English8Q2F PDF

QUARTER 2
English G8
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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
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standards.
The Editors
PIVOT 4A CALABARZON English G8

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020
English
Grade 8
Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Melanie Mae N. Moreno

Content Creator & Writer
Jhonathan S. Cadavido & Dennis M. Vidar

Internal Reviewers & Editors
Lhovie A. Cauilan, Melanie N. Moreno & Jhonathan S. Cadavido

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

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.

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
he/she shall demonstrate ideas, interpretation,
What I have learned
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).

WEEKS Visual-Verbal Relationships
1-2 Lesson
I
This lesson deals with understanding visual elements accompanying texts
in order to improve comprehension especially when dealing with informative
materials. You are expected to explain visual-verbal relationships illustrated in
tables, graphs, and information maps found in expository texts.
Study the infographic below containing important details on the 2019

National Budget. Then, analyze the data by answering the questions that follow.
Source: Department of Budget and Management
 How much was the total amount of the 2019 National Budget?
 Was the 2019 National Budget higher as compared to the budget for the
preceding year?
 Which sector had the highest allocation as per budget dimension?
 Which sector had the lowest allocation as per budget dimension?
 Which expense class had the highest allocation as per budget
dimension? How much was the allocation for this expense class?
 Which expense class had the lowest allocation as per budget
dimension? How much was the allocation for this expense class?
 How does the above presentation of data help in understanding and
classifying information?
The use of visuals helps in understanding data or information. Without

reading much the text, one may easily identify and classify the given information
through visual presentations, such as graphs and tables.
PIVOT 4A CALABARZON English G8 6
D
Learning Task 1: Choose the letter of the correct answer in each statement
below. Write your answers in your notebook.
1. A _________ is a diagram that shows the relation between variable quantities,
typically of two variables, each measured along a pair of axes at right
angles.
A. flowchart B. table C. graph D. map
2. A ________, also called a matrix, is an orderly arrangement of quantitative
data in columns and rows.
A. table B. map C. graph D. flowchart
3. A _______ uses pictures to represent a particular number of items.
A. graph B. flowchart C. diagram D. pictogram
4. A _________ shows you how numbers have changed over time. They are used
when you have data that are connected, and to show trends, i.e. average night
time temperature in each month of the year.
A. bar graph B. pictogram C. line graph D. pie chart
5. A ________ shows you how a whole is divided into different parts. You might, for
example, want to show how a budget had been spent on different items in a
particular year.
A. pie chart B. bar graph C. line graph D. flowchart
6. A _______ is a graphical representation of data, quantities or numbers using
bars or strips. It is used to compare and contrast numbers, frequencies or other
measures of distinct categories of data.
A. pie chart B. bar graph C. line graph D. flow chart
7. A _______ shows the sequence of movements or actions of people or things
involved in a complex system or activity.
A. pie chart B. flowchart C. line graph D. bar graph
8. A _______ is a collection of data showing the spatial arrangement or
distribution of something over an area.
A. table B. graph C. flowchart D. map
9. _______ provide a title, short explanation, or a description accompanying an
illustration or a photograph.
A. Maps B. Captioned graphics C. Tables D. Surface diagrams
10. _________________ can show trends and cycles and make the information
easier to visualize.
A. Graphs and charts C. Surface diagrams and tables
B. Pictograms and maps D. Captioned graphics and diagrams
Learning Task 2: Study the chart below. Then, in your notebook, answer the
questions that follow.
 What information does Chart
1 present?
 How many sections is Chart
1 divided into?
 What percentage represents
the incoming SPJ 9 Martin
Luther King Jr. students?
 What grade level has the
most number of enrollees?
 What grade level has the
least number of enrollees?
Chart 1—Distribution of SPJ Enrollees in Grades 8 to 10
7 PIVOT 4A CALABARZON English G8

VISUAL-VERBAL RELATIONSHIPS
Expository texts are designed to explain, inform, and present facts of

specific topics. These texts can be accompanied by visual cues to provide or
further highlight information.
Examples of these visual elements include graphs, tables, maps,

illustrations, and the like. Their primary function is to improve comprehension of
a reading material. However, understanding graphic elements like those cited
above is an important aspect of comprehending texts that some tend to skip.
The concept of visual-verbal symbiosis is rooted in the idea that "visuals"

support "verbals," and vice versa. Dwyer (1988) found a symbiotic relationship
between verbal and visual literacies when the two are combined to facilitate
student achievement.
I. Graphs
These are diagrams showing the relation between variable quantities,

typically of two variables, each measured along a pair of axes at right angles.
A. Bar graphs show numbers that are 5
independent of each other, i.e. 4
number of people who preferred 3
Chinese takeaways, Indian takeaways, 2

and fish and chips. 1
Data Data Data Data Data

1 2 3 4 5
B. Line graphs show you how numbers

have changed over time. It usually has
continuous data along a vertical (Y-axis)
and horizontal (X-axis) dimensions. The
Y-axis usually shows the value of
Rate
whatever variable being measured; the

X-axis commonly presents when it was
2012 2013 2014 2015 2016 2017
measured, either chronologically or
2008 2009 2010 2011
Year
based on other independent variables.
C. A pictograph/pictogram is a special
14-16 YO
type of bar graph. Instead of using an
11-13 YO
axis with numbers, it uses pictures to
represent a particular number of 7-10 YO
items. 3-6 YO

D. A pie graph (pie chart) shows you how a
whole is divided into different parts, i.e.
showing how a budget had been spent on
different items in a particular year.
II. Tables
A table, also known as matrix,

refers an orderly arranged
quantitative data in columns and
rows.
III. Maps
A map refers to collection of data

showing the spatial arrangement or
distribution of something over an area.
IV. Captioned Graphics
Captioned graphics provide a

title, short explanation, or
description accompanying an
illustration or a photograph.
V. Flowcharts
A flowchart shows the sequence of

movements or actions of people or
thi ngs i nvo lved in a co mplex
system or activity.

Learning Task 3: Match the data samples in Column A with their best graphical
representations in Column B. Write the letters of the correct answers in your
notebook.
Column A Column B
1. number of books donated
represented by a book icon
A. line graph
2. trends in Korean pop music
preference among teenagers
over the years B. map
3. budget distribution to different

offices of an organization C. pie chart
4. information collected from
students during enrolment like
D. table
age, gender, address, parents’
names, etc.
5. geographical representation of E. pictograph
your area
E
Learning Task 4: Study the graphic. In your notebook, discuss in one paragraph
the content of the enrolment update presented below.

Learning Task 5: Read the graphical representation and the text below. In your
notebook, answer the questions that follow.
Acute Bloody Diarrhea
------------------------------------------------------------------------
DOH surveillance reporting system defines acute bloody diarrhea

(ABD) as “a person with acute diarrhea with visible blood in the
stool”. Since the early 1900s, ABD was reported as dysentery in the
Philippine Health Statistics annual publication until dysentery
reporting was merged with diarrhea reporting in 1984. Dysentery is
bloody diarrhea caused by any of the following common pathogens:
Shigella dysenteriae, Vibrio parahaemolyticus, Clostridium difficile,
shiga toxin–producing strains of Escherichia coli (STEC), Yersinia
enterocolitica, and Entamoeba histolytica (amoebic dysentery). The
mode of transmission is through ingestion of contaminated food or
water. Pathogenesis involves bacterial production of toxins which
destroy the mucosal epithelial cells leading to inflammation and
bleeding. However, acute bloody diarrhea may also be non-infectious
in origin. Other diseases that lead to ABD are drug-induced colitis,
inflammato ry bo wel disease, ischemic colitis, and
antibiotic-associated colitis among others. Because the definition of
ABD is broad and may have different causes, the number of food and
waterborne-related ABD cases reported in the PHS and FHSIS from
2008 to 2017 is unknown. Morbidity case rates for acute bloody
diarrhea have fluctuated over the last ten years with a significant
spike in 2010 and a rapidly increasing trend from 2014 to 2016, until
a sudden decline in 2017. Limitations in the availability of
peer-reviewed publications explaining the phenomenon suggest
investment on researches and improved data utilization and analysis.
Source: Department of Health
1. What information does the table show?

2. Which year had the most number of acute bloody diarrhea cases?
3. Which year had the least number of acute bloody diarrhea cases?
4. What is the trend in the morbidity rate of the cases? Explain.
5. How do you think would these data help in addressing the issue on this
particular food and water-borne disease?

Learning Task 6: Identify the steps you and your family take to keep yourselves
COVID-19-free. Then, create a flowchart specifying these steps. Then, write a
paragraph discussing the content of your flowchart. Do this in your notebook.
A
Learning Task 7: In your notebook, cut and paste the latest COVID-19 case news
bulletin in the country (or in your locality). Then, make a pictograph showing the
data from the material gathered.
--------------------------------------------------------
Fill in the blanks with the correct terms relevant to what you have learned
in this lesson. Choose from the word pool below. Write your answers in your
notebook.
comprehension fact-based visual-verbal

analytical visual thinking
Understanding (1)__________ relationships is a powerful tool to improve

(2)__________ of concepts, ideas, and other data presented in an expository text.
Knowing how to interpret (3)__________ clues provides opportunity for analysis
and critical (4)__________.

Opinion-Marking Signals WEEKS
Lesson 3-4
I
With reference to the availability of information in the advent of
technology, the ability to distinguish fact and opinion becomes an important skill
in higher level reading and listening comprehension tasks. Since both are
often woven together to make a point, extracting verifiable truths from an author’s
personally-developed ideas can be, sometimes, tricky. Fortunately, authors tend
to use phrases or lines to indicate the distinction between fact-based and
opinion-based statements.
In this lesson, you are expected to learn how to identify opinion-marking

signals and use them in sharing your own thoughts.
Coronavirus Disease 2019 or COVID-19 is the number one problem that

the world faces today. Study the picture below.
Using your knowledge and other researched information about COVID-19,

identify 10 basic information about this disease. Then, examine which details are
considered fact and opinion. You may share your answers to your parents/
guardians. You may also ask them to share their knowledge about it. Reflect also
on their answers as you classify them as to fact or opinion.

D
Learning Task 1: Read each statement. In your notebook, write FACT if you can
prove or disprove the statement with concrete evidence, or OPINION if the
statement is a belief or a position. Take note that some statements are technically
opinions, but are based on such widely accepted views of few people.
1. Eid is a religious festival celebrated by Muslims twice a year.

2. Chinese New Year is also known as Spring Festival.
3. Personally, I think upholding our cultural practices through fiestas should be
preserved for future generations.
4. Although widely celebrated, some find festivities impractical and expensive.
5. In the Philippines, celebrating fiestas is still common.
6. Old folks say that Catholic fiestas are celebrated to express their gratitude to
the Lord through the intercession of the saints for a fruitful year.
7. The procession on the Feast of the Black Nazarene takes place every year on
the 9th of January.
8. Thousands of devotees come to Quiapo to partake in the Traslacion, the
procession to commemorate the transfer of the Black Nazarene image from
Intramuros to Quiapo Church.
9. Absolutely, Traslacion is one of my most favorite religious celebrations in the
country.
10. It is my belief that festivities like the Traslacion should be regarded as cultural
identity markers of different races.
Learning Task 2: In your notebook, cut and paste magazine or newspaper articles
which you think fall under Column A for FACT and Column B for Opinion.
FACT OPINION

OPINION-MARKING SIGNALS
Distinguishing fact and opinion is a significant skill in order to become

critical and analytical in dealing with information and avoid being wrongfully
influenced and manipulated. Knowing when and how to distinguish one from the
other gives you a head start to becoming a good speaker or writer.
Opinion-marking signals play important roles in signifying that statements

are opinion-based. Expressions like I believe, in my opinion and as I see it are
examples of opinion-markers.
Aside from improving reading and listening comprehension, learning

opinion-markers also improves the way you express your own thoughts. It is a
relevant conversational skill that you should learn as a second language learner.
Examine this scenario:
You went to a movie that your friend had suggested you to watch. This was
the same movie she had enjoyed watching with her family. Afterwards, she
asked you if you liked it, too. You simply responded with “so-so”.
Do you think it would spark a meaningful conversation between the two of

you? Knowing how to agree or disagree with someone else’s opinion is just as
valuable as being able to express your own.
The table below shows some commonly used opinion-markers which you
may use when expressing your opinion and stating agreement or disagreement to
someone else’s ideas.
Stating Your Own

Stating Agreement Stating Disagreement
Opinion
 It seems to be that…  I completely/really/  I’m afraid…
 In my opinion… to tal l y/abso lu te ly/  I’m sorry...
 I take the view that… honestly/truly agree  You may be right,
 My personal view is with you on that. but…
that…  I really think/believe  That might be true,
 In my experience... so, too. but…
 As far as I  I couldn’t agree more.  I beg to differ.
understand/see/  I have come to the  I don’t agree with you
can… same conclusion. on that.
 If I am not mistaken…  I hold the same  I don’t share your
 Personally, I think… opinion. view.
 I am not certain/sure,  I have no objection.  I think otherwise.
but…  I see it that way, too.  I take a different view.
 It is claimed that…  You have a point  I am not sure I agree
 I believe one can there. with you.
say…  You have made a good  That’s not always the
point. case.
 We are one mind on…

Learning Task 3: In your notebook, copy the sentences below. Then, underline
the opinion-markers employed. Then, use them in your own grammatically correct
sentences.
1. I do really like haiku.

2. If I am not mistaken, Haiku is a type of short form poetry originally from Japan.
3. In my experience, writing haiku is quite hard.
4. A traditional Japanese haiku is a three-line poem with seventeen syllables,
written in a 5/7/5 syllable count, but I think it could be adjusted.
5. It is claimed that you have to strictly follow the syllable count.
E
Learning Task 4: Read each statement below. Identify whether each statement is
a FACT or an OPINION. If the sentence expresses a fact, convert it to a statement
that expresses an opinion. Do this in your notebook.
Examples: I think she’s a very good dancer. - Opinion

Elephants are the largest land mammals. - Fact
Converted Version: If I am not mistaken, elephants can be
dangerous animals, too.
1. Corazon Aquino was the first female president of the Philippines.

2. Pizza with pineapples is delicious, in my case.
3. Mars, the fourth planet from the Sun, is the second smallest planet in the solar
system.
4. Water regulates the Earth’s temperature.
5. Going to the beach is the best form of vacation.
Learning Task 5: In your notebook, cut and paste a recent article on any issue in
the country or in your locality. Read the article carefully, then write a
two-paragraph opinion expressing your stand regarding the matter. Use
opinion-marking signals.

A
Learning Task 6: Using your knowledge on fact and opinion, write a short
dialogue between two friends that will be used for a commercial on the product
below. Make sure to use opinion-markers. Do this in your notebook.
--------------------------------------------------------
notebook.
opinion-based fact-based opinion

analytical writer fact
Opinion-marking signals play an important role in signifying that

statements are (1)__________. Distinguishing fact and (2)__________ is a significant
skill in order to become critical and (3)__________ in dealing with information, and
avoid being wrongfully influenced and manipulated. Knowing when and how to
distinguish one from the other gives you a head start to becoming a good speaker
or (4)__________.

WEEK Viewing Genres
5 Lesson
I
Visual literacy is indeed an important aspect of learning that a second
language learner like you needs to hone. It is how you interpret and decode the
message presented in any visual material. While photos, images, drawings, icons,
and illustrations provide a variety of information and invoke varied emotions,
audio-visual materials that we can electronically view can offer us a wider
perspective in different topics. Viewing comprehension, thus, plays a significant
role in your journey to becoming a critical and analytical viewer.
In this lesson, you are expected to compare and contrast the presentation
of the same topic in different viewing genres.
There are different ways on how materials can be viewed. These materials
may either be printed or non-printed. Look at the sample printed material below
on COVID-19 statistics. Can you specify the different details presented by the
poster below? How are the details presented? What platform is used in presenting
the information?
Source: Department of Health
Information may be presented in various forms. The advent of technology

has also shifted the way information are presented and shared. This include the
shift from printed, such as the sample above, to non-printed form. Non-printed
form includes videos and other viewing genres. Though printed materials are
important, this lesson focuses on non-printed materials as viewing resources.

D
Learning Task 1: Match the viewing genres in Column A with their corresponding
descriptions in Column B. Write the letters of the correct answers in your
notebook.
COLUMN A COLUMN B
1. movie trailers a. movies/television programs that
provide factual record of report on
various issues
2. internet-based programs b. short clips of movies or any short videos
used in advertising them in advance
c. an item of important news that is
3. documentaries separately broadcasted and often
interrupts programs
d. online learning videos, activities or
programs which can be assessed
4. news flash through the Internet
e. a subprogram that tells and foretells
weather conditions
5. weather report
Learning Task 2: In your notebook, copy and complete the table below by giving
examples of viewing materials you have watched under the identified genres.
Weather Report
Movie Trailer
Documentary
News Flash
Internet-Based Program

VIEWING GENRES
One of the basic known types of

viewing materials is a video. Videos are
moving visual images, which may be
spontaneous or craftily planned, are
recorded, reproduced, or broadcasted.
In Grade 7, you have learned about
the different genres of viewing. A genre is a
type of art, literature, or music
characterized by a specific form, content,
and style.
Viewing genres, therefore, are the
classifications of materials that can be
electronically viewed according to form,
content, and style of delivery. The skill you
have gained in Grade 7 will be useful in
developing your viewing comprehension.
Presented below are some of the known
classifications of viewing genres.
Genres Descriptions
short clips of movies or any short

Movie Trailers videos used in advertising or
promoting them in advance
movies or television programs that

Documentaries provide factual record of report on
various issues
a single item of important news

News Flash that is separately broadcasted and
often interrupts programs
online learning videos, programs

Internet-Based
and activities which can be
Programs
assessed through the Internet
a subprogram within a program

Weather Report that tells and foretells weather
forecast
Humans are naturally visually-oriented beings. It is not surprising that

materials mentioned above can have greater impact to us compared to other
printed materials. Since these could be very diverse in terms of content, there is a
tendency for the same topic to be presented in different perspectives, styles, or
deliveries across genres.

Below are some of the elements which you may use in evaluating a
viewing material:
Point of View (POV)
This is the perspective of a narrative. Who is telling the story or

delivering the message? It could be any of the following:
A. First person point of view is used when the main character is

telling the story. It uses the "I" narrator.
B. Second person point of view is generally used in instructional
writing. It uses the "you" perspective.
C. Third person point of view is used when your narrator is not a
character in the story. This category uses the "he/she/it" narrator. It
is the most commonly used POV .
Length
The duration of a viewing material usually varies depending on its

purpose and form. A movie clip, which usually runs in an average of
almost two minutes, is relatively shorter than a full episode of an
instructional video in YouTube which could run up to an hour.
Language
Whether the language used is conversational, formal, informal, or

animated, it has a relevant impact as to how viewers will process
information being presented in a viewing material.
Mood
This is the element that evokes certain feelings or vibes through

sounds, music, color, and even voice. It is referred to as the
atmosphere as it creates an emotional setting surrounding the
audience.
Learning Task 3: Identify the BEST GENRE of viewing materials to watch given
the following situations. Write your answers in your notebook.
1. To save time, your friend wants to check the best film to watch before heading
to the mall.
2. Andrew is a Science Teacher. He wants to improve his knowledge and skills in
using an editing software like Photoshop. Getting a teacher for face-to-face
tutoring is not ideal nowadays. So, he wants to do it online.
3. Cassandra, a party planner, wants to know if the chosen day of her client for a
garden birthday party will have a fine weather condition.
4. Lola Amy’s grandson is working in Quezon City. She is worried about his
safety due to COVID-19. She wants to know the current updates regarding the
situation.
5. Caridad watches a program that features collections of different stories of
COVID-19 heroes in various countries.

E
Learning Task 4: Find two available viewing materials for each topic below.
Identify the genre of each viewing material (and the link, if possible). Then,
describe the two viewing materials by comparing and contrasting them in terms of
their features. Do this in your notebook.
Descriptions/
Topics Viewing Genre 1 Viewing Genre 2
Explanations
Story of Hope
Health Care
Programs in
the Country
Traditional
Sports

Learning Task 5: Find two viewing materials that discuss/deal with the same
subject matter or topic. You may recall and use viewing materials that you have
watched before. You may also use the ones available online. Using the Venn
diagram below, illustrate the similarities and differences between the two viewing
materials. Do this in your notebook.
Video 1 Video 2
Learning Task 6: Think of two available viewing materials that you have watched
before. You may also use the available online materials. Then, analyze them in
terms of their point of view, language, length, and mood. Use the given table
below. Do this in your notebook.
Elements Material 1 Material 2
Title
Link or Source
Point of View
Language
Length
Mood

Learning Task 7: Suppose you are a writer for content. Think of a topic relevant
in the country or in your community at the moment. In your notebook, describe
how you would present your chosen topic in two different viewing genres
considering the following:
a. point of view,
b. language,
c. length, and
d. mood.
A
In your notebook, write your reflection on the importance of identifying and
analyzing different viewing genres. Explain how viewing genres can help in
gathering information about a particular topic or issue.

Comparing and Contrasting Opinions WEEK
Lesson 6
I
In our previous lesson, you have learned the significance of
distinguishing fact from opinion. You also have learned how to compare different
genres of the same topic based on certain elements.
As you continue the journey to becoming an effective communicator, it is

fundamental that you also learn to recognize how speakers and writers come up
with strategies in sending their intended messages. Observing details on how they
present facts and opinions will be beneficial on your part as you develop your
own style in writing and speaking. In this lesson, you are expected to compare
and contrast opinions with those presented in familiar texts.
Let us analyze how people express their opinions. Read the dialogue below
and answer the questions that follow.
To Pineapple or Not to Pineapple
Reina, Karen and Cecilia were in a pizza parlor, one afternoon. While
they were at the counter, Reina and Cecilia got into a discussion.
Cecilia: I like pineapple in my pizza. It

balances the salty taste.
Reina: I honestly do not prefer
pineapple on my pizza.
Cecilia: How come?
Reina: I just do not like pineapple on my
pizza. Period. How did you love
pineapple on pizza anyway,
Cecilia?
Cecilia: As I have said, it balances the taste.
It even gives texture to the food.
This is according to Chef Emily of
Emily and Emmy Squarred, which
Chef Louis, a veteran chef and NYC
pizza consultant agrees with, as
well. Source: Cadavido (2020)
Karen: Actually, you are both correct. As

long as the pizza satisfies your
hunger, it is still a pizza. So what pizza flavor do you want us to order?
Cecilia and Reina: Pepperoni!
--------------------------------------------------------
1. What were Cecilia and Reina arguing about?

2. Whose opinion do you agree with? Explain your answer.
3. Do you agree with Karen’s statement that both Reina and Cecilia were correct?
Why or not why not? Prove your answer.

D
Learning Task 1: Read each sentence carefully. Identify whether the statements
COMPARE or CONTRAST ideas. Write your answer in your notebook.
_______________1. Ella had her hair done in style similar to mine.

_______________2. That bike has the same color as our car.
_______________3. I was hungry, but I was reluctant to eat, since I did not like
what was on offer.
_______________4. I got an A in Math, and I am doing well in other classes, too.
_______________5. I ordered steak; however, chicken was served instead.
_______________6. I got my homework done despite the fact that I left my book at
school.
_______________7. That story resembles one I read a year ago.
_______________8. Hank is six-feet tall, although his brother is only five feet.
_______________9. I eat meat, whereas my parents only eat vegetables.
______________10. My taste differs from yours, since I do not have sweet tooth.
Learning Task 2: Identify the words or phrases that make the sentences in
Learning Task 1 comparing or contrasting statements. After identifying them, use
them in your own sentences.
--------------------------------------------------------
COMPARING AND CONTRASTING OPINIONS
In writing and speaking, formulating opinions could be challenging.

Evaluating the validity and credibility of evidences in an argumentation alone
asks for a lot of skills. However, as mentioned at the beginning of this lesson,
learning how other writers and speakers construct their arguments can help you
in developing your own style to convince your audience that you have sound
ideas.
Learning how to compare and contrast others’ ideas can help you to be
critical and reflective on the kind of information you will feed yourself. However,
primarily, you should learn to evaluate someone’s claims first.
One way to evaluate others’ opinions is by identifying the persuasive

strategies used by the writer or speaker. Knowing these strategies not only helps
you formulate strong claims, but also helps you identify the weak ones.
Persuasive Techniques
Ethos, pathos, and logos are three elements of persuasion identified by

Aristotle, a famous philosopher. By appealing to these three elements, a speaker
or writer will increase his or her chances of persuading an audience.

ETHOS
It is an appeal to the writer's credibility,
ethics, morals and character.
PATHOS LOGOS
It is an appeal to the emotions It is an appeal to logic
of the audience and reason.
When you evaluate an appeal to logos, you consider an argument based on

facts, evidence and reason. Using logos means appealing to the readers’ sense of
what is logical.
When you evaluate an appeal to ethos, you examine how successfully the
writer or speaker appeals to the audience’s sense of ethical behavior. The writer
or speaker presents himself or herself to the audience as credible, trustworthy,
honest and ethical.
Some of the questions you can ask yourself as you evaluate an author’s
ethos may include the following:
 Has the writer or speaker cited his/her sources or in some way made it
possible for the audience to access further information on the issue?
 Does he/she demonstrate familiarity with different opinions and
perspectives?
 Does he/she provide complete and accurate information on the issue?
Lastly, pathos is making an appeal to emotions. Making people feel that

they have a connection with the topic at hand evokes certain emotions, beliefs and
values.
Logos Ethos Pathos

 uses logic or reason  convinces the  appeals to audience’s
 states claim clearly audience that he/she is emotions
 gives logical reason credible  carefully chooses words
 includes f a c t s ,  uses correct grammar  uses figurative
statistics, researched  s o u n d s as well- language
information researched of the  draws emotional
subject matter responses to the
 maintains formality audience as anger,
guilt, pity, etc.

Logos Ethos Pathos
Example: Example: Example:
"As a doctor, I am "More than one hundred "There's no price that can
qualified to tell you that peer-reviewed studies replace peace of mind. Our
this course of treatment have been conducted over advanced security systems
will likely generate the the past decade, and none will protect the well-being
best results considering of them suggests that this of your family so that you
all the symptoms, is an effective treatment can sleep soundly at
conditions and options.” for hair loss." night."
Grammatical Markers in Comparing and Contrasting
Now that you know how to evaluate claims, it is important that you
understand the grammatical markers that you may use in contrasting and
comparing these claims.
The following words or short phrases are used to compare two items or
ideas:
like as well as both
likewise also resemble
same as similar to
Here is a short paragraph that uses some of these expressions:
Time, like money, is a limited resource. You cannot buy everything you
want, likewise, you do not have enough time to do everything you want to do. Our
time is the same as our money. It is limited. Also, time is a resource when work
needs to be done.
The following words or short phrases are used to contrast two items or
ideas:
unlike in contrast to on the other hand
as opposed to different from however
whereas on the contrary although
Here is a short paragraph that uses some of these expressions:
Unlike time or money, desire is an unlimited resource. Think about it. In

contrast to money which can run out, your desire for new experiences and ideas
will never end. Whereas there is never enough time to do everything you want,
your desire will always come up with something new and exciting.
E
Learning Task 3: Go back to the argument between Reina and Cecilia in I Phase
on page 25. Compare and contrast the claims of the two friends using logos,
ethos, and pathos. Write your answers in your notebook using the table below.
Reina Cecilia
Logos
Ethos
Pathos
Learning Task 4: In your notebook, copy the paragraph below. Circle the
grammatical signals used to compare and contrast. Then, using a Venn diagram,
compare and contrast the two birds.
The Cardinal and the Cedar Waxwing are two common birds.
Both have crests on their heads. But these birds have some
differences. Male Cardinal is bright red, while the Waxwing is
brown. The Cedar Waxwing often migrates from one place to
another. On the other hand, the Cardinal stays in one place year
after year.
Cardinal Cedar Waxwing
Learning Task 5: A school debate is a perfect venue to practice learners’ skills in

making a stand on an issue by expressing statements intermingled with facts that
are selected to support certain opinions. Your task is to go through a debate piece
to identify pure opinions by answering the questions that follow.
Write your answers in your notebook.
Debate Topic: Replacing textbooks with tablets in schools
Pro Debater: My personal view is that mandating to replace textbooks with

tablets will be beneficial since it poses little disadvantages. Tablets
increase standardized test scores. A research study, conducted in
Auburn, Maine, showed that kindergarten students using iPads
scored much higher on literacy tests than students that did not use
the device. I think, this is the primary advantage of using tablets
over books.
Aside from that, tablets cost 50%-60% less than textbooks.

According to the FCC, the U.S. spends about $7 billion per year on
textbooks, but many of them are seven to ten years out of date.
Advocates claim that using tablets instead will save money and
improve learning.

Personally, and practically speaking, tablets are lighter than
textbooks, as well. Between studying, homework, and
extracurricular activities, going back to school may make kids feel
like they have the weight of the world on their shoulders. And
sometimes, they literally do. After you pile a lunch, school supplies,
binders, and textbooks—which typically weigh 3.5 lbs. each—into a
child’s backpack, the load he or she is lugging around could be
huge … and potentially dangerous. According to the U.S. Consumer
Product Safety Commission, at least 14,000 children are treated for
backpack-related injuries every year.
Questions:
1. What is the opinion of the debater on replacing books with tablets? Identify
words or phrases that reveal the debater’s opinion/s about it.
2. What are the facts that the debater used to back up his/her opinion? List them
down.
3. Do you agree with the debater’s stand on the matter? Justify your answer by
citing factual evidence from the speech itself or other additional reliable and
credible sources.
A
Learning Task 6: Read the text carefully. Evaluate the claims with the writer’s
logos, ethos, and pathos. Write your answers in your notebook.
Student Opinion: Zoos should be banned

by Megan Zhou (Adapted by Newsela Staff)
Published on July 16, 2020
Do you think zoos are nice places for animals

to live? If you do, think again. Zoos are harmful to
animals. There are three main reasons why. First,
zoos breed animals inhumanely. Second, they do not
help animals return to the wild. Third, they do not
take good enough care of the animals. For these
reasons, zoos should be shut down and banned, or
stopped altogether.
The first reason zoos should be banned is that
they breed captive animals. Zoos breed animals so
that they will have baby animals to show the public.
Most zoo animals are born inside zoos. Many are
raised without ever seeing their original, wild homes.
When zoos have too many animals, they do not
return them to the wild. They simply kill the "extra"
animals.
Take this example from 2014. The
Copenhagen Zoo is located in Denmark, a country in
northern Europe. A giraffe there named Marius was
raised as a baby in the zoo. He was loved by the
public. Yet, when he became an adult, he was killed.
The zoo's staff shot him. They didn't think he would
be useful. They had other male giraffes they could
Source: Cadavido (2020)
breed instead of Marius.
Baby animals attract more visitors than older animals. Killing an adult
animal opens up space and resources to bring in a younger animal. That animal
can draw bigger crowds and more money. That is the real reason Marius was
killed. The zoo made less money as he grew up. People were more interested in
Marius when he was a baby than when he became an adult.
The second reason zoos should be banned is that they rarely help
endangered animals return to their original habitats. A report by National
Geographic found that most zoos do not have any contact with reintroduction
programs.
People for the Ethical Treatment of Animals (PETA) is a nonprofit
organization that fights for animal rights. According to them, fewer than one-fifth
of the animals in United States zoos are actually endangered. When animal
species is endangered, it is at risk of dying out completely. Zoos spend tons of
money building enclosures for animals. Yet, they do almost nothing to restore wild
habitats or to stop poaching in wild environments.
Finally, zoos simply do not have enough resources to properly house the
creatures that live there. Wild habitats cannot be remade in spaces where animals
are held captive. An opinion article called "All the Reasons Why Zoos Should Be
Banned" was published by Vice in 2015. It said polar bears in zoos have up to
18,000 times less space than they do in the wild.
Animals cannot be healthy in zoos. Seventy-five percent of elephants kept
in zoos are overweight, according to the article. Forty percent of lion cubs pass
away before their full life span. This data supports the argument that zoos do not
have the resources to support animals' well-being, health and populations. The
British Broadcasting Company (BBC) has reported that around 3,000 to 5,000
animals are killed each year in zoos in Europe. Many more animals show signs of
zoochosis. This is a psychological disorder observed in zoo animals that leads to
pacing, bar biting and other repeated behaviors.
Zoos should make an effort to reintroduce the animals they own into
natural habitats. Some could be returned to the wild. However, many zoo animals
would not be able to survive in the wild. These animals should then be sent to
sanctuaries where they can live peacefully.
Zoos inhumanely source and breed animals. They do little to improve
wildlife populations. Zoos also do little to help the public understand their impact
on wildlife. Also, they cannot provide what is needed to support animals' lives.
Zoos should reintroduce their animals into the wild or into sanctuary settings.
This will have the added benefit of relieving zoos of the burden of keeping these
animals alive. Isn't that a win-win?
Source: https://newsela.com/read/ela-ban-zoos-student-opinion/id/2001009233/
--------------------------------------------------------
notebook.
claims speaker persuasive

contrasting reflective fact
Comparing and (1)_________ others’ ideas are skills that can help you to be
critical and (2)_________ on the kind of information you will feed yourself. One way
to evaluate others’ opinions is by identifying the (3)_________ strategies used by the
writer or (4)_________. Knowing these strategies not only helps you formulate
strong (5)_________, but also helps you identify the weak ones.

WEEKS
Recognizing Positive and Negative Messages
7-8
Lesson
I
Writers and speakers differ in styles in terms of delivery and composition.
Choice of words, tone, and voice are just few of the elements that may make or
break their piece. These things make a huge difference in making the message
clear or vague to an audience.
As the receiver of these messages, it is important that you are able to

distinguish the kind of messages you are about to receive or are receiving.
In this lesson, you are expected to recognize positive and negative

messages conveyed in a text.
Let us examine the images below. Can you guess the messages and/or
emotions embedded in each image? Is it positive or negative? Explain your
answers.
Source: Cadavido (2020)
Images contain distinct emotions. These emotions may either be serious or

light in tone. Some images express spirituality, happiness, sadness and/or
excitement, among others. Furthermore, images are used as representations for
visualization of texts. These images, like texts, carry with them some messages
which may be positive or negative in nature.
Beyond these images, you are to examine the messages portrayed by the
given texts in this lesson. Let us determine how messages embedded in texts are
identified and classified.
D
Learning Task 1: In your notebook, identify the kind of message that each
statement conveys. Write POSITIVE if it conveys a positive message or NEGATIVE
if it conveys a negative one.
1. We have not been seeing a great deal of each other lately.

2. The police concluded that the security system had been working properly.
3. I think I am not doing enough.
4. You know you have something to offer. If you don’t, you would not be here.
5. If you want to change the world, you have to take the leap.
6. All our efforts will be useless.
7. You cannot even express your own emotions.
8. They did their job well.
9. We can do this.
10. Every step, little as it may be, is progress.
--------------------------------------------------------
POSITIVE AND NEGATIVE MESSAGES
Writers have their own unique style in expressing their messages. Their
choice of words mainly creates the atmosphere, mood, and emotions depending on
the occasion.
For instance, for fictional texts, authors carefully weave words in order to
give shape to the story and provide the voice for characters. It is what creates the
personality of the selection.
For non-fictional texts, on the other hand, a writer chooses words that
would express his/her attitude toward a subject. It tells the reader how they
should read the text — funny, serious, angry, friendly, etc.
In both cases, the audience perceives the message as negative or positive

depending on the tone and word choice.
Tone
Tone refers to the emotion or attitude that that the writer embeds in
writing. It gives more context beyond the words used. So, how does it work? You
see the words on the page, interpret their meaning, and add a layer of emotional
context. These create the concept of a message as to being positive or negative.
Writers use tone words to establish a message. These are words that make
the author’s opinion on the subject matter known. They make the tone either
positive or negative.
Teacher: You made an A on the test.
The tone of the student is positive.
Student: “That’s incredible news!”
Teacher: You made an A on the test.
The tone of the students is skeptical.
Student: “I did?”
Teacher: You made a B on the test.
The student’s tone is sarcastic.
Student: “Of course. I knew it.”
You made a pathetic C on the test. The tone is negative.
Positive Tone Words Negative Tone Words
benevolent, sympathetic, tolerant, aggressive, hostile, forceful,
generous, caring, well-meaning , argumentative, aggrieved, indignant,
candid, truthful, straightforward, annoyed, offended, disgruntled, angry,
honest, unreserved, celebratory, enraged, threatening, menacing,
praising, glorify, honor, diplomatic, apathetic, indifferent, unemotional,
tactful, sensitive, thoughtful, formal, arrogant, disdainful, overbearing,
respectful, factual, joyful, positive, condescending, vain, scoffing
optimistic
Likewise, emotions, which can rise and fall as to how specific words can be
synonymous, indicate a variety on levels of responses. It is necessary to
recognize the differences when selecting appropriate synonyms.
These pairs of positive and negative sentences will show you how words
that are actually synonymous can be warm, neutral or very cold.
Positive: Alessandra performs a

survey before buying any
product. She is
Economical
economical.
vs. Cheap
Negative: Alessandra performs a
survey before buying any
product. She is cheap.
Positive: Doing the indicated tasks
in the module is really a
challenge.
Challenge
Negative: Doing the indicated tasks
vs. Difficult
in the module is really
difficult.
Positive: Listening to him fascinates

me. He is an excellent
Conversationalist conversationalist.
vs. Chatty Negative: Listening to him irritates
me. He is indeed chatty.
Po s itive:
A ntho ny l o ve s to
experiment. His hobby is
indeed unique.
Unique vs. Weird Negative: Anthony loves to
experiment. He is really
weird.
Positive: My cousin always asks
questions. He is curious
of everything.
Curious vs. Nosy Negative: My cousin always asks
questions. He is a nosy
child.

Positive: You were too generous To compliment someone's
with your gifts to the generosity is to offer high praise. If,
Generous
foundation. however, you call their act of
vs.
Negative: Your gift to the kindness extravagant, you are
Extravagant
foundation was too telling them they went too far (and
extravagant. that is hardly complimentary).
Learning Task 2: In your notebook, copy the statements below. Then, underline
the word/s that made each negative.
1. He likes participating in the games. He is so hyperactive.

2. Our exam yesterday was extremely difficult.
3. My cousin was so chatty that we slept very late last night.
4. Maria was cheap for buying these second-hand bags.
5. Jayson uses only a metal straw to drink. He is weird.
6. She has grown up to be a nerd, since she just likes to study all the time.
7. Arang, our toddler neighbor, asks a lot of questions. She is so nosy.
8. Jessica stays late every night reading books about Philosophy. She has
become more elderly than her age.
9. The gifts Nathan gave to his workers were extravagant.
10. Our new teacher is annoying.
Learning Task 3: Convert the sentences in Learning Task 2 into grammatically

correct positive statements. Write your answers in your notebook.
E
Learning Task 4: Complete each sentence by inserting word with positive
connotation. Choose from the options inside the parentheses. Write your answers
in your notebook.
1. The temperature of water in Miranda's swimming pool was ___________.

(freezing/refreshing)
2. Adam wore a ____________________ expression on his face. (thoughtful/glum)
3. The spring rain ____________________ Mrs. Gillig's garden. (nourished/
drenched)
4. Jessica has a very ____________________ sense of style. (unique/odd)
5. I bought the dress because it was ____________________. (cheap/inexpensive)
6. The autumn wind ____________________ through the trees. (howled/sang)
7. Shang gave a very ____________________ excuse for not turning in his
homework. (reasonable/pitiful)
8. Stephanie takes a very ____________________ approach to keep her room clean.
(easy-going/lazy)
9. Our new classmate is a bit _________ . (quiet, antisocial)
10. My mom always checks on us because she is __________. (fretful, cautious)

Learning Task 5: Read the poem below. Then, answer the questions that follow.
Do this in your notebook.
The Land of Nod

by Robert Louis Stevenson
From breakfast on through all the day The strangest things are there for me,
At home among my friends I stay, Both things to eat and things to see,
But every night I go abroad And many frightening sights abroad
Afar into the land of Nod. Till morning in the land of Nod.
All by myself I have to go, Try as I like to find the way,

With none to tell me what to do-- I never can get back by day,
All alone beside the streams Nor can remember plain and clear
And up the mountain-sides of dreams. The curious music that I hear.
1. What is the poem all about?

2. What is the speaker’s tone? Identify word or words that would justify
your answer.
Learning Task 6: In your notebook, cut and paste a news article, an essay or a
speech. Identify whether the message it expresses is positive or negative. Highlight
the words that made it either positive or negative to justify your claim.
A
Write a reflection note on the importance of identifying whether the
embedded message in a text is positive or negative. Do this in your notebook.

Note: Items with no key answers would require varying answers from the learners.
Learning Task 4 Learning Task 2 Learning Task 1
1. REFRESHING 1. hyperactive 1. NEGATIVE
2. THOUGHTFUL 2. extremely difficult 2. POSITIVE
3. NOURISHED 3. chatty 3. NEGATIVE
4. UNIQUE 4. cheap 4. POSITIVE
5. INEXPENSIVE 5. weird 5. POSITIVE
6. SANG 6. nerd 6. NEGATIVE
7. REASONABLE 7. nosy 7. NEGATIVE
8. EASY-GOING 8. more elderly 8. POSITIVE
9. QUIET 9. extravagant 9. POSITIVE
10. CAUTIOUS 10. annoying 10. POSITIVE
Positive and Negative Messages
A Phase Learning Task 2 Learning Task 3 Learning Task 1
1. COMPARE 1. MOVIE TRAILER 1. B
1. contrasting 2. COMPARE 2. INTERNET-BASED 2. D
2. reflective 3. CONTRAST VIDEOS 3. A
3. persuasive 4. COMPARE 3. WEATHER 4. C
4. speaker 5. CONTRAST REPORT 5. E
5. claims 6. CONTRAST 4. NEWS FLASH
7. COMPARE 5. DOCUMENTARIES
8. CONTRAST
9. CONTRAST
10. CONTRAST
Compare and Contrast Opinions Viewing Genres
1. FACT 1. really 1. FACT
1. opinion-based 2. OPINION 2. If I’m not mistaken 2. FACT
2. opinion 3. FACT 3. In my experience 3. OPINION
3. analytical 4. FACT 4. I think 4. OPINION
4. writer 5. OPINION 5. It is claimed 5. FACT
6. FACT
7. FACT
8. FACT
9. OPINION
10. OPINION
Opinion Markers
1. E 1. Number of enrollees 1. C
1. visual-verbal 2. A 2. Three sections 2. A
2. comprehension 3. C 3. 10.5 % 3. D
3. visual 4. D 4. SPJ 10 Elijah Parish Joy 4. C
4. thinking 5. B 5. SPJ 9 Martin Luther King 5. A
Jr. 6. B
7. B
8. D
9. B
10. A
Visual-Verbal Relationship
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


Week 5 LP Week 6 LP Week 7 LP Week 8 LP


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 found in the second column
up to the succeeding columns, ie. 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. Thank you.

References
Brown, J. (2018, February 6). Positive or negative writing? It's a no-brainer. Retrieved https://
writingcooperative.com/positive-or-negative-writing-its-a-no-brainer-d29de705123c
Department of Budget and Management. (2019). 2019 national budget. Retrieved https://
www.dbm.gov.ph/images/pdffiles/2019-People's-Budget-Quick-Glance_English-Version.pdf
Department of Health. (2017). Acute bloody diarrhea. DOH Philippine Health Statistics 2008-2015
and Field Health Surveillance Information System Annual Reports 2016-2017
Department of Health. (2020). COVID-19 tracker. Retrieved https://www.doh.gov.ph/covid19tracker
English Composition.Org. (2019, February 7). Ethos, pathos and logos. Retrieved https://
englishcomposition.org/advanced-writing/ethos-pathos-and-logos/
Fleming, G. (2019). Ethos, logos, pathos for persuasion. Retrieved https://www.thoughtco.com/ethos

-logos-and-pathos-1857249
Heick, T. (2020, May 15). 40 viewing comprehension strategies. Retrieved https://

www.teachthought.com/technology/viewing-comprehension-strategies-watching-videos-like-
you-read-a-book/
Kittelstad, K. Positive and Negative Connotations: Example Sentences. Example Articles & Resources.
https://examples.yourdictionary.com/positive -and-negative-connotations-example-
sentences.html
The Association of Educational Communications and Technology. (2001). The visual-verbal relation-
ship. Retrieved http://members.aect.org/edtech/ed1/16/16-09.html
Zhou, M. (2020, July 2016). Student Opinion: Zoos should be banned. Retrieved https://
newsela.com/read/ela-ban-zoos-student-opinion/id/2001009233/

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: lrmd.calabarzon@deped.gov.ph

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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON English G8

Job S. Zape, Jr.

Melanie Mae N. Moreno

Jhonathan S. Cadavido & Dennis M. Vidar

Lhovie A. Cauilan, Melanie N. Moreno & Jhonathan S. Cadavido

Jhucel A. del Rosario & Melanie Mae N. Moreno

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON English G8

For the Parents/Guardians

For the Learners

PIVOT 4A CALABARZON English G8

This part presents the MELC/s and the desired

This part presents activities, tasks and contents

him/her on what he/she knew, what he/she does

In this part, the learner engages in various tasks

doing the tasks in the D part. This also exposes

information that will form part of his/her

PIVOT 4A CALABARZON English G8

Study the infographic below containing important details on the 2019

Source: Department of Budget and Management

The use of visuals helps in understanding data or information. Without

7 PIVOT 4A CALABARZON English G8

Expository texts are designed to explain, inform, and present facts of

Examples of these visual elements include graphs, tables, maps,

The concept of visual-verbal symbiosis is rooted in the idea that "visuals"

These are diagrams showing the relation between variable quantities,

A. Bar graphs show numbers that are 5

independent of each other, i.e. 4

number of people who preferred 3

Chinese takeaways, Indian takeaways, 2

Data Data Data Data Data

B. Line graphs show you how numbers

whatever variable being measured; the

PIVOT 4A CALABARZON English G8 8

A table, also known as matrix,

A map refers to collection of data

IV. Captioned Graphics

Captioned graphics provide a

A flowchart shows the sequence of

9 PIVOT 4A CALABARZON English G8

3. budget distribution to different

PIVOT 4A CALABARZON English G8 10

Acute Bloody Diarrhea

DOH surveillance reporting system defines acute bloody diarrhea

1. What information does the table show?

11 PIVOT 4A CALABARZON English G8

comprehension fact-based visual-verbal

Understanding (1)__________ relationships is a powerful tool to improve

PIVOT 4A CALABARZON English G8 12

In this lesson, you are expected to learn how to identify opinion-marking

Coronavirus Disease 2019 or COVID-19 is the number one problem that

Using your knowledge and other researched information about COVID-19,

13 PIVOT 4A CALABARZON English G8

1. Eid is a religious festival celebrated by Muslims twice a year.

PIVOT 4A CALABARZON English G8 14

Distinguishing fact and opinion is a significant skill in order to become

Opinion-marking signals play important roles in signifying that statements

Aside from improving reading and listening comprehension, learning

Examine this scenario:

Do you think it would spark a meaningful conversation between the two of