PIVOT 4A CALABARZON English G10 Learning Material PDF

QUARTER 2 English G10  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 fo...

QUARTER 2 English G10  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 (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book 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 the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON English G10 PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 English Grade 10 Job S. Zape, Jr. PIVOT 4A Instructional Design & Development Lead John Lerry F. Villalobos Content Creator & Writer Jhonathan S. Cadavido & Dennis M. Vidar Internal Reviewers & Editors Lhovie A. Cauilan, Hiyasmin D. Capelo & Melanie Mae N. Moreno Layout Artists & Illustrators Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibas IT & Logistics Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L. Fuentes PIVOT 4A CALABARZON English G10  Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in English as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into consideration their needs and circumstances. You are expected to assist the children in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook. For the Learners The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade-level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to : a. answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 38 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON English G10  Parts of PIVOT 4A Learner’s Material K to 12 Learning Descriptions Delivery Process This part presents the MELC/s and the desired Introduction What I need to know learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own What is new knowledge as regards content and skills required for the lesson. This part presents activities, tasks and contents What I know of value and interest to learner. This exposes Development him/her on what he/she knew, what he/she does What is in not know and what he/she wants to know and learn. Most of the activities and tasks simply and directly revolve around the concepts of What is it developing mastery of the target skills or MELC/s. In this part, the learner engages in various tasks What is more and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after Engagement doing the tasks in the D part. This also exposes What I can do him/her to real life situations/tasks that shall: ignite his/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help What else I can do him/her fully understand the target skills and concepts. This part brings the learner to a process where What I have learned he/she shall demonstrate ideas, interpretation, mindset or values and create pieces of Assimilation information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this What I can achieve part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction (TVI). PIVOT 4A CALABARZON English G10 WEEK Language of Research, 1 Campaigns and Advocacies Lesson I As a Grade 10 student, you are being engaged in content and learning experiences that can help you gain deeper understanding of matters that will help you deal with real-world problems and solutions. In English, this involves understanding and using language to connect with others and creating a lasting impact within and across different disciplines. This lesson focuses on observing and understanding the common language used in the fields of research, campaigns, and advocacies. As you journey through this lesson, you are expected to gain a clear understanding of the language of persuasion and different language features employed when writing in these fields of interest. Have you ever listened to someone campaigning for a certain cause or talking about a particular advocacy? Examine the given material. How would you describe the way bits of information were presented and discussed? Then, answer and reflect on the questions that follow. MOTHER EARTH IS CRYING. 1. What is the material about? Climate change is affecting the entire world. 2. What specific message does it try to convey? 3. Do you feel compelled to care or act after reading its contents? Why? Why not? 4. What particular part of the material made you feel that you are part of the issue? 5. When and where do you usually encounter materials like the one you have just examined? Help us in saving our world...our home. Act now. Reduce. Reuse. Recycle. You can save the Earth. For more information, visit www.savetheearth.org D Learning Task 1: Read the statements carefully. In your notebook, write TRUE if the statement is correct and FALSE if it says otherwise. ______ 1. Language plays an important role in achieving one’s purpose for writing. ______ 2. Supporting a campaign or an advocacy requires the use of strong persuasive language. ______ 3. Research employs specialized language that usually depends on the topic or field being studied. ______ 4. One’s choice of words does not matter when delivering a campaign speech. ______ 5. To persuade or influence is generally the main goal of campaigns. PIVOT 4A CALABARZON English G10 6 Learning Task 2: Identify the type of persuasive technique being described. Choose from the options provided. Write your answers in your notebook. involving the reader | use of evidence | rhetorical questions experts | emotive language | association 1. This technique makes use of facts, figures, and quotes from experts. 2. It involves linking an object or an idea with something already liked or desired. 3. It involves the use of words that evoke emotions. 4. This persuasion technique makes use of expert advice from trusted personalities like doctors and scientists. 5. In this technique, questions that make the readers think are given or asked. -------------------------------------------------------- LANGUAGE OF RESEARCH, CAMPAIGNS AND ADVOCACIES Language plays an essential role in our lives. More than just serving as a way for us to communicate with one another, language also enables us to inform, entertain, influence, and persuade others. This is usually the case when we engage in various fields of interest like doing research work, campaigning for a specific cause, and supporting an advocacy. While the said fields differ at some extent, one common aspect that can be observed among them is the use of a common language. Research makes use of a formal, academic, and persuasive language to communicate discussions and present corresponding findings for variables studied. Language greatly matters in research as it enables the researcher to effectively communicate valuable results to his or her target readers. The readers, meanwhile, will be able to trust and make use of these facts and findings depending on how clearly the researcher explains them in a particular language. In the case of research studies, the language a researcher uses also adds up to how reliable and convincing the research findings can be. For some, understanding the language of research can also mean becoming familiar and acquainted with terminologies usually associated with conducting research studies. These terminologies include theories, concepts, variables, hypotheses, and samples. It is also vital to understand that research works always make use of academic and persuasive language since the results and findings obtained from these investigative endeavors contribute to and become part of the existing body of knowledge. On the other hand, campaign and advocacy are two closely related concepts usually seen in the form of speeches, print-based materials, songs, video clips, and informational advertisements, among others. A campaign, usually social or political in nature, is technically defined as a planned set of activities that people carry out to attain a certain goal or objective. A campaign speech, basically, is a well-planned speaking activity that aims to excite, persuade, and/or motivate listeners convincing them to adhere to the speaker’s ideas. Convincing the listeners can be achieved by employing strong and emphasized persuasive language leaving them with good and impressive points that they can remember. An advocacy, meanwhile, refers to activities that argue, plead, support, or favor a certain cause. Various causes for advocacy usually aim to influence decision making especially with issues involving social, political, environmental 7 PIVOT 4A CALABARZON English G10 and economic perspectives. While advocacy may be similar to campaign in some points, advocacy speeches present strong points that may either support or contradict existing policies and legal mandates on specific topics or issues. Simply put, the element of persuasion is the common factor one may observe in the language used in research, campaigns, and advocacies. While each one differs when it comes to the degree of formality and use of subject-specific terminologies, how each resorts to the use of persuasion as a technique is always notable. Here are some of the language features or language devices usually employed in persuasive writing. 1. Emotive Language. This involves the use of words that evoke emotions and make people feel a certain way. Through the use of words that appeal to the emotion, the writer can sound more convincing. This is a commonly used technique when writing headlines in newspapers or delivering speeches. 2. Modal Verbs. The use of words that express modality or how likely something is going to happen helps adjust the level of certainty of events to suit arguments. When carefully chosen, these words (may, might, will, must, shall, can, could, would, ought to) help improve the quality of persuasive writing. 3. Involving the Reader. This is done through the use of personal pronouns like you, your, we, our, and indicative words like together. Using these words establishes a connection between the author and the reader. This way, the issue is made personal and more important to the reader. 4. Rhetorical Questions. These are questions that are not supposed to be answered. Instead, they are asked for effect, to illustrate a point or let the reader think. The use of questions that sometimes state the obvious can convince the reader to agree on the points being presented. 5. Using Evidence. This involves the use of facts, figures, or quotes from experts to highlight the writer’s authority and make the arguments presented more convincing. 6. Repetition. This technique involves repeating keywords, phrases, or ideas to appeal to the readers. 7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs makes it possible for the writer to influence how the readers feel. 8. Association. This technique tries to link an object or an idea with something already liked or desired by the target audience such as wealth, success, pleasure, and security. 9. Bandwagon. Commonly used in advertisements, this persuasion technique makes the audience believe the idea that “everyone is doing it” or that everyone likes something. 10. Experts. This means relying on expert advice from trusted people like doctors, scientists, and other professionals for things that the audience do not know. The idea that these experts are risking their credibility to support an object or idea makes the persuasion more effective. These are just some of the many techniques used in persuasion. It is important to understand that different techniques work for different purposes. PIVOT 4A CALABARZON English G10 8  E Learning Task 3: Go back to the image provided on page 6. How would you describe the language used? Did the advocate employ any of the language devices used in persuasion? Justify your answer. Write your answers in your notebook. Learning Task 4: Look for at least one example of a campaign or advocacy material in old newspapers or magazines you have at home. Cut the said sample out and paste it in your notebook. If you did not find any sample, you may also prepare your advocacy material. Then, write five sentences that describe the language and persuasion techniques used in the sample you have chosen. Learning Task 5: In your notebook, describe your observations of the language employed in the advocacy material below. Cite also if the writer/author made use of any language device used in persuasion. Source: DENR - Ecosystems Research and Development Bureau A Use an appropriate graphic organizer to show how the use of language affects the way the writer conveys ideas and information to the readers in various fields like research, campaigns, and advocacies. Do this in your notebook. 9 PIVOT 4A CALABARZON English G10 WEEKS Argumentation 2-3 Lesson I It is normal for any person to have an opinion or a stand on issues happening around him/her. These issues may vary from usual concerns within groups or a community to matters that may largely affect a country or society. Behind someone’s opinion or stand on issues that affect him/her are reasons or explanations for whichever side he/she takes. There are times when a person is compelled to provide these explanations to support his/her claims or ideas. In this lesson, you will learn how to put your opinions into writing. This part of the module focuses on deeply understanding the concept of argumentation. As part of your learning tasks, you will be involved in identifying the key elements and language features of argumentative texts. You are also expected to analyze given samples and write your own argumentative essay based on given guideposts. COVID-19 pandemic is one of the most pressing issues in the country today. What is your opinion on the government’s move to implement community quarantine measures in controlling the spread of COVID-19 infections in most cities and municipalities in the country? Share your opinions about this topic by completing the table provided. PROS CONS Topic: Implementation of Community Quarantine Measures in Controlling the Spread of COVID-19 Infections D Learning Task 1: Read the statements carefully. In your notebook, write AGREE if the statement expresses the truth about argumentative texts, and DISAGREE if it says otherwise. ______________ 1. The main goal of an argumentative text is to tell a story. ______________ 2. An argumentative text persuades readers to believe a certain claim or opinion. ______________ 3. When writing an argumentative text such as an essay, it is important to include evidences that support your claim. ______________ 4. Argumentative texts basically present and describe a topic. ______________ 5. Understanding the pros and cons of an issue is an essential aspect of argumentative writing. PIVOT 4A CALABARZON English G10 10 ______________ 6. One’s choice of words matters in clearly expressing his/her arguments about an issue. ______________ 7. An argumentative essay presents a writer’s stand or rationale regarding a certain issue. ______________ 8. The pattern of idea development in an argumentative text is the same for every author. ______________ 9. Research plays a big role in ensuring the worth and validity of one’s claims and ideas in an argumentative essay. ______________ 10. Argumentative writing usually shows a more subjective style of writing as the writer explains his or her views about the topic. Learning Task 2: Get a copy of an editorial written in English from old newspapers (e.g. broadsheets, school publications). Cut and paste it in your notebook. If you have a way to connect to the Internet, you may use an online editorial for this task. Read and examine it. Then, in your notebook, answer the questions below. 1. What is the main idea portrayed by the editorial you have just read? 2. Are there evidences that support the main idea? Cite at least three examples. 3. How would you describe the way the editorial board proved its point? 4. What can you say about the use of language and the words used in the given reading material? 5. Were you prompted to believe the claims based on the ideas presented in the material? Why or why not? ARGUMENTATION While expressing opinions or claims about an issue seems to be an easy thing to do, writing effective argumentative texts, such as an argumentative essay, is actually not. It requires a clear understanding of what argumentative writing is, knowing structural patterns of argumentative texts, employing techniques in researching and supporting a claim, as well as using language features appropriate for argumentation. Argumentative writing is sometimes called persuasive writing because it seeks to convince readers to support a stand on a certain issue. It also requires the writer to examine a topic or issue which involves the collection, generation and evaluation of exhibits and/or evidences. It further emphasizes the writer’s agreement or disagreement on particular proposition. Proposition is very essential in argumentative writing. It serves as the point of reference of the argumentative writer. It is where the writer decides whether to express his/her agreement or disagreement. In doing so, it is necessary that he/ she gathers information and/or evidences that would support his/her stand. One of the most common forms of argumentative writing is an argumentative essay. An argumentative essay is an essay that presents a stand or a rationale on a given proposition or issue. In this essay, the main argument presented is elaborated and explained through the presentation of its pros and cons. The main objective of an argumentative essay is to convince or persuade the reader into considering your stand or argument on an issue. 11 PIVOT 4A CALABARZON English G10 Key Structural Elements of Argumentative Writing The basic components of an argument include: (a) a claim, (b) reasons behind this claim, and (c) evidences to support this specific claim. The pattern of idea development in argumentative writing may vary from one writer to another. The structure of developing an argumentative essay largely depends on how a writer intends to present his or her main argument, and how he or she wishes to develop the main idea presented by backing it up with supporting details or evidences. As an essay is usually made up of an introduction, a body, and a conclusion, argumentative essays may use a pattern or structure that conforms to how a writer intends to present and further establish a point. The table below presents various patterns of how ideas or arguments in an argumentative essay may be presented and developed. Pattern A Pattern B Pattern C a. Thesis Statement a. Thesis Statement a. Thesis Statement b. First Pro b. Con(s) + Refutation(s) b. First Con + Refutation c. Second Pro c. First Pro c. Second Con + Refutation d. Con(s) + Refutation(s) d. Second Pro d. Third Con + Refutation e. Conclusion e. Conclusion e. Conclusion In Pattern A, the thesis statement about the issue is presented in the topic sentence. It is followed by the first set of pros (supporting ideas) relative to the thesis statement. Then, the second set of pros (supporting ideas) is also presented to further support and strengthen the claim regarding the thesis statement. It is followed by the presentation of the cons (counterarguments) and refutations. Lastly, a conclusion that summarizes the ideas presented in the essay and highlights the benefits of the thesis statement is presented to the readers. Pattern B, meanwhile, is almost similar to the first one. The only difference is that it presents the cons (opposing ideas) and refutations first before building up the thesis statement using the pros (supporting ideas). Finally, Pattern C presents the simplest flow of arguments starting with the presentation of the thesis statement. Then, the three (3) sets of cons (opposing ideas) of the issue together with their corresponding refutations are provided. Not a single pro (supporting idea) is given in this pattern. This means that the conclusion needs to focus on justifying the refutations to fully support the claim. Language Features of an Argumentative Text Like in other forms of writing, the use of language, particularly the choice of words to be used, is an essential consideration in writing an argumentation. Since this writing focuses on proving the worth of an argument or idea, there is a need to choose words that will contribute to the main purpose of writing. For example, the use of grammatical structures like modals and adverbs among others may greatly contribute to achieving a compelling argumentative essay. The table below presents several language features of an argumentative text. PIVOT 4A CALABARZON English G10 12  Modals The use of modal verbs like should and must to express suggestion and obligation, respectively, contributes to the achievement of sentences that provide support to the main argument. a. The public should consider wearing face shields as additional protection against COVID-19 infection. b. Every Filipino must conserve water, energy, and other natural resources. The use of adverbs like the ones listed below also contributes to the attainment of the author’s purpose for writing. These linguistic particles help indicate the mood or attitude of the writer with respect to the ideas being presented. usually | probably | necessarily | actually | apparently | certainly | definitely | essentially | in fact | possibly | inarguably Evaluative The use of evaluative language, usually in the form of Language adjectives, reflects the writer’s attitude towards a certain idea. These words express feelings, opinions, or judgments on what they are describing. Evaluative words, including the ones listed below, can have positive or negative effects on an idea. appalling | awful | disgusting | dreadful | horrendous | incredible | revolting | ridiculous | shocking | terrible | wonderful Transitions The use of appropriate transitional devices plays a great part in maintaining the smooth flow of ideas in an argumentative text. Depending on the need to bridge one idea to the others, these words, also known as connectives, help achieve coherence in writing. Through these words, the danger of the essay sounding like a group of disjointed opinions can be avoided. because | therefore | on the other hand | as a result | in summary | consequently | similarly | in contrast | meanwhile | furthermore Aside from those mentioned above, the use of these linguistic elements, such as (1) declarative statements, (2) rhetorical questions, and (3) passive construction, may also help in writing compelling argumentative texts. 13 PIVOT 4A CALABARZON English G10  E Learning Task 3: Take some time to learn about things that are currently happening around you. Watch news programs, listen to the radio, or read a newspaper. After doing at least one of these suggested activities, list down 10 events or issues which may serve as good topics for writing an argumentative essay. Write your answers in your notebook. Learning Task 4: This time, you will be prompted to draft an argumentative essay for a given topic. Provide the key elements using the template given. Do this in your notebook. Topic: Conduct of Limited Face-to-Face Classes in the Time of Pandemic Main Argument Pros Cons Refutations Conclusion Learning Task 5: Look for a good sample of an argumentative text in English tabloids or broadsheets published here in the Philippines. Cut the said sample out and paste it in your notebook. Examine the argumentative text, then answer the questions that follow. Note: If you have a way to connect to the Internet, you may also use news websites as the source of your text sample. 1. What is the main argument presented in the sample you have chosen? How was it presented? 2. What cons and pros were presented? Enumerate. 3. How did the writer conclude the text? 4. What can you say about the use of language features like modals, evaluative words, and transitional devices in the text? How did these elements contribute to the achievement of the writer’s purpose? PIVOT 4A CALABARZON English G10 14 Learning Task 6: Imagine that you are a writer for a leading newspaper company in the Philippines. You are asked to write an argumentative text about one of the topics listed below. Your output should not be less than 400 words and should reflect key structural elements and language features of an argumentation. Do this in your notebook. 1. Revival of GMRC and Values Education Subjects in Basic Education 2. Establishment of the Department of Overseas Filipino Workers 3. Implementation of 24-Hour Curfew for Minors in the Time of Pandemic A Using the graphic organizer provided below, show the different key structural elements and language features in an argumentative text. You may provide additional rectangles. Do this in your notebook. ARGUMENTATIVE TEXT TIP: Researching substantial information and background about issues you will write about is a must in order to have sufficient knowledge on how to present your argument and support your claims. 15 PIVOT 4A CALABARZON English G10 WEEK Opinion or Assertion 4 Lesson I As individuals, we are entitled to our own views about different things and events happening around us. These views usually vary depending on how much we know about these things and how they may affect us. This lesson deeply explores the differences between an opinion and an assertion, as well as how and why they are usually written. As you journey through this lesson, you are expected to formulate expressions of opinion and assertion. Examine the editorial cartoon provided below. What are your thoughts about the message conveyed by the given illustration? Are these messages examples of opinion or assertion? PIVOT 4A CALABARZON English G10 16  D Learning Task 1: Underline the term that best completes the meaning of each sentence. Choose from the options provided inside the parentheses. Write your answers in your notebook. 1. An expression of strong belief towards a particular topic is called a/an (fact / opinion / assertion). 2. It is best to formulate literary assertions (before / while / after) reading a literary work. 3. A/An (fact / opinion / assertion) is any view or judgment drawn from facts. 4. A type of literary assertion that directly expresses beliefs or opinions about something is known as (basic / empathic / i-Language) assertion. 5. A/An (fact / opinion / assertion) is written to convey the writer’s ideas or feelings towards a certain work of literature. -------------------------------------------------------- OPINION OR ASSERTION When we read or view different materials, it is but a common reaction to have something to say about what we have read or watched. These reactions usually focus either on the material as a whole or on specific details that form part of the material. Sometimes, it can also be about how we perceive, understand, and value whatever we got from reading or viewing a given material. The most common reactions we can have can be an opinion or an assertion. These two concepts often cause confusion among students because different references view them in a number of different ways. Technically, an opinion is defined as a view, judgment, or appraisal drawn from facts. It is usually a concept or impression based on factual evidence. Opinions can change often and usually reflect one person. For example, the sentence “The Philippines is one of the best tourist destinations on the planet” may be considered an opinion which may be drawn from facts and data showing the number of tourists coming in and out of the country on a specific period as compared to the records of other countries. An assertion, on the other hand, is a declaration or expression of strong belief towards a particular topic, often without evidence. It usually includes forceful or confident and positive statements regarding a belief or a fact. In contrast to an opinion, an assertion, which is usually subjective, expresses vindication, mostly with no support or evidences. For example, the sentence “The Philippines is the happiest country in the world” is an assertion because it is subjective and not founded on factual evidences. Another example is what linguists call as commonplace assertions or “stereotypes.” These are statements that sound true but are generally based on common opinions. This form of assertion usually includes claims like those that say men are always stronger than women. In order to easily recognize opinion or commonplace assertion in writing, one might observe the use of the following words and phrases that signal or which are usually employed in making these kinds of judgment: I believe… It could be said that... Must Cannot In my opinion… I am sure that… Never Best Without question... I feel that... Always / All Worst 17 PIVOT 4A CALABARZON English G10  In English, an assertion is usually formulated after activities like exploring reading materials, such as stories or poems, or viewing a play. Assertions are usually written in order for a writer to convey his or her ideas or feelings towards a particular work of literature, and convince or influence the readers to taking and agreeing with his/her ideas or views. When one intends to write assertions in literature, it is imperative to, first and foremost, fully understand the particular literary work where assertions will be based. This way, the writer may be able to identify which parts he/she supports and which parts he/she is against. A writer who is planning to come up with assertions may also find collecting evidences from other writers a helpful thing. In a larger context, assertion may be used in both formal and informal writing and is usually categorized into various types. The most common types include the following: a. Basic Assertion is a type of assertion that directly expresses the writer’s feelings and beliefs through simple statements. This type is usually used in standing up for personal beliefs. b. Empathic Assertion involves expressing empathy and expounding on how the writer understands the feelings and emotions of the literary author. This type may be used in both formal and informal writing. c. I-Language Assertion expresses the feelings and preferences of the writer. This type is called I-Language because the writer usually uses the pronoun ‘I’ in asserting disagreement. This type is often used in writing reviews, reaction or reflection papers. A deeper study of opinion and assertion, as well as closely related concepts, may require spending a lot of time and research. For this lesson, it is important that you learn how to distinguish the two concepts from a lot of information that you may encounter. In this technological age where any information can be easily accessed any time, it is essential to know which ones you should believe right away and which ones you should research further. Likewise, as you explore more lessons that require you to write using the English language, it is a must that you learn how to properly come up with common expressions of your opinions or assertions. E Learning Task 2: Look for English newspapers you have at home. Choose any article which you think contains examples of opinions and assertions. Cut your chosen article out and paste it in your notebook. Then, using the template provided below, sort out the examples of opinions and assertions that you have seen. Title of the Article: ____________________________________________ Opinions Assertions *If you have a way to connect to the Internet, you may capture the needed article via online news. PIVOT 4A CALABARZON English G10 18 Learning Task 3: For this task, you will watch (or recall) a program on TV. If you have a way to connect to the Internet, you may also watch through online news channels. Then, look for a segment which you think presents opinions and assertions. In your notebook, copy and use the table below to present your observations. What was the program about? Opinions cited: Assertions cited: Learning Task 4: What do you think of the government’s decision to revive GMRC and Values Education subjects in the country’s basic education system? Read about this issue using old newspapers that may have reported about it or through online sources [if available]. Then, formulate three (3) examples of opinion and three examples of assertion about the said topic. Write your answers in your notebook. Learning Task 5: Write a short essay about any familiar topic or issue you have in mind. Make sure to formulate opinions and assertions which you will include in your writing. Your output should be not less than 300 words and must be neatly written in your notebook. If you find it difficult to decide on the topic, you may consider drawing inspiration from President Rodrigo Roa Duterte’s 5th State of the Nation Address which you read during the first quarter. A Why is it important to distinguish concepts about fact, opinion, and assertion? Answer this in your notebook. 19 PIVOT 4A CALABARZON English G10 WEEK Claims of Fact, Policy, and Value 5 Lesson I As individuals, we are often compelled to respond to different kinds of issues around us. When responding or expressing opinion towards an issue, it is important to be able to identify the writer’s or the speaker’s claim. A clear understanding of someone’s beliefs, or ideas about something enables others to give appropriate feedback or reactions. This lesson focuses on deeply understanding what a claim is and how claims are basically classified. As part of the tasks that seek to develop further your skills in critical thinking and writing, you are expected to formulate claims of fact, policy and value. Examine the editorial cartoon provided below. Think of at least six (6) ideas or opinions which you can express about the issue presented in the illustration. You may also ask your parents/guardians to share their ideas about it. Point No. 1 Point No. 2 Point No. 3 Point No. 4 Point No. 5 Point No. 6 PIVOT 4A CALABARZON English G10 20  D Learning Task 1: Study the statements that follow. Then, identify the statements that (A) assert that something is true or not, (B) judge whether or not something is good, right or moral, and (C) assert that one course of action should be done or not. Write the letters of your answers in your notebook. 1. The Department of Education (DepEd) got the highest allocation for the 2020 National Budget. 2. Taking drugs without a doctor’s prescription can endanger one’s life. 3. The use of substantial research in writing is a great way for authors to achieve their purpose. 4. It is necessary for stakeholders in the community to support every school in making sure that education continues for all learners. 5. Honesty is the best policy. -------------------------------------------------------- CLAIMS OF FACT, POLICY, AND VALUE Identifying one’s claims is an essential skill when expressing opinion on a certain issue especially in the field of writing. A claim refers to a clear assertion of a person’s ideas, opinions, or propositions. The use of claims may serve the purpose of convincing or persuading readers or a specific audience to agree with a specific stand or rationale on an issue. Generally, claims may be classified as claims of fact, claims of value, and claims of policy. 1. Claims of Fact. This category of claims states something about things in the past, in the present, and in the future. This also deals with ideas or claims that can be proven or disproved with the help of factual evidences. This fact claim is basically debatable yet verifiable. Examples: a. The 2020 national budget amounting to Php4.1 trillion, which is 12 percent larger than the 2019 budget, can really help in boosting the economy through various infrastructural projects. (The claims focus on the budget and the possible result of its implementation in terms of economic growth. These can be proven [or disproved] after the actual implementation of the target infrastructural projects using the given amount specified in the national budget.) b. Being the richest city in the country, the City of Makati can implement better projects needed by its citizens. (The claim is debatable since no evidences are initially presented. The claim focuses not only on being the richest city but on the implementation of better projects. This can also be proven [or disproved] using verifiable evidences.) 21 PIVOT 4A CALABARZON English G10 2. Claims of Value. A claim of value, also known as value claim, presents an assertion as to whether something is good or bad, or one concept or idea is better than another. This also emphasizes and weighs the benefits of the subject matter. This is debatable in nature since people may have different opinions on the given claims or concepts. Examples: a. Taking vitamins is better than eating fruits and vegetables in terms of boosting our immune system. (This claim is based on one’s opinion, judgment, or experience as to which one is better than the other. The claim may be truthful to some but not to all.) b. If I were to choose, I would prefer the work from home (WFH) scheme than working in the office as this gives me more family time. (The claim is based on one’s opinion or judgment about the worth of WFH scheme. This is arguable since benefits of WFH may vary from one person to another.) 3. Claims of Policy. A claim of policy supports that an action should or should not be done to address a certain case or policy. Policy claim indicates that an action should be carried out either in support or in opposition of a particular argument. Examples: a. The city’s health department must learn from how other cities successfully address the concerns against COVID-19. (This claim supports the idea of learning from the best practices of other cities leading to a particular call to action.) b. To further improve one’s skills in speaking before a large number of audience, one must consider enrolling in personality development classes that can help boost confidence and improve one’s self-image. (The writer presents a particular course of action.) c. The voucher program of the Department of Education should be extended to the elementary level as this has greatly contributed in the achievement of the government’s goals in the full implementation of the K to 12 Basic Education Program. (The writer proposes a revision on the scope of the implementation of the policy for the benefits of more possible recipients.) E Learning Task 2: Read print [or online materials] about the three topics listed below. If possible, you may also interview other people like your parents. After gaining sufficient background about each topic, formulate a claim of fact, a claim of value, and a claim of policy for each topic. Write your answers in your notebook. 1. Online or Digital Learning 2. Prioritizing One’s Mental Health 3. COVID-19 Pandemic PIVOT 4A CALABARZON English G10 22 Learning Task 3: Study the illustration provided below. Then, in your notebook, provide three examples of claims (one for fact, one for value, and one for policy) related to the theme of the illustration. Learning Task 4: This time, think of a local or international issue (e.g. economic shutdown, COVID-19 pandemic, etc.) you have serious oppositions about. In your notebook, write a 10-sentence paragraph that discusses your ideas or propositions about the issue you have chosen. Make sure to use the different types of claims you have learned about in presenting your ideas. Learning Task 5: Imagine that you are the president of the Supreme Student Government. As head of the governing body, you are tasked to submit an argument paper as to why students should be allowed to wear civilian clothes on Fridays. Your written output should be composed of at 300 to 500 words. Make sure to use different types of claims discussed in this lesson as you present your ideas. Do this in your notebook. A Use the graphic organizer below to show how the different types of claims can contribute to the effective expression of opinions or assertions about a specific issue. In your notebook, copy and fill the organizer with the needed details. 23 PIVOT 4A CALABARZON English G10 WEEK Exposition 6 Lesson I We are exposed to different kinds of texts almost every minute. Whether it is an update we see in social media, a news story we encounter in daily broadsheets, or an article we browse on lifestyle magazines, we are often compelled to read and make sense of various texts we see. One of the key features that draws the boundaries between and among these written materials is the purpose of the author. A writer always has reasons and conventions for choosing to write about a certain topic or issue, such as providing information, telling a story, and sharing an opinion, among others. This lesson focuses on exploring and understanding the key structural elements and language features of an expository text. As you journey through this lesson, you will be engaged in tasks that will ask you to write an exposition or discussion on a familiar issue. Read and examine the sample text provided below. Then, answer the questions that follow. UP is now offering Korean Drama as an elective Published August 15, 2020 12:53pm It's safe to say that K-dramas are so deeply embedded in Filipino pop culture that there is a need to discuss it. And this is exactly what a course offered by the University of the Philippines hopes to do. As seen in UP's enlistment website, a special elective called "Analysis of K-drama Series" is being offered to students. One of the requirements of the course is a Netflix subscription or any access to the K-drama shows such as "Crash Landing on You," "Chicago Typewriter," and "Misaeng." The course is open to all colleges. —JCB, GMA News Source: https://www.gmanetwork.com/news/lifestyle/content/751468/ up-is-offering-korean-drama-as-an-elective/story/ 1. What is the main idea expressed by the text? 2. Did the author provide details to support the main idea? 3. How would you describe the way the author presented the ideas in the text? 4. How does this type of text differ from an argumentative text? D Learning Task 1: In your notebook, copy and answer the items below. Put a check () mark on the blank provided if the statement corresponds to expository writing, and a cross (X) if it is not. _____ 1. presents the pros and cons of an issue _____ 2. presents information about a topic as its main goal _____ 3. includes news stories _____ 4. makes use of signal words to establish idea development _____ 5. justifies a stand on given proposition PIVOT 4A CALABARZON English G10 24 _____ 6. retells a story _____ 7. involves the use of emotion in providing details _____ 8. educates the readers by providing facts _____ 9. convinces the reader to agree with one side of a given issue _____ 10. includes fiction stories as examples -------------------------------------------------------- EXPOSITION In writing, it is important to have a clear sense of purpose. This purpose or reason for writing about a particular topic usually serves as the basis of the structural elements, patterns of idea development, and language features that a writer employs in writing. In the previous lesson, you were introduced to the concepts of argumentative writing where the author explains and justifies his/her stand on a given proposition by presenting evidences to support his/her claim. This is a characteristic you will not observe in writing an exposition. An expository text merely presents or provides information about a particular topic or issue. This is also sometimes called informational writing where the writer provides facts on a given topic in a way that is educational and purposeful. Besides merely providing facts, expository writing may also include providing descriptions, citing reasons, presenting explanations, and enumerating steps of a specific process. Unlike in narrative writing, an expository text does not tell a story and does not make use of emotion in presenting facts. It is fact-based and seeks to educate the reader by presenting facts based on reliable sources. Expository texts are generally clear, concise and organized in terms of idea development. Some of the most common examples of expository texts are textbooks, news articles, instructional manuals, recipes, and self-help books, among others. There are times when different forms of writing seem to have overlapping features and characteristics. This is truly possible as there are writers who would sometimes combine these features and characteristics in writing. In order to maintain the focus when writing, remember that they differ in terms of purpose. An expository text seeks to inform; a narrative text aims to entertain; and an argumentative text’s goal is to persuade readers. Key Structural Elements in an Exposition While the facts in expository writing may be presented in various ways depending on a number of factors, most expository texts including expository essays generally include common elements, such as follows: 1. A clear and concise thesis statement. Usually presented in the initial paragraph, the thesis statement introduces the main topic or idea and provides the overall direction for the text. 2. Clear transitions. The use of clear and proper transitions will glue the introduction, the body, and the conclusion together. Without effective use of transitions, the exposition may seem like a disjointed collection of sentences. 25 PIVOT 4A CALABARZON English G10 3. A body that contains evidences and support. While most people might think of an expository text like an essay as something that can be written even without due research and preparations, the use of supporting evidences like examples and explanations forms a huge part of a facts-based expository text. 4. An effective conclusion. It is essential to remember that a conclusion is not only meant to summarize the ideas presented from the introduction to the body. Instead, a conclusion should tie the ideas altogether while highlighting the true essence of the main idea in the text. While most expository essays typically follow the introduction-body- conclusion format, other forms and examples of exposition can take other shapes and patterns depending on how the writer intends to present his or her ideas. Expository texts typically follow one of the following structures or patterns of idea development: a. Cause and Effect. Here, the writer presents the information by explaining how or why a certain event or occurrence happened [cause] and what resulted from that particular cause or occurrence [effect]. b. Comparison and Contrast. The writer presents the information by providing details as to how things, concepts, or ideas are alike or different. c. Description. In this structure, the topic is presented by providing descriptions about its attributes, features, and examples. d. Problem and Solution. The writer may present a problem and provide one or more solutions to the said problem. e. Sequence. In this structure, information may be presented in a way that follows numerical or chronological sequence either explicitly or implicitly. Language Features of Exposition In terms of language features commonly employed in exposition, the use of signal words always plays a crucial role as they make clear transitions from one idea to another possible. It also helps greatly in giving the readers a hint of where a particular idea is leading to. Through signal words, coherence in writing and smooth flow of ideas can be achieved. because therefore for this reason Cause and Effect consequently as a result this led to since thus due to but similar to in contrast Compare and Contrast on the other hand different from although as well as however in the same way for example to illustrate including Description for instance such as like since a solution so that Problem and Solution consequently therefore in order to first before then Sequence second after next third finally previously Read the example on the next page and check whether it has the features of an expository writing based on the discussion. PIVOT 4A CALABARZON English G10 26 DOH public to take part in measles and polio vaccination campaign, assures safety protocols in the immunization drive Press Release | October 18, 2020 The Department of Health (DOH) is encouraging the public to prioritize immunization from vaccine-preventable diseases through its upcoming Measles, Rubella and Oral Poliomyelitis Vaccine (MR-OPV) campaign which will be held from October 26 to November 25 in several regions. The implementation of health protocols during this campaign is also designed to prevent any inadvertent transmission of COVID-19. DOH Secretary Francisco T. Duque III said that the protection of children against measles, polio, and rubella are equally important during the time of COVID-19. He said, “We should be vigilant about other diseases that can affect some of our most vulnerable like infants and children, even during the COVID-19 pandemic. The child’s first five years are very formative to his or her health. The illnesses we are vaccinating them against can be very damaging and will have repercussions on their growth and maturity. That is why we are urging parents not to take these conditions lightly, but must vaccinate their children as soon as possible.” The vaccines used to counter measles, rubella, and polio have been proven safe for the past decades. “No child should have to suffer because of them, especially because the vaccines are free,” said the DOH Secretary. At the same time, Sec. Duque also assured the public, especially parents, that the DOH is well aware of and will address their concerns about safety, saying, “We understand their fears of getting infected with COVID-19 if they go to our clinics to have their children vaccinated,” he explained. “But we have committed ourselves to safety and the clinics will be making sure that health protocols are followed by healthcare workers and patients alike.” Bicol (Region V) and MIMAROPA (Region IVB) will be the first locations for the program’s implementation because of the need of the children in those areas to be vaccinated from the aforementioned diseases. The DOH is also setting the stage for the campaign’s first phase which will cover Regions I, II, IVB, V, the Cordillera Administrative Region, and all of Mindanao. Safe and high quality measles-rubella vaccine (MR) and bivalent oral poliovirus vaccine (bOPV) will be distributed for free, following safety measures. Children from 9-59 months old will be given the MR vaccine while those who are 0-59 months old will receive the bOPV. The United Nations Children’s Fund (UNICEF), which is dedicated to improving the lives of children and their families, also lent its support for the immunization program such as the acquisition of 19.2M doses of MR vaccine and 10M doses of oral poliovirus vaccines (OPV). UNICEF’s consultants will also monitor that the local government units (LGU), have the necessary resources and instruction to succeed in the campaign. Syringes, safety collector boxes, surgical masks and face shields will be allotted for the vaccination team and supervisors. Indelible inks for marking and reporting and recording forms, which are essential to campaign’s operations, will also be rolled out to the different regions. Sec. Duque has asked for the public’s participation for the vaccination campaigns for MR-OPV. He enthused, “We are grateful that many organizations are working together towards a common goal. With everyone working as one, we can ensure that Filipinos are as healthy as they can possibly be.” Source: https://www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-MEASLES-AND-POLIO- VACCINATION-CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN-THE-IMMUNIZATION-DRIVE 27 PIVOT 4A CALABARZON English G10  One of the most effective ways to organize information to be used in exposition is by using graphic organizers. You have learned some of these organizers in Quarter 1. For example, if your expository essay aims to explain the similarities and differences of ideas about a particular topic, you may use a Venn diagram in pre-writing. E Learning Task 2: Using an appropriate graphic organizer, present the information presented in the article on page 27. Do this in your notebook. Learning Task 3: Think of a familiar topic or issue you may use as a subject in writing an expository essay. You may also choose from the given suggested topics below. Then, use an appropriate graphic organizer to present the information you intend to use in writing. Do this task in your notebook. Suggested Topics: 1. Vlogging 2. Online Learning 3. Maintaining a Stress-Free Life 4. Being a ‘Plantito/Plantita’ 5. Best Comfort Foods During the Rainy Season Learning Task 4: In your notebook, write an expository essay using the graphic organizer you have produced in Learning Task 3. Learning Task 5: Look for at least three (3) samples of expository texts in books, newspapers, or magazines. Cut them out and paste them in your notebook. Indicate the patterns of idea development used by the writers. A Complete the organizer below. This will test how well you understood the concepts of argumentation and exposition. Do this in your notebook, using the format provided. New Concept: EXPOSITION Familiar Concept: ARGUMENTATION Similarities Differences PIVOT 4A CALABARZON English G10 28  Multimodal Elements Lesson I Technology has truly changed the way people perceive information. From details usually printed on paper to internet-based programs that allow information to pop up on people’s gadgets, the society we live in is indeed relying on information presented in and through different modes. This lesson focuses on understanding multimodal texts and their uses. As you journey through this part of the module, you will be engaged in analyzing samples of multimodal texts and discovering how they are made for their specific purposes. You are also expected to compose texts with multimodal elements. How do you want your lessons presented? Do you prefer using textbooks and handouts? Or would you rather study slides and access web links online? Now, read and examine the infographic provided below. Then, answer and reflect on the questions that follow. 1. What is the material all about? 2. What elements make up the given material? Do you see pure text? Are there photos and other elements? 3. What do you think is the purpose of combining several elements when presenting information? 4. What do you think will happen if an element [or two] is [are] omitted? Will removing an element [like an image] affect the way someone perceives information? D Learning Task 1: How familiar are you with the materials used in presenting information? A total of ten (10) different materials are hidden in the word search puzzle on the next page. In your notebook, list down all that you will find. 29 PIVOT 4A CALABARZON English G10 MULTIMODAL ELEMENTS The way information is presented greatly affects the manner it is perceived. Luckily, through continuous developments in the field of digital communication technology, we are now able to learn not only from traditional texts that we have to read sequentially, but likewise, through interactive materials in various digital and non-digital platforms like posters, infographics, blogs, animations, and web pages, among others. The examples of materials cited above fall under a classification known as multimodal texts. A text is considered multimodal when it combines two or more communication modes to present information. In the context of multimodal compositions, mode refers to the method of communication being employed. It can be linguistic, visual, auditory, gestural, or spatial. While composing multimodal texts is usually associated with the use of online and digital platforms, a multimodal text does not necessarily have to be digital in form. Generally, a multimodal text may be print-based (paper), digital, live, or transmedia (using multiple delivery channels). Processing information in a multimodal text is one thing, while composing an example of multimodal text is another. Multimodal texts can range from simple to complex ones with the level of complexity usually depending on what modes to combine, understanding the interconnections between these modes, and what platforms or technologies to use. The table below shows examples of different multimodal texts. Simple Complex newspapers, brochures, comics, animations, digital stories, web pages, graphic novels, picture books, documentaries, book trailers, print advertisements, posters, storyboards, live action films, video games slide presentations, e-books, e-posters, social media In multimodal texts, information is presented and meaning is conveyed through combinations of different modes across written and spoken languages (linguistic), still and moving images (visual), sounds, gestures, and spatial semiotic resources. PIVOT 4A CALABARZON English G10 30 Composing Texts with Multimodal Elements Creating examples of multimodal texts is becoming a common practice and an essential skill to be developed among students. However, it can be tough especially when someone has limited background about certain elements and processes. When composing a text with multimodal elements, one needs to understand how information can be presented using various modes, and how these modes can work together to convey the intended meaning. Knowing how to maneuver applicable technologies or applications to be used in composing multimodal texts is also important. The list below presents essential considerations in composing or producing effective multimodal texts. 1. Textual Knowledge. A clear understanding of the information at hand or the specific subject from which the multimodal composition is based is essential. This will serve as the basis for determining how information will be conveyed and what modes may work best for the information available. 2. Technological Knowledge. It is imperative to understand what technological tools and processes will best work for the kind of multimodal texts to be produced. 3. Semiotic Knowledge. This refers to understanding how each mode can work to convey meaning, where each mode or semiotic system has its own function. 4. Ability to Combine Various Modes. When composing multimodal text, it is vital to understand what combinations will work best in conveying the meaning of a specific set of information. 5. Understanding Different Genres. Like in writing, it is also important in multimodal compositions to take into consideration the purpose, target audience, and text-type. -------------------------------------------------------- Learning Task 2: Read the statements about multimodal compositions. Identify each as TRUE or FALSE. Write your answers in your notebook. _______ 1. Multimodal texts combine two or more modes in presenting information. _______ 2. All multimodal texts are digital in form. _______ 3. Print-based materials cannot include multimodal elements. _______ 4. Technological knowledge is not important in multimodal compositions. _______ 5. Slides made using PowerPoint can be an example of a multimodal text. E Learning Task 3: For each of the topics provided below, suggest at least three (3) forms of multimodal texts that can be produced to present effectively the information and the intended meaning. Use the format provided. An example has been given to serve as your guide. Do this in your notebook. Topic / Text Suggested Multimodal Composition Avoiding COVID-19 Infection posters, infographics, slideshows Classifications of Plants Advocacy on Ending Violence Against Children COVID-19 Updates in PH 31 PIVOT 4A CALABARZON English G10 Learning Task 4: Gather enough information about the topic provided below. You may use books or newspapers as references. You may also use online resources if you have a way to connect to the Internet. Then, come up with a multimodal composition that you will produce to present the information you have about the given topic. Illustrate it in your notebook. Topic: Stories of Courage Among Filipino COVID-19 ‘Frontliners’ Learning Task 5: As your final task for this lesson, you will need to come up with a text that uses multimodal elements. The specific instructions are given below. FINAL MISSION: Your final output for this lesson is to create an infographic about a given topic. Infographics are graphic visual representations of information, data, or knowledge intended to quickly and clearly present information. If you have a way to connect to the Internet, you may look for samples of infographics online. Remember that you will need to research about your chosen topic first before you can start making the infographic. A. If possible, you may use online applications to create your output for this lesson. Print your output and paste it in your notebook. B. If using a gadget or connecting to the Internet is not possible, you may use available materials like colored papers and old magazines to craft your output. Topics: 1. Effective Study Habits for Distance Learning 2. Ways to Combat Stress During a Global Health Crisis 3. Ten Things People Might Not Know About My City/Town/Barangay A In your notebook, copy and fill in the blanks with the missing terms to complete the meaning of the paragraphs provided below. Choose from the given pool of options. linguistic gestures digital knowledge form combines sequentially audience multimodal sound purpose A multimodal text (1) __________ two or more modes to present information and convey meaning. It differs from traditional texts that need to be read (2) __________. In composing texts with multimodal elements, mode refers to methods of communication employed in presenting information. One may choose to combine two or more of the five modes which are (3) __________, visual, (4) __________, (5) __________ and spatial. Although multimodal composition is usually associated with the term (6) __________, multimodal texts do not necessarily have to be in digital (7) __________. In order to create effective multimodal texts, one needs to have enough (8) __________ of the text or subject where the information to be presented is based. It is also important to be clear on the (9) __________, target (10) __________ and text type. PIVOT 4A CALABARZON English G10 32  Techniques in Public Speaking WEEKS Lesson 7-8 I Facing a large group of people to discuss a particular topic or address an issue can be an intimidating task. It usually takes a lot of experience before one can render talks or deliver speeches without feeling uncomfortable and conscious about a lot of things. This lesson focuses on understanding techniques which may be employed in various forms of public speaking. As part of your tasks for this lesson, you are expected to deliver a prepared speech or an impromptu talk on an issue employing the different techniques in public speaking. Have you experienced speaking with a script before a large group of audience? How about without a script? Two of the basic forms of delivering speech are prepared speech and impromptu speech. In prepared speech, the speaker is given time to prepare while in an impromptu, the speech is delivered on-the-spot or with no preparation at all. Using the Venn diagram below, can you share your thoughts on the similarities and differences between the two? Prepared Impromptu Speech Speech D Learning Task 1: Identify whether a prepared or an impromptu speech is usually used in the given examples or situations. In your notebook, copy and write PREPARED or IMPROMPTU on the space provided before each number. _______ 1. You were invited to speak before a commencement ceremony. _______ 2. You were asked to speak in an ambush interview. _______ 3. You were assigned to give a talk before a group of students. _______ 4. You were chosen to represent the school in an oratorical contest. _______ 5. You were called by the host to deliver a message during a wedding ceremony. _______ 6. You were invited to give a reflection for the upcoming Holy Week mass. _______ 7. A youth group requested you to serve as a resource person. _______ 8. While attending a meeting, you were unexpectedly requested to share your experiences in your job. _______ 9. You were assigned by your boss to present the company’s accomplishments in a conference. _______ 10. You were asked to share your knowledge about a topic on-the-spot. Learning Task 2: In your notebook, copy and examine the statements. Use a check () to mark the ones which should be followed when asked to speak before a specific group of people/audience. 33 PIVOT 4A CALABARZON English G10 1. Consider the main purpose of your speech. 2. If possible, gather enough information about the topic or theme of your speech. 3. Avoid questions from the audience. 4. Never look at your audience. Look somewhere without distractions. 5. Practice as many times as you need to. 6. While practicing is important, remember to act and sound naturally. 7. If you have a copy of the speech, just read and finish it as fast as you can. 8. Use gestures to complement the meaning of what you say. 9. Leave the stage or podium as soon as you finish to avoid questions or clarifications from your audience. 10. Make an outline to make sure you do not miss out any important detail in your speech. -------------------------------------------------------- TECHNIQUES IN PUBLIC SPEAKING As a Grade 10 student, having to speak in front of a crowd may still sound strange and unnecessary to you. In the future, however, there could be situations where you would need to practice your public speaking skills either as part of your tasks in college or as part of your professional responsibilities in your job. Public speaking usually involves having to deliver or communicate information in front of a live audience. Usually done in a formal setting or as part of a formal event, public speaking conveys purposeful information which aims to inform, influence or entertain a large group of audience. People engaged in public speaking can get a lot of advantages like sharp critical thinking skills, confidence when dealing with people, and fluency in verbal and non-verbal communication. The most common forms of public speaking include delivering a prepared speech and an impromptu speech. In a prepared speech, the speaker is given the topic beforehand, has time to research about the topic, and is able to rehearse or practice prior to delivering the speech. Speaking before thousands of graduating students or addressing a crowd during a business conference usually falls under this category. It must be made clear, however, that a prepared speech does not necessarily equate to a memorized speech. Delivering a fully memorized speech is just one example. It may also include such forms as extemporaneous speech where the speaker is given some time to prepare before the delivery, and the use of a prepared copy which serves as reference for delivering the speech. An impromptu speech, on the other hand, is one where the speaker is given with little or no time to prepare. This type of speaking occurs during ambush interview and other gatherings where people are asked to deliver a speech on the spur of the moment. Delivering an impromptu speech seems a challenging task since it means speaking about a specific issue or topic without having the chance to research about it or even make an outline as guide. When delivering this type of speech, one must be able to fully gather his/her thoughts, focus on the issue or topic at hand, and maintain composure. What makes a good public speaker? Here are some techniques which may work best when speaking before a large audience. PIVOT 4A CALABARZON English G10 34 1. Know your purpose. Being sure on the purpose of your speech is synonymous to knowing where to focus your discussion. It may be as basic as to inform, persuade, or inspire. When you are certain about what you would want to speak about from the very beginning, you will most likely be able to avoid being sidetracked or confusing your audience with lengthy discussions that lead nowhere. 2. Be familiar with your topic. The best way to do this is to research. When you are sure of every piece of information you are presenting, you will be more confident. This is also something that your audience will usually notice and feel. 3. Consider your audience. It is essential to be sure of the kind of people you will be speaking to. Knowing your audience will help you plan the appropriate content, language, and techniques to use. You cannot address a group of high school students the way you would address a crowd of professionals. 4. Plan ahead of time. Cramming will reflect in the way you speak and behave in front of an audience. This is something any speaker would not want to happen. That is why planning everything is a key to a successful speaking engagement. 5. Use non-verbal cues. The right amount of gestures at the right time are key elements of public speaking as these movements help convey ideas more clearly. There is, however, danger in overusing these gestures as they can become distracting. Establishing eye contact with the audience also works well in maintaining confidence and establishing sincerity. 6. Remain calm. Whether you are delivering a prepared or an impromptu speech, maintaining composure can always be an issue. The weeks of planning and preparation may be put to waste if you keep on showing unnecessary movements as a sign of nervousness. Taking deep breaths and having a focused mindset can do the magic of staying relaxed. 7. Practice. Being a good and compelling speaker takes a lot of practice and experience. Through constant practice, one may be able to identify areas that can be improved. Practice is a major component of planning. 8. Watch your words. One’s choice of words greatly affects how the audience perceives the speech. One must be careful enough not to use words that might put his or her reliability and reputation into jeopardy. 9. Speak with clarity. One should observe proper pronunciation, stress, intonation, juncture, diction, tone, and pacing when delivering a speech. These are just few of the many elements that should work together to ensure that the ideas in the speech are clearly conveyed. This, however, is not something one can learn overnight. Consistent practice is likewise necessary. 10. Know the essential etiquettes. As a public speaker, one should know the different do’s and don’ts when speaking before an audience. 11. Use visuals when necessary. When possible and appropriate, visuals like PowerPoint slides can help support the speech being delivered. This should be done in a way that visual aids will not overpower the speech or distract the audience. 12. Dress comfortably, but appropriately. Sometimes, speaking with ease comes with feeling comfortable with what you wear. A speaker, however, should dress in a way that exudes respect and formality. 13. Be open to questions and comments. Always bear in mind that you cannot please everybody. It is essential to be open to questions, comments, and even criticisms. These things can be used as considerations on how one can improve or continuously refine his/her style and craft. E Learning Task 3: Recall the last speech delivery that you have watched. It can be President Rodrigo Duterte’s 5th State of the Nation Address you analyzed on page 23 of the previous module or any speech you might have seen on television. In your notebook, write down what that speech was about and cite at least three (3) techniques you have observed from the speaker. Note: If you have a way to connect to the Internet, you may look for a video clip of a speech you would like to watch and examine. 35 PIVOT 4A CALABARZON English G10 Learning Task 4: Imagine that you have been selected by the school principal to represent your school in a forthcoming conference of student leaders from all over the Philippines. As part of your tasks, you need to prepare a 10-minute speech that answers the question “What kind of student leadership does the Philippines need today?” In your notebook, discuss what would most likely be the focus of your speech and what techniques do you plan to use to make sure you will create an impact. Learning Task 5: Assume the role of a speech coach. Let us say, you have a student who will be speaking in front of a large audience for the first time. The idea of facing a great number of people alone causes panic and anxiety to the said student. As a coach, what important pieces of advice or public speaking techniques will you share with the said student? List at least five (5) statements of advice in your notebook. Learning Task 6: As your final task for this lesson, you will need to prepare and deliver a speech on a familiar issue. You are free to decide on what issue to discuss, but your speech should only range from two (2) to three (3) minutes. You will also have to employ the different techniques in public speaking cited in this lesson. Choose from among the specific options provided below on how you may possibly be able to accomplish this task. Paste a copy of your speech in your notebook. A. If you have a gadget that you can use, you may ask for the help of a family member or use an improvised tripod in recording or filming your speech delivery. The final copy of the clip will be shown to your teacher through possible means. B. If you have a gadget and a way to connect to the Internet, you may ask for a schedule when your teacher can watch your speech delivery through mobile applications like Zoom or Google Meet. C. If using a gadget and connecting to the Internet are not possible, you may prepare for your speech delivery and present it to your teacher once the conduct of home visitations becomes possible. You may also ask your parents or guardians to watch you while delivering your speech. Ask them to give their comments and suggestions. Write these comments and observations in your notebook. A For each situation below, suggest possible ways in making sure that a speech will be delivered well. Write your answers in your notebook using the format provided. You were... What will you do to ensure the successful delivery of your speech? chosen to represent your school in an oratorical contest about protecting the environment. assigned to welcome the freshmen students of the school. You’re an officer of the student council. invited to inspire the new breed of scholars in the university. You used to be a scholar, too. PIVOT 4A CALABARZON English G10 36 PIVOT 4A CALABARZON English G10 37 Note: Learning Tasks with no ANSWER KEY provided require varied answers from the learners. Learning Task 2 Learning Task 1 A Phase Learning Task 2 Learning Task 1 1.  1. PREPARED 1. combines 1. TRUE ANIMATIONS 2.  2. IMPROMPTU 2. sequentially 2. FALSE BLOGS 3. 3. PREPARED 3. linguistic 3. FALSE BROCHURES 4. 4. PREPARED 4. sound 4. FALSE DOCUMENTARIES 5.  5. IMPROMPTU 5. gestures 5. TRUE FILMS 6.  6. PREPARED 6. digital NEWSPAPERS 7. 7. PREPARED 7. form POSTERS 8.  8. IMPROMPTU 8. knowledge SLIDESHOWS 9. 9. PREPARED 9. purpose STORYBOARDS 10.  10. IMPROMPTU 10. audience WEB PAGES PUBLIC SPEAKING MULTIMODAL ELEMENTS TECHNIQUES IN Learning Task 1 Learning Task 1 Learning Task 1 1. X 1. A 1. assertion 2.  2. A 2. after 3.  3. B 3. opinion 4.  4. C 4. basic 5. X 5. B 5. assertion 6. X 7. X 8.  9. X 10. X POLICY AND VALUE OR ASSERTION EXPOSITION CLAIMS OF FACT, OPINION Learning Task 1 1. DISAGREE Learning Task 2 Learning Task 1 2. AGREE 3. AGREE 1. USE OF EVIDENCE 1. TRUE 4. DISAGREE 2. ASSOCIATION 2. TRUE 5. AGREE 3. EMOTIVE LANGUAGE 3. TRUE 6. AGREE 4. EXPERTS 4. FALSE 7. AGREE 5. RHETORICAL QUESTIONS 5. TRUE 8. DISAGREE 9. AGREE 10. AGREE CAMPAIGNS AND ADVOCACY ARGUMENTATION LANGUAGE OF RESEARCH, Key to Correction  Personal Assessment on Learner’s Level of Performance Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below. - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson. - I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson. - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task. Distribution of Learning Tasks Per Week for Quarter 2 Week 1 LP Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Week 5 LP Week 6 LP Week 7 LP Week 8 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal evaluation indicated in the first Level of Performance in the second column up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the LP column for week 4, week 5 and week 6. PIVOT 4A CALABARZON English G10 38  References Celestino, J. C. (2014). Reading difficulties of freshmen students in the College of Information Tech- nology and Computing Sciences. QSU Research Journal 3(1). Retrieved https://ejournals.ph/ article.php?id=11491 DENR - Ecosystems Research and Development Bureau. (2020, May 2). Bamboo for climate change mitigation. Retrieved from https://www.agriculture.com.ph/2020/05/02/planting-bamboo-may -help-lessen-the-impact-of-climate-change/ Department of Health. (2020, October 18). DOH urges public to take part in measles and polio vac- cination, assures safety protocols in the immunization drive. Retrieved from https:// www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-MEASLES-AND- POLIO-VACCINATION-CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN-THE-IMMUNIZATION- DRIVE GMA News. (2020, August 15). UP is now offering Korean drama as an elective. Retrieved from https://www.gmanetwork.com/news/lifestyle/content/751468/up-is-offering-korean-drama-as -an-elective/story/ Ozagac, O. (2004). Argumentative essay. Retrieved http://www.buowl.boun.edu.tr/students/types% 20of%20essays/ARGUMENTATIVE%20ESSAY.htm Ramones, V. (2018). Formulating assertions. Retrieved https://www.slideshare.net/ VanessaRamones/formulating-assertions?from_action=save Victoria State Government - Education and Training. (2019). Creating multimodal texts. Retrieved https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/ literacy/multimodal/Pages/createmultimodal.aspx 39 PIVOT 4A CALABARZON English G10 For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Cainta Rizal Landline: 02-8682-5773 local 420/421 Email Address: [email protected]