Setting A story's setting refers not only to the physical location, but also the time the action takes place. It is the where and the when of a story. Presentation title 3  Character Depending on the nature of the story, characters are most often people or animals. Writers use characters to perform the actions and speak the dialogue of a story. They move a story’s plot forward. They are the “who” of a story.  Plot “ The plot relates to the events that happen in a story. Plot can be further divided into sub- ” elements such as: introduction, rising action, climax, falling action, and resolution. It is the “what” of the story. Plot usually begins with a problem and ends in the story’s resolution.  Introduction - where characters, setting, and the main conflict were introduced Rising Action - series of events that creates suspense, tension, and complexity, leading up to the climax Climax - where the main conflict reaches its peak Falling Action - follow the climax and begin to resolve the conflict Resolution - point where theconflict is resolved Dénouement - the final part of the story that provides closure Presentation title 6  Conflict Every story worth its salt requires conflict. This conflict can be thought of as a challenge or problem that drives the action of the story. No conflict, no story. Setting up a series of cause and effect events, conflict gives these events their why. Presentation title 7  Theme A little more abstract than the previous elements, the theme refers to the underlying insight, the moral or idea that the writer is expressing through the story. It is often thought of as the ‘message’ of the story. Presentation title 8  FAMOUS MOVIES THEME enduring love and 1. The Notebook memory 2. Titanic love and sacrifice 3. The Fault in Our Stars love tragic consequences of 4. Romeo and Juliet love and feud 5. La La Land love and ambition Presentation title 9  CHARACTERIZATION the description of the personalities of the characters in the story and the way in which an author reveals their personalities the process by which authors create memorable characters Presentation title 10  TYPES OF CHARACTERIZATION Direct Indirect Presentation title 11  Direct Characterization - The author literally tells what the character is like. Example: The boy was stubborn and bad- mannered Presentation title 12  Indirect Characterization - Author hints at what the character is like using details that show character thoughts, actions, speech, etc. Example: The little boy bit his sister when she refused to share her toys. Presentation title 13  Example No. 1 Jeah at five is a sweet but mischievous girl who loves to dress up and play pretend games. > This is an example of a direct characterization. The author describes the girl’s nature and tells about what she loves to do.  Example No. 2 The husband was fussing at his wife. “That bag of lettuce is half empty. Why didn’t you try to get one that had more in it? I can’t believe you didn’t look at the bag more carefully at the grocery store.” > This is an example of an indirect characterization through the character’s words. Through his words, the husband is characterized as picky and critical.  Example No. 3 As he sat brooding in his room, Caleb thought of how his baby sister spoiled everything. He thought of how things used to be before she arrived. He wanted to go to Disney World and have fun for his fourth birthday. He got an idea. Buck, their neighbor, feeds the dogs when they go out of town, so Buck could come by and feed the baby when he came to feed the dogs. He loved to play with her, and he could do that. He got up to go tell his mother.” > This is an example of indirect characterization through the character’s thoughts. Here, we see thoughts of a little boy frustrated with his new baby sister and the solution he thought of to solve the problem. The reader sees an intelligent little problem-solver.  Example No. 4 Julie began fixing supper while the children played. First, she washed the romaine lettuce with grapefruit seed extract. Then she got out the mill to grind the corn. After it was ready, she used honey to replace the sugar in the recipe and put the cornbread in the oven. The dried beans were simmering in the crock pot. She washed and cut up the fresh strawberries they had picked that morning for dessert > This is an example of an indirect characterization through the character’s actions. Actions can tell the reader the most about an individual because people may say one thing and do another. Here, we see Julie as a conscientious mother concerned about nutrition of her family. She cares enough to work harder in preparing meals the way she thinks is best.  : In assessing a story, check if it is broken into three parts: 1. Beginning: Shows the Intent – How does the story start? What is the central event? 2. Middle: Growth/Conflict – What is the subtext? What events happened in the past/backstory? Does it influence the central event? 3. End: Resolution/Surprise – What kind of ending does the story have? Here is a guide Check if the material viewed or read was achieved by the writer’s purpose: for you in a. Plot: Describe the plot in a few lines. assessing a story b. Character: Identify the main characters. c. Goal and Conflict: What is the main character’s goal and what is the conflict that hinders that goal? d. Theme: What is the big idea or message? This could be a revelation or an opinion. e. Setting: Where and when does the story take place? Does it influence the story? Consider also how coherent or connected the flow of the material viewed/ read is.  GROUP ACTIVITY 1. What element of the story is being emphasized above? 2. Which of the two descriptions is better? Why? Name your favorite movie/ TV series (teleserye) and summarize it in a three to five- sentence paragraph. Write your summary on the screen. Directions: In two to three sentences, write a description of the setting given.  Directions: Identify the good guys from the villains based on the list given by completing the table below. As we all know, every story needs characters. Let THE GOOD THE us check how good you are in differentiating GUYS VILLAINS protagonists from antagonists. Here is a list of well-known characters from both foreign and local movies. 1. Thanos from "Guardians of the Galaxy and Avengers: End Game” 2. Snow White from the “Snow White and the Seven Dwarfs” 3. Flavio of “Ang Panday” 4. Peter Parker from “Spider Man” 5. Joker from “Batman” 6. Cardo Dalisay from “Ang Probinsyano” 7. Petra from “Petrang Kabayo” 8. Valentina of “Darna” 9. Darth Vader from “ Star Wars” 10. Captain Hook from “Peter Pan” 11. Captain America from the “Avengers: Infinity War” 12. Scar from “The Lion King”  Read the story – Thank you Orpheus by Alice Low  ORPHEUS -Alice Low Presentation title 27  There were nine goddesses called Muses. Born out of Zeus and a Titan named Mnemosyne, each muse presided over a different art or science. Calliope, one of these sisters, was the inspiration of poets and musicians. She was the mother of Orpheus (a mortal because his father was one) and gave to her son a remarkable talent for music. Orpheus played his lyre so sweetly that he charmed all things on earth. Men and women forgot their cares when gathered around him to listen. Wild beasts lay down as they gathered around him as if they were tame, entranced by his soothing notes. Even rocks and trees followed him, and the rivers changed their direction to hear him play. Presentation title 28  Orpheus loved a young woman named Eurydice, and when they were married, they looked forward to many years of happiness together. But soon after, Eurydice stepped on a poisonous snake and died. Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it was no use. He longed for Eurydice so deeply that he decided to follow her to the underworld. He said to himself, “No mortal has ever been there before, but I must try to bring back my beloved Eurydice. I will charm Persephone and Hades with my music and win Eurydice’s release.” Presentation title 29  He climbed into a cave and through a dark passage that led to the underworld. When he reached the river Styx, he plucked his lyre again, and Cerberus, the fierce three-headed dog who guarded the gates, heard the sweet music and lay still to let him pass. Orpheus continued to play his lyre tenderly as he made his way through the gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus, who had been condemned to roll uphill forever, stopped his fruitless work to listen. Tantalus, who had been sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And even the wheel to which Ixion was tied as punishment stopped turning for one moment. Presentation title 30  At last Orpheus came to the palace of Hades and Persephone, King and Queen of the underworld. Before they could order him to leave, he began his gentle song, pleading for Eurydice. When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was so moved that, for the first time in all her months in the underworld, her heart melted. “Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.” And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.” They summoned Eurydice, and the two lovers clasped each other and turned to leave. “Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.” “What is that?” asked Orpheus Presentation title 31  “She must follow you, and you must not look back at her until you are on earth again.” “I understand,” said Orpheus, “and I am forever grateful.” Orpheus and Eurydice left the underworld and made their way through the dark passage that led to the upper world. At last they reached the cave through which Orpheus had descended. “I can see daylight ahead” called Orpheus to Eurydice. “We are almost there.” But Eurydice had not heard him, and so she did not answer. Presentation title 32  Orpheus turned to make sure that she was still following him. He caught one last glimpse of her arms stretched out to him. And then she disappeared, swallowed by darkness. “Farewell,” he heard her cry as she was carried back to the underworld. Orpheus tried to follow her, but this time the gods would not allow it. And so he wandered the earth alone. He sang his sad songs to the trees and longed for the time when he, too, would die and be reunited with his beloved Eurydice in the underworld. Presentation title 33  Processing Questions: ORPHEUS 1. Who are the characters of the story? Describe each. 2. What words/ phrases can you use to describe the setting? 3. What was the greatest strength of Orpheus? What was his weakness? 4. What effect did Orpheus’ music have on people and gods? Cite two examples of this. 5. Why did Orpheus decide to rescue his wife from the underworld? 6. Why did Orpheus look back? 7. What is the conflict or the main problem of the story? 8. How was the problem resolved? Presentation title 34  Arrange the scenes in chronological order. A. Due to so much grief, Orpheus begged Hades, the God of the Dead, to allow Eurydice to get back to life. Hades agreed with one condition. B. Orpheus, son of one of the nine muses and a Thracian Prince, had no rival there or anywhereexcept the gods alone when it comes to music. C. Orpheus went back to earth alone and was shortly killed by Bacchantes. D. Eurydice, Orpheus’ beloved, was stung bya viper on the day of their wedding and died. E. When Orpheus and Eurydice were on their way back to upper world, Orpheus unintentionally disobey Hades’ condition so Presentation title 35 Comparison and Contrast  In our daily lives we constantly make comparisons. We compare breakfast cereals, TV shows, teachers, music, girlfriends and boyfriends, jobs, practices, education, etc. In fact, we compare almost everything to something else. Then, we make choices about what we like or don't like and about what we want or definitely don't want. We often don't give much thought as to how we are making these comparisons, but usually there is an underlying logic.  What is comparison and contrast? Compare is when you tell how things are alike and contrast is when you tell how things are different. It also explains how two subjects are similar or different.  Why do we compare and contrast things?  CONNECTORS EXPRESSING SIMILARITIES as….as, the same as like both - We use these connectors to express similarities.  CONNECTORS EXPRESSING SIMILARITIES Education inside the classroom is as effective as that of education at home. Learning at home is the same as learning in school. Both parents and teachers are catalysts of learning.  CONNECTORS EXPRESSING CONTRAST still however whereas nevertheless but yet - These connectors are used to emphasize the fact that the second point contradicts with the first.  CONNECTORS EXPRESSING CONTRAST HOWEVER: Katty couldn't cash her paycheck, however, she managed to buy a new TV set. BUT: Oscar had a ticket, but he didn´t go to the game. NEVERTHELESS: There was little chance of success, nevertheless, they decided to perform the surgery. STILL: He is rich, still, he leads a miserable life. YET: Edison dropped out school at an early age, yet he became a famous inventor. WHEREAS: Tom thinks we´re ready to begin whereas Lisa thinks we have to wait.  CONNECTORS EXPRESSING CONTRAST although though even if even though - We use them to connect contrasting ideas introducing a dependent clause  CONNECTORS EXPRESSING CONTRAST ALTHOUGH: Although it rained a lot, we enjoyed our vacation. THOUGH: Maria didn´t receive a scholarship though she is an excellent student. EVEN IF: Even if you take a taxi, you'll still miss the train. EVEN THOUGH: Even though the weather was bad, the ship departed.  CONNECTORS EXPRESSING CONTRAST despite in spite of - We use them to contrast ideas. They must be followed by a noun phrase or an –ing form  CONNECTORS EXPRESSING CONTRAST IN SPITE OF: In spite of being a millionaire, he is very mean. DESPITE: Despite the doctor´s advice, he played football last week. 1.5  Star-crossed The rays of the morning sun is as warm as your smile Though I haven’t seen you for a while, You have been in my dreams throughout these years Our love was great despite all the fears and tears. Peter : Hey! What’s up? You looked so worried! Joanne : I am not okay. I am struggling about my Mathematics subject. Peter : I know Mathematics is difficult but I believe you can cope with it. Joanne : I really found it so hard this time. Peter : Why? Is there anything wrong? Joanne: My mother is in the hospital due to bleeding. Thanks a lot for your concern. Peter : You’re welcome! Count on me! What is the conversation all about? Why do you say so? Does Joanne have a problem? What is it? If you were Joanne, would you feel the same? Why? How can you help Joanne solve her problem? How could one grasp information either in printed material, audio or oral? One must be very vigilant and analytical in the contents of the materials read or listened to. Otherwise, misconception may occur, and may lead to chaos and even destroy one’s future. Thus, in getting information, one needs to have analytical skills. What are analytical skills? Analytical skills refer to the ability to collect and analyze information, problem-solve, and make decisions. One who possesses these strengths can help solve any problems that one may encounter may it be personal or work–related problems to improve its productivity and success. Analytical skills might sound technical, but we use these skills in everyday work. What are some analytical skills that one must develop? 1. Communication - Having strong analytical skills means nothing if you cannot share your analysis with others. 2. Creativity - Often, analyzing information requires a creative eye to spot trends in the data that others may not find. Creativity is also important when it comes to problem-solving. The obvious solution is not always the best option. It needs to think beyond the box in order to solve big problems. 3. Critical Thinking - Critical thinking is necessary for having strong analytical skills. Critical thinking refers to evaluating information and then making a decision based on your findings. Critical thinking is what helps an individual make decision that help solve the problems.  Mapalo: The struggle is real: Depressing yet hopeful July 3, 2020 Sunstar Daily Baguio It’s been almost four months now since the government announced a national quarantine. These are supposed to be Baguio’s peak season for tourists. Last year, the number of tourist arrivals for these four months (March to June), as per submitted hotel check-in data, was 517,107. And considering a survey that says each tourist spends P2,700 per visit, per person, we can estimate that P1.4 billion of potential gross tourist receipts did not come in this year. That amount could have been what went to the salaries of employees and income of tourism businesses and their suppliers, spread across different sectors including the events, entertainment, and creative sectors.  In a life-changing moment, the city that thrived and prospered as a popular tourist destination is suddenly struggling. No tourists mean no business, no income, no livelihood. From accommodation establishments alone, around 4,000 employees are affected and fearing possible retrenchment. Victory Liner, a tourism partner of North Luzon destinations, has already laid off 400 employees. In Burnham Park, there are around 250 concessioners, aides, vendors, guides and photographers, who currently have no source of income. According to DOT-CAR OIC Jovi Ganongan, 12 ESL (English as Second Language) schools, now recognized as a growing tourism sector with foreign students as their market, had displaced 1,048 teachers and employees. The Baguio Tourism Council is conducting a survey that will assess the impact of this pandemic to tourism-oriented establishments. And so far, 33 businesses are saying that they will have no other option but to shut down operations. One of our favorite home-grown restaurants, Forest House Bistro and Café, which closed recently, may just be the tip of the iceberg. Yes, the struggle is real. Employment, livelihood, and business revenue are at an all-time low. And the effect will trickle down to city revenue – no business means no taxes. Even the Philippine National Police looked at it from a different perspective, unemployment could mean more crimes. Depressing times indeed. And experts are saying that it will take two years for things to get “normal” again. What is the article all about? What is /are the issue/s of the Local Government Unit of Baguio City? What possible solutions can you suggest? If you were one of those affected entrepreneurs, what would you do? In these trying times, how could you help the present situation of the city? Task 1. Directions: Listen to the song “Heal the World” by Michael Jackson. Identify and analyze some lines which suggest problems/issues and give possible solutions to each. Task 2. Directions: Read the article given. Using the problem-solution graphic organizer, give sensible solutions to the identified issue/s.  Heal the World -Michael Jackson (Think about um, the generations And ah, say we want to make it a better place for our children And our children's children so that they, they They, they know it's a better world for them And think if they can make it a better place) There's a place in your heart And I know that it is love And this place it was brighter than tomorrow And if you really try You'll find there's no need to cry In this place you'll feel there's no hurt or sorrow  There are ways to get there If you care enough for the living Make a little space Make a better place Heal the world Make it a better place For you and for me, and the entire human race There are people dying If you care enough for the living Make a better place for you and for me If you want to know why There's love that cannot lie Love is strong It only cares of joyful giving If we try we shall see In this bliss we cannot feel Fear of dread, we stop existing and start living  Then it feels that always Love's enough for us growing Make a better world So make a better world Heal the world Make it a better place For you and for me, and the entire human race There are people dying If you care enough for the living Make a better place for you and for me And the dream we were conceived in will reveal a joyful face And the world we once believed in will shine again in grace Then why do we keep strangling life Wound this earth, crucify its soul? Though it's plain to see, this world is heavenly  We could fly so high Let our spirits never die In my heart I feel you are all my brothers Create a world with no fear Together we cry happy tears See the nations turn their swords into plowshares We could really get there If you cared enough for the living Make a little space To make a better place  Heal the world Make it a better place For you and for me, and the entire human race There are people dying If you care enough for the living Make a better place for you and for me Heal the world Make it a better place For you and for me, and the entire human race There are people dying If you care enough for the living Make a better place for you and for me  Heal the world (heal the world) Make it a better place For you and for me, and the entire human race There are people dying If you care enough for the living Make a better place for you and for me There are people dying If you care enough for the living Make a better place for you and for me There are people dying If you care enough for the living Make a better place for you and for me  You and for me (for a better place) You and for me (make a better place) You and for me (make a better place) You and for me (heal the world we live in) You and for me (save it for our children) You and for me (heal the world we live in) You and for me (save it for our children) You and for me (heal the world we live in) You and for me (save it for our children) You and for me (heal the world we live in) You and for me (save it for our children) PROBLEMS/ ISSUES LYRICS POSSIBLE SOLUTIONS 1. Suffering and pain (The world is “There’s a place in your heart, and I Spread love and compassion to full of pain, suffering, and a lack of know that it is love, and this place create a better, brighter future. love and compassion.) could be much brighter than People need to care for one tomorrow.” another. 2. Indifference to the suffering of “If you care enough for the living, Individuals need to show more others (People are often indifferent make a little space, make a better empathy and take responsibility for or detached from the suffering place.” improving the world. Creating around them, failing to take space for kindness and care can action.) help heal societal wounds. 3. War, hatred and violence ( The “There are people dying, if you care Promote peace, unity, and world is plagued by violence, war, enough for the living, make a understanding between people and and conflict, leading to unnecessary better place for you and for me.” nations. deaths and suffering.) 4. Environmental neglect ( Earth is “Heal the world, make it a better Focus on healing the environment suffering due to human actions.) place, for you and for me and the by reducing pollution, and entire human race.” protecting natural resources. PROBLEMS/ ISSUES LYRICS POSSIBLE SOLUTIONS 5. Inequality and injustice ( “And the dream we were Fight for equality and Inequality and injustice conceived in will reveal a fairness by ensuring equal prevent people from joyful face, and the world we opportunities for all. experiencing a fair and joyful once believed in will shine world.) again in grace.” 6. Lack of love and unity ( “ We could really get there if Encourage unity and Lack of love, understanding you cared enough for the collaboration across and cooperation among living, make a little space to different groups. If people people divides communities make a better place.” care for one another, they and causes suffering.) can work together to build a better future for everyone. 7. Hopelessness and despair “ In this world, there’s no Offer hope and support. ( Many people feel hopeless fear or sorrow. There are Show compassion and work or trapped in despair due to ways to t there if you care on solutions that uplift the challenges they face.) enough for the living.” others. Task: In groups, students should identify three major issues in today’s world that relate to the themes of the song ( e.g., poverty, climate change, bullying, lack of compassion). Then provide possible solutions. Evaluate and Make Judgments Let us sing a song! Let us sing a song! Let us sing a song! 1. Are you familiar of the song? What is it all about? 2. How did Eraserheads express their feelings? 3. What is the message of the song? How is it expressed? 4. Do you like the song? How can you relate it to the situation of the country / world today? What is evaluation? It is a process that critically examines a program. It involves collecting and analyzing information about a program's activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its effectiveness, and/or to inform programming decisions (Patton, 1987). The making of a judgment about the amount, number, or value of something; assessment. Why do we have to evaluate things, thoughts, and ideas of what we read or hear? What is its purpose? It helps us determine what works well and what could be improved in a program or initiative or a story read. It helps us find more meaning and what appeals to us in what we read and do. To evaluate a journal/article look for: 1. Purpose of Article: Why was the article written? 2. Type of Journal: Information should be obtained mostly from scholarly journals. (e.g. educational magazines, feature articles,) 3. Organization and Content: Is the material organized and focused?... 4. Bias (of the publisher) 5. Date of Article. 6. Bibliography. Here are some simple tips on how to evaluate a short story: 1. Break the story into three parts: 1. Beginning: Shows the Intent – How does the story start? What is the central event? 2. Middle: Growth/Conflict – What is the subtext? What events happened in the past/backstory? Does it influence the central event? 3. End: Resolution/Surprise – What kind of ending does the story have? Here are some simple tips on how to evaluate a short story: 2. Identify the elements in the story 1. Plot: Describe the plot in a few lines. 2. Character: Identify the main characters. 3. Theme: Write down the theme. This should be a full sentence. What is the big idea or message? This could be a revelation or an opinion. 4. Setting: Where and when does, the story take place? Does it influence the story? 3. Give an opinion 1. Author’s style or purpose of writing the story 2. Tone of the story (sad, happy, tragic, suspense, action) 3. Use of the senses (sight, hearing, feeling or touch, smelling, tasting) 4. Use of devices that show coherence Some expressions showing evaluation: Useful sentence stems for summary and critical review General expressions: -The article presents …aspects of … -The article suggests/proposes … -In opposition to / support of …, the author points to … -The article questions the view that… -The authors identify …reasons/issues/problems/… Some expressions showing evaluation: Useful sentence stems for summary and critical review Assertion: -The authors claim/argue/assert that… -Author A maintains/ assumes… -The author advocates the view that… Expressing agreement with author/s: -As Author A perceptively/insightfully pointed out…, … seems/appears to be… -The evidence/argument presented by the author supports hi/her claim/conclusion that… Some expressions showing evaluation: Useful sentence stems for summary and critical review Expressing disagreement with author/s: -Author A and Author B depict XXX as …. However, this view somewhat underestimates/overlooks/assumes …. -Although Author A’s interpretation/claims of ….is generally quite accurate, there are …. instances when it is somewhat contrived/superficial. For example, … Expressing concessive contrast: -Author A’s views seems rather, but/yet I still find the article -Although/Even though Author A’s arguments seem, a closer examination reveals that Some expressions showing evaluation: Useful sentence stems for summary and critical review Evaluative language to express your own judgment: -It appears to me that the author… -In my opinion, the article… -The concept presented by the author is intriguing/innovative in that it… (positive) -The arguments the author presented are inadequately supported… (negative) -The article accurately/inaccurately portrays/presents… Evaluate Spoken Texts What are spoken texts? Spoken texts are spoken language produced by articulate sounds as opposed to written language. Examples to these are oral stories, interviews, dialogues, monologues (e.g. a speech, a presentation to the class or a reportorial), phone conversations, discussions, role plays, or any other piece of spoken language. Why do we evaluate spoken texts? We need to know if the speaker pronounces individual sounds clearly, understand the functions of language, and follow the conventions of turn- taking. We need to know the production of the phonological features of speech that is well enough to be understood, and understand them when we hear them. We need to understand that evaluating spoken text helps adopt the style and language register required in different situations, identify the assumptions and references in what people say and assess whether they listen effectively and critically. How can we evaluate a spoken text? Spoken text is being evaluated through the following criteria: 1. Fluency- the flow and efficiency with which you express your ideas, particularly when speaking. This also involves correct pronunciation of words, phrases, and sentences. 2. Tone- the attitude shown by the speaker or writer in conveying his feelings across opinions and thoughts on the situation which is being discussed. The following are examples of tone: sarcastic, pessimistic, formal, informal, threatening, joyful, casual, sad, angry, dull. 3. Cohesion – the “glue” that holds ideas together and allows them to flow smoothly. It shows how the speaker or writer organized his ideas that is easier for the listeners or readers to understand. The following are the linkers used to make ideas cohesive: Adding ideas : also, in addition, as well as, another reason is, Contrasting ideas : however, even though, although, in contrast, despite, whereas, Showing reasons : as, since, given that, Giving examples : for example, for instance, to illustrate this Explaining results : consequently, for this reason, as a result 4. Correctness –the means of addressing the intended audience in an appropriate manner. This also entails good grammar because correctness in grammar eliminates negative impact on the audience and increases the credibility and effectiveness of the message. It is the notion that certain words, word forms and syntactic structures meet the standards and conventions (that is, “the rules”) prescribed by traditional grammarians. For example, a letter to a principal would use much more formal language than a letter of invitation to your friends. Superintendent’s Message on the Graduation/Moving-up Ceremonies for School Year 2023-2024 -SENEN PRISCILO P. PAULIN, CESO V Schools Division Superintendent of Cebu Province To the Graduates: Greetings! It is with immense pleasure and pride that I congratulate the Graduates of 2024 of all the public and private schools in the Division of Cebu Province. It is a feat that is the product of prayers, hardwork, perseverance, and determination to succeed. Truly, it calls for a celebration! Cheers!  School Year 2023-2024 has been a colorful year. It was marked with successes made possible by dedication and the relentlessness to pursue success on one side but also marked with challenges and difficulties on the other, which, in one way or another, affected the delivery of learning and basic services. However, these did not mar the Department of Education Division of Cebu Province to continue with the pursuit of learning with dedication and commitment. To that, I salute and thank everyone – the learners, the teachers, administrators and non-teaching staff, the Local Government Units, the parents, the stakeholders in the public and private sector, the DepEd personnel in all the governance levels and everyone who did not fail to be with us during those trying moments and enabled DepEd-Cebu to journey in its resolve to deliver education in the midst of challenges brought about by some natural phenomena which could not be underestimated. You all deserve the accolade, but we save the best for our GRADUATES!  The challenges encountered by the education community can be viewed as a test of relentlessness and will to succeed. These challenges did not exempt our learners from experiencing the test, but the LEARNERS, with the guidance of their teachers and parents, determined to succeed and carve a bright future, took all the grit and determination to hurdle them, making our learners contributors to the realization of the MATATAG NA KINABUKASAN NG BAGONG PILIPINAS. They have manifested their resilience to overcome whatever challenges and difficulties that come their way. With the resilience that they have manifested that has taken them to this point of success, we can see that our Filipino youth has what it takes to contribute to the realization of a bright future for a new Philippines!  As the curtain of SY 2023-2024 falls, DepEd Cebu Province looks forward to another school year when everyone comes together, once again as a village, to prepare and serve our learners for them to contribute meaningfully to build a nation, a nation with a bright future. After all, SA DEPED CEBU, BATA ANG SENTRO SA PANERBISYO! DASIG SUGBO! What is the title of the speech Who is the speaker? To whom is the speech addressed? How did the speaker start her speech? What cohesive devices were used in the speech? What is the theme of the speech? What part of the speech needs correcting? Why do you say so? Do you like his speech? Why? Why do you need to evaluate spoken texts and articles that you read or listened to? How could evaluating texts benefit you as a reader/student? Task 1. Directions: Read the myth of The Abduction of Persephone by Hades and answer the questions that follow. Persephone was the daughter of Demeter and Zeus. As Persephone grew, so did her beauty. When Hades, the god of the Underworld, saw her, he immediately fell in love with her and decided to abduct her. According to the Homeric Hymn to Demeter, one sunny day the young Persephone was gathering flowers in a field, accompanied by her close friends, the Ocean Nymphs. The carefree Persephone moved away from her companions in search of the most beautiful flower. When she reached out to pluck a wondrous narcissus, Earth yawned open and Hades appeared in his golden chariot and snatched her away to the Underworld while she was in tears. Demeter was looking in vain for her daughter day and night. The land and crops of the earth began to wither. After a while, the Sun, looking at everything from the sky, felt sorry for the goddess and told her what happened. Demeter went to Zeus and demanded that Persephone be returned, or else she would not let the earth blossom again. Zeus sent the Messenger God, Hermes, to Hades with the command to release Persephone. Before returning her to Hermes, Hades forced Persephone to eat six pomegranate seeds. Hades knew that if someone ate food in the Underworld, they could never really escape the world of the dead. Persephone was shortly after reunited with her mother. However, Demeter was furious when she heard about the pomegranate seeds. Zeus then proposed a compromise: for every seed Persephone had eaten, she would spend a month with Hades. Demeter accepted Zeus’ proposal. Thus, Persephone would travel to the Underworld every six months during which time Demeter would mourn and the earth with her. But after six months, Persephone would return to her and Demeter would be happy again and the earth would blossom once again!