Reading and Writing LAS Quarter 3

11
Reading and
Writing Skills
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in English
(Grade 11)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material 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.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD, CESO IV
Assistant Regional Director : JESSIE L. AMIN, EdD, CESO V
Schools Division Superintendent : MADELYN L. MACALLING, PhD, CESO VI
Asst. Schools Division Superintendent(s) : EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : RODRIGO V. PASCUA, EdD
Development Team
Writers: Jerome C. Rodeo, Ana Rose M. Dela Cruz, Sweetheart A. Cera, Joana Marie
A. Diaz, Patricia Anne A. Ramel, Joy D. Patricio, Frederick D. Siobal, Florabel G. Pascua,
Sheena Jane A. Lacaste, Joevince G. Baldonado, Angelica B. Benigno, Mark Kevin C.
Agcanas, Jamaica C. Ahanil, Maricel R. Parallag, April Joy C. Castueras, Percila A.
Corrales, Edlyn M. Baui, Terenz Khryst P. Arellano, Nenette T. Bautista, Charleen G.
Acob, Aileen Joy R. Mora.
Content Editors : JOY S. FERRER- LOPEZ, RONALD A. MAYO, DANTE C. CAPUCHINO
MICHAEL KEVIN A. MONFORTE, APRIL JOY C. CASTUERAS
Language Editor : GLENDA I. PIRA, Alibadabad National High School
Illustrators : CALIXTO O. CALIXTO, Highway Region NHS, SDO Isabela, RHEAN JOY R.
LINTAO, Marasat Pequeño Elementary School, SDO Isabela
Layout Artists : LEONARD A. GELACIO, Cordon South CS, SDO Isabela
Focal Persons : JAY J. GALLEGOS, EPS English, SDO Isabela
MA. CRISTINA ACOSTA, EPS LRMDS, SDO Isabela
MARIA GERALDINE G. LASTRA, Librarian II, SDO Isabela
RONNIE F. TEJANO, Regional Learning Area Supervisor
RIZALINO G. CARONAN, Regional LR Supervisor
Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Practice personal hygiene protocols at all times ii
TABLE OF CONTENTS
Compare and contrast patterns of written texts across disciplines 4-15
Evaluate a written text based on its properties (organization, coherence 16-26
and cohesion, language use and mechanics)
Identify claims explicitly or implicitly made in a written text:
a. claim of fact 27-35
b. claim of policy 36-46
c. claim of value 47-57
Identify the context in which a text was developed:
a. hypertext 58-70
b. Intertext 71-86
Explain critical reading as a form of reasoning 87-99
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; 100-110
b. counterclaims in response to claims made in a text read 11-124
Determine textual evidence to validate assertions and counterclaims 125-140
made about a text read
Identify the unique features of and requirements in composing texts that
are useful across disciplines:
a. Book Review or Article Critique 141-155
b. Literature Review 156-169
c. Research Report 170-199
d. Project Proposal 200-211
e. Position Paper 212-231
Identify the unique features of and requirements in composing
professional correspondence:
a. Resume 232-243
b. Apllication for College Admission 244-255
c. Application for Employment 256-274
d. Various forms of Office Correspondence 275-286
Practice personal hygiene protocols at all times iii

READING AND WRITING SKILLS
Name of Learner: _____________________________Grade Level: _____________
Section: _____________________________________Score: _________________
LEARNING ACTIVITY SHEET

Patterns of Development in Writing Across Disciplines
BACKGROUND INFORMATION FOR THE LEARNER
Writing paragraphs entails considerable thought if you want to write well-focused

paragraphs otherwise you end with short, choppy ones that contain unrelated sentences.
When asked to come up with an essay, for example, students resort to obvious dodges like
using larger fonts, increasing the page margins and even pad their compositions with
extraneous information, excessive quotes, and apparent repetitions.
Paragraphs can be developed using a variety of patterns that reflect our thinking
about the material. As a jumpstart, you explore for ways to structure your thinking. Then
you write about the topic sentence and its supporting sentences. As you revise your
composition, personal preferences come in. Some advance their material by physical
description; others by narrating series of events while others favored comparison and
contrast. It is also possible that more than one pattern of development may be used in series
of paragraphs. Key to successful writing is the knowledge of transitional expressions that
send a signal to your readers. Just as you choose what clothes to wear on a particular
occasion, you also employ conscious decision in deciding on a pattern to dress up your
ideas.
Kirszner and Mandell (2002) in their Brief Holt Handbook, (2nd edition) encapsulated
eight (8) patterns of paragraph development (in-depth discussion of each pattern will be
presented in the succeeding pages). Depending upon the subject of your paragraph, some
of these patterns will work better than others. Paragraphs can be developed using a variety
of patterns that reflect our thinking about material. It is also possible that more than one
pattern of development may be used in series of paragraphs.
EIGHT PATTERNS OF PARAGRAPH DEVELOPMENT
1. Narration- This sort of paragraph requires chronological ordering. Using

transitional words and phrases that signal time are highly recommended. It is like
telling a story.
2. Description- In this paragraph, you convey how something sounds, smells, tastes,
feels and/or looks. Using transitional words and phrases that indicate location are
often recommended.
Practice personal hygiene protocols at all times 1

3. Definition- a paragraph demonstrating this technique will include a definition of the
term, the class to which it belongs, and the details that differentiate it from other
members of its class.
4. Exemplification/Classification- this paragraph uses specific illustrations to clarify

a general statement. When you use this technique, you are taking many separate
items and grouping them into categories according to qualities and characteristics
that they all share.
5. Comparison and contrast- a paragraph that demonstrates comparison and/or
contrast examines how given subjects are either similar or different. Comparison
examines how the subjects are the same. Contrast examines how the subjects are
different. Using transitional words and phrases that signal comparison and contrast
are highly recommended. For comparison, in the same way, similarly, in like
manner, likewise, both and too are the words and phrases which are commonly used.
While yet, nevertheless, nonetheless, after all, but, however, in contrast, otherwise
and on the other hand are used to show contrast.
6. Cause and effect- when you use this technique, you are exploring why events occur
and what happens as a result of them. Transitional words and phrases that signal
causes and effects are suggested. The most common words and phrases to show
cause include because, since, is, due to and is caused by. While the words and
phrases such as for this reason, it follows, as a result, as a consequence, thus, so,
and therefore are used to show effect.
7. Problem-Solution- this pattern presents the readers with a problem (a cause) and
some facts or reasons why it is a problem. The closing statement underscores the
connection between the problem and the solution.
8. Persuasion- this sort of paragraph requires convincing the readers that the opinion
of the writer on a subject is the right one. Considering the type of audience and the
kind of evidence your audience with likely respond to, are helpful.
LEARNING COMPETENCY WITH CODE
MELC: Compare and Contrast patterns of written text across disciplines. (S2 Q3)
CG: Distinguishes between and among patterns of development in writing across
disciplines: EN11/12RWS-IIIbf-3.1-8

DIRECTIONS AND INSTRUCTIONS
Are you tired of your daily routine after being stuck at home due to
community quarantine? Well, here is your chance to make things fun and
meaningful. Be a certified student writer and get a more rewarding upshot.
Come on! Let’s spice up your mind of learning!
You are given a set of five tasks to accomplish, and each task has to be
W
completed before moving to the next level. Shade the star/s after unlocking each
level to get the certified badge for being a star writer.
Adventure awaits you, go and unlock it! Happy working!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the

responsibility to finish the activity package and submit it to your teacher
(____________________) on (____________________).

Level I: LOAD
“Believe in yourself you can do it; you’re on the right track!”
Directions: Fill in the crossword puzzle with the correct answer based on the
definitions of the writing pattern below. Match the number of the definition to the
boxes placed across or down the grid. If filled out correctly, the words will fit neatly
into the puzzle.
3
1
2
5 6 7
8
10
ACROSS DOWN
2. This requires the writer to convince his 1.This writing pattern makes the reader look
claim is correct. for an answer for a given problem.
5. When you need to elucidate the nature of 3. It identifies a term and sets it apart from
people, places, and things you use this all other terms that may be related to it.
writing pattern. 4. The writer develops a general statement –
9.It examines how the subject is the same. the topic sentence, with one or more
10. A change that results when something is examples.
done or happens. 6. It examines how the subjects are
different.
7. This method of development is like
storytelling.
8. it is something that makes something
happen or exist.

Level II: ENGAGE
“You’re doing that much better, keep working on it! Here is

your next spot. Go grab it.”
A. Compare and contrast each pattern of development by writing details about it

using the graphic organizer below.
LAUGHTER, THE MEDICINE
Laughter is one of the greatest healing devices known to man. Laughter is powerful
and can help people in many different ways. It has the power to cure something as little as a
bad day or to heal the wounds of a terminally ill person. Laughing has helped create the smile
which is the universal sign of well-being. Generally, individuals who do not laugh live
miserably and have unhappy lives. Dr. Robert Holden found out that smiling and laughing
releases endorphins in the brain which gives people an overall happy well-being. Using
comedy, many doctors have stimulated the healing process in manic depressants and fatally
ill patients giving them hope and ambition. In many clinics, laughter is being used in
replacing antidepressants and reduces the need of painkillers. (Dr. Gael Crystal). Take
comedians for example, they usually live long and happy lives. Putting a smile on faces and
laughs in souls is what makes life complete. Laughter helps heal people and brightens spirits
for a better and healthier life. Laughing is a sign of joy and hope and keeps people normal
and the world happy. Using the techniques of laughter and happiness is the best medicine
known to man. Laughter is the universal sign of well-being and happiness within health.
Laughing brightens the spirit and heals the mind and body of people who allow it to
overcome them. Therefore, try a smile and laugh on for size and live a longer happier life
with loved ones.
(Source: http://english120.pbworks.com)

Level III: ADVANCE
A. Read and carefully analyze the paragraph then answer the questions that
follow.
Guide questions:
1. What are the patterns of development employed in the paragraph? Cite lines
from the paragraph that prove your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. In your opinion, how does the writer come up with a paragraph using a
combination of various development patterns?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Level IV: REFINE
One more time and you will be on your final stage! Hurry up!
Directions: Read and analyze each of the given paragraphs below then identify the
pattern of development used. Justify your answer.
1. I took up the river road as hard as I could. By and by I begin to hear guns
a good way off. When I came in sight of the log store and the woodpile where
the steamboats landed, I worked along under the trees and brush till I got
to a good place, and then I climbed up into the forks of cottonwood that was
out or reach, and watched. There was a wood-rank four foot-high a little
way in front of the tree, and first I was going to hide behind that; but maybe
it was luckier I didn’t.
(Source: The adventures of Huckleberry Finn by Mark Twain
www.sparknotes .com/nofear/lit/huckleberry finn)
Answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. Basketball and soccer are played with a round ball. They both provide a ton
of cardiovascular exercise such as running; so, if you want to get in shape,
these are the sports to play. Even though basketball and soccer are similar,
differences do exist. An athlete dribbles the ball in both sports, but the
basketball player uses his hands and a soccer player uses his feet. Usually,
soccer is played outside on a large field and a basketball is played indoor
on a court made of wood or cement.
(Source: modified from https://www.northallegheny.org)
Answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Global climate change resulting from the accumulation of greenhouse

gases, for example, is likely to have significant health effects, both direct
and indirect. An average global temperature rises of 3-4˚C, predicted for
the year 2100 by the Intergovernmental Panel on Climate Change, will
greatly increase the number of days in the United States with temperatures
over 38˚C (100˚F), with a resulting sharp rise in heat-related mortality.
Deaths would occur primarily from heat strokes, heart attacks and cerebral
strokes. The very young, poor and elderly, as well as those with chronic
cardiovascular and respiratory diseases, are most at risk. During the two-
week heat wave of July 1993 in the Eastern United States, 84 people died in
Philadelphia alone as a result of the higher temperatures.
(Source: http://slsuwritersblock.blogspot .com)
Answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Bacterial Endocarditis occurs when bacteria in the bloodstream

(bateremia) lodge on abnormal heart valves or other damaged heart tissue.
Certain bacteria normally live on parts of your body, such as the mouth and
upper respiratory system, the intestinal and urinary tracts, and the skin.
Some surgical and dental procedures cause a brief bacteremia. Bacteremia
is common after many invasive procedures, but only certain bacteria
commonly cause endocarditis.
(Source: (Bacterial Endocardtis.’’ American Heart Association.
<http://www.americanheart.org)

Answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. The school fair is right around the corner, and tickets have just gone on
sale. We are selling a limited number of tickets at a discount, so move fast
and get yours while they are still available. This is going to be an event you
will not want to miss! First off, the school fair is a great value when
compared with other forms of entertainment. Also, your ticket purchase will
help our school, and when you help the school, it helps the entire
community. But that’s not all! Every ticket you purchase enters you in a
drawing to win fabulous prizes. And don’t forget, you will have mountains
of fun because there are acres and acres of great rides, fun games and
entertaining attractions! Spend time with your family and friends at our
school fair. Buy your tickets now.
(Source:
https://patternbasedwriting.com)
Answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________
LEVEL V: NURTURE
“There you go for the last pace! Congratulations for an excellent job!
Performance Task’’
If you were the president, what reforms would you have for your administration?
Discuss your agenda using varied patterns of paragraph development.
(Use a separate sheet.)

● Note: Your essay will be graded based on this rubric. Thus, use this rubric as a
guide in writing.
Traits 4 3 2 1
Focus and There is one There is one There is one The topic and
Details clear, well- clear, well- topic. Main main ideas are
focused topic. focused topic. ideas are not clear.
Main ideas are Main ideas are somewhat clear.
clear and are clear but are not
well supported well supported
by detailed and by detailed
accurate information.
information.
Organization The The The There is no

introduction is introduction introduction clear
inviting, states states the main states the main introduction,
the main topic, topic and topic. A structure, or
and provides provides an conclusion is conclusion.
an overview of overview of the included.
the paper. paper. A
Information is conclusion is
relevant and included.
presented in a
logical order.
the conclusion
is strong.
Voice The author’s The author’s The author’s The author’s

purpose of purpose of purpose of purpose of
writing is very writing is writing is writing is
clear, and there somewhat clear somewhat clear unclear.
is strong and there is and there is
evidence of some evidence evidence of
attention to the of attention to attention to the
audience. the the audience. audience. The
author’s the author’s author’s
extensive knowledge knowledge
knowledge and/or and/or
and/or experience with experience with
experience the topic is/are the topic is/are
with the topic evident. limited.
is/are evident.
Word Choice The author The author uses The author uses The writer uses
uses vivid vivid words and words that a limited
words and phrases. The communicate vocabulary.

phrases. The choice and clearly, but the Jargon or
choice and placement of writing lacks clichés may be
placement of words is variety. present and
words seems inaccurate detract from the
accurate, and/or seems meaning.
natural, and overdone.
not forced.
Sentence, All sentences Most sentences Most sentences Sentences sound

Structure, are well- are well- are well- awkward, are
Grammar, constructed constructed and constructed but distractingly
Mechanics and and have have varied they have a repetitive or are
Spelling varied structure and similar structure difficult to
structure and length. The and/or length. understand. The
length. The author makes a The author author makes
author makes few errors in makes several numerous errors
no errors in grammar, errors in in grammar,
grammar, mechanics, grammar, mechanics
mechanics, and/or spelling mechanics, and/or spelling
and/or but they do not and/or spelling that interfere
spelling. interfere with that interfere with
understanding. with understanding.
understanding.
Source:
www.readwritethink.org
You have successfully completed the tasks! You

Congratulations! are now a certified star writer. Claim your badge
now!
Credits: superstickers.com
Student’s signature: __________________

Reflection:
Reflect on the concepts and ideas that have just been introduced, make
connections to your prior knowledge or experience, and seek clarification by
completing the following:
● I learned that ______________________________________________________

● I changed my attitude about___________________________________________
● I became more aware of______________________________________________
● I was surprised about________________________________________________
● I felt______________________________________________________________
● I empathized with ___________________________________________________
References
Dayagbil, F. T., Abao, E. L.,and Bacus, R. C. (2016).Critical Reading and Writing for
the Senior High School, Lorimar Publishing INC.
Kirszner and Mandell. (2012). The Brief Holt Handbook, second edition, University
Center for Learning Assistance, Illinois State University.
Answer Key
Level I: LOAD

Level II: ENGAGE (Answers may vary)
LEVEL III: ADVANCE (Answers may vary)
LEVEL IV: REFINE
1. Narration
Justification: Answer may vary
2. Comparison and Contrast
3. Cause and Effect
4. Definition
5. Persuasion
LEVEL V: NURTURE (Answers may vary)
Written by:
Jerome C. Rodeo
-------------------------------------------------------------------------------------------------------
Do not Write on this Portion
FEEDBACK CARD What’s your Badge?
AWESOME!- Completed and earned
ACTIVITY 1 perfect scores in all activities
GOOD JOB!- Completed the activities
ACTIVITY 2 with 80-90% accuracy
IT’S OKAY.- Completed the tasks with
ACTIVITY 3 75-79% accuracy
STRIVE FOR MORE. When need
ACTIVITY 4 further assistance and support
ACTIVITY 5
BADGE EARNED:
Comments of Teacher:


Section: ____________________________________ Score: __________________

Properties of A Well Written Text
Background Information for Learners
A paragraph is a series of sentences that are organized, coherent, and are all related to
a single topic. For a paragraph, or for any composition, to be effective, it must always consider
the Properties of a Well-Written Text. These properties are Organization, Coherence and
Cohesion, Language Use, and Mechanics.
ORGANIZATION also known as arrangement, is achieved when ideas are logically and
accurately arranged with focus on the arrangement of ideas, incidents, evidence, or details in a
definite order in a paragraph, essay, or speech. It can be done with a recognizable plan that
defines one sentence connection to the other sentence and paragraph to the other paragraph.
COHERENCE refers to the overall sense of unity in a passage, including both the main point
of sentences and the main point of each paragraph. A coherent passage focuses the reader’s
attention on the main ideas and the specific people, things, and events you are writing about.
COHESION is also a very important aspect of academic writing because it immediately affects
the tone of your writing. Cohesive writing does not mean just “grammatically correct”
sentences; cohesive writing refers to the connection of your ideas both at the sentence level and
at the paragraph level. Cohesion is important because it allows writers to make multiple
references to people, things, and events without reintroducing them at each turn. If we had to
repeat every time, we wanted to refer to them, the text would be very tedious to read.
A. Arrangement of details according to:
1. Chronological Order
2. Spatial Order
3. Emphatic Order
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns
LANGUAGE USE
Language Use is one of the clearest indicators of a well written text. It enables writers to
effectively communicate ideas without confusing the reader. An effective language is: Specific,
Concise, Familiar, Correct, and Appropriate Levels in Language Use.
1. Informal/ Personal - slang, local expressions, text messaging
Hey Sup OTWBRB
Bes Pet GNytSML
Yow Nigga Dude KUTGW

2. Standard/Academic - widely accepted words and phrases found in books, magazines,
and newspapers
Note to a professor:
I missed last night’s class and will email my paper later.
3. Business/Technical - scientific terms, jargon, and special expressions
Psychiatrist’s report:
“Dissociative rage order is not indicated by the ER assessment.”
Principles in Language Use/ Diction
1. Use clear and concise sentences, usually about 18 words long.
2. Avoid redundancies, clichés wordiness, and highfalutin
3. Although may be used, avoid overusing “There” and “It”, drop it.
4. Use precise vocabulary. Be accurate. Condensed.
5. Be consistent in pronoun POV
6. Avoid sexist language.
7. Use an appropriate level of formality.
MECHANICS focuses on the technicalities of the structure. It determines errors on subject-

verb agreement, prepositions, tenses, the grammar, spelling, capitalization, abbreviations and
acronyms, the use of numbers as part of the statement, and the punctuation marks.
✔ Spelling
✔ Capitalization
✔ Abbreviation and Acronyms
✔ Numbers
✔ Punctuation Marks
✔ Grammar
Learning Competency with Code

MELC: Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics) (S2 Q3)
CG: Identifies properties of a well-written text (EN11/12RWS-IIIgh-4)
a. organization
b. coherence and cohesion
c. language use
d. Mechanics
Directions and Instructions
Hello, learner! Today is your chance to be one of the deities. Thus, you need to do
everything in this activity sheet to become one. You are set to take your five-stage adventure (1-
Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) dealing with the properties of a well written
text. At this point, you need to choose your preferred deity. Write your name below your chosen
deity, then sign the learning agreement. Good luck!!

Name: _____________________ Name: _____________________
Credits: https://www.aswangproject.com/ancient-tagalog-deities-in-philippine-mythology/
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
Level 1: LOAD
Load up what you have learned by doing this first activity!
Read the following excerpts or examples from a text and determine what
property of a well-written text is presented/used. Write your answer on the space
provided.
Example:
Michael took the children with him.
Answer: Coherence and cohesion, Pronouns
1. Central Idea: The Eiffel Tower is divided into three sections.

Main Points:
I. The lowest section of the tower contains the entrance, a gift shop, and a restaurant.
II. The middle section of the tower consists of stairs and elevators that lead to the top.

III. The top section of the tower includes an observation deck with a spectacular view
of Paris.
Answer: ___________________________________
2. During the early twentieth century, in addition to industrialization, urban growth

and technological development, Australian society was experiencing a transformation
of the domestic ideal. Consequently, people were subject to an increasing array of
government and professional programs aiming to manage and regulate life, particularly
family life. Some of these programs were. . .
Answer: ___________________________________
3. ALTERNATIVE: A poor or negative result

Instead of: A bad result
Answer: ___________________________________
4. (Aside from transitions)

During the early twentieth century, in addition to industrialization, urban growth and
technological development, Australian society was experiencing a transformation of
the domestic ideal.
Answer: ___________________________________
5. This morning was crazy. My alarm clock was set for PM instead of AM, so I
woke up really late. I just threw on some clothes and ran out the door. I rode my bike
as fast as I could and thought that I was going to be late for sure, but when I got there
everyone was outside and there were fire trucks all lined up in front of school. I guess
somebody pulled the fire alarm before class started. It worked out though, because
nobody really noticed or minded that I was tardy.
Answer: ___________________________________
6. President Rodrigo Duterte was the 16th President of the Republic of Philippines.
He is also the former Mayor in Davao City for a long time.
Answer: ___________________________________
7. Incorrect: The value in this variable is used to determine when to pause during
long display output, such as during a software dump. Its value is reset each time the OK
prompt is displayed.
Correct: The value in this variable is used to determine when to pause during long
display output, such as during a software dump. The variable’s value is reset each time
the OK prompt is displayed.
Answer: ___________________________________

8. The judge commanded, stamping his mallet on the table, “Order in the court,
order in the court.”
Answer: ___________________________________
9. The president said, “Work, work, and work,” are the keys to success.
Answer: ___________________________________
10. The inside of Bill's refrigerator was horrible. On the top shelf was a three-week-
old carton of milk. Next to it sat a slice of melon that had started to get moldy. To the
right of the melon sat the remains of a macaroni and cheese dinner that had been served
a week earlier. On the shelf below was a slice of cake from his sister's birthday party.
Though there was food, none of it was edible.
Answer: ___________________________________
LEVEL 2: ENGAGE
Engage yourself by organizing the following sentences into paragraphs!
Organize the set of sentences into a paragraph. Write it on the space provided.
● Rewriting is something most writers find they have to do.

● They rewrite to discover what they have to say.
● They rewrite to discover how to say it.
● There are few writers who do little formal rewriting.
● They have capacity and experience.
● They create and review a large number of invisible grafts.
● They create and review in their minds.
● They do this before they approach the page
(Source: Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts”
from www.grammar.about.com ”)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Level 3: ADVANCE
Advance your skill in analyzing the following texts!
A. Read the paragraph below and answer the following questions. Write your
answer on the space provided.
Kabayan is one of the Municipality of Benguet Province in the Cordillera

Mountain Ranges of Northern Luzon. The municipality is recognized as a center
of Ibaloi Culture. The Ibaloi, the dominant ethno-linguistic group, of Kabayan
have a long traditional practice of mummifying their dead. Mummification began
prior to the Spanish colonization. Individuals from the higher societal stratum of
the Ibaloi of Kabayan used to be mummified through a long ritual process over
a long period of time. The process of mummification using salt and herbs and set
under fire may take up to two years. When the body is finally rid of body fluids,
the mummy is placed inside a pinewood coffin and laid to rest in a man-made
cave or in niche dug-out from solid rock. During the Spanish period, Christianity
spread and took a foothold in the mountains of Benguet and the practice of
mummification and cave burial was abandoned. The remains are then placed in
wooden coffins and interred in man-made burial niches in rocks or rock shelters
and/or natural caves.
(Source: https://whc.unesco.org/en/tentativelists/2070/ )
● What is the topic sentence?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
● Are the sentences that follow clearly related to the topic sentence? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

● Is the entire paragraph unified? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
● Does it contain irrelevant details? Justify your answer.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
LEVEL 4: REFINE
A. Notice that the paragraph below seems disjointed, and it is difficult to follow
the writer’s point. Rewrite the paragraph making it more coherent. Use appropriate
transitional expressions.
The Human Resources Department is planning to increase basic education

teachers’ retention. Three teachers resigned from the basic education department last
month. We had to hire temporary teachers to fill the positions until new teachers could be
hired. Many important tasks went unfinished. Teachers retention has become a top priority
for Human Resources.
Revised paragraph:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

LEVEL 5: NURTURE
Nurture your skill by doing the final task!
Choose two Texts from two different sources. Compare and contrast the articles
in terms of:
1.Organization
2.Coherence and cohesion
3.Language Use
4.Mechanics
Your work will be graded using this holistic rubric:
10 - Items were properly contrasted and compared with strong supporting

information. The paper points to specific examples to illustrate the
comparison.
8 - There was a clear comparison and contrast of items but the supporting
information is general.
6 - There was a clear comparison and contrast of items but supporting

information is incomplete.
4 - The paper compares and contrasts, but does not include both. There is no
supporting information.
Property Text 1 Text 2
Organization
Coherence & Cohesion
Language Use
Mechanics

Congratulations! You are now a Certified Deity
for you have finally completed your tasks! You may now
accept the first badge of your adventure.
Reflection:
Reflect on the concepts and ideas that have just been introduced, make
connections to your prior knowledge or experience, and seek clarification by
completing the following:
● I learned that______________________________________________
● I changed my attitude about__________________________________
● I became more aware of_____________________________________
● I was surprised about_______________________________________
● I felt_____________________________________________________
● I empathize with__________________________________________
References:
Dayagbil, F. (2016) . Critical Reading and Writing for Senior High School. Lorimar
Publishing Inc. Quezon City, Metro Manila. Pp. 64 - 77
Web sources:
https://whc.unesco.org/en/tentativelists/2070/
https://www.aswangproject.com/ancient-tagalog-deities-in-philippine-mythology/
www.grammar.about.com
Answer Key
LEVEL 1: LOAD
1. Coherence and Cohesion, Spatial Order

2. Coherence and Cohesion, Signal Devices/Transitions
3. Language Use
4. Mechanics
5. Coherence and cohesion, Chronological order
6. Coherence and Cohesion, Pronouns

7. Mechanics
8. Coherence and Cohesion, Repetition
9. Coherence and Cohesion, Repetition
10. Coherence and Cohesion, Spatial Order
LEVEL 2: ENGAGE (Answers may vary)
LEVEL 3: ADVANCE
● The Ibaloi, the dominant ethno-linguistic group, of Kabayan have a long

traditional practice of mummifying their dead.
● Answers may vary
LEVEL 4: REFINE (Answers may vary)
Ana Rose M. Dela Cruz

Writer
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________

Claim of Fact

The Claim of Fact asserts the existence of something based on facts and data. It also
attempts to define, classify, and make inferences. It is the idea that the author wants you
to perceive as true.
This type of claim asserts something that exists, has existed or will exist based on data.
It is an argumentative thesis which makes a quantifiable assertion; in other words, it is
an argument (claim) about a measurable topic (fact).
Factual claims are generally objective, and proofs used require reliable evidence and
authority, accurate and recent data, and clearly defined terms.
EXPLICIT AND IMPLICIT TEXT
EXPLICIT TEXT is any idea that is stated. With explicit information, you see the text
explained. If the information is written it is explicit, there is no need to look for clues.
IMPLICIT TEXT is understood but it is not stated. To find implicit information in what
is read, you will have to think of what you read, look for clues as you read because it is
not written.
NOTE: Claims of fact do not necessarily express true sentences all the time. They may
be true from the author’s point of view, but you may think otherwise.
Learning Competency with Code:

MELC: Identifying claims explicitly and implicitly made in a written text. (S2 Q3)
CG: Identifying claims explicitly and implicitly made in a written text.

a. Claim of Fact EN11/12RWS-IIIij-6.1

Hello, learner! Are you ready to unlock the five-stage challenge (1-Load, 2-Engage, 3-
Advance, 4-Refine, 5-Nurture) regarding Claim of Fact? You can use the badge to get extra
points on top of your scores. At this point, write your name below and then sign the learning
agreement. Good luck, warrior!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).
CHALLENGE 1: LOAD
Load your thoughts with words!

Arrange the jumbled letters in each box below to come up with a word. Then,
label the picture using these words after analyzing it.
1.ERUFUT 2.SENPERT 3. SAPT

_______________ _______________ _______________
____________________
____________________
_____________________

You have made a great job in accomplishing the task above. At this point, you
are going to explain two things about each photo, give one direct and indirect
observation
_________________________
____________________________
____________________________
____________________________
________.
_________________________
____________________________
____________________________
_________________________
____________________________
____________________________
________.
____________________________
____________________________
________.
_________________________
____________________________
_________________________
____________________________
____________________________
____________________________
____________________________
________.
____________________________
________.
_________________________
CHALLENGE 2: ENGAGE ____________________________
Engage in analyzing text! ____________________________
____________________________
Read each sentence below and decide if it is a claim of fact or not. Write
________.
YES if it is a claim of fact and NO if it is not. Write your answer before the
number.
____ 1. Cancer is a common disease, but it is not contagious.
____ 2. Juan is more handsome than Pedro because of his dimples.
____ 3. It is unethical to bring home office supplies.
____4. You can be called Filipino even if you are not born in the Philippines.
____ 5. The Philippine Eagle is a critically endangered specie.
____ 6. Social distancing is important during the COVID-19 pandemic.
____ 7. All pandemic level diseases come from viruses found in wildlife.
____ 8. Buying goods from local stores is more economical than buying
from department stores.
____ 9. Stealing is wrong.
____ 10. COVID-19 is a deadly virus.
____ 11. Women are as effective as men in combat.

____ 12. The ozone layer is becoming depleted.
____ 13. Increasing number of populations threatens the environment.
____ 14. Dogs make the best pets.
____ 15. Computers are a valuable addition to modern society.
CHALLENGE 3: ADVANCE
Advance your knowledge!

Read the text below and look for the claim of facts. Using a T-chart, separate
what is implicit and explicit.
SAFETY PREVENTION PROTOCOLS STILL BEST DEFENSE AGAINST COVID-

19 – DOH
Press Release/10 July 2020
The Department of Health (DOH) emphasized that the outlook of the country’s
pandemic response is highly dependent on the public’s compliance to prescribed health
protocols
In the June 6 Beat COVID-19 Virtual Presser, Health OIC-Undersecretary Maria
Rosario Singh-Vergeire explained that the public must remain vigilant and practice the
infection prevention and control measures, such as proper use of PPEs, physical
distancing, and proper hygiene, to help limit the spread of the virus.
With the government ramping up testing, Singh-Vergeire cautioned that the
current effort to expand testing does not guarantee the public’s safety and that they should
continue to observe the DOH’s health guidelines. “Prevention is still the most effective
intervention against COVID-19. Huwag po tayong maging kampante. Sa halip, patuloy
po tayong maging responsable. Alagaan po natin ang ating mga sarili, ang ating mga
mahal sa buhay, at ang iba pang myembro ng ating komunidad,” Vergeire underscored.
Singh-Vergeire also reported that the increase in cases can be attributed to clusters
in specific areas and not a general increase across the country. Majority of the newly
announced fresh cases on July 5 are concentrated in three regions: The National Capital
Region (NCR) with 1,482 fresh cases, Central Visayas (Region VII) with 1,118, and
Calabarzon (Region IV-A) with 223.
“Tumaas po ang mga average number ng mga kaso dahil sa pagtaas ng bilang ng
mga kaso sa mga binabantayan nating lugar, kaya naman po kailangan nating maging mas
maingat at mag-exercise ng caution lalo na para sa mga lugar kung saan may clustering
of cases,” she added.
In terms of overall cases, one of the major reasons in the increase is the ongoing
verification process of case data, where challenges such as system access or extraction
issues are being addressed to ensure a more accurate and timely reporting from
laboratories.

EXPLICIT CLAIMS IN THE TEXT IMPLICIT CLAIMS IN THE TEXT
CHALLENGE 4.: REFINE

Refine your skills in answering HOTS questions!
Read comprehensively the statements below and answer the questions that
follow.
1. According to the Internet World Statistics, there are approximately 73 million

Filipino Internet users in 2020, accounting for more than half of the total
population.
Analysis:
1. Does the statement contain

claims of fact? Why?
2. Does it present accurate data?
If yes, write the data presented.
3.Does it present recent data? If
yes, elaborate.
4. Does the data come from a
reliable source? Why?

2. Today, many people use the internet as their main source of entertainment and
socialization.
1. Is the statement considered a
claim of fact? Why?
2. Is this regarded as a true
statement by the author? If yes,
support it with an example.
3. Does the article cite proofs of
statement? Cite supporting
details.
4. Do you agree with this
statement? Give your own
justification.
3. “… You can even bet that many of those internet users only go online to check
their Facebook account.”
1. Does the sentence appear
true from the author’s point of
view? Explain.
2. Do you agree with this
statement? Justify your answer.
CHALLENGE 5. NURTURE
Nurture your thoughts!
Hurray! You have successfully made it to the last challenge. This time, your
task is to read and analyze the news below. Identify the claim of facts and factual
evidence that support the claim then, complete the table that follows.
DepEd urges private schools to defer tuition hike
The Department of Education also says it will meet with private schools next week to discuss their
concerns about a department order on ‘non-negotiable’ distance learning requirements
MANILA, Philippines – The Department of Education (DepEd) on Thursday, June 25, urged private
schools to defer an increase in tuition and other fees for this coming school year, citing the financial
difficulties of families and students due to the coronavirus pandemic.
“The Department of Education (DepEd) appeals to private educational institutions in basic education
to defer increases in tuition and other miscellaneous fees or charges for School Year 2020-2021 in view
of the financial constraints that parents and learners are expected to face due to the COVID-19 pandemic
situation,” DepEd said in a statement.

DepEd said that while it recognized the needs of private schools to ensure that they give quality
education, this “must be balanced with the accessibility of these services to learners, particularly those
whose families are experiencing financial difficulties brought by the imposition of necessary COVID-
19 management measures.”
The DepEd also called for transparency in the structure of tuition fee and other charges after receiving
reports that fee increases were “not consistent” with distance learning.
“We understand that there are new expenses that come with distance learning, but there are also
diminished expenses in light of the major change in learning delivery modality,” DepEd said.
On June 10, Education Secretary Leonor Briones said tuition fee increases in private schools should be
approved by DepEd’s regional directors, and should be “justified.”
The DepEd also said that it will meet with major private school associations next week to discuss their
concerns regarding Department Order No. 13, which set its “non-negotiable”distance learning
requirements.
The consultation will be held with major private school associations, including the Coordinating
Council of Private Educational Associations (Cocopea), Catholic Educational Association of the
Philippines (CEAP), Association of Christian Schools, Colleges and Universities (ACSCU), Philippine
Association of Colleges and Universities (PACU), and the Federation of Associations of Private School
Administrators (FAPSA).
DepEd made the announcement a day after Cocopea urged the department to review its “non-
negotiable” requirements on distance learning which, the group said, were finalized without any public
consultation.
DepEd also reiterated on Thursday that there will be no “face-to-face” classes for this year “until
determined to be safe by the DOH (Department of Health), IATF (Inter-Agency Task Force), and the
President.”
As of Thursday, DepEd said that over 14 million public and private schools students have signed up for
the opening of classes.The initial enrollees, however, are just a little over half of last year’s 27.7 million
students.
Enrollment in basic education for school year 2020-2021 is being done remotely through phone, online
platforms, and a “dropbox system of Enrolment,” and will last until June 30.
Rappler.comrappler.com/nation/259936-deped-announcement-classes-resume-august-24-2020

CLAIM OF FACT EVIDENCE THAT SUPPORTS THE CLAIM
1.
2.
3.
4.
Reflection: Write what you have learned on this topic.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Internet
Magsambol, Bonz (June 25, 2020). DepEd urges private schools to defer tuition hike.
Rappler. https://www.rappler.com/nation/264797-deped-appeal-private-schools-
defer- increase-tuition-other-fees
Department of Health. (July 10, 2020). SAFETY PREVENTION PROTOCOLS

STILL BEST DEFENSE AGAINST COVID-19 – DOH.
https://www.doh.gov.ph/press- release/SAFETY-PREVENTION-PROTOCOLS-STILL-
BEST-DEFENSE-AGAINST-COVID- 19%E2%80%93DOH
ANSWER KEY
Challenge 1. LOAD
1. Future
2. Present
3. Past

Challenge 2. ENGAGE
1. YES 6. YES 11. YES Challenge 3: Advance
2. NO 7. YES 12. YES (Answers vary)
3. NO 8. NO 13. YES Challenge 4: Refine
4. YES 9. NO 14. NO (Answers vary)
5. YES 10. YES 15. NO Challenge 5: Nurture
Answers vary)
Sweetheart A. Cera
Writer
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Name of Learner: ___________________________ Score: _____________________

Grade/Section: _____________________________Date: ______________________

Claim of Policy
Background Information for the Learner
Do you agree with Mrs. Diaz? How about you, do you also follow your school policies?
Good day learner! You already gained an understanding about the claim of fact. Here is
another type of claim that you need to learn. Let us name the student with blonde hair,
Rosemarie. Are you willing to lend a helping hand to Rosemarie? She is a transferee in your
school and she needs to know the school policies. Can you assist her while she helps herself
be acquainted with your school policies? YES? Excellent! While you do that, learning the
claim of policy would also be easy for you. Are you ready?

CLAIM OF POLICY
Definition:
o * A claim of policy is an essay consisting of an argument that certain conditions should

exist.
o * It advocates adoption of policies or courses of action because problems have arisen that
call for a solution.
In defending a claim of policy, you have to do few steps:
*make a factual claim
*refer to values that support claim
*then introduce a policy to show why your solution will solve the problem
Example: Students should not dye, color, bleach or highlight their hair because
this can be distracting to other students.
In the given example,
What do you need to remember when writing a claim of policy?
* It involves convincing the audience that the problem exists.
* It must consider what the audience can do about the situation.
* It must establish the claim that there is a need for change.
* It considers opposing arguments.
* It provides specific data that shows the benefit of the claim, but don’t forget
moral/and common-sense reasons, which may be even more persuasive.
*” Ought”, “should”, or “must” is implied in the claim.
▪ Claims of policy are arguments that urge action. Typically, a claim of policy ends
▪ up as a relatively straightforward proposition— “X should be done or not be done”, but
a lot of different paths might need to be taken to reach that kind of conclusion.
▪ Remember:
▪ *Implicit claim of policy does not express the policy clearly, it only suggests.
▪ *Explicit claim of policy states the policy clearly and tells why or why not it is important or
not important/needed or not needed.

MELC: Identify claims explicitly or implicitly made in a written text (S2 Q3)
CG: Identify claims explicitly or implicitly made in a written text

b. Claim of Policy (EN11/12RWS-IIIij-6.2)
c.
Hello, learner!
There are sets of activities as you continue with your Reading and Writing
subject. As you go along this journey, I want you to take a five-stage adventure (1-
Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) in identifying claims of policy
explicitly or implicitly made in a written text.
Let us name the blonde girl in the comic strip above, Rosemarie. Since she is a
transferee, she might not know other policies in your school. Are you willing to help
her know these policies?
But first, let us read and sign the learning contract below.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
Level 1: LOAD
Are you ready to lend a hand for Rosemarie? Let us take the first step. From the
background information that you have read, you can identify if the statements are true
or not.
Draw a smiley face (☺) in the box if the statement is a fact and a sad face (☺)
if the statement is incorrect.
1. Provide specific data that shows the benefit of the claim, but moral/and
common sense
reasons should not be included.
2. In writing a claim, one must consider the opposing arguments.
3. Specific plans are instituted as a solution to a problem.
4. Opinions of others are not necessary; they don’t help to build your claim.
5. Claim of policy is an argument that urges action or solution to a problem.
6. Claim of policy argues that something should or should not be done.

7. To write a claim of policy explicitly, you just need to suggest the best
solution to a problem without really making a policy.
8. To write the claim of policy implicitly, you have to make the policy clear
and go
directly to the solution of the problem and tell why it is important or not.
9. “Students are given choices on teaching modalities they want.” Is an

example of
explicit claim.
10. “Education must continue but only under the conditions and health
protocols set by
DOH and WHO” is an example of implicit claim of policy.
Level 2: ENGAGE
Now, it is time for you and Rosemarie to identify if the statement is a claim of
policy or not. Write CP on the space provided before the number if the statement is a
claim of policy and NCP if it is not. Then explain briefly why it is a claim of policy or
not.
______ 1. Gun control leads to fewer accidental deaths.
Explain:________________________________________________________
_______________________________________________________________
______ 2. Voluntary prayer should be permitted in public schools.
Explain:________________________________________________________
_______________________________________________________________
______ 3. Killing animals for sport is wrong.
Explain:________________________________________________________
_______________________________________________________________
______ 4. Four days of work per week should be implemented.
Explain:________________________________________________________
_______________________________________________________________
______ 5. Mandatory jail terms should be imposed for drunk driving violations.
Explain:________________________________________________________
_______________________________________________________________

Level 3: ADVANCE
Good work! Can you now easily identify the claim of policy?
This time, will you and Rosemarie read the article below. Then, transform the
underlined implicit statement/s into an explicit claim of policy by placing
ought/should/must to its rightful place. Write the explicit claim of policy on the space
provided below the article. The number is indicated in the parenthesis. The first one is
done for you.
Metro Manila (CNN Philippines, June 16, 2020) — The cities of Manila and
Muntinlupa on Tuesday announced relaxing their curfew.
Manila Mayor Francisco “Isko Moreno” Domagoso said the new curfew hours in the
city is now from 10 p.m. to 5 a.m. (1) The schedule formerly ran from 8 p.m. to 5 a.m.
He noted that the move to ease restrictions will benefit businesses, as the national
government also allowed the dine-in option in restaurants at a limited 30% capacity. (2)
“Matapos lang itong state of health emergency ay unti-unti ko po ‘yang il-lift [Once
this state of health emergency ends, I will gradually lift the curfew hours],” Moreno
said in an online briefing aired on his Facebook page. He clarified, however, that he
will not be lifting the curfew for minors, as he cited the need to ensure their safety. (3)
Meanwhile, curfew in Muntinlupa City will now be implemented from 10 p.m. to 4

a.m.
A penalty of ₱500 awaits first-time violators, which will increase to ₱1,000 for
succeeding offenses. (4) In addition, violators will incur a barangay blotter and
cancellation of local grants and benefits from the local government. (5)
Write your answer here. Number one is done for you.
1. People of Manila should stay from their houses during curfew hours, from 10
p.m. to 5 a.m.
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
5. _______________________________________________________________
_______________________________________________________________

Level 4: REFINE
You did a great job for always lending your help to Rosemarie. And eventually,
you are almost done on your task.
This time, can you help Rosemarie identify whether the statement is an explicit
or implicit claim of policy? If the statement is an implicit one, change it to an explicit
claim. If the claim is explicit, just leave the third column blank. The first one is done
for you.
Statement Implicit or Explicit Claim

Explicit
1. Health is wealth. Implicit We must take care of our health

because to generate wealth, one has
to work and that cannot be done if
one is ill.
2. People under 18 years

of age should not get
married regardless of
culture because
maturity of body and
mind is important.
3. The request for
legalization of
marijuana is only
intended for
compassionate use,
but according to
DOH, other medicine
alternatives are
capable of providing
relief.
4. President Duterte
wants to reinstate
death penalty for drug
related crimes, among
others.
5. Same sex marriage
must not be legalized
in the Philippines
because majority of
the Filipinos is
Christian.
6. Children in low-
income families
should receive
medical insurance
from the government.
7. The Department of
Education respects
parents’ decision to

not enroll their
children in school this
year.
8. Police and local
officials respect the
rights of those they
arrest for violating
rules during the
pandemic.
9. Regularly and
thoroughly clean your
hands with an alcohol
– based hand rub or
wash them with soap
and water.
10. People should stay at
home and avoid going
to crowded places.
Level 5: Nurture
What is on your mind?
Congratulations! You did a great job! With your help, Rosemarie is confidently
ready to know the other policies in your school. She could probably remember them by
heart.
Now, to apply all the lessons you have discussed while helping Rosemarie, it is
time for you and Rosemarie to identify five (5) claims of policy in a given article then
identify whether it is explicitly or implicitly written. Underline the claim of policy in
the article and copy the text in the provided answer sheet below the article. Tell whether
you agree or not in the given policy. Explain why you agree or not. The first one has
been done for you.
Parents Responsibility for Children’s Act
Raising a child with good ethics and values is a tough task for every parent. Child’s
development is mainly affected by the education he or she receives from parents.
Although some people argue that children should be responsible for their acts, in my
opinion, I believe parents should take responsibility for their child’s actions.
Some People argue that parent should not be held accountable for their child’s act as
every parent make their best effort to teach their child how to live and behave in society
but how much he/she absorbs is not in anyone’s hands. Every parent tries to provide
the best environment, a good role model and more of attention and care to their children.
But regardless of all this, a child can be involved in unethical behavior.
Many people are in favor that parents should be held legally responsible for their
children’s activities as a parent has full control over the child and if he/she does
something wrong, then parents should be charged. They are of the belief that a kid is
the mirror image of his/her parents and it is them who has given him life, so a child
represents his parents in the society.
If a child succeeds in some competition or does something worthy of recognition, then

it’s the parents that take the applause. Likewise, if their child steals something from the
neighborhood, it is the responsibility of the parents to teach him a lesson. They should
make him understand that stealing/taking things without permission is a crime. Thus,
parents should be legally liable for their children’s activities.
This analysis proves that its parents’ duty to exercise reasonable care, supervision,
protection, and control over minor children. So in the end, I believe that parents should
be held responsible for their child’s behavior.
Write your answer here:
1. I believe parents should take responsibility for their child’s actions.

Answer: Implicitly written. I agree. Parents should be responsible for their
children’s actions because they are the ones who taught their children the
values needed to be learned at home. Children who are taught values know
whether they do good or bad.
2. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
Reflection
Thank you very much for helping Rosemarie to finish her tasks. It is indeed a blessing
to learn great things with you, dear learner. Please continue to assist Rosemarie for the
school policies she does not know. Keep your friendly attitude.
CONGRATULATIONS!
To check how much, you have learned from this lesson, please complete this statement:
With the activities I have undertaken on this lesson, I learned that __________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
CNN Philippine Staff.(2020).Manila, MUntinlupa shorten curfew
hours.https://cnnphilippines.com/news/2020/6/16/manila-muntinlupa-new-curfew-
hours.html
Parents Responsibility for Children’s Act.https://pteacademicexam.com/parents-held-

legally-responsible-childrens-act/
Patterson, C.(2013).Claims of facts, value and policy. https://prezi.com/7dqoqgirrrf-

/claims-of-fact- value-and-policy/.
TASC argumentative writing rubric. Brooklyn public library adult learning.

http://www.collectedny.org/wp-content/uploads/2018/09/TASC-Argumentative-Writing-
Rubric- Tabular-Form-created-by-BPL.pdf
2019.The Philippine Star.

https://www.philstar.com/opinion/2019/12/04/1974053/editorial-cell- phone-ban
Writing arguments. www.writingarguments.com/claims-of

policy.html#:~:text=Claims%20of%20policy%20are%20arguments%20that%20urge
%20action.,that%20something%20should%20or%20should%20not%20be%20done.
Answer Key
Level 1: LOAD
1. sad face 6. Smiley face
2. smiley face 7. Sad face
4. sad face 9. Sad face
Level 2: ENGAGE
1. NCP explanation may vary from 1-5

2. CP
3. NCP
4. CP
5. CP
Level 3 – 5 answers may vary
Sample answers:
Level 3
1. People of Manila should stay from their houses from 10 p.m. to 5 a.m.
2. According to the national government, dine – in options in restaurants should
be limited to 30% capacity.
3. Minors must always stay at home to ensure their safety.
4. Violators must pay a penalty of P500 for first timers and up to P1,000 for
succeeding offenses.
5. Violators should incur a barangay blotter and the local grant and benefits from
local government must be cancelled.
Level 4 sample answers
1. Answer is given
2. Explicit
3. Implicit - Marijuana should not be legalized because according to DOH,
other alternative medicines are capable of providing relief.
4. Implicit – according to President Duterte, death penalty must be reinstated for
drug related crimes, among others.
5. Explicit
6. Explicit
7. The Department of Education should respect parents’ decision to not enroll
their children in school this year.
8. Police and local officials must respect the rights of those they arrest for
violating rules during the pandemic.
9. You should regularly and thoroughly clean your hands with an alcohol – based
hand rub or wash them with soap and water.
10. Explicit
Level 5 answers may vary, teachers should consider different answers
Written by:
Joana Marie A. Diaz

-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________Score: __________________

Claim of Value
What is the claim of value?
Claim of value asserts a person’s sense of values, his sense of right and wrong,
good and bad, just and unjust, the beautiful and the ugly. Claim of value aims to
persuade and prove that some idea, action, or condition is good or bad, right or wrong,
worthwhile or worthless.
Example:
● Democracy offers the greatest chance for people to realize their full
potential.
● Requiring community service in high school will produce more
community-aware graduates.
● Urban density is again a villain in this pandemic.
● I think the computer has been the greatest invention ever made.
Based on the given examples, you can see that claim of value speaks for the
writer’s personal beliefs. And so, it is that many claims of value are defended or
attacked because different people have different sets of values.
Since we cannot be certain of the values of our readers, it is necessary for us as
writers to be sensitive to and anticipate the reactions of different people with different
sets of values.
How is a claim of value supported?
At first, it may seem impossible to convince another that your values are
superior to others. Classical rhetoricians give the following tips in supporting one’s
value claim:
1. Try to demonstrate that the values or principles you advocate should have
priority on a scale that includes the reader’s value.
2. Demonstrate that the values you advocate have a desirable, beneficial
outcome – an outcome that cannot be achieved without your set of values.
3. Use specific examples that illustrate the values you advocate.
4. Use ethical appeal in the form of testimony or quotes from highly regarded
people who share your values.

MELC: Identify claims explicitly or implicitly made in a written text.

(EN11/12RWS-IIIij-6)
CG: Identify claims explicitly or implicitly made in a written text: claim of

Value (EN11/12RWS-IIIij-6.3)
Hello, Learner!
Social Media has been a place for public discussion. Through social media, we
can express what we feel, share our thoughts, and argue about our perspectives.
However, we have different beliefs, feelings, thoughts, and perceptions about certain
things which sometimes result in miscommunication, much more to conflict.
In the following learning activities, you will be challenged to analyze, evaluate,

and make claims which can help you become an effective reader/writer and critical
thinker.
Finish the 5 levels (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) with

me, and develop your skills in making and understanding claims.
LEARNING CONTRACT
(__________).
Let’s get it on!
LEVEL 1: LOAD
Load up what you have learned!
One reason for miscommunication is that sometimes, we can’t identify whether

a person is making a claim of fact, policy, or value.
To test your knowledge, identify what type of claim each statement exemplifies.
Write FACT, POLICY, or VALUE on the space provided before each number.
________1. A country’s strength can be best built on the ideals and

personalities of its people.
________2. Excessive consumption of alcohol can lead to illnesses.
________3. Honesty is the best policy.

________4. It is never wrong to do the right thing.
________5. The existence of nuclear weapons caused the outbreak of World War III.
________6. To attract more students, the school must conduct career guidance.
________7. It is more advantageous for a Filipino child to grow up speaking in Filipino

instead of English.
________8. Human cloning is immoral because it deprives the clone of his identity.
________9. Death penalty is morally wrong.
________10. Uniforms ought to be required at all public schools.
LEVEL 2: ENGAGE
Engage yourself.
Facebook is one of the widely used platforms of expression. Claims are seen on
Facebook everyday by everybody.
The following are claims of value. React on each claim by encircling the emoji
that best reflects what you feel and briefly explain your reactions.

LEVEL 3: ADVANCE
Advance your skills!
As a critical thinker, one should know how to analyze statements and draw
conclusions from them. In this way, misunderstanding can be avoided.
Your next task is to make or draw out a claim of value from each given
argument.
Example: The world has sped up over the past generation; technology has gotten
more complicated and ideas more complex. Hence, higher math like
Algebra should be introduced as early as grades 7 and 8. However,
children in grades 7 and 8 are experiencing plateau growth. They are not
in their optimal years of learning, thus the growing number of failing
students.
Claim of Value: It is better to introduce higher math like Algebra in grade 10 instead.
1. Dealing with unruly siblings can be maddening. Sometimes, we tend to

easily lose our control and we wouldn’t notice we’re already raising our voices
up to our ceiling. However, yelling towards our siblings is a costly mistake.
Yelling only works in the moment. It can also cause our siblings to
secretly dislike us. Another is, when we yell, we only train them to listen to us
only when we raise our voice.
No matter how frustrated you may get with your siblings, yelling should
never be or should be the least of your option/s.

Claim of Value:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. ‘Dark’ is a mind-bending and meticulously crafted TV series. It is

arguably the best time travel show that I have witnessed.
It doesn’t limit itself to that theme alone. It also tackles quantum
entanglement, parallel, and alternative universe. Predictability does not count in
the series. There will always be revelations. The plot is indeed perplexing but
decently maintained all throughout.
Overall, I must say, it’s a great show to binge watch.
Claim of Value:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. The library is a place for readers to explore, create, relax, and simply be.
It is a window to investigate and see the world. The experience transforms
readers from the narrow existence of daily life to the wide world beyond our
brick and mortar walls.
Public libraries play a very important role in fostering the intellectual
development of society. It is one of the critical links to different institutions in
our society, such as schools.
Claim of Value:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
4. Divorce should never be legalized in our country. It is not the answer to

marital problems. It threatens the sanctity of marriage. The proposition will
actually increase the number of failed marriages. It can also introduce the child
to destructive behavior. The existence of divorce will also mean loss of faith in
marriage and family unit. Divorce takes a toll on a family’s income which may
lead to poverty aggravation.
Claim of Value:
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
5. Filipinos have been a fan of beauty pageants. Beauty pageants have been
entertaining us for the past decades.
However, I believe beauty pageants degrade women. Women in such
competitions are treated as physical objects for pleasure and not as human beings.
They are judged based on their physical attributes mostly. They spend more time
parading in swimsuits and gowns and very little time on intelligence.
Claim of Value:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LEVEL 4: REFINE
Refine your expressions!
We, people, believe in different things differently. When we hear what others
think of something and how others value something, it is either we agree and support,
or negate and question them.
In this activity, you will provide 5 claims of value that reflect your beliefs,
feelings, or thoughts about the idea in each item. After, share your claims to your family
or relatives. Let them react to one of your 5 claims in two to five sentences and write it
in the box below.
1. Family
_______________________________________________________________
_______________________________________________________________
2. Happiness
_______________________________________________________________
_______________________________________________________________
3. Love
_______________________________________________________________
_______________________________________________________________
4. Youth
_______________________________________________________________
_______________________________________________________________
5. Government

_______________________________________________________________
_______________________________________________________________
Your reader’s reaction:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________
LEVEL 5: NURTURE
Nurture your claims!
To develop further your critical thinking skill, you should be able to analyze
written texts.
For the last activity, read carefully the paragraph and write an essay which
analyzes how the “claim of value” was emphasized on the text.
For Conversation, Press #1

by Michael Alvear
I’ve got a cell phone, e-mail, and voicemail. So why am I so lonely?
A funny thing happened on the way to the communications revolution: we

stopped talking to one another.
I was walking in the park with a friend recently, and his cell phone rang,
interrupting our conversation. There we were, walking and talking on a beautiful sunny
day and–poof!–I became invisible, absent from the conversation.
The park was filled with people talking on their cell phones. They were passing
other people without looking at them, saying hello, noticing their babies or stopping to
pet their puppies. Evidently, the untethered electronic voice is preferable to human
contact.
The telephone used to connect you to the absent. Now it makes people sitting
next to you feel absent. Recently I was in a car with three friends. The driver shushed
the rest of us because he could not hear the person on the other end of his cell phone.

There we were, four friends zooming down the highway, unable to talk to one another
because of a gadget designed to make communication easier.
Why is it that the more connected we get, the more disconnected I feel? Every
advance in communications technology is a setback to the intimacy of human
interaction. With e-mail and instant messaging over the Internet, we can now
communicate without seeing or talking to one another. With voicemail, you can conduct
entire conversations without ever reaching anyone. If my mom has a question, I just
leave the answer on her machine.
As almost every conceivable contact between human beings gets automated, the
alienation index goes up. You can’t even call a person to get the phone number of
another person anymore. Directory assistance is almost always fully automated.
Pumping gas at the station? Why say good-morning to the attendant when you
can swipe your credit card at the pump and save yourself the bother of human contact?
Making a deposit at the bank? Why talk to a clerk who might live in the
neighborhood when you can just insert your card into the ATM?
Pretty soon you won’t have the burden of making eye contact at the grocery
store. Some supermarket chains are using a self-scanner so you can check yourself out,
avoiding those annoying clerks who look at you and ask how you are doing.
I am no Luddite. I own a cell phone, an ATM card, a voice-mail system, an

email account. Giving them up isn’t an option–they’re great for what they’re intended
to do. It’s their unintended consequences that make me cringe.
More and more, I find myself hiding behind email to do a job meant for
conversation. Or being relieved that voice mail picked up because I didn’t really have
time to talk. The industry devoted to helping me keep in touch is making me lonelier–
or at least facilitating my antisocial instincts.
So I’ve put myself on technology restriction: no instant messaging with people

who live near me, no cell-phoning in the presence of friends, no letting the voice mail
pick up when I’m home.
What good is all this gee-whiz technology if there’s no one in the room to hear
you exclaim, “Gee whiz”?
Write your analysis here.
(Use extra sheet when necessary)

ESSAY RUBRICS
5 3 1 Points
Introduction Well-developed Introduction states Thesis is unclear.

introductory the thesis statement Background
(Background, paragraph, contains but does not details are
Thesis Statement) detailed adequately explain seemingly
background and a the background. random collection
thesis statement. of unclear and
unrelated
information.
Conclusion Conclusion Conclusion Conclusion does

summarizes the summarizes main not summarize the
main topics; topics, but is main points. No
opinions and repetitive. No suggestions or
suggestions for suggestion for a opinions are
change are logical change and/or included.
and well thought opinion are included.
out.
Main Points The claims are Three evidences /and Less than three
supported with or specific examples pieces of evidence
three pieces of are included but lack and/or examples
evidence and/or development. are included.
specific examples
are well-
incorporated.
Sentence Precision The writer treats The writer uses some Many unclear and
the subject informal language incomplete
seriously using and slang. There are sentences.
formal language. some unclear or
All sentences are confusing sentences;
complete, accurate, the writer shifts
and clear; the persons
writer controls the inappropriately.
point of view
appropriately.
Mechanics Punctuation and There are one or five There are more
(Punctuation, capitalization are errors in punctuation than five errors in
Capitalization) correct. and/or capitalization. punctuation
and/or
capitalization.
TOTAL SCORE
Congratulations for completing all the five levels!

I hope that the skills you have learned in this Learning Activity Sheet help you
become a better communicator.
REFLECTION:
Reflect on the concepts and ideas about Claim of Value. Complete the table by
answering the following questions.
What did I learn?
What is important
about learning this?
How well did I do?
What could be done

differently?
How can I use this

knowledge in the
future?
REFERENCES:
Milagros, L. & Serrano, J.(2018). English Communication Arts and Skills through
World Literature: Eight Edition. Phoenix Publishing House
Kies, D. Value Claims. The HypertextBooks. Retrieved from

https://papyr.com/hypertextbooks/comp2/value.htm
Level 1: LOAD Level 2: ENGAGE
ANSWER KEY
1. VALUE (Answers may vary)
2. FACT
3. VALUE Level 3: Advance
4. VALUE Sample answers:
5. FACT Dark is the best time travel show.
6. POLICY Libraries are essential resources for communities.
7. VALUE Divorce is detrimental to society’s progress.
8. VALUE Beauty pageants degrade women.
9. VALUE
10. POLICY

LEVEL 4: REFINE (Answers may vary.)
LEVEL 5. NURTURE (Answers may vary.)
Written by:
Patricia Anne A. Ramel
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Section: ____________________________________ Score: __________________

Context of Text Development: Hypertext
Understanding that texts are developed within a certain context leads you to become a
critical reader. This context refers to the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be better understood
and evaluated.
Identifying the text’s context helps you in appreciating the text’s message
comprehensively. To recognize the context, the following questions may be asked?
● When was the work written?
● What were the circumstances that produced it?
● What issues does it deal with?
Another important way in analyzing the text’s context development is through hypertext.
It is a nonlinear way of showing information using “links”. Such links help you navigate further
information about the topic being discussed and may also lead to other links that can direct you
to various options. Hence, hypertext allows you to create your own meaning out of the material.
Today, links are not just limited to text or documents but may also incorporate other
forms of multimedia such as pictures, sounds, and videos that could simulate more senses. This
is called hypermedia (elcomblus.com).
MELC: Identify the context in which a text was developed (EN11/12RW-IVac-7)

a. Hypertext (EN11/12RWS-IVac-7.1)
CG: Identifies the context in which a text was developed (EN11/12RW-IVac-7)
a. Hypertext (EN11/12RWS-IVac-7.1)

Directions/Instructions
Good day! You are set to accomplish your five-stage adventure (1-Load, 2-
Engage, 3-Advance, 4-Refine, 5-Nurture) on Context of Text Development through
Hypertext. At this point, you are to affix your signature as you signify your commitment
to finish all the tasks in the Learning Contract.
LEARNING CONTRACT
I, _____________, pledge to finish all the given tasks responsibly and submit
this learning activity sheet to the Knowledge Bearer on time through my parents by
following the safety protocols set by authorities.
__________________ _________________
Learner Parent/Guardian
LEVEL 1. LOAD
FILL ME IN!
Directions/Instructions: Based on the introductory paragraphs of this lesson, supply the
concept map with words that are associated in the given key word. After accomplishing
it, write your own definition of the word hypertext depending on how you understood
the text.

LEVEL 2: ENGAGE
VOICE TEST!
In today’s present condition, you will experience cabin fever syndrome if you
are confined or isolated at your home and since social distancing is very much advised
by the IATF as one of the safety protocols for the purpose of protecting you, dear
learner.
To free yourself from said syndrome, check your voice for a while but first, read
the extracted lines from each song; internalize them then fill in its identified context as
to cultural, historical, political and social in the given boxes then justify your answer in
2-3 sentences. Is your voice ready?
Lines from Magkaisa by Virna Lisa

(https://www.youtube.com/watch?v=5R-W35m551o)
Ngayon ganap ang hirap sa mundo
Unawa ang kailangan ng tao
Ang pagmamahal sa kapwa'y ilaan
Isa lang ang ugat na ating pinagmulan
Tayong lahat ay magkakalahi
Sa unos at agos ay huwag padadala
Panahon na (may pag-asa kang matatanaw)
Ng pagkakaisa (bagong umaga, bagong araw)
Kahit ito (sa atin Siya'y nagmamahal)
Ay hirap at dusa
Magkaisa (may pag-asa kang matatanaw)
At magsama (bagong umaga, bagong araw)
Kapit-kamay (sa atin Siya'y nagmamahal)
Sa bagong pag-asa.
B. Papel by Joey Ayala and Gloc 9

(http://www.pinoywit.com/top-ten-best-opm-music-videos/)
Nang may mapusuan, nag-I love you sa papel

Nang magkatuluyan, nagpirmahan sa papel
At nang magkapamilya, ang papel nadagdagan
May lupa, bahay, tubig at kuryeteng babayaran ng papel
[Chorus: Joey Ayala with Denise Barbacena]

'Pag wala kang papel, wala kang papel
Hindi ka makaporma, di ka makapapel
Maihahatid ka nya sa heaven o sa hell
Papel
Pag wala kang papel, wala kang papel
Hindi ka makaporma, di ka makapapel
Maihahatid ka nya sa heaven o sa hell, papel.

C. Lines from Philippine Geography
by Yoyoy Villame
(https://www.youtube.com/watch?v=F1nVovc4skk)
Philippines has a great history

According to our geography
Manila is the capital city
Docking point from the other country
Metro Manila, Quezon City
Caloocan, Pasay, Makati
Marikina, Pasig, Zapote
Malabon, Las Piñas, Parañaque
From the north Batanes, Aparri

Ilocos Sur, Ilocos Norte
Isabela, Cagayan Valley
Mountain Province, La Union, Baguio City
Nueva Ecija, Nueva Vizcaya
Tarlac, Pangasinan, Pampanga
Zambales, Bataan, Abra
Bulacan, Cavite, Batangas, Laguna.
NOTE:
For you to master the text’s contexts development, listen to music from your
smartphones anytime of the day. You may text, call, or chat me in Messenger for your
feedback. Enjoy!
THAT’S GREAT!
Level 3: ADVANCE
JUST DO IT!
You are halfway done! After giving you a technique on how to get away from
cabin fever syndrome, you are now ready to take off to a more exciting activity.
Read the text carefully. Identify the context development of the news article
with the headline Isabela records 2 new COVID-19 positive cases. State also in your
paper if it employed hypertext. Then, answer the following questions.

Isabela records 2 new COVID-19 positive cases
By Oliver T. BaccayPublished on June 15, 2020
TUGUEGARAO CITY, Cagayan, June 15 (PIA) - - The two new CoronaVirus Disease
2019 (COVID-19) positive cases confirmed by the Department of Health (DOH) region
2 this afternoon are both Isabeleños.
Doctor Leticia T. Cabrera, chief of the Local Health Support Division, said Patient 40
is a 31-year-old male from Echague town. He works as an OFW in Bahrain who arrived
in Manila last June 7.
She said after securing the requirements needed for his travel back home, the patient
was fetched by the Overseas Workers Welfare Administration (OWWA) along with
other OFWs last June 11.
"He and other OFWs were quarantined in the facility of the LGU but he experienced
fever and cough that is why he was subjected to a swab test which turned positive
today," Cabrera said.
Patient 40 is in good condition according to Dr. Ildefonso Costales, medical center chief
of the Southern Isabela Medical Center (SIMC), where he is admitted.
The other new case is Patient 41 who is a 41-year-old male from Angadanan town. He
is an OFW from Abu Dhabi.
Cabrera said Patient 41 arrived in Manila on April 18. He underwent quarantine in

Manila and had a swab test which turned negative before they were given authority to
travel last June 5.
However, Patient 41 was traced to have close contact with a positive case from Tabuk
City, Kalinga who happened to be one of his companions when they travelled from
Manila to region 2. Immediately, he was subjected to a swab test which yielded positive
result today.
"It is a result of a contact tracing. He is asymptomatic but he is about to be transferred

to SIMC anytime today," Cabrera added.
Cabrera reminded the public to be cautious and always exercise minimum health
standards and if possible refrain going out from their respective houses to avoid being
infected with the deadly virus.
As of writing, Isabela province has three active COVID-19 positive cases to

include Patient 35 who is a female OFW from Echague town.
As to Patient 35's status, she is in good condition and to be subjected for a third swab
test tomorrow according to Costales. (MDCT/OTB/PIA-Cagayan)

Southern Isabela Medical Center Echague Angadanan OWWA
Echague mayor promotes regular exercise while on quarantine

By Mark Djeron C. Tumabao
Published on June 16, 2020
TUGUEGARAO CITY, Cagayan, June 16 (PIA) - - -Echague town Mayor Francis

Faustino ‘Kiko’ Dy urged his constituents to practice ‘regular exercise’ while on
quarantine to stay fit and healthy.
Interviewed by Communications Secretary Martin Andanar over PIA- organized

Laging Handa Network Briefing, Dy shared that through his official Facebook page, he
is posting sets of simple exercises for the public to watch and follow.
The exercises being posted were all performed by the mayor himself thru Facebook
live.
“Parati na ang laman ng balita sa Facebook at sa ating local news ay COVID-19 kaya
naisipan kong i-share kung anu-ano ang araw-araw, linggu-linggo na ginagawa ko to
stay healthy,” he said.
He said that the best way to fight COVID-19 is to observe preventive measures and one
of which is through practicing regular exercise.
“Kaysa nasa bahay lang tayo, nanood ng Netflix or sa Facebook, once in a while mag-
workout tayo,” said Dy.
In an article published by Everyday Health, research shows that an antioxidant enzyme

one produces when exercising may stave off or lessen the risk of acute respiratory
distress syndrome (ARDS), a condition that occurs when the lungs become so inflamed
they get stiff and swollen, leading to fluid buildup and oxygen deprivation
(MDCT/PIA-2)
Echague Mayor Francis Faustino ‘Kiko’ Dy Quarantine PCOO Laging Handa

Network Briefing COVID-19
GUIDE QUESTIONS:
1.Does this news article contain hypertext? State your evidence/s.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What additional information or new insights have you discovered by clicking the
hyperlinks? Write them briefly.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did this reading article help you in understanding its context? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VERY GOOD!!
LEVEL 4: REFINE
SEARCH FOR IT!
How are you now? I am sure you are happy because you are about to finish
your learning journey. But here again are the tasks that would develop your skills.
Choose A or B as your output.
A. Text’s Photo Collage. Grab your phone. Search for an educational reading
material of your choice from educational sites with the assistance of any of the
members of your family. Make sure that these materials contain hypertexts or
links. Screenshot the texts with hypertext then collage them with proper
labelling as to its appropriate context development. On it, should be a caption
containing the significance of these contexts.
B. Text clippings. Look for a magazine, newspaper, or any educational reading

material at home. Look for articles with hypertext. Cut the text then paste it in
your intermediate paper. Label them as to cultural, historical, political, or social
context. Substantiate your answer in 3-5 sentences.
Well done!

LEVEL 5: NURTURE
DEFEND IT!
Hello! You are now at the last level of your learning adventure! At this level,
accomplish the performance task below that will surely help you become a critical
reader despite this COVID 19 pandemic.
Read the news article titled Cagayan Valley has 5 new coronavirus cases.
After reading it comprehensively, write a 200-word critique considering its text
development. In doing so, visit this link, https://www.rappler.com/nation/256717-
cagayan-valley-coronavirus-cases-april-1-2020 then click the hyperlinks that you
might encounter to fully understand the text.
If internet connection is not available, the news article is attached for you.
Analytic Rubric for Performance Task

5 4 3 2 1 Score
Exhibits Exhibits Exhibits Exhibit Exhibit little
clarity, clarity, and some clarity, some or no
complexit some depth though only faulty evidence of
y, about the minimal logic, effective
perceptive topic, but depth of and/or thinking
ness, lacks the thought about stereotypi about the
Overall originality qualities of the topic. cal or topic (please
Quality , and complexity, superficial note that
of depth of perceptivene thinking there may be
Analysis thought ss, and about the effective
(30%)
about the originality topic. thinking in
topic. exhibited in the
level A composition,
but not about
the topic).
Exhibits Exhibits Exhibits Exhibit Exhibit a

command control of some control insufficie basic/element
of focus, focus, of focus, nt control ary sense of
organization
Support coherent organization organization of focus,
(may be
of organizati , and (structure organizati purely
Analysis on, and development may be on (way descriptive or
(30%)
interesting (all of the formulaic or ramble, be strictly
developme subject be organized repetitious formulaic),
nt (with matter is loosely , or but ideas
carefully relevant to around the locked about the

chosen, the topic, topic), and into a topic are
insightful but is not as development formula), generally
details, insightfully (may contain and/or undeveloped,
illogical,
examples, selected as a some poorly developm
irrelevant, or
arguments response at chosen ent (it inconsistent.
, etc.) of level A) of information, may be
the topic. the topic. but major mostly
ideas are descriptiv
adequately e or lack
supported). adequate
support)
of the
topic.
Review is Review is Review has Distinctio General

very well well separate n between structure of
organized, organized, introduction, introducti review is
containing containing body on, body difficult to
an an paragraphs, paragraph follow,
Organiz introductio introduction, and s, and and/or
ation & n, body body conclusion, conclusio student failed
Content paragraphs paragraphs, but n is to follow the
(20%)
, and and connections unclear. prescribed
conclusion conclusion. among these format.
. could be
improved.
Clear, Mostly Adequate Poor Very poor

concise clear, sentence sentence sentence
sentences. concise structure but structure. structure,
No sentences. may require Writing and/or Uses
grammatic May have editing for may be inappropriate
Gramm
al errors. some minor clarity/wordi wordy or language or
ar &
Mechani grammatical ness. Some difficult language that
cs (20%) errors. grammatical to follow is too
errors, but in places. informal.
these do not Many Significant
impede grammati grammatical
cal errors. errors, and/or
Contains

understandin errors that are
g. identified by
MS Word
software but
were not
corrected.
Total Score
Great job!
REMINDER:
Music videos will be given to you by the assigned Knowledge Bearer.
Reflection:
As a manifestation of the new learnings and insights that I have discovered, I
sincerely certify that I learned
√____________________________________________________________
√____________________________________________________________
√____________________________________________________________
√____________________________________________________________
References:
Domagsang, Anne Gelene T.et.al. Exploring Literature and Grammar (Reading and
Writing Skills). Brilliant Creations Publishing, Inc., 2016.
Tiongson, Marella Therese A. and Maxine Rafaella C. Rodriguez. Reading and Writing
Skills. REX Book Store, 1st Edition.
elcomblus.com. Identifying the Context of Development. Retrieved from

https://elcomblus.com/identifying-the-context-of-text-development/June 26, 2020.
pia.gov.ph. Isabela records 2 new COVID-19 positive cases. Retrieved from
https://pia.gov.ph/news/articles/1044860/July 2, 2020.
https://www.youtube.com/watch?v=5R-W35m551o
http://www.pinoywit.com/top-ten-best-opm-music-videos/
https://www.youtube.com/watch?v=F1nVovc4skk
https://www.youtube.com/watch?v=D28XFKC6XZc
https://www.rappler.com/nation/256717-cagayan-valley-coronavirus-cases-april-1-
2020
https://www.youtube.com/watch?v=8xg3vE8Ie_E
file:///C:/Users/031819/Documents/LAS%20IN%20READING/cr_rubric.pdf
Cagayan Valley has 5 new coronavirus cases

APRIL 1, 2020
KURT DELA PEÑA
ISABELA, Philippines – The Department of Health (DOH)- Cagayan Valley

reported on Wednesday, April 1 that there are 5 new cases of the novel coronavirus in
the region, bringing the number of cases up to 20.
DOH-Region 2 officer-in-charge Dr. Leticia Cabrera said that the patients who
recently tested positive for the COVID-19, the disease caused by the coronavirus, were
from the provinces of Cagayan, Nueva Vizcaya, and Isabela.
Cabrera said that the cases from Cagayan were designated as PH 2268, a 35-
year-old female from Tuao town and PH 2271, a 71-year-old American citizen who
stayed in Tuguegarao City for a vacation. They are confined at the Cagayan Valley
Medical Center (CVMC).
Dr. Cherrylou Antonio, CVMC’s Chief Medical Professional Staff, said that PH
2268 arrived in Manila from Hong Kong on March 14, while PH 2271 arrived in the
Philippines on March 4 and traveled to Metro Manila and the Ilocos region, particularly
Pagudpud and Vigan.
Antonio said PH 2268 experienced symptoms on March 18. PH 2271 felt the
symptoms on March 14.
PH 2310 is a 29-year-old female health worker from Cabagan town in Isabela
who is part of the surveillance team tracing the close contacts of coronavirus positive
patients. She is now confined at the CVMC.
In Nueva Vizcaya, two individuals from Solano town were added to the 3
reported cases in the province. They are PH2313, a 30-year-old male, and PH 2315, a
53-year-old female.
The two are “close family contacts” of the region’s first case, PH 774, Cabrera
said.

“Actually asymptomatic sila but pinapasundo na rin sila ng R2TMC (Region 2 Trauma
and Medical Center) kasi nag-positive nga sila,” Cabrera said.
(They are close family contacts of the first case. Actually, they are asymptomatic but
they were fetched by R2TMC because they are positive.)
Health officials said that the patients are all in stable condition.
Also on Wednesday, April 1, health officials announced that the results of the
second swab tests of 6 COVID-19 positive patients in Cagayan Valley showed
negative results.
The patients were identified as PH 275 of Tuguegarao City, the region’s first
coronavirus case; PH 661 of Tuao, Cagayan; PH 837 and PH 840 of Alicia town in
Isabela; PH 893, also from Tuguegarao City; and PH1261 of Bayombong Nueva
Vizcaya.
Cabrera said she is “hoping and praying” that the cases will decrease and that there will
be no new cases. She reiterated the importance of the enhanced community quarantine,
saying that it helps in containing the spread of the virus.
Siguro kailangan lang natin magtulungan dito. Kung pwedeng doon lang tayo
sa atin. Mas kaunti kasi ang magiging contact ng mga cases kapag hindi tayo
lumalabas,” she said.
(We just need to help each other. If it’s possible that we should only stay inside our
homes, let us stay. The cases will have lesser contacts if we do not go out.)
Data released by the Cagayan Valley Center for Health Development, Region 2 has 312
patients under investigation (PUIs) and 21,050 persons under monitoring (PUMs), as
of Wednesday.
Also as of late Wednesday afternoon, the Philippines has 2,311 confirmed cases
of the coronavirus, with 50 recoveries, and 96 deaths. – Rappler.com
Answer Key
LEVEL 1: LOAD (Answers may vary)

LEVEL 2: ENGAGE
A. Social
B. Cultural
C. Historical
D. Political
LEVEL 3: ADVANCE (Answers may vary)
LEVEL 5: NURTURE (Answers may vary)
Joy D. Patricio
Writer

-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Name of Learner _____________________________ Grade Level ___________________

Section ____________________________________ Score ________________________
_________________________________
______________________

Intertext
Background for Learners
In literary theory, a text is any object that can be "read", whether this object is
a work of literature, a street sign, an arrangement of buildings on a city block, or styles
of clothing. It is a coherent set of signs that transmits informative message that can be
developed with a certain context such as social, political, historical, and other related
circumstances.
Intertext is a literary text that is related to one or more other texts, especially
using allusions to these texts.
Intertextuality is the ability of a text to be linked with other texts, as its inherent
quality and the inseparable part of its “texture” is often, within the context of the new
media.
The intertextual figures below will help to identify the context from which the
text was developed:
In making an intertext, one may use any of the following literary forms:
1. An allusion is a figure of speech that makes a reference to a place, person,

or event. This can be real or imaginary and may refer to anything, including
fiction, folklore, historical events, or religious manuscripts. It is often used
within a metaphor or simile.
Examples:
a. Your backyard is a Garden of Eden. (Garden of Eden is an allusion
which is biblical. It compares the beauty of the garden to that of
Eden)
b. You are a regular Einstein in the class. (Historical Allusion because
Einstein is a historical Figure)
2. A calque is a word-for-word translation from one language to another.

When you take a phrase in French, for example, and translate each word
literally into English, that's a calque. There are many examples in English
of common phrases that are calques translated from other languages.

Examples:
Yote amo (Spanish) = I love you (English)
How are you (English) = Nῐ hăo ma (Korean)
How old are you (English) = Anata wa nan-saidesu ka (Japanese)
3. Translation is one way of restating the sentence using the semantics of the
foreign or preferred language. It is not necessary to translate it according to
the order of words but according to its meaning. We must consider the
relationship established between the translator and the intertext. When we
communicate, not only does our understanding of the semantics come into
play, but
our knowledge of the subject, all texts we’ve read previously, as well as all
our cultural baggage, also become activated.
Examples
Are you mad?
Galit ka ba?
It is cool to go on swimming these days
Masarap maligo ngayon.
Notice that the words are not translated literally and in order but the meaning is
there.
4. Pastiche (pronounced as pass-TEESH) is an artistic work in a style that

imitates that of another work, artist, or period. It’s a way of paying respect,
or honor, to great works of the past.
Examples
a. Romeo and Juliet (Play/ Movie) -This story written by William

Shakespeare has been retold and made into plays and movies in
different eras or generations.
b. Bohemian Rhapsody (Song/ Movie) -This song by Freddie

Mercury from the band “Queen,” has been a subject for song
covers by singers of all ages.
c. Pangako Sa’yo (Song/ Movie/Soap Opera) – This a song originally

titled “Pangako” was composed by Rey Valera interpreted by
Sharon Cuneta and has been revived by Vina Morales. The song
was used as the theme song of ABS-CBN soap opera “Pangako
Sa’yo (Jericho Rosales- Kristine Hermosa - 2002) and Daniel
Padilla and Kathryn Bernardo- 2015).

5. Quotation is taking a statement from someone else, from books, from
newspaper or any manuscript. It can be done in two ways:
a. Direct quotation – Mr. Ventura said, “We are all expected to join
the show.”
b. Indirect quotation- Mr. Ventura said that they are all expected to
join the show.
6. A Parody is an imitation of a writer, artist, subject, or genre in such a way

to make fun of or comment on the original work. Parodies are often
exaggerated in the way they imitate the original in order to produce a
humorous effect.
Examples
Changing the clothes or facial expression of Mona Lisa (painting)
Interpret an issue through editorial cartooning (caricature)
Spoof on a segment or part of a movie (youtube videos)
MELC: Identify the context in which a text was developed (b. Intertext) (S2 Q4)
CG: Identifies the context in which a text was developed (Intertext) (EN11/12RWS-
IVac-7.2)
Hello, learner! You are about to fly using our Magic Carpet Ride in taking the
five-leveled adventures of intertextuality. Imagine that you have found a magic lamp
and by wiping on it, a Genie comes out and asks you to give three wishes. But before
these wishes will be granted, you have to pass through five (5) adventures.

Below are the choices to choose from. As the new Aladdin, be careful in
choosing because these will be used in the final stage of your adventure.
LEARNING CONTRACT
(____________________).

Load up your wishes!
LEVEL 1: LOAD Unveil the first adventure by recalling the uses of intertext and
the various literary forms to express it. Just look into the box for the
words written on the left and then loop it to be able to pass it.
Good luck. Open Sesame!
R T R A N S L A T I O N A R Y E
I N R E A D Y I N T E R T E X T
N O P Y L O O M E N A C E H A T
ARTISTIC
T H A P L H U M O R O U S E R H ALLUSION
PASTICHE
E A S T U S B I N O U B O T T E IMAGINARY
PARODY
R A T E S R T T E N T E R S I Y
CALQUE
P E I C I T C A L Q U E A R S O HUMOROUS
INTYERTEXT
R A C H O E M T E A T S H M T V TRANSLATION
INTERPRET
E A H E N M A I N T A I N E I E
T H E M P A R O D Y M O P A C K
P H I M A G I N A R Y E A R N S

Congratulations! You’re one step closer to your wish…
LEVEL 2: ENGAGE
Engage and Level up the Adventure!
Filipinos are fond of “Hugot lines” to express what they thought

and feel. These can be used in a form of allusion, calque, pastiche or
parody. Write the text (word, phrase or sentence) used as allusion and
explain why. Use the box on the right for your answer.
Allusion:
____________________________
____
Why do you think it is the

allusion?
____________________________
____________________________
“I am his ex. I’m the love of his life. I am his past. I
own a big part of him na hinding-hindi mo ____________________________
makukuha.” __________________
Allusion:
____________________________

allusion?
“Alam mo kasi, ang marriage ay parang exclusive ____________________________

village. Kailangan mong magbantay para hindi ____________________________
makapasok ang mga squatters.”
____________________________
Allusion:
____________________________

allusion?
“Black is out, gold is in!
Yes, just like gold, I am ____________________________
indestructible.” ____________________________
____________________________

Allusion:
____________________________
Why do you think it is the allusion?
____________________________
I-pack up mon a ‘yang Lucy Torres mo! Ilabas mo ____________________________
na diyan si Gretchen Baretto! Anak ako na ang ____________________________
bahala sa stiletto mo!”
Allusion:
____________________________
Why do you think it is the allusion?
_____________________________
_____________________________
__________________________
“E kung sardinas nga may label, may

BFAD pa! Relationship pa kaya?”

Criteria Points Points Earned
Questions are left blank or incomplete 0
Response includes an answer but does not include or 1

include only minimal reasoning or rationale (regardless of
correctness)
Response includes an answer and rationale (regardless of 2

correctness).
Response includes sound answer and rationale 3
Congratulations! You’re one step closer to your wish…
Make a great advance as you face the third

challenge!
LEVEL 3: ADVANCE
“Melody of Love” is a series of stories of Love,
Struggles and Triumphs. These stories were based
on other people’s lives during the time of
pandemic in the Philippines. Here is an excerpt of
its first book entitled “COVID 19.” Read it
carefully and do the three (3) activities that follow.

“COVID 19”
Jane is an Ob-gynecologist at Sacred Heart of Jesus Hospital in Quezon City.

On her way home, she witnesses an accident involving a pregnant woman Diana.
Due to the call of duty, she has to attend to her and becomes her gynecologist.
After that accident, Diana became a regular patient of Jane, until such time that she
is infected with COVID 19 virus. There is a need for a CS even if the baby is not yet
in its full month.
Before the operation, Jane has to meet Diana’s husband, as the signatory for the
promissory note. To her shock, it was James—his ex-fiancé.
James asks for forgiveness from Jane but she could not talk. She knew before
that James was a victim of shot gun wedding. She never expected that she will meet
him this way.
When Diana learned who Jane is, she too, asks for forgiveness and cries a
lot. In between sobbing, she tells that despite of having a baby soon, her husband
never forgets her. James still loves her.
Jane cried the whole night because her pain has been recurred. As a doctor,
she has to be professional.
The time for Diana to undergo CS procedure has come. The operation is
successful but not for Diana. She dies after giving birth due to eclampsia triggered
by COVID 19 virus. Before she passed away, she has a heart-to- heart talk with Jane.
Both of them burst in tears while holding each other’s hands.
James eyes are filled with tears as he holds the baby in his arms. Jane turns
her back because her heart aches as she sees the scenario in front of her. Her heart
melts.
When the baby is about to be taken home, James talks to Jane that he has
nobody to take care of his baby when he has to start working. His in-laws died few
months after their wedding. He tells Jane that he has to bring the child to his family
in Palawan for good.
Jane feels the emptiness. She is numbed. She wants to say something, but
chokes because she’s crying inside.
After paying the bill, James has to bid goodbye to Jane. As he slowly starts
to vanish from the door, Jane starts to cry and run towards the door…
MELODY OF LOVE IERICKI
https://www.youtube.com/watch?v=4vCYZjySrbs&t=22s

1. Evidence Never Lie!
Read the stated situations taken from the story, and give what most likely to happen
after, then cite the line from the text which supports your idea.
SITUATION CONCLUSION TEXTUAL EVIDENCE
1. Jane and Diana meets each

other.
2. Jane learns that Diana is her ex-
fiancé’s wife.
3. James asks forgiveness from
Jane.
4. James walks away from the
hospital.
5. Jane cries and runs towards the
door.

Rubrics for Drawing Conclusions and Inference
CRITERIA Apprentice (1) Basic (2) Learned (3) Exemplary (4)
Conclusion & Failed to draw a Draws a Draws a Draws logical and

Evidence conclusion (may conclusion but conclusion and relevant conclusions
give a summary conclusion is uses a few and uses supporting
instead unsupported supporting details from the text
details
2. Paraphrase
Read the chosen lines from the text, then, identify the load or borrowed word/s
used. After which translate it into simpler English word/s. Use the table below for your
answer.
CHOSEN LINES BORROWED WORD/S TRANSLATION
Example: The accused was

convicted and charged with Reclusion Perpetua
Reclusion Perpetua Life Sentence
1. Jane is an Ob-gynecologist at
Sacred Heart of Jesus Hospital
in Quezon City.
2. Due to the call of duty, she has
to attend to her and becomes
her gynecologist.

3. To her shock, it was James—
his ex-fiancé.
4. Before she passed away, she

has a heart-to- heart talk with
Jane
5. As he slowly starts to vanish,
from the door, Jane starts to

cry
and run towards the door…
Criteria/ Points Apprentice Basic Learned Exemplary

(1) (2) (3) (4)
Calque/ Meaning Have an idea but Gives the correct Gives the correct Gives the
failed to hit the term but unable term but partially correct term
correct words to translate it translate it and correctly
explains it
Congratulations! It’s two adventures away…go, go, go!
LEVEL 4: REFINE
Refine your skills for your fourth Adventure!
This adventure refines your skills in drawing out ideas or

conclusion from the story read. Interpret your idea by following the
instructions below.

1. Heart Talk
What part of the story has touched your heart? Why? Use the space below
to explain your answer using PASTICHE.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
CRITERIA Points Points Earned

_____________________________________________________________________________
_____________________________________________________________________________
Message 2
Organization 4
Grammar 3
Punctuation 1

2. The Voice
As a DJ in an FM Station, make a piece of advice to Jane in your “Love Radio” program.

This must be in a form of a letter addressed to her. Use the space below.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Message 2
_____________________________________________________________________________
_____________________________________________________________________________
Organization 4
Grammar 3
Punctuation 1

3. A Note to God
If you were given the chance to make a letter to God, with the help of the
Genie, what should you write and why? In answering, use the aid of ALLUSION.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2._____________________________________________________________________________
A Letter to God

_____________________________________________________________________________
_____________________________________________________________________________
Message 2
_____________________________________________________________________________
Organization 4
Grammar 3
Punctuation 1
Congratulations! It’s one breath away!

Nurture your Wishes!
LEVEL 5: NURTURE
You have successfully passed the four (4) adventures and
it’s time to express your wishes. Just make it sure that you will
be able to explain how these powers could ease the pandemic we
are experiencing today. Let the Genie be convinced.
I have chosen the power of ________________________________________________
because _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
Message 2
Organization 4
Grammar 3
Punctuation 1

Reflection
Make a simple reflection by completing the line.
After having these five adventures, I came to realize that …
________________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
____
Congratulations, you made it!
Close your eyes then silently wish and Genie will make it true. Of course, wishes do
come true when we couple them with perseverance, determination, and hard work just like
what you did in these learning activities.
References
https://kami.com.ph/45450-top-10-filipino-movie-quotes-make-say-nakaka-
relate.html#45450
https://www.thoughtco.com/what-is-intertextuality-1691077
https://www.slideshare.net/jaimedominguez/variety-of-language-rubric
http://www2.iath.virginia.edu/elab/hfl0278.html
https://www.youtube.com/watch?v=4vCYZjySrbs&t=22s
Answer Key:
Activity 1: LOAD (Answers are in the activity)
Activity 2: ENGAGE (Answers may vary)
Activity 3: ADVANCE (Answers may vary)
Activity 4: REFINE (Answers may vary)
Activity 5: NURTURE (Answers may vary)

FREDERICK D. SIOBAL
Writer
-------------------------------------------------------------------------------------------------------
FEEDBACK CARD
What’s your Badge?
ACTIVITY 1 AWESOME!- Completed and earned
perfect scores in all activities
ACTIVITY 2 GOOD JOB!- Completed the activities
with 80-90% accuracy
ACTIVITY 3 IT’S OKAY.- Completed the tasks with
75-79% accuracy
ACTIVITY 4 STRIVE FOR MORE. When need
further assistance and support
ACTIVITY 5
BADGE EARNED:

READING AND WRITING
Name of Learner_____________________________ Score __________

Grade/Section ______________________________ Date ___________
CRITICAL READING AS A FORM OF REASONING
Reading is a part of a student’s life. One of the kinds of reading that students
perform is critical reading. In critical reading, the readers are trained to believe in their
capacity to think beyond what a reading material offers and later cultivate this value as
it engenders critical thinking. If this skill is well-developed, nurtured and enhanced, the
readers are obviously challenged to reason out, justify their thoughts, ideas and
decisions.
Notes to remember:
Critical reading refers to a careful, active, reflective and analytic reading.
Reading critically requires critical thinking that makes someone who reads reflect on
the validity of what he has read in the light of his/her prior experiences and
understanding.
Critical thinking includes a combination of skills which include reasoning, self-
awareness and open-mindedness. It involves a deeper examination of the claims put
forth as well as the supporting points and possible counter arguments.
Reasoning is the process of expressing ideas and opinions as well as justifying
one’s stand based on prior and existing knowledge and experiences needed to arrive at
a decision.
MELC: Explain critical reading as a form of reasoning. (S2 Q4)
CG: Explain critical reading as a form of reasoning. (EN11/12RWS-IVac-8)

Directions and Instructions:
Hello, learner! Darna at

your service. I am your
learning buddy for this 5-
dimensional set of activities.
I want you to get focused and
enjoy. Before you start the
activities, please fill out the
learning contract.
LEARNING CONTRACT
(____________________).
Reading Text :
The Burden of the Poor

by: Asif Ahmad
A distinguished visitor from the United Kingdom asked why so many people
carry guns. I replied: The rich fear the poor. As the prosperity gap becomes wider,
those who have prized possessions feel the need to protect themselves from the
prying eyes of those who have less. We need not be antirich, but the rich need to
be poor.
My own life went from riches to rags and then back to one of very real
privilege. Up to my midteens, I lacked nothing. I lived among the elite, went to top
private schools and traveled the world. Then, overnight, a civil war and the loss of
my father’s income for three years forced me to return to the land of my birth, the
United Kingdom, as a refugee. I overheard my mother saying she was down to one
week’s worth of spending money. I got a job the next day and never again relied
on parental financial support. I went to university on a full state grant reserved for
the poor. My work as a student, in factories, hotels, restaurants and as a door-to-
door salesman, brought me into direct contact with the desperately rich and poor.
My salvation was education. My final year at university was focused not just
on studies. I had to find work for survival. After 30 interviews and five job offers,

I chose a career in banking, and the rest is history. But my real education came
through other life experiences. When I was a child, my mother told me to never
force a person to bend to serve unnecessarily but if they had to, then I had to
appreciate the dignity of labor. So, no unmade beds or clothes strewn across the
floor. Instead, my parents funded the education of the children of our household
staff. Under my grandfather’s tutelage, I learned how to resolve disputes and offer
fairness among the farmers who tended to the family land. To this day, I am at ease
with rural people and I can eat with my hands even though the silver spoon that
was taken away from me as a teenager has now been restored.
The poor do not need sympathy, patronage, or the largesse of politicians who
distribute taxpayer money as though it were their own. Well-meaning charity,
except for emergencies, needs to focus on livelihoods, not short-term gestures.
Elimination of absolute poverty can only happen if the government and the well-
off make it their priority. People thrive on opportunity. Education and health enable
the poor to climb out of adversity. Schools, teachers and books are vital, but the
lack of shoes, clothes or food can stop children from learning. Government
programs and spending can succeed if there is real accountability for outcomes
where success is rewarded and failure does not go unpunished.
Urban development that does not cater to accessible and affordable social
housing means that the poor will be unable to service the needs of the rich in their
gated communities and condos. Developers should not be allowed to build unless
they are also prepared to provide sustaining infrastructure close to the community
and not in some far-flung place. Instead of focusing on eyesore vistas of squatters
and the inconvenience of tricycles and PUVs that get in the way of dark-tinted
SUVs, the aim should be to invest in employment in the source communities of
migrants and in public transport that reduces the commute to work for all. The poor
cannot be made invisible. People live in squalor in cities, not by choice but because
they are not valued as a community asset. Slum dwellers are frightening, but their
impoverished relatives in the provinces are romanticized as indigenous people.
Not everyone who has made their fortune is lost in a dizzy pursuit of
consumption and affected by gaiety. First-generation wealth generators, in
particular, have better grounding and understanding of turning adversity into
opportunity. They tend to have a closer bond with the people who help make their
enterprise a success. Instead of using corporate social responsibility as an adjunct
of the PR department, their values and actions in sustaining communities are an
integral part of the business model.
Pay living wages, not the minimum. Create opportunity through social
enterprise. Take the lack of toilets and bathing facilities, for example. Small
amounts of capital, low-cost design and municipal support can not only entice
people into starting such businesses but also solve a dire community need.
Microfinance, especially in the hands of women, can turn a squatter into an
entrepreneur.
Agriculture can move from being a backbreaking source of bare subsistence to

a mode where more of the value added is at source and the stranglehold of
middlemen and lack of paths to markets are overcome. What is lacking is not the

will of the poor to work, it is the absence of modern farming methods, poor
knowledge of higher-yield crops, and ineffective husbandry of natural resources.
As consumers, we have to learn to value, afford dignity and provide deserving
returns to those who bend their backs so that we can stand straight.
I have learned a few salutary lessons from the poor. In an impending natural
disaster, I saw well-to-do people clear the supermarkets of goods as soon as the
shelves were stocked. In wet markets in the same city, the poor bought only what
they needed. They never ran out of stock. In another scene, we carefully distributed
aid based on our perception of who needed what. We returned only to find that the
recipients redistributed what we gave them. And then there was the case of a lady
squatter who lost everything in a typhoon. She used a third of our donation to house
her family; the rest went into a roadside stall. She now earns seven times what we
gave her per month!
Unleashing the potential of the poor is a far better safeguard than living with
armed security guards.
Source : http//opinion.inquirer.net/83968/the-burden-of-the-poor
Activity 1: LOAD
Ideas reloaded!
A. TRUE or FALSE: Write TRUE if the statement expresses correct information

from the text and FALSE if it is not. Place your answer on the space provided before
each number.
_________ 1. Many people carry guns to protect themselves and their property.
_________2. The poor fear the rich because they have nothing.
_________3. The persona in the essay belonged to a well-to-do family in his mid-teens.
_________4. The poor need opportunities for livelihood, education, and health.
_________5. Agriculture does not prosper because of the people’s unwillingness to

accept change.
_________6. The poor are an important aspect of the social enterprise.
_________7. Urban development benefits the poor.
_________8. First generation wealth generators need the poor to keep their enterprise
prosper.
_________9. The poor in the slums are valued community assets.

_________10. Opportunities for employment help ease the burden of the poor.
_________11. The text implies that those who bend their back to feed the community
are deprived of benefits and opportunities.
_________12. Helping people create businesses through microfinance solves

problems in unemployment.
_________13. The author affirms that real education comes from other life
experiences.
_________14. Dignity of labor means doing thing in one’s own without relying on
others to do it.
_________15. The lack of basic needs such as clothes, food or even shoes stops
children from schooling.
_________16. The author believes that investing in employment and in public

transport is far more important rather than focusing on eyesore squatter
areas and the inconvenience of tricycles and PUVs.
_________ 17. The author appreciates the generosity of the poor who share what
they have received as aid.
_________18. The absence of modern farming methods, poor knowledge of

higher-yield crops, and ineffective husbandry of natural
resources hinder farmers from yielding a good harvest and benefit
from their labor.
_________19. The text implies that providing equal access to opportunities

among the poor helps eradicate poverty.
_________20. The text suggests that poverty is a self-imposed experience among

the poor in the slums.
Activity 2: ENGAGE
Understanding engaged!
Answer each of these questions in not more than 3 sentences.
1. In your own understanding, whose fault is poverty? Is it the people or the

government? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2.Enumerate 3 things that you believe the poor really need and the government must
prioritize for its people. Explain each.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.As a youth, what do you think is the most effective way to help the poor improve
their living conditions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.Poverty is a global issue. What do you think are the other forms of poverty that
many people are suffering from nowadays? Why do you say so?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.What can you suggest to help bridge the gap between the rich and the poor? Explain
your answer.
_____________________________________________________________________
_____________________________________________________________________
6.Do you believe that the increasing gap between the rich and the poor leads to more
crimes in the society? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. If you were one of the rich, would it be alright with you to share 1/4 of your
wealth to help the poor? Why?
___________________________________________________________
___________________________________________________________
___________________________________________________________

8. Most of the poor in the slums are individuals from the province, should you
advise them to return? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
9. “ Give man a fish and he will eat for a day. Teach him how to fish and he will
eat for a lifetime”. How does this quote apply with the poor?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. Do you agree that once the rich have compassion for the poor, there is no such
thing as poverty? Why?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Activity 3: ADVANCE
Reasoning made advanced!
Choose one of the following statements. Explain your reasons for agreeing or
disagreeing with the idea expressed in your chosen statement in not more than 50
words.
1. Being poor is an advantage.
2. Poverty is a product of greed.
3. Equal distribution of wealth/resources should be encouraged to help the poor.
4. Unleashing the potential of the poor is a far better safeguard than living with
armed security guards.

Activity 4: REFINE
Meaningful thoughts refined!
Your previous task (Activity 3) made you explore some significant points from
the reading text and required you to use your reasoning skill. Now, it’s time for you to
broaden your understanding on the process of critical reading as a form of reasoning.
Complete each statement in not more than 100 words.
Critical reading is _________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Critical reading is a form of reasoning because _________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Congratulations, dear
learner. You have
successfully accomplished
the previous activities in an
amazing way. Keep going
because you are now on
your final task! Good luck!
Activity 5: NURTURE
Writing Prowess Nurtured!
Write an essay explaining how the process of critical reading is a form of reasoning
using not more than 1,000 words. Conceptualize/formulate your own title. Use a
separate sheet of paper for your answer.
RUBRICS FOR RATING THE ESSAY
Criteria 4-Very Good 3-Good 2-Needs 1-Poor

Improvement
Thesis Thesis statement Thesis statement is There is a thesis There is an
Statement is clear and clear and concise, statement but it unclear thesis
concise, makes but it leaves the is vague statement,
the reader aware reader unsure of and the writer
of the writer’s the writer’s stance does not take
stand on the a stance.
subject and
connects the
subject with the
main idea

Punctuation, There is good Most sentences are The essay Sentences are
grammar and sentence structured correctly contains repetitive and
spelling structure, and but not all, and grammatical difficult to
there are no there are one or and spelling understand.
grammatical and two grammatical errors, and a Poor
spelling errors in and spelling errors few of the grammar is
the essay. in the essay. sentences do used and
not have the there are
correct spelling
structure. errors.
Organization Information is TThe introduction The introduction There is no

well organized, includes the thesis states the main clear
the thesis and statement, states topic, but the introduction
arguments are the main idea, but thesis statement and the paper
clear, and the the essay is not is vague. is not well
conclusion is well organized. organized.
strong
Retrieved from https://educ5let2012.blogspot.com/2012/07/essay-rubric-areeffective-

ways-to-grade.html
Reflection:
Directions: Complete this statement:
With all the activities that I have undertaken on this lesson, I learned
that__________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________.
References:
Domagsang, AG.T. (2016). Reading and writing skills.Mindanao Ave.,

Quezon City, Metro Manila: Brilliant Creations Publishing,Inc..
Dayagbil, F.T.,Abao, E. L. & Bacus, R.Ci.( 2016). Critical reading and writing
for senior high school. 776,Aurora Boulevard ,Cubao, Quezon City :
Lorimar Publishing, Inc..
Image retrieved from https://www.pinterest.ph/KCComics/darna/
http//opinion.inquirer.net/83968/the-burden-of-the-poor

Written by:
Florabel G. Pascua
Answer Key:
Activity 1: Load
TRUE 11. TRUE
TRUE 12. TRUE
TRUE 13. TRUE
TRUE 14. TRUE
FALSE 15. TRUE
TRUE 16. TRUE
FALSE 17. TRUE
TRUE 18. TRUE
FALSE 19. TRUE
TRUE 20. FALSE
Activity 2 : ENGAGE (Answers may vary)

READING
Activity 3: ADVANCE AND
(Answers WRITING SKILLS
may vary)
Activity 4: REFINE (Answers may vary)
Activity
Name 3: NURTURE
of Learner: (Answers may vary)
_______________________________Grade Level: ___________
Section: _____________________________________ Score: __________________
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

ASSERTIONS ABOUT THE CONTENT AND PROPERTIES OF A
TEXT

MELC: Formulates assertions about the content and properties of a text read.
(EN11/12RWS-IVac-9)

Hello, learner! As you go along your learnguistics journey, you have to finish
the five-stage adventure (1-Load, 2-Engage, 3 – Advance, 4 – Refine, 5 – Nurture) to
be a certified learnlinguist.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the
LEVEL 1: LOAD
responsibility to finish the activity package and submit it to your teacher
(____________________) on (____________________).
Load up your knowledge with the different parts of a letter and its formats!
Level 1: LOAD
Load up your minds with ideas!
learnguistics
Let’s test your schema by encircling the letter that best answers the following
questions:
1. Which of the following occupies a central place in an expository prose?
a. assertions b. evidences c. responses
2. When do you formulate an assertion about a text?
a. before reading a text b. while reading a text c. after reading a text
3. What is the purpose of an assertion?

a. to convey directly an idea
b. to conclude the writer’s opinion about a text
c. to convince the reader to accept the writer’s interpretation
4. How to make a strong stand on every claimed assertion?
a. include hypothesis
b. include facts and evidences
c. include summary of text
5. In the process of asserting, what should be done after comprehensively reading or

watching a literary?
a. explain your assertion
b. collect evidence of claims and sources
c. take down the part you’re for or against to
Level 2: Engage
Engage yourself!
learnguistics
This activity is designed to check your knowledge in identifying the different types of
assertions. You have to tell whether each assertion is a statement of convention, fact,
opinion or preference.
1. The Philippines is composed of 1700 islands.
Answer: _______________________________________________
2. The EDSA Revolution happened in 1986.

Answer: _______________________________________________
3. Roses are more beautiful, smell sweeter and are easier to grow than any other
flowers.

Answer: _______________________________________________
4. Advertising is a form of communication that helps to sell ideas, goods and

services.
Answer: _______________________________________________
5. Cactus grows best in soil made of ¼ clay and ¼ sand and loam.
Answer: _______________________________________________
6. The telephone is a communication apparatus or system for transmitting

articulate speech from one point to another using electric signals.
Answer: _______________________________________________
7. Marketing is as important as knowing how to grow beautiful plants.
Answer: _______________________________________________
8. Modern computers are indeed great time savers.
Answer: _______________________________________________
9. Many people will die because of political considerations and unwise aid-
spending.
Answer: _______________________________________________
10. The Duterte government should have toughened its stand against the
burgeoning insurgency.
Answer: _______________________________________________
Level 3: Advance
Advance your idea!
Are you excited to put your idea into words?
learnguistics
Formulating assertions is a way to vividly express your ideas and feelings about
anything. Using the literary lines below, come up with your own assertion of any type.

Example:
“I like criticism. It makes you strong.” – Lebron James
Dealing with criticism positively is an important life skill.
1. Those who want to be the first shall be the last. - Jesus Z. Menoy
2. There is a tremendous strength that is growing in the world through sharing

together, praying together, and working together. – Mother Teresa
3. It is not only giants that do great things. – African Proverb
4. When you are content to be simply yourself everybody will respect you. - Lao Tzu
5. If we compare our individual and civic traits with those that adorned our
forefathers, we will find that we Filipinos of today, have lost much of the moral
strength and the power of growth of our ancestors. – Manuel L. Quezon
Level 4: Refine
Refine your skills in analysis!
learnguistics
A. If a student is turning in late work, it is recommended that he/she leaves a private

comment to notify the teacher of late work or special circumstances. When a student
has completed the assignment, he/she simply clicks the Mark as Done button to let the
teacher know he/she has finished the task.
Task: Write your assertions about the text’s organization, coherence, and cohesion.
(1 assertion in each property)
1. Organization:
________________________________________________________
2. Coherence and Cohesion: ______________________________________________
B. Frank has a hard time studying so he plays little games to get himself to finish his
assignments. He will begin by saying to himself, “Whenever I finish an assignment, I’ll
give myself a prize.” Frank has all kinds of prizes; his favorites are watching a detective
show on television, drinking a milk tea, and spending an hour with his girlfriend. Of
course, too many of these rewards would mean that Frank won’t get much else done.
So Frank uses other strategies. He will for example, set the watch timer for an hour.
Then, he will work at the kitchen table until the timer buzzes. Also, he puts a paper clip
on every tenth page of the book he is studying. As soon as he reaches the clip he can
take a five-minute beak.
Task: Write your assertion about the content and the mechanics used in the text.
3. Content:
____________________________________________________________
4. Mechanics:
__________________________________________________________
C. C: Acetylsalicylic acid
I. Prophylaxis of thromboembolic
disorders, MI, transient ischemic
attacks and stoke
D: 1 tab daily
CI: Gastric and duodenal ulcers.

Haemorrhagic diathesis. Chlidren
below 6 years old.
- EAPP, DepEd
-
Task: Write an assertion on the language used in the text.
5.___________________________________________________________________
Level 5: Nurture
Nurture your mind!
learnguistics
Take time to read the selection, Safe Online by Nathanlie M. Baldoza. Write a
paragraph (not more than 350 words) indicating your own assertions about the text’s
content and properties such as organization, coherence, cohesion, use of language and
mechanics. Be guided with the given rubric.
Criteria Below Average (3) Average Above Average

(5)
(4)
Clear Assertion - weak and unfocused -opens a good assertion, - opens with clear
assertion but doesn’t grab readers’ assertion that is
attention interesting and insightful
Reflective - no deep thinking has - some reflective thinking - writing demonstrates

Thought occurred has occurred, but lacking reflective thought
depth in discussion and/or
- no connection to practical practical relevance - high level of
implications/relevance analysis/thinking with
practical relevance
Sentence - poorly developed - sentences usually flow - writes with clear and
Structure sentences well, but are awkward at varied sentence structure
times
- sentences don’t express -extremely well-
ideas well - some lack of conciseness developed sentences that
flow well, express ideas,
and are concise
Grammar and - numerous and significant - writing contains some - employs appropriate
Spelling errors in grammar spelling errors in grammar/spelling grammar and spelling
which interfere with without error
readers’ comprehension

SAFE ONLINE
BY NATHANLIE M. BALDOZA
(Health & Home, 2017)
What’s the first thing teens do after waking up in the morning? How about the
last thing they do before calling it a night?
I have observed that most, if not all, teens I know sleep with their cellphones
and scroll through their inbox or newsfeed about waking up in the morning. In the
evening, they text or chat with friends before going to sleep. According to “Cisco
Connected World Technology Report,” 90% of young people get hold of their mobile
phones before getting out of bed and doing their waking up rituals like peeing and
brushing their teeth.
Whether we agree or not, social media have impacted and dominated our lives
over the years. As of July 2015, the total worldwide population was 7.3 billion, while
the Internet had 3.17 billion users. Facebook, the biggest social networking sites, had
the largest number of users with 1.71 billion. WeChat came in second with 1.12 billion
users and Youtube, third with over a billion.
“With their encompassing influence, social media have become a part of our
lifestyle. These platforms connect us to the rest of the world. They’re an avenue in
exchanging information and ideas with other people. They make me understand the
world better. Life will be entirely different without the internet,”shares Khyle Miggs
Ytang, Grade 12 student of Mindanao Mission Academy.
Unfortunately, children in third world countries such as the Philippines, are

being exploited through this same technology. Webcam sex tourism is a newly coined
term describing how pedophiles and sex offenders virtually rape children in their own
homes,” laments Dr. Helen Madamba, an OB-GYN infectious disease specialist.
How then can teens be safe online? Lysa Myers, security researcher of
welivesecurity.com, offers tips for reducing risks for children to become online victims:
● Teens must follow Internet rules set by parents.

● Teens must be informed that they must socialize only with people they
know in real life.
● Parents should communicate and talk to their children about potential
online danger.
● Parents should spend time with their children online.
Teens are naturally curious, and social media can be a great way for them to
learn, explore, discover, and express themselves given reasonable restrictions to guide
them. With proper adult guidance, they can gain confidence to protect themselves
throughout their online and offline activities and toward limitless possibilities.

Congratulations!
You have accomplished all the activities in Learnguistics. You’re now a certified
learnlinguist!
Reflection:
With all the activities I have undertaken, I learned that_________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References:
Dadufalza, C. (2011) Reading Into Writing: Handbook – Workbook – Reader for
Critical
Reading and Writing in Expository Discourse, Bookmark Inc. Makati Phil
Gella, RL. (2015) The Logic of Assertions. Retrieved from https://prezi.com/nm4ou

_jglck5/the-logic-of-assertions/
Ramones, V. (2018) Formulating Assertions Retrieved from

https://www.slideshare.net/ VanessaRamones/formulating-assertions
Skidmore College Expository Writing Network http://www.skidmore.edu/academics/
writingbrd/INDEX.html
ANSWER KEY
Level 1: LOAD
1. a
2. c
3. c
4. b
5. c
Level 2: ENGAGE
1. statement of fact 6. statement of convention
2. statement of fact 7. statement of preference
3. statement of preference 8. statement of opinion
4. statement of convention 9. statement of opinion
5. statement of fact 10. statement of preference

Level 3: ADVANCE Level 4: REFINE Level 5: NURTURE
1. answer may vary 1. answer may vary Answer may vary
2. answer may vary 2. answer may vary
5. answer may vary
Written by: 1. answer may vary

Sheena Jane A. Laciste 2. answer may vary
-------------------------------------------------------------------------------------------------------
3. answer may vary
FEEDBACK CARD 4. answer mayWhat’s
varyyour Badge?
ACTIVITY 1 5. answer may vary
perfect scores in all activities
ACTIVITY 5
BADGE EARNED:

Name of Learner: Score: _______

Grade/Section: _______ ______ Date:
COUNTERCLAIMS IN RESPONSE TO CLAIMS

MADE IN A TEXT READ
Evaluative Statement is a way of giving a better explanation to show the strengths and
weaknesses of something through writing. It also presents a value judgment based on a set of criteria.
It is used in explaining a sound judgment which can be backed up or supported with valid proofs
and reasons.
The formulation of an evaluative statement is done in the same way you do any other writing
except that the statement is about your judgment of the text’s content and property.
You can compose your evaluative statement by formulating a meaningful

COUNTERCLAIM in response to a claim made in the text read. COUNTERCLAIM is made to
rebut a previous claim which provides a contrasting perspective to the main argument. It is the
opposition you make about the claim of the writer.
In short, a claim is the main argument and a counterclaim is the opposite of the claim or
argument.
To be an effective critical thinker, it is not enough to just be able to identify claims and
assertions. The ability to analyze an argument is essential to understanding the text more deeply,
but understanding the claim is not the only facet of the argument, you must also learn how to analyze
the counterclaim and evidence provided by the text.
To better understand, study the following examples:
Examples:
Claim: Students should be allowed to use gadgets in school.
Counterclaim: While it is true that gadgets help students learn better, they also have negative
impacts. If not used well, gadgets become a disturbance during class hours. An example scenario of
this is when a student opts to play an online game or browse social media account while the class is
going on which might possibly affect his/her concentration on the lesson being discussed.
PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES
111
Claim: Classes for this school year should be postponed due to the pandemic being faced by
the world.
Counterclaim: Even though there is an increasing number of recorded cases of COVID-19

in the country, education should not stop as there are a lot of Flexible Learning Options made
available by the Department of Education in lieu of the face-to-face interaction. Some of these would
be Online Learning, Modular Learning, Blended learning and the like. These learning modalities
would greatly ensure the utmost safety of both teachers and learners as there will be no physical
interaction to be taken place.
In making your counterclaim you must recognize the value of hedges. A hedge is a word or
phrase that minimizes the negative impact of a criticism. When you are presenting a counterclaim,
you are providing criticism since you are stating that the claim is not true. Considering that academic
or professional writing requires a courteous tone, hedges are used. Hedges could come in different
forms such as: (1) modals (e.g. may, could, would, etc.), (2) frequency adverbs (e.g. probably,
possibly, presumably); and so on. Notice the difference between the two sentences:
Obesity is caused by the bad food choices being offered by the food industry
Obesity is probably caused by the bad food choices being offered by the food industry.
The hedge probably in the second sentence somehow removed the accusing tone of the first
sentence.
Remember that counterclaims provide a contrasting perspective to the main argument.
The skill you have in enabling you to search and present counterclaims to an argument or a
certain claim is a manifestation of your deep competence and deep understanding of the writer’s
topic. It is therefore making you a critical thinker and a critical reader because you are not just
passively accepting the writer’s claim. And also, it shows your willingness to engage in different
viewpoints from your own, thus remaining objective and helps you and other readers to clarify your
personal position on the topic and the reliability and accuracy of the claims presented.
The following questions will help you formulate a counterclaim:
What are the major points on which you and the author can disagree?
What is their strongest argument? What did they say to defend their position?
What are the merits of their view?
What are the weaknesses or shortcomings in their argument or claim?
Are there any hidden assumptions?
Which lines from the text best support the counterclaim you have formulated?
112
MELC: Formulate evaluative statements about a text read: (S2 Q4)
● Counterclaims in response to claims made in a text read.
CG: Formulates evaluative statements about a text read (EN11/12RWS-IVac-9)

● Formulates meaningful counterclaims in response to claims made in a text read
(EN11/12RWS-IVac-9.2)

Welcome, 21st century learner!
You are now on your journey of sharing your wonderful and creative thoughts as you
LOAD, ENGAGE, ADVANCE, REFINE, and NURTURE. This activity sheet deals with the
counterclaims in response to claims made in a text read.
In our present day, texts have become a powerful gear in explaining facts, expressing
thoughts and opinions, and extracting messages beyond other texts. Social media, as you know
it, have paved the way in exchanging information easily and reaching people from all over the
world. But, as it delivers messages rapidly, some people used this to deliberately post
unverified and inauthentic information or popularly labeled as “Fake News”.
So as a 21st century learner, you should arm yourself with critical thinking skills as you
read different texts with different purposes. You can do this by making evaluative statements
specifically by making counterclaims to the claim made.
Remember, every CLAIM has a COUNTERCLAIM. Finding and evaluating an

author’s claim or position on a topic for you as a SHS student can be challenging. You may be
accustomed to believing everything you read even in social media and not evaluating claims
and evidence as critically as they should be.
In order to help you and other students be critical of the text they read, you are invited
to join the COUNTERCLAIM WARRIORS, a group of debaters whose aim is to make
oppositions to other author’s claims. But before you do that you need to be armed with
necessary skills needed to become more critical in reading texts.
113
To begin with your journey, you need to log-in to our COUNTERCLAIM WARRIORS
PAGE by filling in your information below.
Username: _____________________
Signature: _______________________
LEARNING CONTRACT
AGREEMENT: By signing in the

COUNTERCLAIM WARRIORS PAGE, you are
hereby accepting the responsibility to finish the
activity package and submit it to your teacher
(____________________) on
Draw your own character here that (____________________).
represents you.
Level 1: LOAD
Load up your thoughts critically with the fundamentals of claims and counterclaims!
You have already learned about claim and counterclaim. Fill-up the Venn Diagram by listing
down the similarities and differences of claim and counterclaim.
CLAIM COUNTERCLAIM
114
Level 2: ENGAGE
Engage and gear up!
You have already learned the characteristics of a claim and counterclaim. In order to
formulate a counterclaim, you need to analyze a good claim first. Evaluate the following claims
by putting a check (/) mark on the space provided before the number if you consider the
statement a good claim. Otherwise, on the space provided, state what can be improved on the
given example.
______1. The government faces numerous problems today.

______________________________________________________________
______2. Educating the youth on responsible parenthood is the best way to prepare them for
having families in the future, since this effort involves the school, the home and the church.
______________________________________________________________
_____3. We must persevere with every course of our national vigor to eradicate poverty,
ensuring that the Philippines will have a bright tomorrow and that truth and justice will reign.
______________________________________________________________
_____4. Pilosopo Tasyo is my favorite character in Noli Me Tangere because he is the most
interesting.
______________________________________________________________
_____5. Though they seem to foster connections, social networking websites like Facebook
actually discourage meaningful conversation because they make us focus on superficial
behavior.
______________________________________________________________
115
Level 3: ADVANCE
Advance your arguments!
Every claim has a counterclaim. Create your counterclaim on the given claim. The
first one is done for you.
MY CLAIM MY COUNTERCLAIM
I believe that… I understand however…
This school year should be postponed due to The Department of Education insisted that
the pandemic. education should not be stopped. Hence,
different modalities of teaching and learning
are provided like blended learning (modular
or online).
Cell Phones are good for Senior High School

students.
Homework should be required for every

student.
School days in an academic year should be

longer.
Students should be able to drive at a younger

age.
Students should have access to the internet in

every barangay.
High school students should have a social media

account.
116
All students must experience a certain sport
before they graduate in high school.
Lowering the age of the criminal liability should

not be pushed through.
Wearing of school uniform should no longer be

required in public schools.
Level 4: REFINE
Refine your skills in analysis!
Read the statements below. Encircle the topic discussed by the author. Underline the
author’s claim/s and decide whether you agree or disagree with his claims. Cite 1 to 3 reasons
provided by the author and then create a counterclaim.
117
Statement No. 1
Tens of millions of children in the Philippines will not be allowed back to school until a
coronavirus vaccine is available, officials announced Monday, saying they may have to
broadcast lessons on TV.
Nations like France and South Korea began resuming face-to-face classes as they got their
outbreaks under control, but Philippine authorities see the risk as too great.
President Rodrigo Duterte said last month that even if students could not graduate, they needed
to stay out of school to fight the spread of the disease.
"We will comply with the president's directive to postpone face-to-face classes until a vaccine
is available," education secretary Leonor Briones said in a statement on Monday.
Classes are to resume at the end of August and teachers will use distance learning methods via
the internet or TV broadcasts where needed, Briones added.
Millions live in deep poverty in the Philippines and do not have access to computers at home,
which is key to the viability of online classes.
"The teacher and the school will have to adjust... depending on the availability of
communication," Briones said in a press briefing.
Scientists around the world are racing to develop a coronavirus vaccine, but it is not clear when
a viable candidate will be proven and distributed on a large scale.
One of the contenders is from British pharma giant AstraZeneca, which said last week that it is
"on track" to begin rolling out a vaccine in September if ongoing trials prove successful. - AFP
https://theaseanpost.com/article/no-vaccine-no-school-philippines
Agree or Disagree:
Cite 1-3 reasons the author gives:
Create a counterclaim:
118
Statement No. 2
As countries introduce unprecedented measures to stem the spread of the new coronavirus, one
of the most alarming conclusions from infectious-disease modelling is that there is no clear exit
strategy. We can see from China and South Korea how a combination of community
surveillance — testing and contact tracing — strong social distancing and rapid clinical care,
reduced infections and deaths. But we don’t know how long these measures should last, or
whether relaxing them will allow the virus to undergo a resurgence.
https://www.nature.com/articles/d41586-020-00882-z
Agree or Disagree:
119
Statement No. 3
"Today is the last day na pala! Ano bang sinasabi ko? Wala na po, panalo na pala tayo! (What was I
saying? Disregard that. We already won!) We beat the UP prediction po! We beat it! Congratulations,
Philippines!"
(Statement of Presidential Spokesperson Harry Roque on UP prediction on Ph COVID cases)
Agree or Disagree:
120
Level 5: NURTURE
Nurture your knowledge!
Congratulations, learner! You are now ready to apply everything that you have gained
throughout the four levels.
Here is your final task. Imagine that you are an editor of your school paper. Your teacher
has given you the freedom to choose any opinion article regarding current issues such as the
Coronavirus, government efforts in fighting the pandemic and the impacts of it to the economy
and the like. You are tasked to review your chosen article; it will be featured on the next issue
of the school paper. Your critique paper should consist of 1,000 words. Remember that a good
review contains evaluative statements that identify the claim of the text, describe its context,
evaluate the evidence provided and present counterclaims. Use the following questions as your
guide in preparing your counterclaims. Use a separate sheet for your answer.
Guide questions:
1. What are the claims made by the author?

2. What are the major points on which you and the author can disagree?
3. What is their strongest argument? What did they say to defend their position?
4. What are the merits of their view?
5. What are the weaknesses or shortcomings in their argument or claim?
6. Are there any hidden assumptions?
7. Which lines from the text best support the counterclaim you have formulated?
ANALYTIC RUBRIC FOR WRITTEN ANALYSIS
Directions: Your output will be graded according to the following rubric.
CRITERIA Very Good Good Fair Poor
(5) (4) (2-3) (1)
1. The writer follows

the rules on
Grammar and
Spelling.
2. The written review
displays insightful
understanding and
analysis of the
claims presented
by the article
being critiqued.
3. Cites major points
such as claims,
arguments and
position of the
author from the
text read.
121
4. The review
reflects critical
thinking and
reasoning leading
to the
development of
evaluative
statements.
5. Counterclaims
formulated are
well supported
with evidence and
cites lines from the
texts.
Congratulations! You are now a certified COUNTERCLAIM WARRIOR. As your first

task as a counterclaim warrior, you are going to make your own “shout out” about your
thoughts or message to other people to be critical in
everything they read specially that fake news is
rampant not only in the social media but in every
other form of media.
Draw your own character here

that represents you.
122
References:
Tiongson, Marella Therese A., & Rodriguez, Maxine Rafaella C.(2016). Reading and
Writing Skills First Edition.Sampaguita, Manila. Rex Bookstore Inc.
Raymundo, Helen C.(2016). Reading and Writing Skills. Makati City, Philippines.
DIWA LEARNING SYSTEMS INC.
https://theaseanpost.com/article/no-vaccine-no-school-philippines
https://www.nature.com/articles/d41586-020-00882-z
Answer Key:
Level 1: LOAD
Answers may vary
Level 2: ENGAGE
1. Answers may vary. (Example: The statement should enumerate or give examples of these
problems)
2. /
3./
4. Answers may vary. (Example: There must be instances cited that Pilosopo Tasyo’s
character is interesting)
5. Answers may vary. (Example: The text is an example of a claim of value. Thus, it didn’t
give sources or examples that prove its claim.)
Level 3: ADVANCE
Answers may vary
Level 4: REFINE
Answers may vary
Level 5: NURTURE
Answers may vary
Written by:
Joevince Baldonado
123
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
124

Section: ____________________________________ Score: __________________
DETERMINING TEXTUAL EVIDENCE TO VALIDATE ASSERTIONS

AND COUNTERCLAIMS ABOUT A TEXT READ
Textual evidence refers to the evidence gathered from the original source or other texts,
that supports an argument or thesis statement.
Using textual evidence, or specific quotations and examples from a text that directly relate
to your point, is essential for supporting your argument, particularly in academic writing.
To better evaluate the author’s argument, a reader should be able to determine the evidence
from the text. This allows him or her to validate the assertions of the author and his or her own
counterclaims as a response to reading. The evidence provided by the writer substantiates the
text. It reveals and builds on the position of the writer and makes the reading more interesting.
Evidence is crucial for the author to sway the reader to his or her side. A jury or judge, for
example, relies on the evidence presented by a lawyer before he/she makes a decision regarding
a case.
The following are the characteristics of a good evidence:
1. unified;
2. relevant to the central point;
3. specific and concrete;
4. accurate; and
5. representative or typical
Four Types of Textual Evidence
1. Statistical Evidence
The strongest type of evidence in formal writing is statistical evidence. This ranges from
true, hard data presented as a percentage or number, to survey-type data. For example,
statistical evidence could be:
● 3 out of 5 doctors claim that...
● 90% of women in the Philippines...
● 8 members of the committee were present during...
125
Statistical evidence can be proven as fact. You can actually go out and find hard information
to prove your particular claim.
2. Testimonial Evidence
The use of celebrities as credible evidence can be considered testimonial in nature. Many
people look up to celebrities as role models in their lives. Good or bad, when a person chooses
a life-path that takes him/her into public light, there will be many others out there who want to
emulate the celebrity. These celebrity endorsements provide the second-strongest type of
evidence found in formal arguments.
Testimonial evidence can also be collected from experts and authorities in a given field.
Doctors, dentists, lawyers often provide expert testimonials. Their authority is not often
questioned for they are expected to "know their stuff."
3. Anecdotal Evidence
When storytelling is involved as evidence, anecdotal evidence is being used. Due to its less
objective nature, anecdotal evidence is not extremely strong. When coupled with statistical or
testimonial evidence, anecdotal evidence can be highly effective in determining credibility or
proof.
Storytelling, although based on fact, can include quite a bit of opinion, thus making it less
objective. Usually, eyewitnesses are used as providers of anecdotal evidence. They saw or
experienced the phenomenon at hand, telling their version or side of the story.
4. Analogical Evidence
When information is scarce about something and little is known, analogical evidence is often
used in a formal argument to increase credibility of the proof. If the phenomenon in question
is new and little is known about it, analogical evidence that pulls in known factors about a
similar phenomenon to show parallels can be an effective way to provide proof.
Due to limited knowledge about the phenomenon, in this situation, analogical evidence can be
regarded as the weakest type of evidence used in formal arguments. One can only imagine and
hope that the comparison-phenomenon is close enough that the results can be applied to the
new phenomenon.
Assertions are statements that claim that something is true about something else.
Counterclaims are claims that made to rebut a previous claim.
MELC: The learner determines textual evidence to validate assertions and counterclaims
made about a text read. (S2Q4-EN11/12RWS-IVac-10)
126
CG: The learner determines textual evidence to validate assertions and counterclaims made
about a text read. (EN11/12RWS-IVac-10)

Hello, dear learner! As a youth, you can take part to be a Health Ambassador in the
midst of this pandemic. This is your time to be a Covid-warrior. In order to become one, you
need to combat all the obstacles set in this Learning Activity Sheet in order to reach for the 5
KEYS of success. You have to pass all the challenges as you take your five-stage adventure
(1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) on the topic, Determining Textual
Evidence to Validate Assertion. Before you proceed with the journey, dress-up dear warrior.
After that, write your name below your preferred warrior, then sign the learning agreement.
Warrior…Move…
Place two illustrations here of a male and a female hero
__________________________________ __________________________________
(Name) (Name)
LEARNING CONTRACT
finish the
LEVEL 1: activity
LOAD package and submit it to your teacher (____________________) on
(____________________).
127
LEVEL 1: LOAD
Load up your knowledge in determining textual evidence to validate assertions and
counterclaims about a text read.
In order to win the first key, recall the different concepts related to the topic in
determining textual evidence. Find and encircle eight (8) words in the maze then write them
on the designed pathways. A letter is given as a clue for each word.
B V B N H J T K C O N C R E T E L M A N
H J J J T F E H J K L C V B N M A L Y D
R Y U I E E S H K L P R T S D F A W W L
T Y U I S P T B N M O P E R T G N D S A
V B S H T Y I T P S G H E V I D E N C E
T Y T I O P M E Y S D V B N M A C Q H C
B R A W Y U O O P M V U B C D W D H G C
X T T Y U I N L B N O N C F G R O W Q B
T T I Q S C I S T A T I S T I C T L C V
R G S U T T A U I O P F I E J T A R E W
G B T I E C L F G H J I Y A W Q L V X Z
F U I E X D F G H T E E S T L C X Z G R
V R C T T T Y U I O Q D C G D S A H C B
A N A N A L O G I C A L H J J U D H S X
N E L G F E W T Y L S A D V E W X S H T
T
T
N
N
I
C
F
Congratulations, you have won the first ! Now open the to enter the 2nd door.
LEVEL 2: ENGAGE
Engage yourself in unlocking the concepts in determining textual evidence to validate
assertions and counterclaims.
To harvest the second key, answer the crossword puzzle below using the words you
identified in the first activity.
128
HORIZONTAL
1. evidence derived from experts

2. the available body of facts or information indicating whether a belief or
proposition is true or valid.
3. the main body of matter in a manuscript, book, or newspaper
4. weakest type of evidence
VERTICAL
5. hard data presented as evidence

6. make or become united
7. not abstract
8. evidence collected in a casual or informal manner
6
5
1 8
7
4
Congratulations, you have won your second ! Now open the to enter the 2nd
door.
Level 3: ADVANCE
Advance your knowledge of the topic.
To gain the third key, you must have to hurdle the obstacles in this activity. Read the
following texts and identify the type of textual evidence used. Use the following codes for your
answers: A-statistical, B-testimonial, C-analogical, D- Anecdotal
_____1. My name is John Charles Quimba. I am 19 years old, Grade 12, and I am supposed
to have my graduation now. Instead of celebrating another milestone of my
academic student life, COVID-19 changed everything. There are no
graduation ceremonies and classes are suspended. Our country was put into comprehensive
community lock down due to rising cases of COVID-19 infections. It’s only a matter of days
129
and statistics of those who died rose up. The virus is like a huge wing that swifts above
everyone. Nobody was prepared for it.
_____2. We’ve also brought in external support through our Global Outbreak Alert and
Response Network – GOARN – and specialist Emergency Medical Teams, or EMTs. In
addition to supporting countries, we also track progress globally. Among countries that have
reported data to WHO,78% have a preparedness and response plan in place; 76% have
surveillance systems in place to detect cases; and 91% have laboratory testing capacity for
COVID-19. But we still see many gaps around the world. Only 66% of countries have a clinical
referral system in place to care for COVID-19 patients; only 48% have a community
engagement plan; and only 48% have an infection prevention and control programme and
standards for water, sanitation and hygiene in health facilities. In other words, there are still
many gaps in the world’s defenses, and no single country has everything in place (Excerpt from
WHO Director Dr. Tedros Adhanom’s speech)
_____3. British ear, nose and throat doctors, citing reports from colleagues around the world,
called on adults who lose their senses of smell to isolate themselves for seven days, even if
they have no other symptoms, to slow the disease’s spread. The published data is limited, but
doctors are concerned enough to raise warnings. “We really want to raise awareness that this
is a sign of infection and that anyone who develops loss of sense of smell should self-isolate,”
Prof. Claire Hopkins, president of the British Rhinological Society, wrote in an email. “It could
contribute to slowing transmission and save lives.” The British physicians cited reports from
other countries indicating that significant numbers of coronavirus patients experienced
anosmia.
_____4. If we practice proper hygiene and social distancing, we help flatten the curve of the
COVID-19 pandemic.
_____5. The coronavirus affects the world economy: money isn’t made, stock markets go
down. Parents worry. They call it “social isolation” and “flattening of the curve” to make sure
that virus transmission slows down. This is to help hospitals handle the number of sick patients
better. But those terms are not what this feels like. Washing your hands until your skin cracks
and bleeds, wearing masks, elbow bumps instead of handshakes. I’ve never been part of a
pandemic this bad, this scary. Such a small substance that we can’t even see causes our world
to crumble- Sofie Dardzinski
_____6. Researchers found high levels of concern about the dangers posed by the respiratory
virus, which has been declared a global health emergency by the World Health Organization
and is officially named COVID-19.
_____7. Based on observations on COVID-19 patients, the common symptoms are high fever
and cough.
_____8. Our estimates are based on tentative assumptions and represent a wide range of
outcomes. Nonetheless, they show that, if routine health care is disrupted and access to food is
decreased (as a result of unavoidable shocks, health system collapse, or intentional choices
made in responding to the pandemic), the increase in child and maternal deaths will be
devastating.
130
_____9. SARS (November 2002 to July 2003): was a coronavirus that originated from Beijing,
China, spread to 29 countries, and resulted in 8,096 people infected with 774 deaths (fatality
rate of 9.6%). Considering that SARS ended up infecting 5,237 people in mainland China,
Wuhan Coronavirus surpassed SARS on January 29, 2020, when Chinese officials confirmed
5,974 cases of the novel coronavirus (2019-nCoV). One day later, on January 30, 2020 the
novel coronavirus cases surpassed even the 8,096 cases worldwide which were the final SARS
count in 2003.
_____10. COVID-19 could be fatal, but this happens rarely. According to WHO, 82% of
infected patients will have mild presentations, 15% will have severe manifestations, and only
3% will be critical. As mentioned before, older people, people with compromised immune
systems, and people with pre-existing medical conditions, such as diabetes and heart disease,
are more prone to fall severely ill with the virus. Around 2% of people infected with the disease
have died.
Congratulations, you have won the third ! Now open the to enter the 4th door.
LEVEL 4: REFINE
Refine your skills in determining text evidence to validate assertions made by the author.
Dear warrior, you are almost at the end of your journey. In order to harvest the fourth
key, read the selection below then answer the questions that follow.
SUBJECT IN FOCUS: Origin of the severe acute respiratory syndrome

coronavirus-2 (SARS-CoV-2), the virus causing COVID-19
(https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200423-sitrep-94-
covid-19.pdf)
The first human cases of COVID-19, the disease caused by the novel coronavirus
causing COVID-19, subsequently named SARS-CoV-2 were first reported by
officials in Wuhan City, China, in December 2019. Retrospective investigations by
Chinese authorities have identified human cases with onset of symptoms in early
December 2019. While some of the earliest known cases had a link to a wholesale
food market in Wuhan, some did not. Many of the initial patients were either stall
owners, market employees, or regular visitors to this market. Environmental samples
taken from this market in December 2019 tested positive for SARS-CoV-2, further
suggesting that the market in Wuhan City was the source of this outbreak or played
a role in the initial amplification of the outbreak. The market was closed on 1 January
2020.
131
SARS-CoV-2 was identified in early January and its genetic sequence shared
publicly on 11-12 January. The full genetic sequence of SARS-CoV-2 from the early
human cases and the sequences of many other viruses isolated from human cases
from China and all over the world since then show that SARS-CoV-2 has an
ecological origin in bat populations. All available evidence to date suggests that the
virus has a natural animal origin and is not a manipulated or constructed virus. Many
researchers have been able to look at the genomic features of SARS-CoV-2 and have
found that evidence does not support that SARS-CoV-2 is a laboratory construct. If
it were a constructed virus, its genomic sequence would show a mix of known
elements. This is not the case.
Another coronavirus, SARS-CoV-1, the cause of the Severe Acute Respiratory

Syndrome (SARS) outbreak in 2003, was also closely related to other coronaviruses
isolated from bats. These close genetic relations of SARS-CoV-1, SARSCoV-2 and
other coronaviruses, suggest that they all have their ecological origin in bat
populations. Many of these coronaviruses can also infect several animal species. For
example, SARS-CoV-1 infected civet cats and then humans, while the virus causing
the Middle East Respiratory Syndrome (MERS-CoV) is found in dromedary camels,
and has continued to infect humans since 2012.
All available evidence for COVID-19 suggests that SARS-CoV-2 has a zoonotic
source. Since there is usually limited close contact between humans and bats, it is
more likely that transmission of the virus to humans happened through another
animal species, one that is more likely to be handled by humans. This intermediate
animal host or zoonotic source could be a domestic animal, a wild animal, or a
domesticated wild animal and, as of yet, has not been identified.
All the published genetic sequences of SARS-CoV-2 isolated from human cases
are very similar. This suggests that the start of the outbreak resulted from a single
point introduction in the human population around the time that the virus was first
reported in humans in Wuhan, China in December 2019.
A number of investigations to better understand the source of the outbreak in

China are currently underway or planned, including investigations of human cases
with symptom onset in and around Wuhan in late 2019, environmental sampling from
markets and farms in areas where the first human cases were identified, and detailed
records on the source and type of wildlife species and farmed animals sold in these
markets.
Results from these studies are essential to preventing further zoonotic

introductions of SARS-CoV-2 into the human population. WHO continues to
collaborate with animal health and human health experts, Member States, and other
132
partners to identify gaps and research priorities for the control of COVID-19,
including the eventual identification of the source of the virus in China.
QUESTIONS:
1. What does SARS-CoV-2 mean?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How is SARS-CoV-1 related to SARS-CoV-2?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. How did the SARS-CoV-2 outbreak start?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What did the environmental samples taken from Wuhan market in

December 2019 suggest?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. If coronaviruses originated from bats and man has a limited contact with
bats, how did the transmission of the virus to humans happen?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
133
Congratulations, you have won the fourth ! Now open the to
enter the last door.
LEVEL 5: NURTURE
Nurture your learnings of making counterclaims to given assertions.
Dear warrior, you are at the last lap of your journey. The fifth key determines your
success. Complete the table below by drawing possible counterclaims to the following
statements. Cite evidence to prove your claims.
COMPLETE ME
CLAIMS COUNTERCLAIMS EVIDENCES

1. SARS-Cov-2 is not
laboratory construct.
2. Coronaviruses all have their

ecological origin in bat
populations.
Congratulations, you finally have the five s to fully become a Covid-warrior. You are
now a certified SURVIVOR! As the Ambassador of Health, do your best to help others win
the battle against this pandemic. Now, it’s time for you to write your commitment.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
134
References:
https://www.worldometers.info/coronavirus/?utm_campaign=homeAdvegas1?
https://elcomblus.com/determining-textual-evidence/
https://owlcation.com/humanities/The-Four-Types-of-Evidence
https://www.cameleon-association.org/2020/04/14/temoignage-de-sheena-pendant-la-crise-
sanitaire-du-covid-19/?lang=en
https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-
briefing-on-covid-19--22-april-2020
https://www.nytimes.com/2020/03/22/health/coronavirus-symptoms-smell-taste.html
https://stonesoup.com/post/observations-on-covid-19/
https://secure.jbs.elsevierhealth.com/action/getSharedSiteSession?rc=1&redirect=https%3A%2F%2
Fwww.thelancet.com%2Fjournals%2Flanglo%2Farticle%2FPIIS2214-109X%2820%2930229-
1%2Ffulltext
Answer Key
Level 1: Load
B V B N H J T K C O N C R E T E L M A N
H J J J T F E H J K L C V B N M A L Y D
R Y U I E E S H K L P R T S D F A W W L
T Y U I S P T B N M O P E R T G N D S A
V B S H T Y I T P S G H E V I D E N C E
T Y T I O P M E Y S D V B N M A C Q H C
B R A W Y U O O P M V U B C D W D H G C
X T T Y U I N L B N O N C F G R O W Q B
T T I Q S C I S T A T I S T I C T L C V
R G S U T T A U I O P F I E J T A R E W
G B T I E C L F G H J I Y A W Q L V X Z
F U I E X D F G H T E E S T L C X Z G R
V R C T T T Y U I O Q D C G D S A H C B
A N A N A L O G I C A L H J J U D H S X
N E L G F E W T Y L S A D V E W X S H T
135
Level 3: Advance
1. B 6. B
2. A 7. D
3. B 8. D
4. C 9. A
5. D 10. A
136
Level 4: Refine
1. What does SARS-CoV-2 mean?

SARS-CoV-2 means severe acute respiratory syndrome coronavirus-2.
2. How is SARS-Cov-1 related to SARS-CoV-2?
SARS-CoV-1, SARSCoV-2 and other coronaviruses, suggest that they
all have their ecological origin in bat populations.
3. How did the SARS-CoV-2 outbreak start?
Officials in Wuhan City, China identified human cases with onset of
symptoms in early December 2019 where many of the initial patients were
either stall owners, market employees, or regular visitors to Wuhan market.
4. What did the environmental samples taken from Wuhan market in December
2019 suggest?
Environmental samples taken from Wuhan Market in December 2019
suggest that the market in Wuhan City was the source of the outbreak or
played a role in the initial amplification of the outbreak.
5. If coronaviruses originated from bats and man has a limited contact with bats,
how did the transmission of the virus to humans happen?
Since there is usually limited close contact between humans and bats, it is
more likely that transmission of the virus to humans happened through another
animal species, one that is more likely to be handled by humans. This
intermediate animal host or zoonotic source could be a domestic animal, a
wild animal, or a domesticated wild animal and, as of yet, has not been
identified.
Level 5: Nurture
Answers may vary
References:
https://elcomblus.com/determining-textual-evidence/
https://owlcation.com/humanities/The-Four-Types-of-Evidence
https://www.cameleon-association.org/2020/04/14/temoignage-de-sheena-pendant-la-crise-
sanitaire-du-covid-19/?lang=en
https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-
media-briefing-on-covid-19--22-april-2020
https://www.nytimes.com/2020/03/22/health/coronavirus-symptoms-smell-taste.html
https://stonesoup.com/post/observations-on-covid-19/
137
https://secure.jbs.elsevierhealth.com/action/getSharedSiteSession?rc=1&redirect=https%3A
%2F%2Fwww.thelancet.com%2Fjournals%2Flanglo%2Farticle%2FPIIS2214-
109X%2820%2930229-1%2Ffulltext
https://www.worldometers.info/coronavirus/?utm_campaign=homeAdvegas1?
https://www.researchgate.net/publication/340524937_Situation_Analysis_and_an_Insight_int
o_Assessment_of_Pandemic_COVID-19/link/5ea759aa299bf1125615842a
Written by:
Angelica Bristol Benigno
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
138
Name of Learner: ____________________________ Grade Level: _____________
Section: ____________________________________ Score: __________________
BOOK REVIEW/ARTICLE CRITIQUE
Background Information
A book review and an article critique are probably the best proof of how well you read
and write, considering that you will have to be able to read critically for understanding before
you can evaluate a text fairly through writing.
In writing either a book review or article critique, you will have to demonstrate your
understanding of the text by first summarizing the content of the article or the book. Then you
will need to interpret the ideas which you will have to argue about by making assertions and
supporting your assertions. Sometimes, you will also need to state the relevance of the book to
its subject area and include endorsement.
Your main purpose in writing a book review or article critique is to argue for or against
the ideas presented by the author.
Unique Features of a Book Review/Article Critique
A review or a critique intends to provide critical evaluation of a piece of writing. The

writer of a book review or an article critique writes a summary of the content of a book,
including pertinent details about the book/article such as the title and author. You, as the writer,
should also state your general evaluation of the book/article which will be the main idea of
your review/critique. The main idea or the general evaluation must support specific points that
you want to make about the writing which you could further support by including sample lines
from the book/article.
Purpose and Audience
The main purpose of a book review or an article critique is to persuade book readers of
a particular genre or researchers in a specific field to either read or not read the book or article.
To a certain extent, the review/critique tells how useful and credible a piece of writing is.
Pattern of Development
Having said that the purpose of a review/critique is to persuade, the pattern of

development to use in writing it is the persuasion pattern. You have already learned that when
using this pattern, you are to first state a general argument as your main idea. Then you must
139
support that main idea with specific points which need to be backed up by relevant details such
as quotations from the book/article or notes from other sources.
Features of a Book Review
1. Book review is a summary of the content of the book that includes relevant description
of as well as its overall perspective, and purpose.
2. Book review offers critical assessment of the content which includes your reactions to
the work under review.
3. Book review suggests whether or not the reader would appreciate it and if the book is
worth reading.
Guidelines in Writing Book Review
There is no hard and fast rule in writing a book review. However, it helps if you divide
the writing process into phases.
A. Pre-writing phase
After reading the book, go over it once more and reflect on the following
questions:
1. What is the main argument or thesis of the book?
2. What important idea/s would the author want you to get?
3. Is the author successful in conveying his/her ideas/arguments to the
audience?
4. What is the author’s style of writing?
5. How are the characters developed?
6. What is the structure of the plot?
7. Would you recommend this book to be read?
B. Writing Phase
After taking note of your observations, you may organize your thoughts
and start writing. The review may start with the introduction, body of the review
and conclusion.
Introduction
Most of the book reviews are brief. Generally, an introduction involves the following:
1. The name of the author and the book title and the main theme
2. Relevant details about who the author is and where he/she stands in the genre or
field of inquiry. You could also link the title to the subject to show how the title
explains the subject matter.
3. The context of the book and/or your review- Place your review in a framework that
makes sense to your audience.
4. The thesis of the book- If you are reviewing fiction, this may be difficult since
novels, plays, and short stories rarely have explicit arguments. But identifying its
particular novelty, angle, or originality allows you to show what specific
contribution the piece is trying to make.
Development
Develop your thesis using supporting arguments. Use description, evaluation, and if
possible, explanation of why the author wrote as he/she did.
140
Conclusion.
If your thesis has been well argued, the conclusion should follow naturally. It can
include a final assessment or simply restate your thesis. Do not introduce new material at this
point.
Leaning Competency with Code:
MELC: Identify the unique features of and requirements in composing texts that are useful
across disciplines: Book Review or Article Critique (S2 Q4)
CG: Identify the unique features of and requirements in composing texts that are useful across
disciplines: Book Review or Article Critique (EN11/12RWS-IVdg-12)
You open a book and a note with a letterhead falls out. At the top of it says: If you are
reading this, you have been chosen. The piece of paper then disappears into thin air. Out of
curiosity, you scan through the pages of the dusty book, however, you find no writing at all.
An incomplete mystery quotation suddenly appears on its very first page.
____s ____
u____g______ _ _o_ _ _ _ _ ,
_ _ _n _ _ _ _ _ _ _ ,
___e_____ m______
_ _ _ _ _ a _ _ _.
To solve and reveal the mystery quotation, you must complete these five stages (1-
Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture). Then, you will be receiving clues upon
completing each stage and gaining superpower.
Are you ready for a magical journey?
First, accomplish the learning contract below and dive into a magical journey of
learning and solving mystery.
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LEARNING CONTRACT
(____________________).
Level 1: LOAD
Load up and activate your word power!
Above each statement are jumbled letters, your first task is to arrange the letters and form a
word that conforms to the given statement in each item. Complete each statement by writing
your answer on the space provided and earn your first set of clues.
MAMIEZRUS
1. To show full understanding of the text, either writing a book review or an article critique,
one must _______________ its content including other relevant descriptions about the text.
ESRUSAPVEI
2. The pattern of development in book review or article critique is ________________ where
main arguments and supporting details are presented to persuade the readers to read or not a
book or article.
NITOLEVAUA
3. Book review requires in-depth analysis and _______________ on a particular text by
providing detailed evidences to support the result of your analysis and evaluation.
OSPPRSUE
4. One important consideration when writing a book review or an article critique is to look
into how the book achieved its _______________ and described it on its pages.
NGEUAALG
5. Well-written book review or article critique points out the strengths and weaknesses within
a text explained using appropriate __________________.
TMNESSASS
6. One of the common features of book review offers critical ________________ of the
content that covers the author’s style of writing, flow of the text and use of words.
DAUIEECN
7. When writing a review, add details containing analysis whether the book is suited to its
intended _________________ and if it is interesting.
ZRGAOIDEN
8. In the development of a review, one must explore the way the material was
____________________and if the author’s way of writing was focused.
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CICMDEAA
9. The review or critique should convey to readers what is happening in the
___________________area of the book and explain why the author wrote as he or she did.
CUDNOITRNITO
10. Review usually starts with an ____________________, body of the review, and ends with
a conclusion.
Good job!
Here are your first set of clues:
First word: We have lots to say but never speak, we bring you to places by telling tales.
Second word: I begin with “HO” and sound like bold.
LEVEL 2: ENGAGE
Engage yourself and jump into the book!
Below is a library of books in different genres. Engage yourself in giving critical

reviews about the book by rating the book based on your level of interest. Books are rated on
a scale of 1 to 5 stars, with 5 being the highest. Grab a pen and start shading. Then, on the space
provided, write your insight or opinion regarding its content.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Photo Credits: EW.com
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______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Photo Credits: Slideshare.net
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Photo Credits: DepEd
Heads up!
Your second set of clues are:
Fourth word: What starts with an “UN”, in between holds all hopes and dreams, and
ends with an “able”. What am I?
Fifth word: I allow you to see things, understand things and make things. What am I?
144
Level 3: ADVANCE
Advance your skills in evaluating book reviews!
This time, using the guidelines in writing a book review, you are asked to justify what
specific aspect do the sample book reviews below need improvement. Identify the strengths
and weaknesses of each sample book review, then, write your suggestions or recommendations.
Sample 1
Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing
World, 1300-1600, investigates how women used to brew and sell the majority of ale drunk in
England. Historically, ale and beer (not milk, wine, or water) were important elements of the
English diet. Ale brewing was low-skill and low status labor that was complimentary to
women’s domestic responsibilities. In the early fifteenth century, brewers began to make ale
with hops, and they called this new drink “beer.” This technique allowed brewers to produce
their beverages at a lower cost and to sell it more easily, although women generally stopped
brewing once the business became more profitable.
Sample 2
One of feminism’s paradoxes—one that challenges many of its optimistic histories—is

how patriarchy remains persistent over time. While Judith Bennett’s Ale, Beer, and Brewsters
in England: Women’s Work in a Changing World, 1300-1600 recognizes medieval women as
historical actors through their ale brewing, it also shows that female agency had its limits with
the advent of beer. I had assumed that those limits were religious and political, but Bennett
shows how a “patriarchal equilibrium” shut women out of economic life as well. Her analysis
of women’s wages in ale and beer production proves that a change in women’s work does not
equate to a change in working women’s status. Contemporary feminists and historians alike
should read Bennett’s book and think twice when they crack open their next brewsky.
Strengths Weaknesses Suggestions/

Recommendations
Sample 1
145
Sample 2
146
Heads up!
Your third set of clues are:
Sixth word: There are 5 Ws: what, where, why, who, what went missing?
Seventh word: Decode 1-4-3. Where 1 is “I”, 4 is “Love”, 3 is for _______.
Eight word: I belong to the four macro skills in English. I start with “R” and end with
“D”, what am I?
Level 4: REFINE
Refine your critiquing skills!
You are almost there! Keep track of your progress. For this level, you are required to
determine the different features of a book review evident in the sample book review using the
graphic organizer below, then, answer the questions that follow.
I Capture the Castle
Review by Lauren W., age 17, Mensa in Georgia

(Source:http://www.mensaforkids.org/teach/lesson-plans/book-review-writing-examples)
Dodie Smith's novel I Capture the Castle is a journey through the mind of a young
writer as she attempts to chronicle her daily life. Seventeen-year-old Cassandra Mortmain has
recently learned to speed-write, and she decides to work on her writing skills by describing the
actions and conversations of those around her.
Cassandra lives in a fourteenth-century English castle with an interesting cast of

characters: her beautiful older sister, Rose; her rather unsociable author father and his second
wife, artist-model Topaz; Stephen, the garden boy; a cat and a bull terrier; and sometimes her
brother Thomas when he is home from school. One fateful day they make the acquaintance of
the Cotton family, including the two sons, and a web of tangled relationships ensues.
While I definitely recommend this book to other readers, I would recommend it to older
teenagers, mainly because it will resonate better with them. The writing is tame enough that
younger teens could also read it, but most of the characters are adults or on the verge of
adulthood. Older readers would take the most from it since they can not only relate, but they
may also better pick up on and appreciate Cassandra's sometimes subtle humor.
Over the course of the novel, Cassandra undergoes a definite transformation from child
to mature young adult, even though it's only over the course of several months. I love that I
could see into her mindset and read exactly what she was feeling when she thought out
situations. Her thoughts flowed well and moved the book along very quickly.
Cassandra's narrative voice is wonderful. She is serious at times, but also very witty,
which makes for an engaging read. It feels absolutely real, as though I'm reading someone's
147
actual journal. Sometimes I forget that I am reading a story and not a real-life account. Her
emotions and the dialogue are so genuine, and they are spot-on for a seventeen-year-old girl in
her situation.
Cassandra has many wonderful insights on life, on topics ranging from writing to faith
to matters of the heart. I personally have had some of the same thoughts as Cassandra, except
Ms. Smith was able to put them into words.
Capture the Castle should be essential reading for aspiring writers, those looking for
historical fiction or romance, or anyone who loves reading amazing classic books. Dodie Smith
is an exceptional writer, and I Capture the Castle is a book that will never become obsolete.
Title of the Book: Name of the Author:
Relevant details about

Main Theme: the Author:
Genre:
Thesis statement of the book:
Opinion(s) of the Writer about the book:
Conclusion:
Recommendation(s) of the writer to the readers about the book:
148
Q1: How did the writer organize her arguments in the sample book review?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2: Based on the review, will you read the book entitled “I Capture the Castle”? Why or why
not? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Way to go!
You earn your fourth set of clues:
Ninth word: I sound like the “sum” in addition, and the second word in One
Direction’s song “One _______, what am I?
Tenth word: I start with “M”, ends with “L”, “Abracada” my master’s yell.
Level 5: NURTURE
Nurture your writing prowess!
You are now at the last level of your magical yet mysterious journey. This time let the
magic happen using your pen and solve the mystery by getting your last few clues to reveal the
mystery quotation.
Using your learned skills from the previous levels, your task is to review or critique
academic materials in your field of specialization. Provided below is the performance rubric
for evaluation. Use a separate sheet for your answer.
149
Arts and Design Performance Task:
You are tasked to fill the review page of the newsletter. You are to review
any scholarly journal article about the benefits of dancing as physical activity.
Your article critique will be evaluated using the rubric on writing an article
critique.
Technological-Vocational/ Livelihood Track Performance Task:
As part of your role as a manager in a restaurant, you are asked to write

a critique of a famous food magazine which is relevant to your restaurant. Your
critique should have excellent content, language and format.
Sports Track Performance Task:
As a fitness trainer, you want to motivate and inspire your trainees to work
hard for their fitness. Thus, you want to recommend fitness book for them. You
are to write a book review to justify your book recommendation.
Academic Track Performance Task:
You are a medicine student and you would like to critique a medicine
book that will be posted in your school official website. Your book critique will
be graded according to its content, language and format.
Rubric for Writing a Book Review or an Article Critique
Criterion Excellent (4-5) Good (2-3) Poor (1) Score
Content Evaluative comments Evaluative Evaluative comments

are well supported by comments are are not supported by
textual evidence. somewhat textual evidence.
supported by textual
evidence.
Language Vocabulary and tone Either vocabulary Both vocabulary and

are appropriate to the or tone is not tone are not appropriate
intended audience.
150
appropriate to the to the intended
intended audience. audience.
Format The document The document The document does not

adheres to the adheres to the adhere to the acceptable
acceptable format and acceptable format, format and it contains
does not contain any but contains errors errors in typography.
errors in typography. in typography
______________________________
Keep it up!
You may now reveal the mystery quotation using the clues below:
Eleventh word: I am the first word in the question every girl’s dream. What am I?
Twelfth word: My first syllable sounds like “hop”, my second syllable is mightier than a
sword. What am I?
Congratulations, learner! You have received the power to influence others using your
skills in writing a book review or an article critique. Make sure to use this power in achieving
your dreams and become successful in life. Always remember the quotation.
Reflection:
Write one-sentence summary of your takeaway or gain regarding the learning activity.
151
References:
Dayagbil, F., Abao, E. & Bacus, R. (2016). LORIMAR Publishing, Inc.
Raymundo, H. (2016). Reading and Writing Skills. DIWA Learning Systems, Inc.
http://www.readwritethink.org/files/resources/lesson_images/lesson1155/scaffold.pdf (last accessed

on 4 June 2015).
Answer Key
Level 1: LOAD
1. Summarize 6. Assessment Level 2: ENGAGE (Answers may vary)
2. Persuasive 7. Audience Level 3: ADVANCE (Answers may vary)
3. Evaluation 8. Organized
Level 4: REFINE (Refer below)
4. Purpose 9. Academic
5. Language 10. Introduction LEVEL 5: NURTURE (Answers may
vary)
152
Written by:
Mark Kevin C. Agcanas
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
153
Name of Learner: ____________________________ Grade Level: _____________
Section: ____________________________________ Score: __________________

LITERATURE REVIEW
Background Information
A literature review is the process of gathering a comprehensive body of knowledge that
has bearing on the research study. Related literature review assists the writer in searching for a
research topic, guides the researcher in the formulation of the conceptual framework and the
preparation of the methodology, and provides information that may support and strengthen the
findings of study on hand (Minerva,2007).
A literature review is an evaluative report of previous studies related to the subject

matter of an academic paper. It describes, summarizes, and evaluates such studies in connection
with the topic of the paper. It also gives a theoretical basis for the research and helps the author
determine the nature, scope and limitation of his or her own study.
Unique Features of a Literature Review
The content of a literature review is information taken from different published papers
about a particular subject. Its organization may depend on the type of information to be
presented. The information may be arranged either thematically or chronologically.
Thematically arranging the information means organizing the information according to points
made or by topic. On the other hand, chronological arrangement means sequencing the pieces
of information based on the date they were published.
Purpose and Audience
In writing a literature review, the intended audience are primarily readers (or
researchers) who want to find out more information about the subject of the study. In addition,
a literature review may be written for professionals who would like to become updated with
the latest trends in the field. Considering the audience, the purpose must then be to inform.
Pattern of Development
Different patterns of development may be used in writing literature reviews. For

instance, you may use the exemplification /classification pattern of development in writing
since you will have to organize the information you have obtained in a general to specific
manner—that is, beginning with a general point or classification and supporting it with specific
examples. You may use description or definition, when necessary, and even comparison-and-
contrast and cause-and-effect in some cases.
154
MELC: Identify the unique features of and requirements in composing texts that are useful
across disciplines: Book Review or Article Critique, Literature Review, Research Report,
Project Proposal and Position Paper (S2 4th Quarter)
LC: Identifies the unique features of and requirements in composing texts that are useful across
disciplines: Literature Review (EN11/12RWS-IVdg-12.2)

Hello, learner! Are you an active Sangguniang
Kabataan (SK) in your community? I am Juan dela Cruz,
a government official in your locality, and I am here to
remind you that as a youth, it is your duty to help your
youth leaders or the SK officials in implementing projects
that are good for your community. One way to help them
is to be involved in different projects they are
implementing. Before they plan for a project, they usually
gather data or information about the things they want to
implement. Indeed, this is your chance to help your SK
officials to continue doing good in your community.
In this learning activity sheet, you will have the

chance to gather data about the different problems of the
youth and help your SK officials act on it. You must take
a 5-level task (1-, Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) dealing with the unique
features of literature review. Write your name on the Active Sangguniang Kabataan’s Pledge
and sign the learning contract below. Good luck, SK!
Active Sangguniang Kabataan’s Pledge

I, (Name) ___________________of (Barangay)______________ do
solemnly swear to be an active member of my community. I promise to religiously
do my part as a Sangguniang Kabataan (SK) who upholds the values of camaraderie,
unity and civic engagement.
I will wholeheartedly abide the law and support leaders in my community to

attain better society. So, help me God.
155
LEARNING CONTRACT
(____________________).
Level 1: LOAD
Load up your knowledge in identifying features of a literature review!
For your first task, read and analyze each statement. Write S if the statement is true
and K if it is false. Write your answer on the space before the number.
______1. A literature review is an evaluative report of previous studies related to the subject
matter of an academic paper.
______2. A writer or a researcher may only use the description pattern of development in
writing literature review.
______3. The content of a literature review is information taken from different published
papers about a particular subject.
______4. Fictitious data are not allowed in writing literature review.
______5. In writing a literature review, the intended audience are primarily readers (or
researchers) who want to find out more information about the subject of the study.
______6. Chronologically arranging the information means organizing the information
according to points made or by topic.
______7. Thematic arrangement means sequencing the pieces of information based on the date
they were published.
______8. A literature review may be written for professionals who would like to become
updated with the latest trends in the field.
______9. A literature review does not give a theoretical basis for the research and helps the
author determine the nature, scope and limitation of his or her own study.
______10. A literature review is the process of gathering a comprehensive body of knowledge
that has bearing on the research study.
LEVEL 2: ENGAGE
Engage yourself in different youth battles!
To be more engaged in your community, think of problems that the youth today are
facing, then find books, or studies that will help you in supporting your topic. Write your own
observation/s on the features of the literature gathered. Refer to the given example.
156
Example:
Topic/Problem: Teenage Pregnancy
Author/ Source: Ditsela, N., & Van Author/ Source: Lanzi, R. G., Bert,
Dyk, G. (2011). Risk factors S. C., Jacobs, B. K., & The Centers
associated with adolescent for the Prevention of Child Neglect.
pregnancy; An exploratory study. (2009). Depression among a sample
Journal of Psychology in Africa, of first-time adolescent and adult
21(4), 581-284. Retrieved June 05, mothers. Journal of Child and
2013. Adolescent Psychiatric Nursing,
22(4), 194-202. Retrieved June 5,
Main point/s: 2013.
Ditsela and Van Dyk (2011)
did an exploratory study on the risk Main point/s:
and protective factors associated Other studies have explored
with adolescent pregnancy. the mental health of teenage
Through their study, they found a mothers after the pregnancy is
correlation between the parenting completed. Lanzi, Bert, Jacobs, and
style in the girl’s home and teenage the Centers for the Prevention of
pregnancy. The findings suggest Child Neglect (2009) looked
that adolescent pregnancy will be specifically at “depression among a
more common in young women who sample of first time adolescent and
grow up with authoritarian or adult mothers” (p. 194). In their
permissive parents. In contrast, study the researchers found that
“adolescents who perceived their teen mothers had a significantly
parents to be more responsive, higher rate of clinical depression
communicative and allowing of both during pregnancy and six
them to develop were” less likely to months following the birth of their
get pregnant as a teenager (p. 582). child.
Observation/s: Both literature reviews cited authorities and have cause and effect pattern of
development. They both have discussed the risks of getting pregnant at an early age. In
addition, it was also evident that the purpose of the researcher/writer is to inform the readers
about the causes and effects of teenage pregnancy.
157
Topic/Problem:
________________________
Author/ Source: ________________ Author/ Source: ________________
_____________________________ _____________________________
________________________________ ________________________________
________________________________ ________________________________
_______________________ _______________________
Main point/s: Main point/s:
__________________________ __________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
_______ _______
________________________________ ________________________________
________________________________ ________________________________
_______________________ ________________________________
________________________________
________________________________
________________________________
_______________________ ________________________________
______________
Observation/s:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
158
2. Topic/Problem: ________________________
Author/ Source: ________________ Author/ Source: ________________
_____________________________ _____________________________
________________________________ ________________________________
________________________________ ________________________________
_______________________ _______________________
Main point/s: Main point/s:
__________________________ __________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
_______ _______
________________________________ ________________________________
________________________________ ________________________________
_______________________ ________________________________
________________________________ ________________________________
________________________________
_______________________ ________________________________
______________
Observation/s:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
159
Level 3: ADVANCE
Advance your skills in analyzing literature review!
Good job, SK. You are now half way through in becoming a good citizen of your
community. This time, your task is to read and analyze the literature review below then answer
the following questions.
Source: https://nursinganswers.net/essays/teenage-pregnancy-study-philippines-4836.php
From 2000 to 2010, the number of live births by teenage mothers in the Philippines
rose by more than 60 percent, latest data from the National Statistics Office showed.
Another alarming fact is that the number of teenage mothers who gave birth to their
second or third child during their teenage year has increased in the last 10 years. This is
according to the data shown in the press conference in Quezon City by Carmelita Ericta,
administrator and civil registrar general of the National Statistics Office. (Ime Morales, July
9, 2013) Teenage pregnancy is a global issue and a major contributor to school drop-out
among girls. Permanent expulsion was one of the solutions made for teenage pregnancy but
this has been proven ineffective and unfair to the girls. Now there is a return to school policy
where a student is temporarily dismissed from school due to teenage pregnancy to further
pursue their education. (Okeyo, 2012)
As stated by Brown and Amankwaa (2007) “As more female college students are
involved in sexual relationships their risk of conception increases. However, when pregnancy
occurs it is only the woman who bears the burden and risk of the pregnancy and in most cases
child care.” Often these types of pregnancy are unplanned or planned caring for a child
becomes a full time job. Having a child while being a student becomes stressful because child
rearing consumes time and energy, with a few exceptions the women are the primary care giver
of the child. (Hofferth, Reid, & Mott, 2001 as cited by Brown & Amankwaa, 2007). According
to Kidwell (2004), rearing a child while being s full-time student may be daunting and difficult
however, it will be easier if she has a partner or a family member who can help her in taking
care of the child.
With the increase of higher education students, 10% of this population are parents or
mothers who are hoping to give their children a better future and attending to their needs
through receiving a degree. These non-traditional students are often Student Mothers and
should be given special attention because aside from their role as student they are also mothers
and care givers at home. Many see or consider their families a hindrance to their education
which is wrong they should see it as a motivator because primarily, Student mother go back to
studying because they want to provide for their child. (Wilsey, 2013)
When pregnant students and student mothers are expected to subordinate their needs
and desires to those of their children and families, they are forced to grapple with the
conflicting roles of motherhood and studentship (Berg & Mamhute, 2013). Brown &
Amankwaa, (2007) stated that parenting is a very stressful and some women cannot handle all
the tasks involved especially the first time mothers and need help or assistance from the people
around them. Although having someone help the mother is good but the expectation of
receiving support after giving birth to a baby often causes Stressors that may lead to depression
during postpartum period. Many student mothers have expressed feelings of guilt, worry and
inadequacy in both as a student and as a mother. (Thompson, 2004)
Though not always does being a student mother have a negative effect, it also has
positive effects. Story (1999), as cited by Brown & Amankwaa (2007), has found out that
student mothers are more responsible than those of regular students. He has seen that girls
160
who were irresponsible before pregnancy have become more responsible after pregnancy and
are more less likely to drop out of College than the regular students.
For women who juggle family and student responsibilities, the lack of time is one of the
major issues faced. (Liversidge, 2004) Many student mothers use different coping strategies to
adjust to their situation. As stated by Grohman (2009), student mothers depend on time
management to handle the many different tasks of a student mother. Another coping cited by
Grohman & Renelamn (2009) is managing tasks to handle the things needed to be done as both
student and a mother as well as emotional and physical support from both the partner and
parents of the student mother.
Okey (2012) has said student-mothers go through a number of challenges as they live
double lives as mothers and students. Often challenges are faced like lack of support due to
other factors like lack of finances and time being limited.
A study by Boutan (2012) shows the feeling of a student mother in regards to lifestyle
she said that Gale (her participant) said she juggles multiple lifestyles as a full-time student
and a full-time mom. This does make her feel disconnected from campus life.
Due to the student mothers’ situation being difficult they have adapted a coping
mechanism. According to Okeyo (2012), Their coping mechanisms included: problem-focused,
avoidance and emotion-focused strategies and the support they received upon resuming studies
were spiritual and social support.
It was argued that raising a child involves a great deal of financial, emotional, and
practical planning (Kidwell, 2004). it is necessary to make sure that there are adequate child
care resources available. This may be very difficult to do if the student is going to school full-
time. However, if the student decides to remain in school and take care of the child it may be
more possible if she has a partner or family member who will provide additional help to care
for the child (Kidwell, 2004). Parenting is very stressful and some women cannot deal with all
of the tasks that are involved. It is best if there are people around who are there to assist.
Although it is best to have family, friends and spousal support after giving birth to a baby this
expectation often causes Stressors that may lead to depression during the postpartum period.
(Brown & Amankwaa, 2007)
Questions:
1. What do you think is the research question of this literature review?

_____________________________________________________________________
2. How many authorities are cited in the text? Name them.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the main ideas of the literature review?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What ideas are common to the different authorities? How did the researcher/writer
interrelate them in the text?
161
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What is the purpose of the researcher/writer of the literature review?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. What pattern of development is used in the text? Explain briefly.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. How did the researcher/writer organize the literature review?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. Did the researcher/writer consider the unique features of literature review in writing
the text? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
9. Is there a conclusion in the text? How did the researcher/writer end the literature
review?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. If you are to give your opinion about the text, what can you say on its structure?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
162
LEVEL 4: REFINE
Refine your skills in writing a literature review!
Well done, SK! For your 4th task, choose a youth problem or topic that you would like
your SK officials to pay attention to. Find three articles about your topic and list the relevant
facts from each one. Use the prompts below.
1. According to (author/source) ____________________(date)________________ the

main idea about this subject is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
List facts from the source that support this idea

1. Fact________________________________________________________
2. Fact________________________________________________________
3. Fact________________________________________________________
4. Fact________________________________________________________
5. Fact________________________________________________________
(You can add more facts as you find them.)
In conclusion ________________________________says _______________

______________________________________________________________
______________________________________________________________
___________________________________________ about the topic.
2. Another idea, by (author/source) ___________________(date)___________
is_____________________________________________________________
1. Fact________________________________________________________
2. Fact________________________________________________________
3. Fact________________________________________________________
4. Fact________________________________________________________
5. Fact________________________________________________________
In conclusion ________________________________says _______________

______________________________________________________________
______________________________________________________________
3. Yet another idea, from_________________________(date)______________
is that ________________________________________________________
1. Fact________________________________________________________
2. Fact________________________________________________________
3. Fact________________________________________________________
4. Fact________________________________________________________
5. Fact________________________________________________________
163
This author concludes that ________________________________________

______________________________________________________________
______________________________________________________________
Analysis
I found (how many)___ main idea/s about (name your
topic)_________________________________________________________.
List main idea/s

______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________
Explain how the ideas are different or the same.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________
LEVEL 5: NURTURE
Nurture your Sangguniang Kabataan spirit!
Well done, SK! You are now at the last level of your task! At this level, accomplish the
performance task below.
Performance Task:
You are a research assistant in your barangay. You are to write a research paper
on a topic about the common behavior of the youth in your community. Write a
literature review summarizing and synthesizing whatever notes you have gathered about
your topic. Your writing will be assessed based on its introduction, organization, content,
synthesis, clarity, and citations. Use separate sheet for your answer.
164
Analytic Rubric for Performance Task
Excellent (5) Good (3) Needs Improvement Score

(1)
Problem Topic is clearly Presented the topic Did not reference the
statement/ defined and context and the research topic to be examined
Introduction for research is need
(10%) provided
Organization Review goes from There is a basic Review has no clear

general to specific; flow of ideas, but direction and subtopics
(20%) transitions relate not all sections are not connected
sections follow a logical
order
Coverage of Appropriate resources Major works are Major works are
Content are examined and included but not omitted; significance to
covered in depth; covered in adequate field not clear, criteria
(20%) significance of depth; significance for inclusion not
research is critiqued of selected presented
resources are
discussed.
Synthesis of Clear analysis and Included some Did not attempt to
Ideas synthesis are analysis and synthesize the
presented; synthesis of ideas; information or discuss
(20%) demonstrated insight discusses the the topic in the broader
into problems; history and context of the scholarly
conclusions are relationships among literature
strongly supported key points found in
literature
Clarity of Writing is clear and Writing is clear but Ideas are not expressed
Writing concise; ideas are not concise; clearly; misspellings,
well-developed and paragraph or incorrect grammar and
(20%) coherent sentence structure punctuation are evident
is repetitive or
awkward
Citations/ In-text citations and Citations within the Works cited were not
References reference list citations text and in listed for in-text
were complete and corresponding citations or works cited
(10%) properly formatted in reference list were included resources are
chosen standard style included but have not mentioned in the
some formatting review
problems
TOTAL SCORE
Adapted from education 690: assessment rubric/criteria for Literature Review, retrieved September 29, 2010 from
http://edweb.sdsu.edu/courses/ed690dr/grading/literaturereviewrubrique.html and Boote, D.N. & Biele, P. (2005). Scholars before
researchers: On the centrality of the dissertation literature review in research preparation. Educational researcher. 34(6) p.8
165
Congratulations, learner! You have completed your tasks and became an active youth
of your community. As a result of your good deeds, you have been nominated on “The Search
for Outstanding Youth of 2020”. May this be the start of your journey as an active Sangguniang
Kabataan in your community. Keep it up, SK!
Keep up the good
WORK!
Reflection:
Reflect on the concepts and ideas that have just been introduced by completing the
prompts inside the exit card:
Exit Card
I learned that________________________________________________________
I can now identify the _________________________________________________
I changed my attitude about____________________________________________
I realized that_______________________________________________________
I was surprised about_________________________________________________
I empathized with____________________________________________________
References:
Dayagbil, F., Abao, E. & Bacus, R. (2016). LORIMAR Publishing, Inc.
Raymundo, H. (2016). Reading and Writing Skills. DIWA Learning Systems, Inc.
http://www.readwritethink.org/files/resources/lesson_images/lesson1155/scaffold.pdf (last accessed
on 4 June 2015).
166
Answer Key
Level 1: LOAD
______1. S
______2. K
______3. S
______4. K
______5. S
______6. K
______7. K
______8. S
______9. K
______10.S
Level 2: ENGAGE (Answers may vary)
Level 3: ADVANCE (Answers may vary)
Written by:
Jamaica Ahanil
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
167
Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________

RESEARCH REPORT
Research is an investigation that leads to discovery of new knowledge. According to

Rivera (2007) research is a systematic exploration of possible solutions to an existing
problem.
Research report is an expanded paper that presents the results and interpretation of
phenomenon for readers to understand it better. It is produced through formal investigation
and scientific inquiry.
A research report is a reliable source to recount details about a conducted research

and is most often considered to be a true testimony of all the work done to garner specificities
of research.
These are the different parts of a Research Report.
Title Page- It contains an informative title which describes the content of the
paper, name of author/s and addresses or affiliation, and date when it is submitted.
Examples of informative titles are:
Effects of Home Quarantine in the Social Relationship of High School students
Development and Validation of Software for Detecting Covid-19 positive
Abstract/Summary - Contains the summary of findings and conclusions. It

briefly presents the context of the study, research questions or objectives,
methodology, major findings, conclusions, and sometimes implications with minimal
number of citations and statistical data.
Its length ranges from 100 to 250 words.
Introduction – Explains the current state of the field of discipline and identifies
the research gaps addressed by the research.
The length usually ranges from three to five paragraphs.
Literature Review – Contains the summary and synthesis of all available sources
directly related to the study.
Some authors present the material included here as a separate section

under its own heading (as it is shown here), while others present it as part of a
PRACTICElonger
PROPER PERSONAL HYGIENE
INTRODUCTION section. PROTOCOLS AT ALL TIMES
168
Related literature should be integrated with, and weaved into, the material
in this section and not be simply cataloged. The review could conclude with a
brief summary of the literature and its implications.
The description of sample/subjects includes not only the
sample size and statistics regarding the subjects but also a definition
and description of the population from which the sample was
selected. This section also describes the method used in selecting
the sample or samples.
6. Results and Discussion - Some authors use a single section to both present and
discuss the data analysis results. Others deal with the two issues in two separate
sections. In either case, the statistical techniques that were applied to the data must be
mentioned and the results of each analysis summarized, tabulated, and then discussed.
- Tables and figures are used to present analyses results in summary and/or graph
form and to add clarity to the presentation. Good tables and figures are uncluttered,
self-explanatory, and non-redundant.
- In addition to simply presenting the results in a straightforward manner, the author

also has to provide the readers with his/her interpretation of the results, implications of
the findings, conclusions and recommendations. Each result is discussed in terms of
the original hypothesis to which it relates and in terms of its agreement or disagreement
with results obtained by other researchers in similar/related studies.
8. Conclusion – Contains the restatement of major findings, limitations of the

study recommendations and implications.
9. References – It is where you indicate the different sources used in the study.
These may be academic books, journals, and other online resources.

MELC: EN11/12RWS-IVdg-12.3
Identifies the unique features of and requirements in composing texts that are useful
across disciplines: Book review or article critique, Literature review, Research
Report, Project Proposal, and Position Paper.
CG: EN11/12RWS-IVdg-12.2
Identifies the unique features of and requirements in composing texts that are useful
across disciplines: Research Report
169
Good day, learner! You are privileged because you are going to
experience the joy of being a research report writer. And for you to
fully feel and experience being one, there are different tasks that
need to be done for you to create a research report. Those tasks will
definitely hone your skills and character as a writer.
Accept the challenge and be a real research report writer by

signing the contract below!
LEARNING CONTRACT
LEVEL 1. LOAD
LEVEL 1. LOAD
(____________________).
LEVEL 1. LOAD
Load yourself with terms!
To begin with your journey as a researcher, here is your first task. Load your mind to
be ready with the different parts of a research report which you will be encountering throughout
the journey.
Below are some of the important information imparted in the parts of the research
report. What you need to do is to match with parts of the research report written in the box.
Abstract Discussion Introduction
Literature Review Methodology References

Write the correct answer before the number.
___________________1. It contains the summary and synthesis of all available sources

directly related to the study.
___________________2. It presents the restatement of major findings, limitations of the

study recommendations and implications.
____________________3. Provides an explanation for the results in relation to the previous

studies presented in the literature review.
____________________4. It contains the processes and steps taken in gathering data for the
research.
170
____________________5. It briefly presents the context of the study, research questions or
objectives, methodology, major findings, conclusions, and
sometimes implications with minimal number of citations and
statistical data.
LEVEL 2. ENGAGE
Engage yourself with the parts!
Congratulations for taking the first challenge. You are now ready to do the
second task, and that is to engage yourself in identifying the parts of a research
report.
Below are sample parts of a research report. Identify what part of the
research report is reflected in each image. Write your answer on the space provided
beside it.
1. _________________
2. __________________
171
3. ___________________
4. __________________
172
5. __________________
LEVEL 3. ADVANCE
Advance your knowledge through evaluation!
Good job! You are now ready to advance to the next level. In this activity, you are going
to study the given sample of a research report. After which, try to evaluate the report through
the given checklist.
173
THE CHANGE IN THE AUSTRALIAN WORK FORCE SINCE THE
END OF WORLD WAR II
Prepared by: NAME SURNAME
Preparation for Tertiary Studies Course

Victorian University of Technology
Lecturer: NAME SURNAME
2nd September 2001
Summary/Abstract
This report discusses the changes that have occurred in the Australian workforce since the
end of World War II (1945-2000). A review of some of the available literature provides
insights into the changing role of women and migrants in the workforce, and the influence
of new technologies and changing levels of unemployment have also been considered.
Key findings include:

There has been a marked increase in women’s participation in the workforce,
particularly that of married women.
While immigration was encouraged in post-war Australia as a way of providing
labor for new industries and major projects, the migrant population continues to
experience a high rate of unemployment in low-skilled jobs.
During the period 1945-2000, the nature of work in Australia has changed with a shift from
labor-intensive rural and manufacturing industries to ‘white collar’ industries like tourism
and entertainment.
The number and proportion of unemployed people in Australia has risen dramatically, and
factors that influence a person’s likelihood of experiencing unemployment include age,
proficiency in speaking English, and geographic location.
The information presented in this report has been gathered from secondary sources, and from
Australian Bureau of Statistics’ data.
The report has been prepared for submission as Unit 4 of the Tertiary Studies Course at
Victoria University
174
Introduction
The profile of the Australian workforce has altered markedly since the end of World War
II. Australia has transformed from a nation of predominantly Anglo-Celtic culture and
almost full employment to one of rich cultural diversity with relatively high unemployment. This
report examines ways in which our workforce has changed, focusing on the following
categories: women’s workforce participation rates, migrant workers’ participation rates,
employment categories, unemployment rates and demographic profiles. This report will also
consider new influences affecting the workforce.
This report is an assessable component of the Preparation for Tertiary Studies course at
Victoria University of Technology, Werribee Campus.
Methodology
Information for this report was sourced from various secondary sources, all listed in the
Reference List. Data from publications by the Australian Bureau of Statistics also proved
valuable. This report is not a comprehensive review of the available literature, but
provides a broad overview of the topic.
Results and Discussions

Women’s Workforce Participation Rates
The overall participation rate of women in the Australian workforce since the end of World
War II has increased markedly. The absence of m ale workers during the war ‘brought into
the workforce considerable numbers of women who had not been employed before the war
broke out’ (Ryan and Conlon 1989, p. 137). However, many women gave up their jobs when
the men returned. Their rates of pay compared to men were reduced in the post-war years
(Ryan and Conlon 1989, pp. 140-144) Edna Ryan and Anne Conlon provide the following table,
which shows that the proportion of women in the manufacturing industry peaked during the war,
declined until 1959, and then began to increase gradually .
Table 1. Proportion of women in the manufacturing industry.
Males to every 100

females
1932-3 239
1938-9 271
1943-4 237
1944-5 250
1947-8 308
1951-2 315
1954-5 325
1957-8 327
1958-9 330
1961-2 326
1962-3 319
Over the next 29 years, campaigns for equal pay (or at least for better than 75 percent of the
male rate for the same work) took place across many industries, and this was
achieved in principle in 1974 (Ryan and Conlon 1989, ch. 6).
175
In 1945, 24 per cent of the workforce in Australia was women (Zajdow 1995, p. 3). By
1947 this had dropped back to 22.4 per cent. In 1973, this had increased to 33 percent
(Ryan and Conlon 1989, p. 174). In 1993, women made up 52 percent of the workforce
(Zajdow 1995, p. 3). The increase in married women in the workforce has been
particularly marked. ‘In 1947 only 15.3 percent of women in the female labor force were
married, or 3.4 per cent of the total labour force. In 1971 56.8 percent of women in the
female labour force were married, or 18 percent of the total labour force.’ (Ryan and
Conlon 1989, p. 174)
Married women’s participation increased rapidly after 1971. This is due, in part, to
the fact that until the 1950s, women in government employment, including teachers
and university staff, had been required to leave their jobs upon marrying. In 1971,
36 per cent of all married women were in paid work. In 1995, 55 per cent of all
married women were in paid work. During this time, the proportion of men in paid
work declined by 10 percent, and the proportion of un married women has stayed
the same (Norris and Wooden 1996, p. 2).
Much of the growth in women’s employment has occurred as women have moved
from the ‘feminine’ careers of teaching and nursing into respectable ‘white collar’
industries such as banking and retailing (Game and Pringle 1983, p. 19).
Participation in the workforce is uneven across different groups of women such as

sole parents and Aboriginal and Torres Strait Islanders who have lower rates of
participation. However, the participation rate of women in general is higher now
than at the conclusion of World War II (Zajdow 1995, p3; Ryan and Conlon 1989,
p. 174).
Migrant Workers’ Participation Rates

The years since the end of the Second World War have seen an increase in
immigration into Australia and therefore an increase in the number of migrants in
the workforce. Post-war Australia saw the rapid national development of projects
such as the Snowy Mountains Hydro-Electric Scheme. This meant a great demand
for labour, which the Australian workforce could not fulfil at the time. Migrants
were therefore encouraged to come to Australia to f ill such jobs, resulting in a
period of high migrant employment (Carroll 1989, p. 48).
Workers born overseas now constitute a substantial proportion of the workforce;

however, this group does suffer a high unemployment rate. Some of the reasons for
this include their lack of proficiency in English, the undervaluing or lack of
recognition of qualifications received overseas, the lack of a verifiable employment
‘history’ with which to impress employers, discrimination and under-representation
in trade unions (VandenHeuvel and Wooden 1996, pp. 7-8). All of these factors are
more pronounced among non-English speaking background (NESB) women.
‘Prior to the 1980s, the conventional wisdom was that NESB immigrants, including
women, had higher rates of labour force participation than their Australia- born
counterparts… By the early 1980s, however, this situation had dramatically altered, such
that labour force participation rates of both NESB men and women now lie well below
that of Australia-born men and women.’ (VandenHeuvel and Wooden 1996, p. 10)
176
The large increase in married women in the workforce applies only to Australia
born women (a 14 per cent increase from 1980-94), and English-speaking background
(ESB) migrants (a 9.7 percent increase). The proportion of married, NESB migrant women
in the labour force dropped slightly over the period (VandenHeuvel and Wooden 1996, p.
10). Workforce participation for NESB women varies depending on their country of origin,
but overall, their participation has decreased (VandenHeuvel and Wooden 1996, p. 11).
Unemployment rates for NESB women show that in 1980 there was little difference
from the unemployment rate of 7-8 percent for women regardless of their country of birth
(including Australia). By 1994, figures for Australia-born and ESB women were still at
that level, while the rate for NESB women had peaked at over 16 percent in 1993 before
falling to 15 per cent (VandenHeuvel and Wooden 1996, p. 15). Post-war Australia saw a
dramatic increase in immigration; however, the migrant population does experience a high
degree of unemployment and participation in lower-skilled jobs compared to people born
in Australia.
Employment Categories
The major types of employment dominating the workforce at the conclusion of World War
Two differ greatly from the categories of employment available in recent times. After
1945, the Government encouraged manufacturing. This was initially to provide
employment for returned servicemen, then later to lower imports as a means to ease its
balance of payment difficulties. Rural industries also prospered at this time due to a short
supply of food and basic commodities in countries badly ravaged by the war. By 1950, 28
percent of Australians were employed in secondary industries and 17 per cent in primary
industries (Carroll 1989, p48). The proportion of Australians employed in these areas has
since fallen. In the early 1970s, the government reduced tariffs for primary exports in an
effort to enter into trade agreements with Asian countries. This w as followed soon after
by a recession, and the markets that the government had hoped to reach with their
manufactured goods dried up. Australian rural and mining industries also suffered
and this reduced employee numbers. In the early 1980s, a severe drought and another
economic slump once again reduced employment opportunities in primary industries
(Carroll 1989, p56).
From 1970 to 1995, the percentage of the total workforce engaged in agriculture
and mining dropped from 9.6 per cent to 6 per cent. The proportion of the workforce
engaged in manufacturing dropped from 24.5 percent to 13.6 percent. The services
industry, including occupations like hairdressing, entertainment, hospitality, and tourism,
has seen significant growth during the same period. The proportion of the workforce
engaged in services has increased from 47.8 percent to 65.7 percent. (Norris and Wooden
1996, p. 6). See Appendix A for a five-yearly breakdown of these shifts.
As the end of the century drew closer, entirely new types of employment emerged and are
still growing. Many labour-intensive industrial jobs are now automated and performed by
computers, microprocessors or robots. Information technology is quickly becoming a
growing area of employment in Australia with many jobs centred around the selling,
servicing, programming and operating of computers (Carroll 1989, p. 56). The Australian
workforce has gone from being largely based around manufacturing and exporting to being
largely based around importing and consumerism.
Unemployment and Demographic Rates

Australia has experienced a dramatic increase in the rate of unemployment since the end of
PRACTICE PROPER
World War Two. PERSONAL
At that HYGIENE
time, and for PROTOCOLS
approximately AT ALL
the next thirty TIMES
years, unemployment
177
was virtually non-existent and work was readily available (Carroll 1989, p. 48). In 1970,
the unemployment rate was 1.5 per cent of the labour force, and the underemployment rate
was less than 1 per cent (Norris and Wooden 1996, p. 8). Underemployment is defined as
part-time workers who would prefer to work more hours and full-time workers who
worked less than their usual hours for economic reasons. This is in contrast to current
trends. Between 1970 and 1995, underemployment rose fairly steadily to 7 per cent of the
total labour force, while unemployment rose in three dramatic jumps in the mid-1970s (to
4 percent), the early 1980s (to 9 percent) and the early 1990s (to 10 per cent). The late
1980s saw the unemployment rate drop back to less than 6 per cent and, after peaking
again at over 10 percent in the interim, in 1998, the unemployment rate had fallen to eight
percent (Australian Bureau of Statistics 1999; Norris and Wooden 1996, p. 8). It is not
uncommon for job seekers to be without employment for several years at a time. In 1994,
35 percent of unemployed people had experienced long-term unemployment. This rate
has decreased since that time (Norris and Wooden 1996, p. 9). A range of demographic
indicators affects the current high rate of unemployment. Several factors and determine a
person’s likelihood of experiencing unemployment in the current working climate. These
include socio-economic background, area of residence (rural versus urban areas),
proficiency in speaking English, age, and to a lesser degree, sex.
The following data was obtained by the Australian Bureau of Statistics in September 1997,
and pertains to job seekers nationwide. At this time, an average of twenty-seven percent of
job seekers from the lowest socio-economic background had not worked at all, compared
to seventeen percent of those from higher socio-economic areas. The proportion of job
seekers that had not worked since May 1995 was highest in major urban areas (27 per cent)
and lowest in rural areas (20 percent). There is also a solid link between a person’s lack of
proficiency in speaking
English and unemployment. Sixty-one percent of persons who do not speak English
proficiently or at all had been unemployed since 1995. It also appears that the older a
person is, the greater the chance of being unemployed for a long period of time. Forty
three percent of job seekers between the ag es of forty-five to fifty-nine had not worked
since May 1995. Fifty percent of these people reported that they were considered to be too
old by employers. Virtually the same proportions of male and female job seekers were in
stable employment at September 1997. The only variation was that for males, this work
was predominantly full-time, while for females, half were working part-time (Australian
Bureau of Statistics 1997, p. 20).
In a period of fifty-five years, Australian has transformed from a nation of practically no

unemployment to one of reasonably high unemployment with rather complex and varied
causes.
Conclusion
The Australian workforce has altered greatly in the fifty-five years since the end of World
War II. Many of these changes have been very positive, such as the growth of women in
the workforce, the formation of many new employment categories and the introduction of
migration to cope with a time of great industrial growth, which has in turn enriched our
culture.
There are, however, some negative aspects associated with the transformation. Many
areas of employment have been replaced by machinery or other technologies, displacing
PRACTICE
unskilled PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES
workers.
178
Consequently, Australian society is now experiencing a high dem and for a skilled labour
force, and an increasing sector of the population without such skills is suffering long-term
unemployment. The change experienced in such a relatively short period of time leads to
the question: what do the next fifty-five years hold?
Reference List
Australian Bureau of Statistics 1997, Australians, Employment and Unemployment
Patterns: 1994-1997, ABS, Canberra.
Australian Bureau of Statistics 1999, Year Book Australia 1998, ABS, Canberra.
Carroll, B. 1989, Australians at Work through 200 Years, Kangaroo Press, Sydney.
Game, A. and Pringle, R. 1983, Gender at Work, George Allen & Unwin Australia Pt y
Ltd, North Sydney.
Norris, K. and Wooden, M. (eds.) 1996, The Changing Australian Labour Market,
Economic Planning Advisory Committee, Australian Government Publishing Service,
Canberra.
Ryan, E. and Conlon, A. 1989 (1975), Gentle Invaders: Australian Women at Work,
Penguin Books Australia, Ringwood.
VandenHeuvel, A. and Wooden, M. 1996, Non-English-speaking-background immigrant

women and part-time work, Bureau of Immigration, Multicultural and Population
Research, Carlton South.
Victorian Ethnic Affairs Commission 1984, Migrants and the Workforce, VEAC,
Melbourne.
Zajdow, G. 1995, Women and Work - Current Issues and Debates, Deakin University
Press, Geelong.
Research Report Checklist
Checklist Y/N Explanation/Commentary
The title is clear and concise
The abstract briefly presents the context of the

study, research questions or objectives,
methodology, major findings, conclusions,
and sometimes implications with minimal
number of citations and statistical data.
179
The Introduction recognizes the significance
of the study and explains the current situation
of the field
The methodology contains the processes and

steps taken in gathering data for the research.
The Results and Discussion section presents

appropriate tables and figures with a clear and
concise textual discussion
Conclusions are justified by the data

presented and analyzed
Criteria Points
Demonstrates a thorough understanding of the topic 5
Sufficient effort and detail 4
Few supporting details 3
No organization of thoughts 2
Limited attempt 1
LEVEL 4. REFINE
Refine your knowledge about the topic!
Very good! You are almost finished with your tasks. And since you are
one activity away before your final task, let’s try to test the level of your mastery
of the lesson. Your performance in this activity will define your readiness to
accomplish the last activity.
Based on the sample research report on the previous activity, answer the
following questions. Your answers will serve as your overall evaluation of the
report.
180
1. Does the sample report conform with the features and requirements of a good research
report? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What part/s of the research report needs improvement?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What part/s of the research report is done comprehensively?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Does the title promise no more than the study can provide?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Criteria Points
Demonstrates a thorough understanding of the topic 5
Sufficient effort and detail 4
Few supporting details 3
No organization of thoughts 2
Limited attempt 1
LEVEL 5. NURTURE
Nurture your skills in writing
Great work, learner. You are now down to your final task for this lesson. With all the
challenges you have conquered for the past activities, you are now ready to write your own
research report with the following options:
A. Browse available online researches related to your track: Academic, TVL, Arts and
Design, and Sports.
181
B. Make use of Practical Research 1 output.
C. When options A and B are not available, refer to the attached research paper.
In the preparation of your research report, be guided with the rubric below.
Criteria Insufficient Satisfactory Excellent
Title ✔ Does not justify the ✔ Represents the content ✔ Attracts attention
content ✔ Creative and original
✔ Suggests incorrect/over
interpretation of data
Abstract ✔ Misrepresents the content ✔ Represents most ✔ Represents main
✔ Lacks components highlights information and
✔ It’s hard to understand ✔ Contains all components highlights
✔ Can be understood ✔ Concise and correct
without additional
information
Introduction ✔ Incomplete or inaccurate ✔ Adequate overview of ✔ Complete concise
overview of literature relevant literature overview of relevant
✔ Relevance research ✔ Relevance of questions literature
question unclear clarified ✔ Research question has the
potential to contribute
useful new knowledge to
the field
Methodology ✔ Fails to reveal how results ✔ Allows understanding of ✔ Crucial steps are
were obtained how results were obtained identified and highlighted
✔ Cannot be repeated ✔ Can be repeated
Results and Discussion ✔ Cannot be understood ✔ Can be understood ✔ Valid data analyses,
without information without information complete and concise
provided by figures and provided by figures and description of data and
tables tables convincing interpretation
✔ Invalid description, ✔ Satisfactory description, of data
analysis, interpretation of analysis, interpretation of ✔ Concise, sensible and in-
data data depth discussion of data
✔ Data inadequately ✔ Strengths and limitations, in relation to research
discussed, sticking rigidly new insights are addressed question
to existing concepts or in the light of the literature
using invalid arguments
Conclusion ✔ Weak or not supported by ✔ In line with the presented ✔ Strongly supported by
evidence evidence evidence
✔ Repetitive information ✔ Information are
comprehensive
182
THE LEVEL OF READING COMPREHENSION ABILITY OF THE GRADE 7
LEARNERS OF GENERAL EMILIO AGUINALDO NATIONAL HIGH SCHOOL
S.Y. 2019-2020
A RESEARCH
PRESENTED TO
THE FACULTY OF SENIOR HIGH SCHOOL DEPARTMENT
GEN. AGUINALDO RAMON ISABELA
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE COURSE
PRACTICAL RESEARCH II
RESEARCHERS
GALASINAO JUSTIN PAUL
ENLADCHANG RHYGELLE
MADOLORA LIZA MAE
CAMUS REBECCA
VALDEZ MARK ANGELO
CHAPTER I
THE PROBLEM AND ITS SETTING
INTRODUCTION
Reading is an activity or cognitive process that seeks to find variety of information in
writing or text. Reading can also be regarded as an activity of the complex by moving or using
most of the action is fragmental, includes the reader should use the definition of delusion,
observing and remembering our connected with scheme reader. In this case, reading means
understanding the reading text, both in literal, interpretive, critical, and creative (Dalman,
2013).
The number one problem that every learner might fix as soon as possible is lack of
understanding upon means of reading any text they opted to read, poor in getting the main idea
as well as the capabilities in reading a text have also its difficulties. Thus, bunch of
opportunities to search pertains to a bunch of chances to resolve.
183
The reading comprehension ability is gauged through the way learners understand the
text that they have read. According to the K-12 Reader (Reading Instruction Resources),
reading comprehension is the act of understanding what a person is reading. It is also an
international, active, interactive process that occurs before, during, and after a person reads a
particular piece of writing. Text comprehension is much more complex and varied than
vocabulary knowledge. Readers use many different text comprehension strategies to develop
reading comprehension. This includes monitoring for understanding, answering and generating
questions, summarizing and being aware of and using a text structure to aid comprehension.
This is an explicit way of making some improvements for every learner to incorporate prior
knowledge which is also efficient to this study to dig in.
According to the Philippine Informal Reading Inventory (PHILIRI), there are four types
of readers including non-reader which refers to a person who cannot or does not read,
frustration is reached when less than 85 percent of the words are recognized or comprehension
falls below 50 percent, instructional defined as 85 percent correct word recognition with at
least 75 percent comprehension and independent is a term used in educational settings, where
students are involved in choosing and reading material for their independent consumption and
enjoyment.
According to developmentsecrets.com, Reading means a lot, it is very essential for

every individual specially kids that must be trained to have prior knowledge and to increase
some skills that partakes a very big help.
Thus, reading is really important because it develops thoughts, gives infinite knowledge
and lessons to read while keeping every individual mind to become active.
According to Pugh K. (President of Haskins Laboratories), reading a book, and taking
the time to ruminate and make inferences and engage the imaginational processing, is more
cognitively enriching, without a doubt, than the short little bits that you might get if you’re into
the 30 second digital mode.
Meaning, reading books, manuscripts, newspapers etc. is way better than reading in any
gadgets because it is safe and sound to deal with. Thus, reading is fun and a treasure that must
be grabbed upon learning a bunch of lessons and values aside from information the be aware
of.
Students nowadays can hardly comprehend various texts. Reading is one of the best
tools but many students don’t know how to read and how to understand the context and the
content as well. Slow readers are unable to read vividly, but they are able to understand when
someone discusses them the content of the text.
The research determined the reading comprehension levels in English of Grade 7 of
General Emilio Aguinaldo National High School. It described the profile of the participants
and the given factors which also determine the participants reading comprehension levels.
STATEMENT OF THE PROBLEM
This study will determine the level of reading comprehension ability through the
questions provided.
1. What is the level of the students reading comprehension ability in terms of the following:
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a. Word Recognition?
b. Vocabulary building?
c. Getting the Main idea?
d. Inferring?
CONCEPTUAL FRAMEWORK
The main goal of this study is to determine and test the reading comprehension ability
of Grade 7 students in General Emilio Aguinaldo National High School.
INPUT PROCESS OUTPUT
• Word •Assessing the level of The level Of

Recognition reading comprehension Reading
of Grade 7 Learners Comprehension
• Getting the Ability
main idea •Distribution of
questionnaire to Grade 7
• Inferring learners which serves as
• Vocabulary respondents of this study
building •Collection of gathered
data
FEEDBACK
Figure1. The Research Flow
The figure above presents the flow of the research. It presents the dependent and
independent variables which are the level of reading comprehension ability of Grade 7 students
of GEANHS based on selected variables; Word Recognition, Getting the main idea, Inferring
and Vocabulary Building respectively.
Word Recognition is the process of analyzing and determining the unfamiliar words
that manifested to be unfamiliar to the readers. It basically serves as their tool to take notice of
the real meaning behind the unfamiliar words that they have read.
Getting the main idea is the process in which the learners tried to figure out the message,
the deep meaning and the analysis in which they apply their ability in critical thinking to the
text or article they read.
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Inferring is a logical manner of concluding by reasoning, justification, and incorporates
the ideas in a complex field of comprehension to the text they have read.
Vocabulary Building is the stage in which while the learners are reading the text, they
increase their vocabulary in any English perspective based on their daily learning’s on finding
the real meaning of the unfamiliar words they have read.
The level of reading comprehension ability tests every learners’ capabilities whether
the satisfaction of a well good reader has been embraced.
SCOPE AND DELIMITATION
This research was conducted to determine the level of Reading Comprehension Ability
of Grade 7 Students of General Emilio Aguinaldo National High School S.Y. 2019-2020.
The research limits the study by giving questionnaires to 100 Grade 7 students who are
officially enrolled in General Emilio Aguinaldo National High School for S.Y. 2019-2020.
There were 29 students from Matulungin, 38 students from Masipag and 33 students from
Magalang. The researchers will also test randomly the Reading Comprehension Ability of
Grade 7 learners.
SIGNIFICANCE OF THE STUDY
Those who may benefit from this study are the following:
Administrator: This study will help the administrator to supervise and to seek and ask help
to solve the needs of the students in terms of materials needed in reading.
Teachers: The result of this study will provide more insight to the teachers about the students
level of reading comprehension ability in English. The results of this study will also serve as a
good source of feedback and the basis for strengthening the reading program for Grade 7
learners in English Reading Comprehension.
Students: This study will help the Grade 7 students in improving their level and performance
in Reading Comprehension.
Parents: This study will help the parents in guiding their children hand in hand with the
teachers on the students reading program, parents are expected to make follow-up on their
children's reading activities.
Future Researcher: This study will help the future researchers who want to conduct a study
regarding this topic. This study will be their guide in conducting for another improvement.
DEFINITION OF TERMS
The following terms are defined to enable readers to understand the study:
Cognitive- It refers to involving conscious intellectual activity (such as thinking, reasoning or
remembering. (Merriam Webster)
Complex- It refers to a whole made up complicated or interrelated parts. (Merriam Webster)
Delusion- It refers to something that is rarely or delusively believed or propagated. (Merriam
Webster)
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Fragmental- It refers to consisting of small parts that are disconnected or incomplete.
(Dictionary)
Frustration- It refers to the lowest reading level. The learners’ commits errors in reading such
as reversal, repetition, substitution, and insertion, mispronunciation. Crying or refusing to read.
(PHIL-IRI)
Gauged- It refers to calculate an amount especially by using a measuring device. (Cambridge
Dictionary)
GEANHS- It stands for General Emilio Aguinaldo National High School.
Instructional- It refers to the level at which learners can profit from instruction. (PHIL-IRI)
Interpretive- It refers to relating to or marked by interpretation explanatory. (The Free
Dictionary)
Independent- It refers to the highest level at which learners can read independently and with
ease without the help or guidance of the teacher. (PHIL-IRI)
Non-reader- It refers to a learner who is unable to recognise and sound out letter-sound
connections for single consonants. (PHIL-IRI)
PHILIRI- It refers to a set of oral reading passages for the elementary grades in order to get
the reading level of the public elementary school pupils. PHIL-IRI stands for the Philippine
Informal Reading Inventory. (PHIL-IRI)
Scheme Reader- It refers to a mathematical or astronomical diagram. (Merriam Webster)
Variety- It refers to the quality or state of having different forms or types. (Merriam Webster)
Vividly- It refers to something done in a clear, graphics or very detailed manner. (The Free
Dictionary)
Word Recognition- It refers to the action of recognizing: the state of being recognized words
in a certain text. (Merriam Webster Dictionary)
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents literature, articles and studies that have been read carefully and
thoroughly by the researchers. Library visit, Internet write-up, Reviews and wide reading on
these topics were done and the relevance of these to the subject of the current study was being
considered. The reviewed materials were found to have bearing on the study being conducted
and these gave platforms and stronger foundations making this study worth pursuing.
In an article by Radomes “The Journal of Education”, he stated that Reading and
comprehension deficiency among students should not be blamed alone on mentors but on all
concerned: teachers, parents, the curriculum, the physical environment and the child’s physical
and mental make-up.
This implies that the reading comprehension lies on the collaborative effort of the
people involved.
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On vocabulary building
As stated by Liza in her book Vocabulary Development, a good vocabulary is a vital part
of effective communication. A command of many words will make you a better writer, speaker,
listener and reader. Studies have shown that students with a strong vocabulary and students,
who work to improve a limited vocabulary, are more successful in school. And one research
study found that a good vocabulary, more than any other factor, was common to people
enjoying successful careers.
There are three ways of developing word power:
First, “Regular reading” is encountering a number of times in variety of sentences that can
develop the habit of reading. Second, “Vocabulary worksheets” this is another meaning of
vocabulary development. Whenever you read, you should mark off words that you want to
learn. And third, Vocabulary study books a third way to increase your word power is to use
vocabulary study books, many vocabulary books and programs are available and the best are
those that present words in one or more context and then provide reinforcement activities for
each word. You should keep in mind from the start, however, that one of the approaches will
help unless you truly decide that vocabulary development is an important goal. Only when you
have this attitude can you begin doing the sustained work needed to improve your word power
As stated by Tejero (2004), recognition of the word is not the ultimate goal in reading.
Without comprehension, reading is mere verbalism. In beginning reading, the printed word is
associated with the spoken word until the child can make the same physical, emotional, and
mental responses to the written word that the previously made to the spoken word. A basic
word recognition skill is the ability to associate the sound (spoken word) with the visual
stimulus (the written word).
Hence, achieving the unfamiliar word is not a superior goal of comprehension. It is how
they understand the real meaning itself, using critical thinking skills; it would definitely
determine the hidden meaning behind that certain text.
On inferring
According to Yoakam (2000), comprehension is described as follows: comprehending
reading matter involves the correct association of meanings with word symbols, the evaluation
of meaning which are suggested in context, the selection of the correct meaning, the
organization of ideas as they are read, the detention of these ideas, and their use in same present
or future activity.
It implies that in every text there is always a symbolism, that isn’t literally stated, but it
serves as the representation of the explication of that certain text and that's usually the problem
why learners will not understand what they have read because they always rely on literal cost.
On getting the main idea
According to Mary Ruth Book (n.d.), identifying main ideas, and working the
relationship between them and supporting details, is the basis for reading comprehension.
Recognizing the main idea is an important skill young readers need to master in order to
understand what they are reading. There are many things for readers to consider trying to
determine what the main idea is. And here are the components of getting the main idea: Who
wherein, described if these passages discuss a person or group of people, When refers to the
information containing a reference to time, Where discusses the question, does the text name
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place? And How implies a question, does this information indicate method or a theory. These
components help the reader to think about what really happens in the story. This will lead them
to the main idea. Young readers will need lots of practice with lots of stories.
This implies that using the five W and an H are the things should the readers and
learners reminisce when they read a story. This is also considered as their guideline.
According to Kelly Roell (2017) he gives the step on how to find the stated main idea
and here are the following steps: Read the passage of the text, ask this question to yourself:
“what is this mostly passage all about”, in your own words, explain the answer in one short
sentence., and last look for a sentence in the text that most closely fits with your brief summary.
It deals with you to get to understand the story that you are reading by the means of
working out with your critical thinking skills.
On close reading
As stated to McGraw-Hill higher education a division of the McGraw- Hill Companies
Langan, John (2002), exclusive rights by the McGraw-Hill companies Inc. for manufacture and
export. The selections serve another purpose as well. They will help develop reading skills with
direct benefits to you as a writer.
As stated by McGraw-Hill (2002) first, through close reading you will learn how to
recognize the main idea or point of a selection and how to identify and evaluate the supporting
materials that develop the main idea. It aims to achieve the same essential structure: an overall
point followed by detailed and valid support for the point. Next, close reading will help you
explore a selection and its possibilities thoroughly. Therefore, the more you understand the
topic the more ideas and feelings to be assigned topic or related topic to your own. Lastly, the
benefit of close reading is becoming more aware on authors stylistic devices. This was found
at the book of reading skills, and here is the way on how to read well the four genial steps:
Concentrate as you read: First, read in a place where you can be quiet and alone. Next, sit in
an upright position when you read, when you completely read comfortably, your mind is also
going completely relax. Finally, consider using your index finger (or a pen) as a pacer while
you read. Skim material before you read it. Begin by reading the overview that precedes the
selection. Study the title of the selection for a few moments. Read the first two three paragraphs
and the last two or three paragraphs in the selection. Finally look quickly at the rest of the
selection for other cues to important points. Reading the selection straight through with a pen
nearby. Don’t slow down or turn back: just aim to understand as much as you can the first time
through work with the materials meaning, go back and reread passages that were not clean the
first time through look up words that block your understanding of ideas and write their
meanings in the margin.
According to Mc Graw- Hill Higher Education (2002), the selection serves another
purpose as well. They will help develop reading skills with direct benefits to you as a learner.
First, through close reading, you will learn how to recognize the main idea or point of a
selection and how to identify evaluate the supporting material that develop the main idea. It
aims to achieve the same essential structure: an overall point followed by detailed and valid
support for that point. Second, close reading will help you explore a selection and its
possibilities thoroughly. The more you understand the topic the more ideas and feelings to be
assigned topic or related topic of your own. Third, the benefit of close reading is becoming
more aware of the author's stylistic devices.
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Therefore, close reading is very essential to every reader. Aside from helping you to
become a more essential reader, it also enhances you to become a brilliant and wise critical
thinker that will definitely give benefit to you as a learner.
According to the study of Datumanong (n.d.), the test on developmental reading skills given
to the respondents of her study seemed to be difficult. Only the items pertaining to the use of
prefixes were relatively easily and within the student‘s level of mastery. It revealed the
weaknesses of the students, she discovered that vocabulary and comprehension levels of the
respondents were below average and considered expectations for college students.
In this part of the study, there is a total of two distinct category which include fast reading
in such that it contains fast learner (instant comprehension) and slow learner (poor on
comprehension) as well as the slow reading in such that it contains fast learner (instant
comprehension) and slow learner (poor on comprehension).
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the research methodology of the study which includes the
research method used, the research design, research locale, research instrument, respondents
of the study, data gathering procedure, and data analysis procedure is used in this study as well.
Research Design
This study made use of descriptive design. The researchers have used the descriptive
method of research through making a survey based on the information and the data needed in
the discussion about the Reading Comprehension Ability of Grade 7 learners and to assess their
socio-demographic profile such as sex and ethno-linguistic affiliation.
As cited by Jacinto G. and Aquino M. (2018) an authority in Educational Research, the
descriptive method is most appropriate in finding out the status, nature and characteristic of an
individual, a group or a phenomenon through accurate recording, analysis and interpretation
from a large body of data.
It determined the level of Reading Comprehension Ability of the Grade 7 learners of
General Emilio Aguinaldo National High School at General Aguinaldo, Ramon Isabela.
Research Locale
This research was conducted at General Emilio Aguinaldo National High School which
is located at Purok 4 General Aguinaldo, Ramon, Isabela.
The researchers chose General Emilio Aguinaldo National High School as research
locale because Junior High students are the respondents and they are highly involved in the
socio-cultural factors that may influence their English speaking fluency.
Research Instruments
The instrument used was a questionnaire to gather the needed data for the student’s
profile. The test instruments have been used to achieve the main objective of the study.
Specifically, the test contained the following: English Proficiency Test, Context Clues, and
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English Reading Comprehension including the four independent variables such as Word
Recognition, Getting the Main Idea, Inferring and the Vocabulary Building. It is followed by a
survey that will serve as the basis whether the learners really understand the reading
questionnaire.
Test as well as an instrument to collect data was designed by the researchers and
distributed to Grade 7 learners.
Respondents of the Study
The researcher considered 95 selected learners on the three sections of Grade 7. The
sampling procedure used in this study is a random sampling technique in which it provides
everyone in the Junior High Department a chance to be picked as a sample.
Data Gathering Procedure
To gather the needed data, the following procedures have been undertaken. Foremost,
the researcher requested permission to conduct research study on the School Administration
and to the selected students as well. When the proposed study was approved, the researcher
floated various tests to the selected students of GEANHS which is only exclusive for all Grade
7 learners.
The data gathered from the respondents through the test were summarized and
statistically treated to arrive at the valuable information sought in the study. Appropriate
statistical methods were employed to come about with the desired information for the analysis
and interpretation of the study.
Data Analysis Procedure
Data analysis procedure has been used in forming conclusions and conjectures. The
answer of the respondents and the performance skills in terms of comprehending the text in
English subject have been used to shed light on the purpose of this study and to identify and
analyse not only the information but also the numerical data gathered from the test and
assessments. Through analysis, the researcher had made a statistical solution in finding out the
effectiveness of each methodology used.
The respondent’s answer and the subject performance served as a basis to form the data
interpretation, conclusion and recommendation. To find out the real score between the ability
of Grade 7 learners in terms of reading comprehension, a test has been used.
Formula and Standard

A.) Word Recognition (WR): No. of major miscue (M) x 100 = % of M
No. of words in the passage (N)
% correct = 100% - % 0f M
Example:
Word Recognition (WR): No. of major miscue (M) x 100 = % of M _2_ X 100 = 3% (M)
No. of words in the passage (N) 64
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% correct = 100 % - 3% of M
% correct = 97%
B.) Comprehension Ability
Comprehension (C): No. of correct answers x 100 = % of

CR
No. of questions
Example: (to compute)
% of CR = 5 X 100
7
% of CR = 71%
CHAPTER IV
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the data gathered as analysed and interpreted in response to
the problems under investigation. The presentation of the table was amplified by
comprehensive textual illustration to render meaning and significance to the findings arrived
at.
Respondents Profile
Table 1. Frequency and Percentage Distribution according to Gender
SEX FREQUENCY PERCENTAGE
MALE 36 36%
FEMALE 59 59%
TOTAL 95 100%
The above table shows the learners profile in terms of gender wherein there are 36 males and
59 females with a total of 95 respondents. Based on the data, female has the highest percentage
of 59% while male has 36 % only.
Table 2. Level of Reading Comprehension of Grade 7 Learners in terms of Comprehension
Comprehension Results Percentage
Independent 0 0%
Instructional 9 9%
Frustration 91 91%
TOTAL 100 100%
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The table shows the level of reading comprehension of Grade 7 learners with 9 or 9 % falling
under instructional level while 91 or 91% under frustration level. It reveals that none of the
100 respondents are independent readers while most are in the lowest level of reading
comprehension.
Table 3. Level of Reading Comprehension of Grade 7 Learners in terms of Word Recognition
Word Recognition Result Percentage
Independent 30 30%
Instructional 50 50%
Frustration 18 18%
Non Reader 2 2%
TOTAL 100 100%
The table presents the number of Grade 7 learners along their level of word recognition,
revealing that 50% of them fall under instructional readers because they still rely on their
companion in reading the text naturally. Meanwhile, 30% learners are now independent readers
or able to read without the help of others. Notably, there are still learners along the frustration
and non-reader levels, obtaining 18% and 2% of the total, respectively. Those under the
frustration level are found to commit reading errors such as reversal, repetition, substitution,
insertion, and mispronunciation, while non-readers ignore reading and cite reasons just to skip
the reading sessions.
According to Seabra A., Dias N., and Macedo E., in connection with their study on the
contribution of Word Reading Speed towards Reading Comprehension in Brazilian Children;
Does Speed Matter to the Comprehension Model, they believed that while there are studies
published with English speakers and learners, less evidence exists in more transparent
orthographies such as Portugese. Also, the study investigated the relationship between Reading
Comprehension and Reading Speed in which objectives included elucidating the following: (1)
the contribution of RS to RC controlling for intelligence, word recognition, and listening and
(2) the differential relationships and contributions of RS to comprehension in different school
grades.
That will be an advantage to measure and determine every learners reading ability
which gives a bigger impact upon the result of their examination on testing their capabilities of
Reading and understanding the text.
Table 4 Level of Reading Comprehension ability of the Grade 7 Learners in terms of
Reading Level
Reading Level Percentage
Independent 0%
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Instructional 8%
Frustration 92%
The table above presents the combined results from the Word Recognition and the
Comprehension ability which will determine the reading level of the learners. Frustration level
has the highest percentage with 92% followed by the Instructional level with 8% and the
Independent level which has 0%.
According to ncepyramid.miamioh.edu, upon understanding the real concept of reading
comprehension and to make an explicit solution for this result there must be skilled readers for
instance, (1) Predict what will happen next in a story using clues presented in the text (2) Create
questions about the main idea, message, or plot of the text (3) Monitor understanding of the
sequence, context, or characters (4) Clarify parts of the text which have confuse them and
lastly, (5) Connect the events in the text to prior knowledge or experience.
Meaning, applying all of these ethics in both giving a more detailed concept of the
reading comprehension and so to gauge the capabilities of reading comprehension will result
in a great and big impact towards the improvements of every learners.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the major findings of the research study. It gives the accurate
image of the whole study including the conclusions and recommendations given by the
researchers as a result of the findings obtained.
SUMMARY OF FINDINGS
This was conducted for the purpose of determining the level of reading comprehension
abilities in all grade 7 learners in GEANHS. The descriptive method used for this research was
utilized and the nominative test technique was used for gathering data. The questionnaire
served as the instrument for collecting data as well. The inquiry was conducted during the
school year 2019-2020.
CONCLUSIONS
Based on the summary of the findings, the following conclusions were made:
1. The researchers found that most students in grade 7 fall under the Frustration level, the
lowest level in reading and comprehension ability.
2. Most of the learners have difficulty in comprehending text in the English language due
to lack of English vocabulary.
3. The researchers found out that the majority of learners are struggling at reading and
correct pronunciation of words; most of them are poor upon analysing the text they have
read.
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RECOMMENDATIONS
1. The SRI (Scholastic Reading Inventory) should be implemented by the English Club
Adviser twice a month, in which it aims to see the improvements and the progress of
every learner; and by means of the categorized boxes basing from their level of reading
and answering questions provided by their SRI Teacher from the text they have read.
2. Intensify the interventions under the reading program
a. The monthly spelling bee should be done once a week in the classroom.
b. Remedial reading should be done every Friday during the Independent Cooperative
Learning (ICL) through peer tutoring.
c. Encourage parents to be in partnership with the reading teachers to make children
develop their love in reading.
d. The implementation of the English Only Policy (EOP) should be strictly practiced,
not only during English class but also in science and math classes.
REFERENCES BOOKS
Dalman. 2013. Reading Process. Education University of La Sallette Santiago City series
of 2004-2005 (Accessed 1 August 2019)
Datumanong, E. n.d. Continuation on developmental reading skills. Education University of
La Sallette Santiago City series of 2004-2005 (Accessed 1 August 2019)
Liza, O. n.d. Vocabulary Development. Education University of La Sallette Santiago City
series of 2004-2005 (Accessed 1 August 2019)
Jacinto, G. and Aquino, M. 2018. The Attitude of Senior High School of GEANHS towards
Practical Research 1 Subject School Year 2017-2018. Pp 12. General Emilio
Aguinaldo National High School ( Accessed 5 December 2019)
WEBSITES
Kelly, R. 2017. Study Tips for Better Grades.
https/www.thoughtco.com/how-to- find-the-main-idea-3212047 (Accessed 25
August 2019)
Langan, J. 2004. MCGraw – Hill, Development of Reading Skills.
http/yanchukvladimir.com/editions (Access 17 September2019)
Mary, R. 2016. Reading for Comprehension/ Finding the Main Idea.
https/www.maryruthbooks.com/reading-comprehension-finding – main-idea/
(Accessed 17 September 2019)
Tejero, E. 2004. Professional Reading – Narrative/ Reading Comprehension.
http/www.scribd.com/document/411046982/Professional-Readings-Narrative/
(Accessed 17 September 2019)

Yoakam, T. 2004. VIRNA 1-5 / Reading Comprehension/ Reading (Process).
https/ww.scribd.com/doc/315772924/VIRNA-1-5 (Accessed 17 September 2019)
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Well done, learner! Congratulations for finishing all the tasks given to you. You are
now a real researcher with a heart of sharing research/es you have read. It’s
one way of helping the community. Hope you’ll keep doing that.
Reflection:
With all the tasks I have undertaken I learned that___________________________
___________________________________________________________________________
_______________________________________________________________________.
I promise to help my community by ____________________________________________
_________________________________________________________________________.
_________________________
Student’s Signature
References:
Barrot J. S. & Sipacio P. J. (2016). English for academic and Professional Purposes for Senior
High School . C & E Publishing, Inc. South Triangle, Quezon City.
Paurillo, P. M., (2019). Research Writing Ability of Senior High School Students as Perceived
by Teachers of Sampled Schools in Quezon City. PEOPLE: International Journal of
Social Sciences, 4(3), 1788 – 1800.
Valdez, P.N. (2016). English for Academic and Professional Purposes for Senior High School
Phoenix Publishing House Inc. Quezon Avenue, Quezon City.
http://my.ilstu.edu/~mhemmas/LDR%20280/Contents_of_a_Research_Report.htm
https://www.vu.edu.au/sites/default/files/campuses-services/pdfs/sample-research-report.pdf
Answer Key
Load
1. Literature review
2. Conclusion
3. Discussion
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4.Methodology
5. Abstract
Written by:
April Joyce Castueras
Maricel Parallag
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
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Name of Learner: ____________________________________ Grade Level: ___________________
Section: ____________________________________________ Score: ________________________

Project Proposal
Project Proposal is a written presentation of a project, program or innovation you plan to implement.
Project proposals are submitted to an agency or association for implementation or funding (Dayagbil
et. al. 2016).
A project proposal is basically a problem-solution text that aims to persuade its reader to grant funding
on the project or the accomplishment of the solution to the problem. It has five basic parts namely,
title page, project summary, qualification, budget justification, and project narrative. It includes
visuals such as charts for timetable, and tables for budget justification and avoids confusing terms
such as jargons, acronyms and abbreviations specific to the field of study (Raymundo 2016).
Raymundo also mentioned some considerations in writing a Research Proposal:
A. Unique Features
In writing a project proposal, you will have to emphasize and discuss briefly that there is a
need to conduct research to investigate a problem and that you have the right solution to the problem.
This part is called project summary. After highlighting a problem, you will have to provide a
description of the solution you are proposing which is the project narrative. You may also add
graphics that illustrate the actual process of the necessary equipment or the time table for completing
the project. Lastly, you will have to provide a profile or qualifications of your company or your team
to guarantee your capability of accomplishing whatever task you have described in your proposal.
Considering that the project proposal asks for funding, one of its unique feature is the part where the
budget for accomplishing project is specified. This is called budget justification. Although the title
page is not a unique feature of the proposal, you must not forget to include the title of the project
proposal, your name and other pertinent details (Raymundo, 2016).
B. Purpose and Audience
However, even though the person reviewing your proposal has high technical knowledge, you
should still have to consider limiting the highly technical you use in order to ensure the clarity of your
writing. Keep in mind that your audience in making your writing in your writing clear and effective.
You must know how much background information you should include and how to express it without
either insulting the reader or risking the clarity of the text. It becomes a big problem when a reader of
your proposal does not understand your jargon, especially when the reader has the right to approve or
reject your proposal (Raymundo, 2016).
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Leaning Competency with Code
MELC: Identifies the unique features of and requirements in composing texts that are useful
across disciplines: Book review or article critique, Literature review, Research
Report, Project Proposal, and Position Paper. (S2 Q4)
CG: Identifies the unique features of and requirements in composing texts that are useful
across disciplines: Project Proposal.
(EN11/12RW-IVdg-12.3)

Hello, learner! As you observe, there are many changes which happened in our society
today. As a young and responsible citizen, this is your time to become an agent of change by
involving yourself by determining the common problems of our society and providing
possible solutions that can address them. Remember, you are doing this for the betterment
of your community and of your country as a whole. Write your answers on the spaces below.
Common Problem/s Possible Solution/s
School (education)
Barangay/ Community
Let us pursue your goal by writing your own project proposal. Be a certified agent of
change! Let’s start that by signing your contract:
LEARNING CONTRACT
LEVEL 1. LOAD
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LEVEL 1. LOAD
LEVEL 1. LOAD
199
Load to familiarize!
Let’s get started! Below are the important parts to consider for a project proposal.
Identify the described items below by selecting the concepts inside the box. Write the letter of
your answer before the number. Enjoy!
a. title page b. project summary c. qualifications
d. project narrative e. budget justifications f. graphics
_______1. It presents the important details of the research such as research questions,
significance, literature review and methodology.
_______2. It is where the proponent writes his/her profile that qualifies him/her in proposing
a project.
_______3. It gives details about the expenses in doing the project including the time frame.
_______4. It is a page where the name of the project and the person who wrote the proposal is
written.
_______5. It is a brief description of the project.
LEVEL 2. ENGAGE
Engage to grasp the idea!
With your knowledge from the previous activity, glean on the examples given below
showing a better view of the unique features of a project proposal. It is an authentic example
of an approved project proposal divided into chunks and is presented in no particular order.
Identify them and write your answer on the space provided. Write also a brief justification of
your answer. Good luck agent!
200
Being one of the health advocates and a MAPEH educator and coordinator, I want to make
sure that my students and colleagues are having a healthy lifestyle and ensuring that they maintain
their normal weight not just for a healthy living but also for doing their responsibilities. The
completion of this project will surely bring success and honor to my advocacy.
Answer: _____________________________________________________________________
Justification/s: ________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
Project “FAT” (Fitness at All Times) Program
Submitted to:
Reynante Z. Caliguiran, PhD, CESO VI

Schools Division Superintendent, Schools Division of Isabela
July 1, 2019
Proposed by:
Resty M. Baradi
Master Teacher I/MAPEH Coordinator
Angadanan National High School
Answer: _______________________________________________________________________
Justification/s: __________________________________________________________________
_________________________________________________________________
. _________________________________________________________________
_________________________________________________________________.
201
The passive lifestyle of today’s young people posted an issue to their health and
nutritional status. Many of them tip the scale as overweight and obese. Angadanan National
High School students and personnel are not an exemption.
The MAPEH department designed a program that answers the question: How to address
the issues in health and nutritional status among students and personnel in achieving the
normal weight range.
This project helped student and teacher to maintain and develop active lifestyle and
reduce risk of different diseases and sustain healthy life and most specially to deviate the
students’ interest on vices like cigarettes, alcohol, and prohibited drugs.
Answer: __________________________________________________________________
Justification/s: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
LEVEL 3. ADVANCE
Advance your purpose!
Read carefully the given statements and identify whether it is a requirement in writing a project
proposal or not. Write R if it is a requirement and NR if it is not. Write your answers before
the item and don’t forget to write your reason/s.
_______1. Consider limiting the highly technical you use in order to ensure the clarity of your
writing, especially when the reader has the right to approve or reject your
proposal.
Reason/s:
________________________________________________________________
________________________________________________________________
_____________________________________________.
2. Request funds immediately even if the proposal is not yet approved.

Reason/s:
________________________________________________________________
________________________________________________________________
_____________________________________________.
202
_______3. Consider the jargon to be used in your proposal. A jargon that is understood by the
reader is better.
Reason/s:
________________________________________________________________
________________________________________________________________
_____________________________________________.
_______4. Know how much background information you should include and how to express
it without either insulting the reader or risking the clarity of the text.
Reason/s:
________________________________________________________________
________________________________________________________________
_____________________________________________.
_______5. Include all personal expenses or more than what is expected in your project
proposal.
Reason/s:
________________________________________________________________
________________________________________________________________
_____________________________________________.
LEVEL 4: REFINE
Refine your project!!
Now that you already know the key features and requirements, you could have been
very excited to come up with a purposive project proposal. Before writing, select one from the
common problems you have identified from the beginning to serve as your focus in writing
your own project proposal. With the help of the guide below, feel free to write your own ideas.
203
Project details:
_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Significance of the project:
_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
Anticipated expenses:
_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Graphics to include:
_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Writer’s qualifications:
_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
204
LEVEL 5: NURTURE
Nurture your goal!
You are about to finish the tasks and become a certified agent. Now, it is your turn to draft
your project proposal. Please be guided by the rubrics below.
5 3 1 Score
Presence of the All unique features Only three (3) of Only two (2) of
unique were present. unique features were unique features were
features present. present.
All ideas were Some ideas were Few ideas were

presented clearly. presented clearly. presented clearly.
Clarity
Language used The proposal used The proposal used The proposal used
appropriate language appropriate appropriate language
and was easy to language and was and was easy to
understand. easy to understand. understand.
Mechanics No errors on Some errors on Many errors on

punctuations and punctuations and punctuations and
grammar. grammar were grammar were
observed. observed.
Total
Title page
(Project Title) ____________________________________________________
Submitted to (Name of Institution) ____________________________________
Date: (write the date when you intend to submit the proposal) _______________
(Author’s Name) ________________________________________________
(Author’s Organization) ___________________________________________

Project Summary
(state the purpose of the proposal and describe the research project briefly)
________________________________________________________
________________________________________________________________________
________________________________________________________________________
Project Narrative
_______________________________________________.
205
I. Introduction
______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________.
II. Research Questions
_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________.
III. Significance of the Project
_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________.
IV. Literature Review
_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________.
V. Methodology
_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Budget Justification
____________________________________________________________________.
206
(Create a table of detailed expenses by making use of a table)
Materials Needed Expected cost/ Expenses
Total
Time Frame (insert some graphics e.g. charts that represents your time frame)
(Write in a paragraph form your achievements related to the research project proposed and the
preparations you have done for the completion of the project.)
______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____.
Qualifications:
207
CONGRATULATIONS!
You are now a certified agent!

Teacher
Reflection
Complete this statement:
With the activities I have undertaken on this lesson, I learned that

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________.
_________________________
Student’s Signature
References:
Dayagbil, F. T. et. al (2016). Critical Reading and writing for Senior High School.
LORIMAR Publishing, Inc. Quezon City, Manila. Pp. 146-150
Raymundo, H. C. (2016). DIWA Senior High School Series: Reading and Writing Skills.
DIWA Learning Systems Inc. Makati City, Philippines. Pp. 105-108
Baradi, R. M. (2019). Project Proposal: “FAT” (Fitness at All Times) Project. Angadanan
National High School, Angadanan, Isabela.
208
Answer Key
Level 1: LOAD
Level 2: ENGAGE LEVEL 3: ADVANCE
1. d
1. project summary 1. R 2. NR 3. R 4. R 5. NR
2. c
2. qualifications
3. e
3. budget justifications LEVEL 4: REFINE (answers may vary)
4. a
4. title page LEVEL 5: NURTURE (ratings may vary based
5. b on the rubric)
5. project narrative
Written by:
Percila A. Corrales
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
209
Reading and Writing Skills
Name of Learner: _____________________________ Score: __________

Grade/Section: ______________________________ Date: ___________
Position Paper
Writing is a form of human communication by means of a set of visible marks that are
related, by convention, to some particular structural level of language. It is a very important
part of our lives as it is the primary way we connect with other people. From the visual patterns,
we get and provide a stand to form a position paper.
Notes to remember:
A Position Paper is an essay detailing the country’s policies on the topics being discussed
in the committee and proposes solutions and recommendations for the future.
Writing a position paper will help you organize your ideas so that you can share your
country’s position with the rest of the committee. If you conduct extensive research, a
position paper should be easy to write. A good position paper will not only provide facts but
also make proposals for resolutions.
Position papers are usually one to one-and-a-half pages in length.
Here is an outline structure of a position paper:
I. Introduction
1. Hook
2. Identify the issue
3. State your position
II. Body Paragraphs
1. Argument #1
1. First piece of evidence
2. Second piece of evidence
2. Argument #2
210
3. Argument #3
4. Counterargument
1. Evidence from source(s)
2. Evidence from source(s) to refute opposing view
III. Conclusion
1. Overview of the paper’s key points
2. Statement to emphasize the position
MELC: Identifies the unique features of and requirements in composing texts that are useful
across discipline: (a) Book Review or Article Critique (b) Literature Review (c) Research
Report (d) Project Proposal, and (e) Position Paper. (Semester 2, Quarter 4)
CG: Identifies the unique features of and requirements in composing texts that are useful
across discipline particularly in a position paper. (EN11/12RWS-IVdg-12.4).
Dear learner, welcome to your next learning experience! With your previous learning
activities, you have gained more knowledge that will greatly help you continue in your learning
race.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3- Advance, 4-
Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract.
LEARNING CONTRACT
(____________________).
211
Level 1: LOAD
Let’s organize!
Below are paragraphs in the boxes. Read and analyze them carefully. Organize the
paragraphs to form an article with introduction, body and conclusion. Write the number of the
paragraph which comes first on the space provided after the number below.
1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
6. _________________
7. _________________
Paragraph 1
In 2002, the Danish Government launched an extensive action plan to combat domestic violence
against women. The plan includes measures to help treat abused women, identify and prosecute the
perpetrators, and incorporate professional medical and psychological staff into the rehabilitation
process. The action plan currently reaches out to both governmental and nongovernmental groups on
the local level throughout the nation.
Paragraph 2
The Danish Centre for Human Rights in Copenhagen, Denmark’s foremost national human
rights institution also promotes and protects human rights. Based on the Centre’s research, Denmark’s
parliament can promote human rights-based legislation and education/awareness programs throughout
the nation. The Centre also addresses the UN Commission on Human Rights annually regarding human
rights developments in Denmark and internationally. Denmark has no record of committing major
human rights violations, most importantly any targeted at women. In its 2003 Annual Report, Amnesty
International also found no human rights violations against Danish women.
Paragraph 3
The Universal Declaration of Human Rights states, “no one shall be subjected to torture or to
cruel, inhuman or degrading treatment or punishment.” Although this doctrine was adopted in 1948, the
world has fallen quite short of this goal. Violence against women pervades all states and it is the duty
of the international community to ensure that all persons are afforded equality and respect. Despite
cooperative efforts at combating gross human rights abuses, such as the adoption of the Declaration on
the Elimination of Violence against Women, the United Nations has not been able to alleviate the
injustice women worldwide experience daily.
212
Paragraph 4
Women are invaluable to Denmark’s society and have achieved significant economic and social
gains in the 20th century. Currently, 75 percent of medical students in Denmark are women. Denmark
is confident that this Commission can bring about an end to violence against women without
compromising the sovereignty of member states. Education remains perhaps the most useful tool in
protecting victims of gender-based violence. Governments, UN agencies, and nongovernmental
organizations (NGOs) can plan a coordinated campaign that educates national populations on the
various ways women are violently targeted. Similarly, harmful traditions, such as honor killings and
female genital mutilation, must be stopped by reforming traditional views of women in society. Children
of both sexes need to be taught at an early age to value the rights of women in order to prevent such
violence in their generation.
Paragraph 5
The Kingdom of Denmark believes that in order to end violence against women, nations must
look to empower women in all aspects of society. This includes promoting equal gender roles in
government, civil society, education and business. However, Denmark also recognizes the need to
combat human rights abuses against women as they occur, and no nation is immune to gender violence.
Paragraph 6
In order to prevent gender violence, nations must work together to build a culture of support,
equality and community. As such, the Kingdom of Denmark looks forward to offering its support, in
whatever form possible, to nations firmly committed to ending violence against women in all its forms.
Paragraph 7
Another way to stop gender violence would be to reproach member states that consistently
violate treaties such as the Convention on Political Rights of Women (1952), the Convention on the
Elimination of All Forms of Discrimination against Women (1979), and the Declaration on the
Elimination of Violence against Women (1993). Although this Committee cannot impose sanctions, it
can pass resolutions verbally condemning states that commit human rights violations. The UN High
Commissioner for Human Rights can also meet with representatives of governments that violate the
above treaties to discuss possible solutions.
213
LEVEL 2: ENGAGE
Outline the Piece!
Given below is a sample position paper. Outline the article using the given template
of outline and the guide questions that follow it. Use the space provided or a separate sheet
when needed.
United Nations Security Council

Country: United Kingdom
Delegate: Mark Kim
Topic A: The Resurgence of Colonization
The recent resurgence of colonization has become a threat to world peace. European
countries have begun to infringe the national sovereignty of other countries through military
occupation. The world is at risk of plunging back to the primitive 18th century. Specifically,
the United Kingdom is concerned with the possible revolts that can occur through
colonization.
Past acts of colonization have led to molestation and anarchy. The United Kingdom,
for example, has felt the detriments of colonization. English colonizers were often unable to
uphold the value of human rights. As a result, individuals who lived in colonies were abused
and treated without dignity. The continuous abuse often led to violent revolts, which have
caused enormous damage to both the rioters and colonizers. The United Kingdom believes
that colonization will lead to the violation human rights, which cannot be tolerated.
Currently, the United Kingdom has publicly condemned colonizing nations. In a
speech to the General Assembly, the UK denounced the actions of colonizers and advocated
the UK’s support for victimized nations. Care packages have been sent to colonized nations
in order to support the civilians. The UK has also taken direct actions against colonizers by
ending official ties with them. Moreover, the UK has threatened the colonizers with the
possibility of sanctions. The UK’s actions have sent clear messages that the nation will not
tolerate colonizers.
The United Kingdom proposes two possible solutions that the UNSC can execute.
The first possible solution is to send peacekeepers to colonized nations. Peacekeepers will
ensure that no human rights are violated by the colonizers. Furthermore, the peacekeepers
will be able to engage in combat with colonizers if the colonizers conduct military attacks.
The second possible solution is to recommend the expulsion of colonizing nations. There
are legitimate reasons that can substantiate the recommendation. The UNSC can recognize
the violation of national sovereignty and the infringement of human rights. The UK believes
that these two possible solutions can hinder the progress of colonizers.
In conclusion, the United Kingdom has a firm stance against the prospect of
colonization. The UK has openly condemned colonizers and has also taken direct action
against them. The UK is convinced that sending peacekeepers and expelling colonizing
nations will benefit the global community.
214
Thesis Statement:
Introduction
What is the hook of the article?
What is the issue?
What is the position of the writer?
Body Paragraphs
What is the first argument?
Presentation of the evidence/s
Second piece of evidence
What is the second argument?
First piece of evidence
Counterargument
What are the evidences from source(s)
What are the evidences from source(s) to refute opposing view
Conclusion
LEVEL 3: ADVANCE
What is the overview of the paper’s key points?
Dissecting the Structure!
What is the statement to emphasize the position?
Analyze the sample position paper entitled, A Letter From the Youth. Write your
analysis in each paragraph of the article based on the structure of the position paper. Use a
separate sheet for your answer.
A Letter From the Youth
by Erlyn Espeleta, Andi Fandino, Andee Torres, Monique Kahn, Marie Ilagan, Pilar Matoto
September 20, 2012
We are concerned high school students AGAINST THE RH BILL. We hope that you will
take some time to hear from our perspective. Please remember that the Philippine constitution
recognizes life the instant a child is conceived. Passing the RH Bill goes against this. It promotes
contraception, which completely by passes conception and therefore stopping life in its tracks.
The RH Bill does not only affect Catholics, but all Filipinos regardless of their religion. Keep
in mind that by passing the RH Bill you might as well be forcing the Filipino people to go against
the beliefs they themselves grew up with. Passing the RH Bill will have negative effects socially,
politically, and economically. The government should better analyze the implications of passing the
RH Bill.
215
Here are various arguments against some of the Section’s in the RH Bill:
Section 20 of the RH Bill states that the government will assist families, couples,
and individuals in responsible parenthood. It implies that the government will help the
Philippine citizens achieve their desired family size through responsible parenthood. This
section also promotes having two children as the ideal size of a family. In other words, the
Philippine government will aid Filipino citizens with birth control, contraceptives, and sex
education so that the Philippine citizens will have a family based on their “desired” amount
of children.
Countries that limited the family size include Singapore and China. Singapore had
the two- children policy under Lee Kwan Yew while China has had the one-child policy.
These two countries are experiencing demographic problems presently. In China, there are
more men than women because of the one -child policy. The effect of this policy over the
decades is a change in demographics wherein there is a shortage of Chinese women who
are available to marry Chinese men. An article by Cheryl Wetzstein (The Washington Times
2010) discussed the situation:
Countries that limited the family size include Singapore and China. Singapore had the two-
children policy under Lee Kwan Yew while China has had the one-child policy. These two
countries are experiencing demographic problems presently. In China, there are more men
than women because of the one -child policy. The effect of this policy over the decades is a
change in demographics wherein there is a shortage of Chinese women who are available
to marry Chinese men. An article by Cheryl Wetzstein ( The Washington Times 2010)
discussed the situation:
“When Chinese officials created the country’s one-child-per-couple policy in 1978,
they intended to contain the country’s burgeoning population for the sake of economic
growth, national security and environmental preservation.
But Chinese boys now outnumber Chinese girls by the millions, and the impact of
the lopsided sex imbalance is starting to spill beyond China’s borders.
This phenomenon of “missing girls” has turned China into “a giant magnet” for
human traffickers, who lure or kidnap women and sell them — even multiple times — into
forced marriages or the commercial sex trade, says Ambassador Mark Lagon, who oversaw
human rights issues at the State Department during the administration of President George
W. Bush.”
There is no child amount policy stated in the Bill, but passing the RH Bill may one
day lead to this. The use of contraceptives can decrease the number of children produced.
This can affect our country negatively as seen in the previous examples.
Do not simply accept the implications of other countries and our own that the
Philippines is chin deep in poverty and can only free itself with the passing of the RH bill.
Economically speaking, our country is rich in human capital. The government should focus
on investing on this human capital for our economic development rather than limiting the
growth of this economic resource. The government should focus on programs that will
develop our human capital and prioritize programs in education, health services and job
creation.
If foreign investors see that the country has a rich supply of well-developed human
resources that is priced competitively, then perhaps the investors will come here to open
their businesses. In education, the government is doing well by working towards the K-12
program. If jobs are created here, then there will be less people applying for jobs abroad as
OFWs. At least, the parents can stay in the country and raise their children. In this way, the
Filipino family is strengthened.
216
Another section we do not agree with is Section 21 on Employer’s Responsibilities.
This section ensures that employers respect the reproductive rights of employees by
providing their employees with family planning information and services.
The act does not specify what exactly are these services, but do include artificial
contraceptive methods and procedures. According to this act, employers must fulfill the
responsibilities of this act, if not they are subjected to penalty. Anyone who does not comply
with the regulations of this act is subjected to imprisonment for a month to six months, or a
fine of P10, 000 to P50, 000, or an imprisonment and a fine. In some cases, people who do
not comply are subjected to deportation or dismissal from work.
The bill defines these facilities, services and supplies that are to be distributed are
“medically safe and legal” but artificial contraceptives and such do not fall under “medically
safe.” Contraception is not 100% reliable. If woman were to get pregnant despite the use of
contraception she would most likely turn to an illegal and unsafe source in order to get an
abortion thereby putting herself and the baby in danger.
By the definition of the bill, an employer refers to any natural or juridical person who
hires the services of a worker. It is understood from this definition that because he simply
pays for a service, an employer need not provide the additional services, which include
artificial contraceptives. Not only is contraception unreliable, it goes against faiths. The
employer, anyone as a matter of fact, should not be forced to go against his faith. In fact, by
forcing the employer to go against his faith, the bill tramples on the right to religion.
Catholics are not the only ones who disagree with this bill; the Muslims disagree as well.
Rather than making employers responsible for providing these services, facilities, and
supplies to their employees, the government should take full responsibility for it. The
government should be the one to provide for its people, as the government is for the people.
Furthermore, we do not concur with Section 16 about Mandatory Age- Appropriate

Reproductive Health and Sexuality Education because of a number of reasons. One is that
this could cause serious conflict with the many Christian schools (both public and private) in
our country. Would you go so far as to force the principals, deans, and teachers of these
schools to go against all that they believe in in order to fulfill this part of the RH bill. Please
also take into consideration that some of these schools are run by Nuns (Virgin Mary
Immaculate School), Members of Opus Dei (PAREF School Inc.), Franciscan Priests (De
Lasalle Zobel), and other religious groups.
The act does not specify what exactly are these services, but do include artificial
contraceptive methods and procedures. According to this act, employers must fulfill the
responsibilities of this act, if not they are subjected to penalty. Anyone who does not comply
with the regulations of this act is subjected to imprisonment for a month to six months, or a
fine of P10, 000 to P50, 000, or an imprisonment and a fine. In some cases, people who do
not comply are subjected to deportation or dismissal from work.
217
The bill defines these facilities, services and supplies that are to be distributed are
“medically safe and legal” but artificial contraceptives and such do not fall under “medically
safe.” Contraception is not 100% reliable. If woman were to get pregnant despite the use of
contraception she would most likely turn to an illegal and unsafe source in order to get an
abortion thereby putting herself and the baby in danger.
By the definition of the bill, an employer refers to any natural or juridical person who
hires the services of a worker. It is understood from this definition that because he simply pays
for a service, an employer need not provide the additional services, which include artificial
contraceptives. Not only is contraception unreliable, it goes against faiths. The employer,
anyone as a matter of fact, should not be forced to go against his faith. In fact, by forcing the
employer to go against his faith, the bill tramples on the right to religion. Catholics are not the
only ones who disagree with this bill; the Muslims disagree as well.
Rather than making employers responsible for providing these services, facilities, and
supplies to their employees, the government should take full responsibility for it. The
government should be the one to provide for its people, as the government is for the people.
Furthermore, we do not concur with Section 16 about Mandatory Age- Appropriate

Reproductive Health and Sexuality Education because of a number of reasons. One is that this
could cause serious conflict with the many Christian schools (both public and private) in our
country. Would you go so far as to force the principals, deans, and teachers of these schools to
go against all that they believe in in order to fulfill this part of the RH bill. Please also take into
consideration that some of these schools are run by Nuns (Virgin Mary Immaculate School),
Members of Opus Dei (PAREF School Inc.), Franciscan Priests (De Lasalle Zobel), and other
religious groups.
Section 16 of the RH bill also states that through this Reproductive Health and Sexuality
Education, students will be educated about the dangers of teen pregnancy, and sexual violence
and abuse. The fact that contraceptive devices are at the disposal of these teens will be the
VERY CAUSE of teen pregnancy in our country. Once again, contraception is NOT 100%
dependable. Teens will learn to trust in “safe sex” just because they feel protected with a
condom and therefore feel that they have the liberty to have sex whenever they want. The same
goes with sexual abuse. The many cases of assault and rape could RISE as sexual predators
will become more fearless now that contraceptive devices are much more easy to obtain.
Another alternative to promoting the use of contraceptives and family planning is the
practice of abstaining. The government should prioritize teaching the Philippine society how
to abstain instead of always giving in to their lustful urges. With the use of contraceptives, the
government is saying that it is okay that people have premarital sex, as long as people practice
it “safely”. This notion is wrong because premarital sex is a sin. Instead of sexual education
taught in grade school, the schools should focus on teaching the kids the value of sex, and the
importance of self-control. Sex is a sacred thing, married people are supposed use it to show
their spouse that they love each other. The government should be teaching abstinence. They
should remind everyone that sex is sacred and should be done after marriage. The government
should teach our society how to use their intellect, freedom, and free will properly.
Contraception is not the answer, abstinence is.
218
Level 4: REFINE
Make me a complete structure!
Write the introduction, body and conclusion of the given outlined information to form
a position paper. Use a separate sheet for your output.
Question: Should tablets replace textbooks in the classroom?
I. Students who used an interactive, digital version of an Algebra 1 textbook for Apple’s iPad
in California’s Riverside Unified School District in 2012 scored 20 percent higher on
standardized tests versus students who learned with print textbooks”.
A. With the ever-increasing pressures of standardized testing, and with the need for
students to compete in a global economy, students need every edge they can get.
B. Using tablets instead of textbooks can give students the advantage they need. Yet
this small increase in test scores is not the only advantage of replacing textbooks with tablets.
C. Tablets are also less expensive than textbooks and are a lighter option for students.
II. Tablets increase standardized test scores
A. A research study, conducted in Auburn, Maine showed that kindergarten students

using iPads scored much higher on literacy tests than students that didn’t use the device.
B. Among the main findings were that fractions knowledge increased an average of
15%, and participants gained confidence in their fractions ability and reported liking fractions
more after playing the game [on an iPad].
III. Tablets cost 50%-60% less than textbooks

A. Discovery’s lessons – branded ‘Techbooks’ that run on laptops, desktops, iPads or
other tablets – run between $38 and $55 per student for a six-year subscription. The average
traditional textbook is $70 per student.
B. 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 believe using tablets instead will
save money and improve learning.
IV. Tablets are lighter than textbooks

A.Benefits of students using tablets instead of textbooks are: they’re lighter than print
textbooks, can hold hundreds of books in one place, have the ability to expand memory to hold
even more information, and are cheaper than textbooks.
B.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 your 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.
219
V. Tablets cause too many distractions in the classroom
A. A consistent finding across several studies was that the iPad could potentially be a
distraction as it is associated more with entertainment then [sic] education. The ability to
connect to the Internet is another big potential source of temptation away from the learning job
in hand. Multitasking is highly prevalent with screen technology, and evidence is clear that
multitasking during study or learning hinders academic performance.
VII. There’s a reason that students are so often distracted by their digital devices: they’re
interesting. But who’s to say learning outside the device can’t be just as compelling. Engage
students with projects that challenge them and give them creative autonomy.
VIII. Ultimately, using tablets over textbooks is a smart strategy for schools. Even though
tablets can become a distraction, they also have the potential to increase standardized test
scores, save schools money, and relieve students of the burdens of heavy backpacks. With so
many advantages, tablets should replace textbooks in the classroom.
Level 5: NURTURE
Writing Prowess Test
Choose a topic from the options below and write a position paper following the
correct structure of a position paper. Use a separate sheet for your answer.
1. Should the Philippines undergo mass testing of Covid-19?

2. Should young children be pushed to compete in athletics?
3. Should children have scheduled activities or be left more time for free play?
4. Should media coverage be regulated?
5. How should the country's school system be reformed?
6. What role should technology play in education?
7. Cell phones control our relationships.
8. Cell phones, texts, and emails are not as good as talking face-to-face.
9. Textbooks should be replaced by i-Pads and online resources.
10. How can citizens be responsible for their local environment?
220
Rubric for Position Paper Writing
Name:_______________________ Date: _________________

Topic: _______________________ Hour: _________________
221
Reflection:
What have I learned in the activity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
Sources:
https://intranet.bloomu.edu/documents/model/PositionPaper.pdf
https://www.schoolnotes.com/files/lauramlindsay/SampleOutlineforaPositionPaper.pdf
https://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
https://owlcation.com/academia/Topic-List-for-Position-Essay
http://www.houstonareamun.org/wp-content/uploads/2012/10/Example-Position-Paper.pdf
https://www.brownsnotebook.com/uploads/3/1/4/6/31463751/positionpaperrubric_2.pdf
https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-
started/
https://static1.squarespace.com Position Paper, Sheraton Wall Central Hotel April 12-14,

2019
Answer Key
Level 1: LOAD
Let’s organize!
1. Paragraph 3
2. Paragraph 5
3. Paragraph 1
4. Paragraph 2
5. Paragraph 4
6. Paragraph 7
7. Paragraph 6
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LEVEL 2: ENGAGE
Outline the Piece1
Answer may vary but the structure of the outline should follow the format below.
Thesis Statement:
Introduction
What is the hook of the article?
What is the issue?
What is the position of the writer?
Body Paragraphs
What is the first argument?
Presentation of the evidence/s
What is the second argument?
First piece of evidence
Counterargument
What are the evidences from source(s)
What are the evidences from source(s) to refute opposing view
Conclusion
What is the overview of the paper’s key points?
What is the statement to emphasize the position?
223
LEVEL 3: ADVANCE
Dissecting the Structure!
224
225
226
Level 4: REFINE
Make me a complete structure!
Question: Should tablets replace textbooks in the classroom?
Students who used an interactive digital version of an Algebra 1 textbook for Apple’s
iPad in California’s Riverside Unified School District in 2012 scored 20 percent higher on
standardized tests versus students who learned with print textbooks”. With the ever-increasing
pressures of standardized testing, and with the need for students to compete in a global
economy, students need every edge they can get. Using tablets instead of textbooks can give
students the advantage they need. Yet this small increase in test scores is not the only advantage
of replacing textbooks with tablets. Tablets are also less expensive than textbooks and are a
lighter option for students.
227
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 didn’t use the device. Among the main findings were that fractions knowledge
increased an average of 15%, and participants gained confidence in their fractions ability and
reported liking fractions more after playing the game [on an iPad].
Tablets cost 50%-60% less than textbooks. Discovery’s lessons – branded ‘Techbooks’
that run on laptops, desktops, iPads or other tablets – run between $38 and $55 per student for
a six-year subscription. The average traditional textbook is $70 per student. 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 believe using tablets instead will save money and improve
learning.
Tablets are lighter than textbooks. Benefits of students using tablets instead of
textbooks are that they’re lighter than print textbooks, can hold hundreds of books in one place,
have the ability to expand memory to hold even more information, and are cheaper than
textbooks. 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 your 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.
Tablets cause too many distractions in the classroom. A consistent finding across
several studies was that the iPad could potentially be a distraction as it is associated more with
entertainment then [sic] education. The ability to connect to the Internet is another big potential
source of temptation away from the learning job in hand. Multitasking is highly prevalent with
screen technology, and evidence is clear that multitasking during study or learning hinders
academic performance.
There’s a reason that students are so often distracted by their digital devices they’re
interested. But who’s to say learning outside the device can’t be just as compelling? Engage
students with projects that challenge them and give them creative autonomy.
Ultimately, using tablets over textbooks is a smart strategy for schools. Even though
tablets can become a distraction, they also have the potential to increase standardized test
scores, save schools money, and relieve students of the burdens of heavy backpacks. With so
many advantages, tablets should replace textbooks in the classroom.
228
Level 5: NURTURE
Writing Prowess Test!
The article should follow the structure of a position paper and the assessment should
be based on the rubric given.
Written by:
Edlyn M. Baui
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
229
Name of Learner: ______________________________Grade Level: __________________
Section: _______________________________________Score: _______________________
WRITING A RESUME
Resume serves as your calling card, your dossier, your official representative because it
presents a general outline or summary of your experiences and qualifications with one specific
purpose – to get invited for interview.
The term resume is synonymous to Vita, a Greek term for life. Also considered as sales
instrument or persuasive tool to make people interested in you, it must exist in a way that it will
give the best impression of you.
Some employers call this document, WILAWID, meaning, “What I’ve learned and what I’ve
done.”
How long should a resume be?
A recent survey of five big American firms reveals that recruiters find a two-page resume
more favorable than a single-page resume that appears too stingy or seemingly adamant in
presenting the applicant’s qualifications to the prospective employer.
There are two types of resume: (1) targeted resume, which prepared for a specific type of
job, and (2) general resume, which aims at any job, so it must be written in a general sense.
When it comes to formatting your resume, there are three ways on how to write it:
Traditional or Chronological, Modern or Functional and Combination Resume.
Chronological or Traditional is safe for people with a continuous record of employment.

It presents straightforward description of the writer’s experience arranged in time sequence that
proceeds from the most recent to past accomplishments.
Modern or Functional focuses on the writer’s accomplishments. This is good for people
with a broken record of employment or for those who refuse to divulge some of their achievements.
Combination Resume presents only the most effective aspects of the chronological and the
functional resumes. This is likewise good for a newly graduate applicant since it is stressing the
applicant’s potentialities, plus his work experience.
Now that you know the different types and styles in writing resumes, take note of the
following categories of details which will guide you to better write an impressive resume.
230
Heading 5. School Activities
Objectives 6. Work Experience
Education 7. Enrichment Activities
Honors and Awards
It is good to have all the following categories in your resume but giving emphasis to your best
qualifications will give you a better result for your application. Remember, you are trying to qualify
for a job so it is a must for you to endorse yourself well.
Learning Competency
MELC: Identify the unique features of and requirements in composing professional

correspondence: a. Resume (Semester 2, Quarter 4)
CG: Identify the unique features of and requirements in composing professional

correspondence: Resume (EN11/12RWS-IVhj-13.1)
Good Day, learner!
How are you doing with your subject Reading and Writing? I hope you have been
learning well and enjoying your Learning Activity Sheets! Now, you are once again set to take
your five-stage adventure (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) regarding the
writing of Resume. This 5-stage challenge will help you to be a good writer of a Resume.
To start your 5-Stage Journey, you have to acquaint yourself with our
buddy for today, Mr. Renz Christopher Arellano. Mr. Arellano will be launching
his first milk tea house named ha’Tea’ranMo’ko Snack Hauz, but he is still in
need of good employees to complete his organizational chart. If you think you
are qualified to work for him, you have to accomplish the 5 stages given to
you. At the last stage of this activity sheet, you will be given the chance to
apply for the vacant position that you desire.
Below is a checklist which you could use to help you in monitoring your
progress in the duration of the activities. Just put a check on the activity you
are doing. Are you ready to be hired on your dream job? If yes, then let’s begin!
CHECKLIST
THIS IS ME WRITE IT, TO WIN IT
LET’S MAKE IT CLEAR I AM WHO I AM

CHARACTERIZE IT!
231
With the learning checklist and to see whether you are willing to take this challenge,
we will be having our learning contract. This learning contract will serve as our proof that you,
as a learner, accept the challenge in finishing this activity sheet and will finish it on or before
the deadline.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LEVEL 1: LOAD
Load up yourself!
Knowing yourself is the first and most important step in the resume writing process. Below are
questions taken from the Youth Services Website of the Canadian Government (2008) and
from Guffey (2007), that will help you analyze your interests and make wise decisions about
the rest of your application. What you are going to do is to answer the following questions as
honestly and comprehensively as you can. Write your answer in any clean sheet of paper.
1. Where are you good at? 11. How important are working
2. What do you care about? environments, colleagues, and job
3. What do you enjoy doing in your spare time? simulation?
4. What do you enjoy learning about? 12. How would you describe the perfect
5. What frustrates you in the world? job, boss, and coworkers?
6. What subjects do you find the most interesting in 13. Would you rather work for a large or
school? a small company?
7. What do people ask you for help with? 14. Must you work in a specific city,
8. Do you enjoy working with people, data, or things? geographical area, or climate?
9. Would you like to work for someone else or be your 15. Are you looking for security, travel,
own boss? opportunities, money, power, or
10. How important are salary, benefits, technology prestige?
support, and job stability? 16. What are ideal jobs for me?
Congratulations!
Knowing yourself on what you like and don’t, goals and fears is very important to be successful
in life. Are you now ready to push it through the next level? Check the box on your checklist and
move to Activity 2.
LEVEL 2: ENGAGE
Engage to make things clear!
232
You know now yourself better, now let’s try to test your skills in making vague things
clear. A good resume should have specific descriptions. In this activity, you are given sentences
which have vague descriptions and you have to rewrite the statements below to make them
more concrete and quantifiable. Look at the sample below.
Example:
Sentence: I was given a Leadership Award
Revised: I was given a Student Government Leadership Award
Now, it’s your time to work things out!
1. I was a member of the school paper

________________________________________________________________.
2. I received the Star Student award.
________________________________________________________________.
3. I volunteered in an outreach program.
________________________________________________________________.
4. I worked in the family business during the summer.
________________________________________________________________.
5. I helped out during a school activity.
________________________________________________________________.
6. I attended a seminar.
________________________________________________________________.
7. I joined the barangay activity.
________________________________________________________________.
8. I was awarded a certificate of participation
________________________________________________________________.
Great Job!
How’s the activity? Did you enjoy it? Nothing is more worthwhile than enjoying
what you are doing! Keep it up check the second box on your Checklist and move
to the 3rd Activity.
Exercise 3: ADVANCE
Advance your understanding of Acronym!
233
In writing a resume, if you know the principles and characteristics of an effective
resume, it would be easy for you to produce one. Below are two examples of a resume. Study
the samples provided and give some of the characteristics of an effective resume by supplying
words, phrases or sentences that describe the ideal resume. These words should help you
remember how to write an effective resume.
Sheenie Melodie Cadomingo

#123 Prulin Street, Oscariz, Ramon, Isabela
(078) 632-1998 ǀ (0997) 8765220 ǀ smcadomingo@gmail.com
JOB OBJECTIVE: Seeking a full-time position as a food server with CiTeaZen Café utilizing knowledge of food
and beverages service to provide excellence in hospitality services.
WORK EXPERIENCE:
Service Crew Member, Jollibee Santiago, Jollibee Foods Corporation
Pre-prepares and dispatches food
Operates kitchen equipment
Takes food orders
Replenishes supplies and condiments
Takes inventory of stock
Maintains cleanliness of work station by dishwashing and garbage disposal
EDUCATION:
Certificate in food and Beverage Service (NCII), TESDA March 2018
High School Diploma, San Miguel High School, Isabela March 2017
Graduated with honorable distinction (GWA of 90 out of 100)
SEMINARS ATTENDED:
Introduction to Food Handling Safety and Sanitation November 16, 2017
Speaker: Mr. Vincente Tian Ko
Jollibee Foods Corporation
Santiago City
Happy to Serve: How to Deal with All Sorts of Customers September 3, 2014
Speaker: Ms. Raciella De Villa
TESDA Office
Cauayan City, Isabela
EXTRACURRICULAR ACTIVITIES:
President, Home Economics Society, San Miguel High School June 2016-March 2017
Club Excellence Awardee, 2017
Evaluated club meetings and projects
Set goals for club’s priorities and projects
Members, Girl Scouts of the Philippines
SPECIAL SKILLS:
Fluent in oral and written English and Filipino
Knowledgeable in MS Office Applications
Flexible; team player; goal-oriented; persistent
REFERENCES
Mr. Padre Pio
Manager, Jollibee Intramuros Branch
Padre.pio@jollibee.com.ph ǀ (0935) 678910
Sample 1
234
Sample 2
TerenzKhryst P. Arellano
Cabugao, Echague, Isabela
Contact number: 09168244746
Email: terenzkhryst@yahoo.com
Objectives
To fill a teaching profession that would serve as my breeding ground in the teaching profession which will
let me serve students and impart my teaching abilities and competencies in the field; to deepen my knowledge and
strengthen its growth by committed and high quality work; and above all to serve and deepen my faith in applying in
a prestigious institution.
Educational Background
Personal Qualities
Maintaining a sincere faith and good ethics
Flexible and can work under pressure
Responsible in implementing tasks assigned
Self-disciplined individual
Seminars and Trainings Attended

Research – Forum in Language Loss, Shift and Diversity (Participant)
Philippine Normal University – North Luzon Campus, February 27, 2015
Palihan sa Pagsulat ng Literaturang Pambata (Participant)

Philippine Normal University – North Luzon Campus, September 2015
International Conference, (Participant)

St. Paul University of the Philippines, August 2015
Cultural Show – Foundation Day Celebration

Philippine Normal University – North Luzon Campus, 2013 (Performer and Organizer)
National Trade Fair, Bambanti Festival Exposition,

SMX Convention Center, Mall of Asia, Pasay City, 2011 (Performer)
Governor’s Night (Cultural Show), National SCUAA 2011

Governor’s Palace, Alibagu, City of Ilagan, Isabela (Performer)
Philippines: Zero Dengue – Isabela Day with the Prince of Malaysia,

Isabela Provincial Capitol, Alibagu, City of Ilagan, Isabela 2012 (Performer)
235
Work Experience
Instructor, University of Perpetual Help System – Isabela Campus
Minante Uno, Cauayan City, Isabela
November 17, 2014 – present
Practice Teaching, Naguilian National High School

Naguilian, Isabela
November 11, 2013- January 17, 2014
Character References
Dr. Elena A. Navas

Executive Director
Philippine Normal University
Dr. Jane N. Cariaga

Danggayan Cultural Group Adviser
Philippine Normal University
Jaycy T. Calagui, MA
Director, Student Personnel Services
University of Perpetual Help System Isabela Campus
I do hereby certify that the above statements/data are true and correct.
Terenz Khryst P. Arellano

Applicant
236
Are you done analyzing the sample resume above? Now, you have to complete the acronym
below by giving us your understanding on the characteristics of an effective resume. If the
space is not enough, you may use another sheet of paper.
R - ___________________________________________________________________
E - ___________________________________________________________________
S - ___________________________________________________________________
U - ___________________________________________________________________
M - ___________________________________________________________________
E - ___________________________________________________________________
Good Job!
Getting challenged? That’s the fighting spirit! Time to check the 3 rd box on
your checklist and brace yourself for the next activity.
237
LEVEL 4: REFINE
Refine your skills in writing!
Now, it’s time for you to write your own resume. You can find the job vacancies
available in ha’Tea’ran Mo’ko Snack Hauz below. From your identified interests and
preferences in Activity 1, choose a position
that would suit you from the given job
vacancies below and compose your resume.
Ha’TEA’ran Mo’ko Snack You must need to remember the important
Hauz
WRITE YOUR DRAFT HERE…
NOW HIRING
Join our Team
A fast-growing business is looking for
the best candidates to fill the
following positions
JOIN OUR TEAM

Manager
Cashier
Barista
Server
Food Technician
Send your resume and cover letter

to HTRMKSnackHauz@gmail.com
or personally give it to your subject
teacher.
categories needed in a resume. Are you

ready? Let’s do this! Brainstorm on the needed information of yours using the space below.
Done with your draft? Now, write your final output on a separate sheet of paper. Use the rubrics
on the next page for the grading of your resume.
238
Resume Rubric
Excellent Very Good Satisfactory Needs improvement
4 pts 3 pts 2 pts 1 pts
Overall Appearance Resume covers 1 page and is Resume fills the page but Resume almost fills page but Resume does not fill the
not overcrowded too much white space exists has uneven spacing and/or page
in document slightly too much white
Information is organized in a space Information is not organized
way that serves the purpose Information is mostly in a way that serves the
of the document organized in a way that Information is somewhat purpose of the document
serves the purpose of the organized in a way that
document serves the purpose of the
document
Job Specific All action phrases used to 1-2 duties/skills lack action 3-4 duties/skills lack action 5-6 duties/skills lack action
Information describe duties and skills phrases phrases phrases
Information demonstrates Information indicated ability Some information indicates Information does not clearly
ability to perform the job to perform the job ability to perform the job demonstrate ability to
perform the job
Professional terminology Some professional
used when describing skills terminology used when
describing skills
Resume Content Heading, objective, skills, Heading, objective, Heading, objective, Missing one of the
experience, and education experience, skills and experience and education following: heading,
covered in detail education covered in some covered with little detail objective, experience, or
detail education
Extra information given to Minimum extra information
enhance resume Extra information given to given to enhance resume No extra information given
enhance resume to enhance resume
Spelling and No spelling errors 1-2 spelling errors 3-4 spelling errors 5-6 spelling errors
Grammar
No grammar errors 1-2 grammar errors 3-4 grammar errors 5-6 grammar errors
Consistent, All formatting is consistent Almost all formatting is The document contains Formatting is very
appropriate throughout the document consistent throughout the significant inconsistencies in inconsistent
formatting document formatting and margins are
Balanced margins with eye inappropriate
appeal Balanced margins Balanced margins
Formatting choices interfere
Format highlights strengths Format highlights strengths Format highlights strengths with the purpose of the
and information and information adequately and information somewhat document
Appropriate fonts and point

Appropriate fonts and point size used with variety
size used with variety
239
Terrific!
Have done it well? I bet you did! Now you are ready to accomplish the last stage of your
5-stage challenge. Don’t forget to do it with love.
Rubrics source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=R85836&
Level 5: NURTURE
Nurture your competence on becoming an effective writer!
Hello, learner! You are about to take on the last stage of becoming a competent effective
writer. Accomplishing the last task will also give you the opportunity to get your dream job in
the future. Keep still and take on the challenge!
Your task now will depend on your performance. You will have a job interview
simulation. Ask one member of your family or a neighbor to act as an interviewer and you will
act as an applicant for the job you have written your resume about. To add spice with the
activity, let the interviewer use the interview guide questions below. Don’t forget to dress up
and take a picture of you and your interviewer. The interviewer should affix his/her signature
after the whole activity. Record your interview either audio or video recording using any
recording devices like cell phone and the like. I hope you to be honest in this activity.
Interview Guide Questions
1. How would you describe yourself?

2. What makes you unique?
3. Why do you want to work here?
4. What motivates you?
5. What are your greatest strengths?
6. What are your greatest weaknesses?
7. What are your goals for the future?
8. Where do you see yourself in five years?
9. Can you tell me about a difficult work situation and how you overcame it?
10. Why should we hire you?
11. Do you have any questions?
12. How do you handle stress?
13. What is your greatest accomplishment?
14. What does customer service mean to you?
15. What is your salary range expectation?
240
Let the interviewer rate your performance using the rubric below.
Job Interview Rubrics

Beginning Developing Accomplished Exemplary
1 pts 2 pts 3 pts 4 pts
Resume Appearance is messy Appearance is fair. Appearance is neat. Appearance is
and disorganized. Formatting is not all Formatting is outstanding.
Formatting is consistent. Typed consistent. Typed Formatting is
inconsistent. Difficult with several with minor consistent. Typed
to read. spelling/grammar spelling/grammar with no spelling/
errors. Somewhat errors. Relatively grammar errors.
difficult to read. easy to read. Attractive/ eye-
Professional catching.
appearing.
Job Interview Student was NOT Student was NOT Student was Student was
professionally professionally professionally professionally
dressed for a job dressed for a job dressed, and dressed, and
interview. interview. exhibited acceptable exhibited excellent
Few questions were Most questions were manners. manners.
answered answered honestly Most questions were All questions were
appropriately and and thoughtfully answered honestly answered honestly
thoughtfully using using adult words and and thoughtfully and thoughtfully
adult words and tone. tone. using adult words and using adult words and
tone. tone.
Thank You/ Post- The candidate The candidate The candidate The candidate
Interview Questions finished the interview finished the interview thanked the thanked the
by leaving, and did by politely thanking interviewer. The interviewer, and
not thoroughly the interviewer. The candidate did NOT appeared sincere. The
answer final candidate attempted express a desire to candidate expressed a
questions. to answer the post- hear from the desire to hear from
interview questions. interviewer in the the interviewer in the
future. The candidate future. The candidate
sincerely and sincerely and
thoughtfully thoughtfully
answered the post- answered the post-
interview questions. interview questions.
Rubrics source: https://www.rcampus.com/rubricshowc.cfm?code=AX26783&sp=yes&
I, ________________________, (name of your family member) do hereby attest that the above
evaluation result is true and that I’m the one who conducted the evaluation.
_____________________________ ___________________ __________

Name Over Printed Name Date Conducted Total Time
th
Perfectly Done!
Check the 5 box now because you are done with the 5-stage challenge on
becoming a good resume writer. With the activities that you have accomplished,
there is no way that you won’t get your dream job soon.
241
Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference:
Baraceros, E.L. (2015) Business Correspondence, 2nd Edition. Rex Book Store Inc. Quezon
City, Metro Manila, Philippines.
======================================================================
Answer Key
Level 1: LOAD (Answer may vary)
Level 2: ENGAGE (Result may vary)
LEVEL 3: ADVANCE (Result may vary)
LEVEL 4: REFINE (Result may vary)
LEVEL 5: NURTURE (Result may vary)
Terenz Khryst Arellano
Writer
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
242
Name of Learner: _______________________________ Score: __________
Grade Level/Section: ____________________________ Date: __________
APPLICATION FOR COLLEGE ADMISSION
While there are two application letters that you need to know in this quarter, the focus of this
activity sheet is on application for college admission.
College application letters are written when seeking admission into the college. It is written
by the student who wants to apply for the course. As a request is being made, the letter should
have a polite tone. It also gives an impression about the applicant, and hence care should be
taken while drafting the letter. It is better if the applicant checks the letter twice before sending
it to the concerned person in the college.
Style of Writing:
You must be straight-forward and must appear professional.

You must clearly state your intent, your qualifications, and your
relevant experiences.
Your letter must convince the intended reader that you have
something unique to offer.
You explain why you want to attend such college or university.
Market yourself. Write about your strengths, skills, and talents. You may also
highlight your achievements in other clubs and civic organizations. However,
make your statements brief.
Before sending your application letter, double-check it for
grammatical errors. Also check the format of your letter if it is addressed
properly.
Being able to write well will give you a great advantage especially when you
step into the professional world. As you choose which path to take after high school,
you will have to write various application letters to universities, colleges, and even to
various organizations and companies that offer scholarships or jobs.
243
Try to review the following parts of an application letter.
Parts of an Application Letter
Heading. A letterhead contains the company name, address and contact

information. An individual may also create a letterhead that contains his name and
personal contact information. While some individuals may choose not to create a
formal letterhead, it is always necessary to include a header with sender’s
information.
Date. The date is the day the letter is sent. The most commonly used date
format is: August 24, 2020. Do not abbreviate the month and always include all four
digits of the year.
Address. This is the address of the recipient. If applicable, the first line in
the address block should include the recipient’s name and title, and the second line
should state the recipient’s company, business. The third and the fourth lines are
designated for the actual address.
Salutation. Use “Dear” when the recipient’s name or title is known.
Examples include “Dear Mr. Doe” or “Dear University President”. When the name
or title is unknown, use “To Whom It May Concern.” Always punctuate the
salutation of a business letter with a colon instead of a comma.
Body. The body is the longest part of a letter and is usually divided into
three subcategories: introduction, main content and summary. The introductory
paragraph states the purpose of the letter. The main content conveys all necessary
detailed information and has no set length requirements. The last paragraph
summarizes the information provided, restates the letter intent and offers either
instructions or an inquiry regarding follow-up correspondence.
Complimentary Close. A word or short phrase that basically means
“goodbye.” “Sincerely” is the most common closing remark. Others include
“cordially,” “best wishes,” and “best regards.” The complimentary close can vary
in degrees of formality and is dependent upon the relationship between the sender
and recipient.
Signature. In letters that are sent via email, the signature is simply the
sender’s name and title typed immediately below the complimentary close. When a
letter is mailed, faxed or hand-delivered, however, there should be a large enough
space below the closing and above the typed name and title for the sender to provide
her written signature.
244

correspondence
b. Application for College Admission (S2 Q4)
LC: Identify the unique features of and requirements in composing professional

correspondence
b. Application for College Admission (EN11/12RWS-IVhj-13.2)
Hello, learner! You are about to finish Grade 11, aren’t you? Do you want to help
yourself and your friend accomplish one of your friendship goals perhaps which is to decide
where to enroll in college? Then, you must know how to present yourself through an
application letter. To know more about this, you must accept the challenge of the five tasks
(1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture).
At this point, choose your character from the comedic duo who does everything
together and hates being apart, Timon and Pumba of The Lion King, as you start to unveil
your exciting tasks. Write your name in your chosen fictional character.
Before you do the tasks, you must accomplish first the learning contract:
LEARNING CONTRACT
(____________________).
245
Task 1: LOAD
Load your “friendship goal” with the different parts of an application letter.
Below is an example of an application letter for college admission and scholarship.

Read it and identify the different parts. Write your answer in your notebooks.
Lagro Subdivision
Novaliches, Quezon City 1
October 21, 2017 2
The Admission Officer

College of Education 3
University of Quezon City
Dear Sir/Madam: 4
I am Rhoniel M. Dela Cruz, a graduating student of Roces National High School. I wish to 5
express my desire to apply for a scholarship in your College Education.
Attached is a copy of my grades for the first semester of this school year 2016-2017. I belong
to the Honors Class and I am confident that I will be included in the Top Ten of our school’s
graduating batch this coming April 2018. 6
I am also a student leader and an officer of our Student Government. I have joined various
leadership conferences: one held in our school and another one held in Los Banos, Laguna.
I wish to be included among the roster of your students because I believe that your prestigious
institution is the right school that can maximize my potential, both as a student and as a leader.
I sincerely hope that you will consider the merits of my application, both for enrollment and 7
for scholarship in the College of Education.
Thank you very much.
Very Respectfully, 8
RHONIEL M. DELA CRUZ 9

Student-Applicant
246
Task 2: ENGAGE
Engage yourself in the requirements for an effective college admission letter.
Put a check (/) mark in every statement that could be part of the content of your
application letter for college admission, and a cross (x) mark if it could not be. Refer to the tips
or style in writing. After which, explain your answer.
___1. Hi, ma’am! I wish to express my excitement to be part of your college. This is it!
Explanation: __________________________________________________________
__________________________________________________________
___2. I hope I will be selected based on my qualification and merit.
Explanation: __________________________________________________________
__________________________________________________________
___3. I have graduated at Friendly National High School with flying colors so you might
consider me for the job I am applying for.
Explanation: __________________________________________________________
___________________________________________________________
___4. Your college has a good reputation and the management course is very much sought
after among your offerings.
Explanation: _________________________________________________________
_________________________________________________________
___5. How are you, sir/ma’am? I hope you are doing great upon receiving my letter.
Explanation: _________________________________________________________
_________________________________________________________
247
Task 3: ADVANCE
Advance your skill towards your goal!
Fill-in the template to complete this application letter for college scholarship. Then,
answer the questions given after this letter.
_________________________ (Your Name)
_________________________ (Your Address)
_________________________
_________________________ (Date of Writing Letter)
_________________________ (Admission Officer)
_________________________ (Position or Designation)
_________________________ (College/University Address)
_________________________
Dear _____________________:
I was excited to read about ___________ (amount of money) being donated as a scholarship
by ________________________ (name of organization), your organization, to one lucky
college student. I have always dreamed of attending the _________________________(name
of college) in __________________ (name of the town/city) to pursue a
________________(course).
It has always been my dream to be a ________________ (desired profession) ever since I was
little. The ______________ (field of study) area is difficult and has many challenging classes.
However, I feel I have what it takes to rise to this challenge. To be a _____________ (desired
profession) means everything to me. Unfortunately, with the cost of room and books, all the
other charges, it is going to be tight. I appreciate your consideration.
248
I graduated from ________________________________ (name of high school) in the previous
year with honors at the top of my class. I took part in almost every extracurricular activity and
served on the debate team and ran for class president. I believed in getting involved in all the
activities the school has to offer.
I am well aware that you receive numerous applications for this scholarship. I am hoping that
you will make time to read and consider my request and help me to fulfill my dream.
Sincerely,
______________________ (Your name)
Questions:
1. What did you feel during and after the activity?
Answer:
______________________________________________________________
______________________________________________________________
2. Is the letter clear, focused, and professionally prepared? Why? Why not?
Answer: _____________________________________________________________
_____________________________________________________________
249
Task 4: REFINE
Refine your learning while helping others to improve, too!
In this task, you are going to do a letter analysis. First, read closely the letter below.
Then, look into the numbered parts which may or may not need improvement or correction.
Finally, just write your analysis based on the requirements or features of an effective
application letter for college admission.
Pag-asa Subdivision
Malolos, Bulacan
July 8, 2020
The Admission Officer

College of Nursing
University of Baguio
My Dearest Sir/Madam: 1
Hope you are having a good day. I want to help make it better by telling you all the reasons I 2
am exactly right for your school.
I have always dreamed about studying in your university. The commuting distance is great.
And this would inspire me to be a better student by not coming to school late comparing it with 3
my experiences before in high school.
I am Maria P. Santos, a graduating student of Bayan national high school. I wish to express my
desire to enroll in your College of Nursing knowing that I have all the qualifications you are 4
looking for a student to be part of your prestigious school. My parents told me that I am a good
singer and dancer, too.
Attached is a copy of my grades in Grade 11. I am a consistent recipient of academic and

leadership awards.
5
Undoubtedly, with your outstanding performance as evident in your national rating in the
College of Nursing, is the right school that can help me perform better in my academic
endeavor.
I hope that you will consider the merits of my application for enrollment in the College of
Nursing.
Sincerely yours,
MARIA P. SANTOS
Student-Applicant
250
Letter Analysis:
1. ‘My Dearest’ as a greeting or salutation is an informal one as if you are just writing to
a friend. A college admission letter requires a formal greeting because it is an
application letter. As it is stated in one of the features of an effective application letter,
it must appear professional.
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
251
Task 5: NURTURE
Refine your skill towards admission slip!
This time write an application letter to a college or university. Refer to the sample letter in
Task 1 and apply what you have read and learned in this lesson. Rubric is presented below to
serve as your guide. Use separate sheet for your output.
Traits 4 pts. 3 pts. 2 pts. 1 pth.

Function Audience and Audience and Audience and Audience and
purpose of the purpose are purpose are less purpose are not
letter are strong present but could clear, and weak clear.
and clear. be stronger. parts remain.
Form & Content Format of the Format is mostly Format is Format is hard to
letter is clear. clear. Each major confusing. Major see. Major
Each major section includes sections are sections are
section includes most required missing missing
all required information information information
information (address, date, (address, date, (address, date,
(address, date, salutation, body, salutation, body, salutation, body,
salutation, body, closing, closing, closing,
closing, signature). signature). signature).
signature).
Effectiveness Letter shows a Letter shows an Letter shows a Letter does not
very professional appropriate less professional have a
appearance, tone, appearance, tone, appearance, tone, professional
and style. and style. Some and style. Several appearance, tone
inconsistencies weaknesses need or style. Much
remain. attention or revision is
revision. needed.
Grammar and Writer follows all Writer follows Writer follows Writer has
Mechanics guidelines for most guidelines, some guidelines, difficulty
spelling, but some but sentences following all
grammar, usage, sentences are contain multiple guidelines; most
mechanics, etc. unclear, uneven, errors and are sentences contain
Sentences are or contain errors difficult to numerous errors
strong and varied. understand. and cannot be
understood.
Hopefully, you and your friend will be successful…
Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W-L
chart below.
252
What I KNOW What I WANT to know What I have LEARNED
I thought that … I want to … I learned that …
References
Domagsang, A.T. Exploring Literature and Grammar (Reading and Writing

Skills). Brilliant Creations Publishing, Inc.
Tiongson, MT. A & Rodriguez, MR. C. Reading and Writing Skills. REX
Book Store Publishing, Manila, Philippines
Links: https://www.letters.org
https://www.theclassroom.com
Answer Key
LOAD:
1. heading
2. date
3. address
4. salutation
5. introduction
6. main content
7. summary
8. complimentary close
9. signature
ENGAGE:
1. x
2. /
3. x
4. /
5. x
Explanations may vary.
ADVANCE: Answers may vary.

253
REFINE: Letter analysis may vary.
NURTURE: Application letters for college admission may vary.
Written by: Nenette Bautista
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
254
Name of Learner: ____________________________________ Grade Level: ______
Section: ____________________________________________ Date: ____________
APPLICATION FOR EMPLOYMENT

An application letter serves as introduction of yourself to your potential employer. It

contains your background, summarizes your knowledge and experiences and includes a few
more details as to why you are qualified for the job. More importantly, your application letter
expresses your intent to apply for a specific job in an organization, business or company.
Things to know before writing an application letter:
● Before you write an application letter, you have to know the company you are applying
in. Don’t write a one-fits-all letter of application. You need to fit your skills with the
company’s needs so your application letter gets to be read. You become the best person
for the job if you specify your skills which the company needs.
● The opening paragraph of your application letter should capture the employer’s interest
by stating that you are the person for the job.
● You can use the next two paragraphs convincing the prospective employer that you are
the best person suited for the job as claimed in your introductory paragraph.
● Your closing paragraph should include an expression of thanks and your interest to be
interviewed for the position.
● Restate your passion for the position you are applying for. You can also include your
contact information.
● When sending your application, be sure that it is free from grammatical errors. Be sure
to impress your employer by submitting a carefully written, free from error application
letter.
● If you send your application letter through email, be sure to indicate your email address
preferably on the email signature for easy reference by the employer.

correspondence: (S2 Q4)
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
255
CG: Identifies the unique features of and requirements in composing professional
correspondence: c. Application for Employment (EN11/12RWS-IVhj-13.3)
Hello, learner! Do you want to be one of the successful professionals soon? Of course, you can
be! However, there are things you need to do first before landing to your dream job. One of the things
you need to prepare is an application letter. Writing this letter seems like a challenging task. However, if
you take it one step at a time, you will soon be an expert in writing an application letter. Thus, today is
your chance to do the five steps to LEARN (1. Load, 2. Engage, 3. Advance, 4. Refine, 5. Nurture) on
how to write an application letter. You will also be given a badge in each finished level in which you can
use in filling out the puzzle after finishing all the levels.
At this time, consider that you are now a graduate in your chosen profession and you are now
going to apply for a job. Now, introduce yourself and your profession by writing it in the dialogue box
below. Good luck to your journey!
Credits: CleanPNG and VectorStock
LEARNING CONTRACT
(____________________).
LEVEL 1: LOAD
Load up your knowledge with the different parts of a letter and its formats!
256
A. Given the sample application letter, you are tasked to identify the parts of a letter by
choosing your answers inside the box below. Write the correct answer on the box
provided.
CHOICES
SIGNATURE COMPLIMENTARY CLOSE BODY OF THE LETTER
HEADING INSIDE ADDRESS SALUTATION
DATE
257
B. Identify the three-letter formats. Choose the correct answer inside the box below.
Write your answer on the box provided and give the distinct features of each letter
format.
CHOICES
SEMI-BLOCK BLOCK MODIFIED BLOCK
1.__________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
258
2.__________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
3.__________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
LEVEL 1 COMPLETE!
You can now collect this badge.
Get ready for the next level.
EXCELLENT
259
LEVEL 2: ENGAGE
Engage yourself in formulating steps to get your dream job!
A. In order to have a persuasive content of an application letter, this task orders you to
give some requirements or necessary details to be included in each part of the letter –
introduction, body and conclusion. Consider this sample application as your basis in
giving requirements.
INTRODUCTION
As a recent graduate of Broadcasting at St. Paul College Quezon City, I would like to work as
a Business Process Analyst with your company, OneLeap Internet Inc. Trained primarily in
media and broadcasting, I graduated with high honors, served as the Editor-in-Chief of our
university’s official publication, and even represented the university in numerous competitions
outside school. Also, I have prior experience in crisis management and customer handling due
to my 3-month internship at Thompson Reuters last year.
BODY
I am proficient in a number of software such as the full Microsoft Office suite, especially Excel,
and also the full range of Adobe software (Photoshop, InDesign, After Effects, Premiere Pro,
etc.). Furthermore, I have a background in search engine optimization due to the short online
course I took at Udemy.
As someone with experience in managing people, I know the importance of leadership and
teamwork. I possess the ability to act as peacemaker in our organization due to my excellent
reasoning skills and my calm demeanor – invaluable traits when dealing with irate customers
or agitated clients. Attached is my resume where you can see the rest of my qualifications.
CONCLUSION
Requirements in Writing the Body of an Application Letter
I can assure you how my skills and experience can add value to the company.
Introduction
You can reach me anytime on my mobile and email. Thank you for your time and consideration.
___________________________________________________________________________
I’m looking forward to discussing this employment opportunity in person.
___________________________________________________________________________
___________________________________________________________________________
_________
Body
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
260
Conclusion
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
B. To familiarize more yourself from the features of the body of the letter, arrange the
following paragraphs according to the correct order. Rewrite this content of an
application letter on the space provided below.
I believe that my degree in Business Administration (BSBA) major in Marketing from the Philippine
School of Business Administration (PSBA) has prepared me for this position. As a student, I was
equipped with the necessary knowledge and skills to help develop and drive effective marketing
strategies.
My active involvement in many academic and extracurricular activities has done so well in developing
my communication and leadership skills, which are vital in finding success in the corporate world.
With this application letter, I attach my resume for your full consideration. Thank you for taking time
to review my application and I am looking forward to your reply so that we can further discuss my
application.
__________________________________________________________________________________
__________________________________________________________________________________
I would like to express my interest in applying for the position of Marketing Associate as was recently
__________________________________________________________________________________
made available in your company.
__________________________________________________________________________________
__________________________________________________________________________________
During my internship at Uniliver Philippines’ Marketing Department, I learned how companies
__________________________________________________________________________________
determine what product or service to sell, how to reach target demographics and how to respond to the
__________________________________________________________________________________
demands of competitors. More importantly, I had the opportunity to work with seasoned professionals
__________________________________________________________________________________
who taught me how to easily grasp complex marketing concepts and at certain times, how to roll with
__________________________________________________________________________________
the punches in order to achieve various objectives.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
261
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__
LEVEL 2 COMPLETE!
You can now collect this badge. REMARKABLE
LEVEL 3: ADVANCE
Advance your skills by analyzing the letter!
You are now halfway to reaching your dream job! At this point, you are to read the
sample application letter below. Your task is to analyze the letter by telling whether each item
is correct or incorrect and if it is incorrect, write your reason as to why it is wrong in the space
provided below.
Example: (Salutation) Hi, Ms. Gonzales:
Analysis: Incorrect. In writing an application letter, salutation must not be in casual or

informal term, rather, one must use formal language.
262
Juana E. Dela Cruz
1
11 San Martin Compound
Malhacan, Meycauayan City
2 Mark T. Nicolas
Manager
Hobbes Feat, Incorporated
3
January 18, 2020 4
Good day, Mr. Nicolas:
I am writing to express my interest in the Content Editor position listed on Hobbes

Feat, Incorporated’s job listings page. I have known your company for years and
have always been a fan of the articles you post on your blog and social media
accounts.
The stories and testimonials that I have read online about how Hobbes Feat,
Incorporated treats its employees and the perks and benefits available to them are
5
also prime motivators for me to be a part of your company.
Analysis:
Online content has always fascinated and frustrated me. On one hand, there is
1. _____________________________________________________________________
your company that produces such compelling copy, and on the other, there are
_____________________________________________________________________
content factories that spew junk after junk filled to the brim with keywords
_____________________________________________________________________
designed to manipulate search engines.
2. _____________________________________________________________________
_____________________________________________________________________
For your vacancy, I believe that I’m perfect for this because of my combined
_____________________________________________________________________
journalism and advertising background, and my unperturbable pride when it
comes to my work. My current supervisor always tells me that my articles can
6
elicit a reaction from both the living and the dead and that I only need to write a
3. _____________________________________________________________________
to 7
letter_____________________________________________________________________
the leaders of Israel and Palestine for them to consider peace because of
the depth of my words and the playfulness of my prose. I’d love to bring that skill
_____________________________________________________________________
on4.board as Content Editor at Hobbes Feat, Incorporated.
_____________________________________________________________________
_____________________________________________________________________
With _____________________________________________________________________
this application, I attach my resume and portfolio for your full consideration.
5. _____________________________________________________________________
Thank you for taking time to review my application and I am looking forward to
_____________________________________________________________________
discussing this with you in person.
_____________________________________________________________________
6. _____________________________________________________________________
_____________________________________________________________________
Cordially,
_____________________________________________________________________
7. _____________________________________________________________________
Juana
_____________________________________________________________________
_____________________________________________________________________
263
LEVEL 3 COMPLETE!
INCREDIBLE
LEVEL 4: REFINE
Refine your skills through proofreading the content critically!
At this point, you are to read the sample application letter below. Your tasks are to
proofread and to improve the letter by considering its features and requirements. Write the
modified version of the letter on the space provided below.
Cebu City
hilippines
Mr. Josefino Ong

Human Resource Center
Ayala Center Cebu
uly 10, 2016
Hello Mr. Ong:
I am Clyde Cruz and I am qualified for the job as administrative assistant

for operations. i am a graduate of Accountancy in one of the prestigos university
in cebu and my qualifications merit your consideration. If you will hire me I am
commited and willing to work beyond my duty. I have experienced an on the job
training in some companies like Jollibee, Shakey’s and Gaisano Metro.
I can assure you that I ma the rite person for the job. I am sincere and
passionate about my work
If given a chance I can be available for interview anytime. Looking forward for
Modified Version:
your call.
Thank youPROPER
PRACTICE for taking time to read
PERSONAL my application.
HYGIENE PROTOCOLS AT ALL TIMES
Truly yours, 264
CLYDE CRUZ
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
LEVEL 4 COMPLETE!
Get ready for the next level. DYNAMIC
265
LEVEL 5: NURTURE
Nurture your self-esteem!
Almost there! You are now at your last level of your journey! For your task, search for
job openings on newspapers or social media. Write an application letter on the job of your
choice. For verification, provide your evidence of the job opening through writing the source,
like URL or link if it is from the internet and classified ads if it is from newspaper, on the space
provided. Apply the skills you have acquired in your recent journey. Good luck!
APPLICATION LETTER
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Source of the Job Opening: _______________________________________________
__________________________________________________________
__________________________________________________________
RUBRIC
__________________________________________________________
__________________________________________________________
4 points 3 points 2 points 1 point
Function Audience and Audience and Audience and Audience and
__________________________________________________________
purpose of the purpose are present purpose are less purpose are not
__________________________________________________________
cover letter are but could be clear, and weak clear.
strong and clear. stronger.
__________________________________________________________ parts remain.
Form & content Format of the letter Format is mostly Format is Format is hard to
__________________________________________________________
is clear. Each clear. Each major confusing. Major see. Major sections
__________________________________________________________
major section section includes sections are are missing
includes all most required missing information
__________________________________________________________
required information information (address, date,
__________________________________________________________
information (address, date, (address, date, salutation, body,
__________________________________________________________
(address, date, salutation, body, salutation, body, closing, signature).
salutation, body, closing, signature). closing, signature).
__________________________________________________________
closing, signature).
__________________________________________________________
__________________________________________________________
__________________________________________________________ 266
__________________________________________________________
__________________________________________________________
Effectiveness Letter shows a very Letter shows an Letter shows a less Letter does not
professional appropriate professional have a professional
appearance, tone, appearance, tone, appearance, tone, appearance, tone,
and style. and style. Some and style. Several or style. Much
inconsistencies weaknesses need revision is needed.
remain. attention or
revision.
Grammar & Writer follows all Writer follows most Writer follows Writer has
mechanics guidelines for guidelines, but some guidelines, difficulty following
spelling, grammar, some sentences are but sentences guidelines; most
usage, mechanics, unclear, uneven, or contain multiple sentences contain
etc. Sentences are contain errors. errors and are numerous errors
strong and varied. difficult to and cannot be
understand. understood.
(Adapted from http://www.readwritethink.org/files/resources/30847_rubric.pdf)
ALL LEVELS COMPLETE!
HEURISTIC
Now that you have completed all levels, here is the reward for you.
From the badges you have collected from level one to level five,
answer this puzzle by arranging the letters in the badges with the
given hint below.
You are now…
(employed to do a particular job)
CONGRATULATIONS!!!
Reflection:
267
Find connections between the content of this activity sheet, your experiences, and your future
career through answering the following questions:
● What did you feel while preparing your application letter?

_______________________________________________________________________
_____________________________________________________________
● What were your major qualifications, skills, and abilities for your chosen career that you
have identified in writing your application letter?
_______________________________________________________________________
_____________________________________________________________
● How can this topic help you in your future career?
_______________________________________________________________________
_____________________________________________________________
References
Dayagbil, F. T., Abao, E. L., & Bacus, R. C. (2016). Critical Reading and Writing for the
Senior High School. Quezon City, Metro Manila: Lorimar Publishing, Inc.
www.jobstreet.com.ph. (2016, February 5). Retrieved from JobStreet.com:
https://www.jobstreet.com.ph/career-resources/application-letter-sample-for-fresh-
graduates#.XvhUdl_ivIV
Answer Key
LEVEL 1: LOAD
A.
22 H Venture St.,
Diliman, Quezon City HEADING
Philippines
April 17, 2015 DATE
MR. VINCENT CHUA

HIRING MANAGER
Bank of the Philippines Islands (BPI) INSIDE ADDRESS
12/F Ayala Life-FGU Center, Ayala Ave.
268
Makati City 1226
Dear Mr. Chua: SALUTATION

BODY OF THE
I am writing to express my interest for the position of Recruitment Assistant LETTER
in your esteemed company.
Having recently obtained my Bachelor’s Degree in Business Administration major in Human Resource
Development Management (BSBA-HRDM) in the Polytechnic University of the Philippines (PUP), I
wish to bring my knowledge, skills and commitment to excellence to your company’s innovative
environment.
As a Business Administration student, majoring in HR management, I’ve become equipped with the
necessary knowledge that comes with the position including manpower recruitment, workforce
organization, personnel training and compensation as well as legal provisions and other labor concerns.
My internship at San Miguel Corporation also afforded me with the crucial skills to work with some of
the best professionals in the recruitment and human resources industry. Being a trainee has developed
in me enthusiasm and a true passion for human resources and has subsequently convinced me that
human resource management is my true calling.
For additional details regarding my qualification and expertise, please review my attached resume.
Thank you for taking the time to consider this application and I look forward to hearing from you.
Sincerely, COMPLIMENTARY CLOSE
Jessica Cenadoza SIGNATURE
B.
1. BLOCK – descriptions may vary
2. SEMI-BLOCK – descriptions may vary
3. MODIFIED BLOCK – descriptions may vary
LEVEL 2: ENGAGE
A. Requirements in Writing the Body of an Application Letter

Introduction (Answers may vary)
Body (Answers may vary)
Conclusion (Answers may vary)
269
B. Correct Arrangement
LEVEL 3: ADVANCE (Reasons may vary)
1. Correct
2. Incorrect, address of the receiver of the letter must be included.
3. Incorrect, date must be placed between the heading and inside address.
4. Incorrect, salutation must not be in casual or informal rather, one must use formal
language.
5. Correct
6. Incorrect, complimentary close in friendly letter must not be used in application letter
or complimentary close must not be in casual term, instead, use the terms for formal
letter.
7. Incorrect, complete name of the sender must be written.
LEVEL 4: REFINE
Note: The following corrections are just the format and grammar of the letter. Learner may
also improve the content of this application letter.
(Modified version of the letter may vary)
270
Written by:
Charleen G. Acob
271
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
272
READING & WRITING SKILLS
Name of Learner: Grade Level:

Section: Score:
VARIOUS FORMS OF OFFICE CORRESPONDENCE

Office Correspondence, also known as the ‘business correspondence’, is a written
exchange of internal and external communication to support all business processes. This can
be any printed or digital communication exchanged by two or more parties.
Significance of Office Correspondence
It is an essential tool for the day-to-day operations of a company.
It helps people within an organization communicate with each other efficiently.
It also helps an organization transact and maintain a good professional relationship with their
business partners, customers/clients, and other organizations.
Two Main Types of Office Correspondence
Internal correspondence means that there is a communication or agreement between
departments or branches of the same company.
External correspondence means that the communication is between the company and
another organization or firm. The purpose of the correspondence is to communicate the
information in a clear and professional way.
Three Major Format of Office Correspondence
Business letter is the traditional way of communicating information from one
company to another or used in external correspondence. The format can either be full block,
modified block and semi-block.
(Examples: Sales letter, order letter, complaint letter, inquiry letter, adjustment letter,
acknowledgement letter, follow-up letter, acknowledgement letter, cover letter, letter of
recommendation and letter of resignation)
Business memo is a written communication strictly between the company’s
offices to another, or used in internal correspondence. It has its title line and series number,
in which title line is related to the employees’ job description. It is also used to implement
internal guidelines or procedures that the employees must follow.
(Examples: Operational memo, financial memo, request for action, directives, trip report,
field report and dress code memo among others)
Business e-mail is an office correspondence that can either be internal or external. There is
no required format in writing e-mail correspondence but it is expected that the writer
maintains a professional tone. Note that the header of the letter is written on the blank fields
including the ‘from’ and ‘to’ fields. ‘From’ contains e-mail from the sender while the field
‘to’ contains the email of the recipient.
Tips to consider:
Make sure the office correspondence is concise and easy to understand. It is recommended
for a correspondence to have brief sentences and paragraphs for the employees tend to read
it quickly.
Control the tone of writing since this is important in any office correspondence. It should
not sound too formal or too informal.
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Learning Competency:
MELC: Identify the unique features and requirements in composing professional
Correspondence: Various Forms of Office Correspondence (S2 Q4)
CG Code: Identify the unique features and requirements in composing professional

Correspondence: Various Forms of Office Correspondence (EN11/12RWS-IVhj-
13.4)

Hi, there! I am Ofelia Cora and I am your office correspondent for today. Welcome to
another fun-filled session that will help you prepare various types of business correspondence
that you will be needing soon.
Set your pens and gadgets for you to be Loaded, Engaged, Advanced, Refined and
Nurtured with the different tasks designed for you.
You will undergo a series of missions to help my friends: Letty (a letter lover), Emman
(an email enthusiast) and Mimi (a memo fanatic) in collecting experiences for them to be
familiar with the tricks and trades of their job.
You can only help them by completing the given tasks as you need to sign the learning
agreement below to ensure the smooth flow of today’s trip.
Phase 1: LOAD
Your first mission is to introduce them to Manager Park. I have already set an
appointment with him. But before that, you have to load them with words that they will need in
their conversation with the manager.
Task One. Arrange the jumbled letters to determine the word(s) being asked in each statement.
Write your answer on the space provided.
1. OICEFF CPENCONDEORRES Your Answer:

This refers to an exchange of communication to support an organization in all their
business processes, be it internal or external, in printed or digital format.
2. TLEHETEDAR Your Answer:

This part of a letter provides the information about the receiver of the letter.
3. XETLANER NDEORRESCPENCO Your Answer:

This type of correspondence aims to communicate the information in a clear and
professional way among other companies and external organizations or firms.
4. ROAUNEDMMM Your Answer:
274
This type of format is almost always meant for circulation within the organization
which is direct in style and very direct to the point.
5. NICEELROCT LAIM Your Answer:

This pertains to digital method of communication for professionals which may
include links instead of attachments and enclosures.
6. EQUEENITTT Your Answer:
This refers to proper etiquette for using the internet.
7. TNEMHCATTA Your Answer:

This is an add-on document that supports the message of the communication that
the sender wants to relay.
8. SUSSBINE TTSRLEE Your Answer:

These are brief messages sent to recipients that are often outside the organization and
considered as the most traditional way of communication.
9. QUIINYR STLEERT Your Answer:

These are letters of request for something or a response to a request sent by someone.
The purpose of the letter is to obtain the information or object requested.
10. TTTLSMNIRAA Your Answer:

This refers to a cover letter written to accompany and introduce another document being
submitted.
Phase 2: ENGAGE
This time, you have to meet Director Ri and be engaged in a discussion with him. You
can only do this by analyzing the formats of the following documents presented by his secretary.
Task Two. Below are some parts of an office correspondence document. Analyze these parts
and tell whether it’s a Letter, Memo or E-mail.
1. 2.
275
3. 4.
5. 6.
Phase 3: ADVANCE
Help them advance their knowledge by asking tips from President Kim. I would like you
to orient them by determining the most appropriate guideline to use in preparing office
correspondence documents.
Task Three. Determine which guideline is appropriate in each format by putting a check on
its corresponding column and cite reason(s) why do you consider it suitable in the said format.
Guidelines Letters Memos E-mails Reason(s)

Example: This guideline is designed for email
1. Avoid using emoticons and informal since this transaction requires the
internet jargon like BRB and LOL internet and its author can be
tempted to use emoticons and
expressions used online.
1. Always begin with a bottom-line
statement, or the statement of the exact
purpose.
2. Subject line should quickly and
concisely summarize the contents of
the communication in such a way as to
make the recipient want to open the
message.
3. To make it effective, this
communication must have its seven
components with a particular purpose.
276
4. There is no need for a signature line
or any of the other formal endings or
closings that other documents require.
5. There is no need to start with general
introductions before getting to your
point since it must be very direct and
concise.
6. Always familiarize yourself with
policies on Acceptable Use of IT
Resources at your organization.
7. Communicate ahead of time if you
are going to attach large files.
8. Its choice of words is usually based
on the tone set by the sender depending
on the purpose of the prepared
document.
9. If you include a link, test it to make
sure it is working.
10. Each part has a proper place,
depending on the style used by the
sender, whether its block, modified
block, and semi-block.
Phase 4: REFINE
Refine their experiences by leading them to a training with CEO Lee. I want you to help
them by dealing with the following situations and try to determine the most appropriate office
correspondence format to be used.
Task Four: Read each situation carefully and complete the data required in each column.
Situations Format Purpose Destination Mode of

Transmission
Example: Memo To announce and Within the Printed
Situation 1: inform the company/
The company president wants to inform marketing team organization
the marketing department employees about their new
about the newly-filled position in their department head.
department in the person of Ms. Jane
Cruz, the new department head.
Situation 1:
The manager wants to direct his
employees to have their annual checkup
at the company clinic.
Situation 2:
The chief cook of your restaurant
received the wrong set of ingredients for
your weekly stock so he wants to
formally inform the supplier about the
mistake made during the delivery of
items.
Situation 3:
277
The school principal will be out the
following week and she wants to inform
the employees that she is assigning one
of the department heads to take charge of
her duties on the said schedule.
Situation 4:
You were selected by your company for
a scholarship on a massive online course
offered abroad and you need to attach a
video presentation about your personal
background information.
Phase 5: NURTURE
Finally, encourage them to nurture what they know through a workshop with Chairman
Seo. You have to assist them by preparing the required document for their job.
Task Five. Choose one character and help them prepare the office correspondence that they
need to submit once they go back in their respective duties. Be guided with these criteria.
Attached is the rubric that will be used in checking your output. Put your sample work in an
A4 size bond paper.
CRITERIA
Ideas and Content (40%) Indicators:
Style, Format and Design (30%) 5- VGE (To a very great extent)
Organization (20%) 4-GE (To a great extent)
Grammar and Mechanics (10%) 3- SE (To some extent)
TOTAL POINTS (100 % 2- LE (To a little extent)
1- N (Not at all)
Here are your options:
Letty Gomez, the letter lover, is a teacher in-charge in the solicitation committee
of Churva National HS and she was asked to prepare a request letter address
to ABC Corporation asking assistance from the company to provide them
thermal scanners and hand sanitizing equipment or materials that can be used
by the school. ABC Corporation is one of their most active stakeholders owned
by Engr. Emily Aguinaldo, an alumna of their school. Come up with a request
letter address to Engr. Aguinaldo.
Emman Burgos, an e-mail enthusiast, is a sales manager who is planning to

launch their company anniversary next month. He wants to send out an email
containing discount, coupon, or some other special deal to their clients as a
“thank you” for being on their VIP list. He wants to include the list of items such
as accessories, jewelry and gadget which can be availed by their customers.
Construct an e-mail informing the clients about the company’s promotional
activities.
278
Mimi Zamora, a memo fanatic, is the head of the Human Resource Department
who is assigned to announce the vacant position in the company since there is
a need for hiring five field agents and two clerks starting next week. These
permanent positions will be under the Finance and Operations Department of
the XYZ Company. The company has 10 contractual employees at the moment.
Draft a memo to be published to these employees who are waiting for permanent
positions.
(Attach your output in this learning activity sheet when this will be submitted to your teacher.)
Rubric for Letter, Memo and E-mail

5 4 3 2 1
IDEAS AND CONTENT(40%)
Document communicates its purpose.
Document addresses the context.
Target audience has been addressed.
Introduction states the main purpose and content.
Ideas are accurate, well-researched and logically intertwined.
Conclusion ends powerfully and positively.
Document is ethically written.
STYLE, FORMAT AND DESIGN(30%)
Paper uses a variety of sentence structures.
Paper uses a professional and objective tone.
Writer eliminates redundancies and wordiness.
Document design projects a professional image.
Document is easy to read.
Document meets the specification of the format.
Titles and subheadings are clearly identified.
ORGANIZATION (20%)
Paper uses organizational patterns and structure appropriate for documents.
Paper uses effective transitions and cohesive devices.
Pieces of information are logically arranged and easy to follow.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Mechanics are correct.
Choice of words is appropriate.
Sentences are skillfully structured (absence of run-ons, ineffective fragments, dangling

and misplaced modifiers).
TOTAL SCORE:
Reflection:
Answer the following questions for you to reflect upon.
1. In this time of pandemic, what do you think is the importance of writing business
correspondence as used by companies/organizations?
279
2. If given the chance to prepare any of these documents in the future, how can you give the
reader the best impression while reading your letter/email/memo?
Thank you for helping my friends in this journey! I am pretty sure that the
three of them had an overwhelming experience while you guide them in identifying
the unique features and requirements in composing professional correspondence,
specifically the business letters, memo and e-mails. Soon, when you’ll have your
own job, you may use the knowledge and skills you learned in this session. You can
look for them and rest assured, they will be much willing to help you. Till next time,
bye!
References:
Barrot, J.(2016).Academic Reading and Writing for Senior High School. C&E Publishing, Inc.
Unit IV Writing Professional Correspondence (pp. 260-279).
Forms of Office Correspondence (2016). Retrieved from
https://link.quipper.com/en/organizations/547ff8fed2b76d00020019b9/curriculum#curriculum
Founder’s Guide (2017).5 Common Types of Business Correspondence. Retrieved from
https://foundersguide.com/5-common-types-of-business-correspondence/
Last, S. Technical Writing Essentials. B.C. Faculty Pressbook. Retrieved from
https://pressbooks.bccampus.ca/technicalwriting/chapter/correspondence/
Raymundo, H. (2016). DIWA Senior High School Series: Reading and Writing Skills Module.
Diwa Learning Systems Inc. Module 20 Writing Various Forms of Business Correspondence(pp.139-
146).
Answer Key:
Task One.
1. OFFICE CORRESPONDENCE
2. LETTERHEAD
3. EXTERNAL CORRESPONDENCE
4. MEMORANDUM
5. ELECTRONIC MAIL
6. NETIQUETTE
7. ATTACHMENT
8. BUSINESS LETTERS
9. INQUIRY LETTERS
10. TRANSMITTAL
Task Two.
280
1. E-mail
2. Memo
3. Memo
4. Letter
5. Letter
6. E-mail
Task Three.
Guidelines Letters Memos Emails Reason(s)
1. Always begin with a bottom-line statement, or the Answers may vary.
statement of the exact purpose.
2. Subject line should quickly and concisely summarize Answers may vary.
the contents of the communication in such a way as to
make the recipient want to open the message.
3. To make it effective, this communication must have Answers may vary.
its seven components with a particular purpose.
4. There is no need for a signature line or any of the other Answers may vary.
formal endings or closings that other documents require.
5. There is no need to start with general introductions Answers may vary.
before getting to your point since it must be very direct
and concise.
6. Always familiarize yourself with policies on Answers may vary.
Acceptable Use of IT Resources at your organization.
7. Communicate ahead of time if you are going to attach Answers may vary.
large files.
8. Its choice of words is usually based on the tone set by Answers may vary.
the sender depending on the purpose of the prepared
document.
9. If you include a link, test it to make sure it is working. Answers may vary.
10. Each part has a proper place, depending on the style Answers may vary.
used by the sender, whether its block, modified block,
and semi-block.
281
Task Four:
Situations Format Purpose Destination Mode of
Transmission
Situation 1: MEMO To inform Within the Printed
The manager wants to direct his and direct organization
employees to have their annual the
checkup at the company clinic. employees
Situation 2: LETTER To submit Outside the Printed
The chief cook of your restaurant complain organization/ Other
received the wrong set of ingredients about the company
for your weekly stock so he wants to mistake on
formally inform the supplier about the delivery
mistake made during the delivery of
items.
Situation 3: MEMO To announce Within the Printed
The school principal will be out the the person- organization
following week and she wants to in-charge
inform the employees that she is while the
assigning one of the department heads principal is
to take charge of her duties on the said out
schedule.
Situation 4: E-MAIL To submit Outside the Digital
You were selected by your company letter of organization/ Other
for a scholarship on a massive online application company
course offered abroad and you need to online since
attach a video presentation about your it is outside
personal background information. the country
Task Five. Students’ output will be checked using the criteria/rubric score sheet.
Their answers vary depending on the character and situation they selected.
CRITERIA
Ideas and Content (40%) Indicators:
Style, Format and Design (30%) 5- VGE (To a very great extent)
Organization (20%) 4-GE (To a great extent)
Grammar and Mechanics (10%) 3- SE (To some extent)
TOTAL POINTS (100 % 2- LE (To a little extent)
1- N (Not at all)
Written by:
Aileen Joy R. Mora
282
-------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
283

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LEARNING ACTIVITY SHEET

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Writing paragraphs entails considerable thought if you want to write well-focused

EIGHT PATTERNS OF PARAGRAPH DEVELOPMENT

1. Narration- This sort of paragraph requires chronological ordering. Using

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4. Exemplification/Classification- this paragraph uses specific illustrations to clarify

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A. Compare and contrast each pattern of development by writing details about it

LAUGHTER, THE MEDICINE

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Level IV: REFINE

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3. Global climate change resulting from the accumulation of greenhouse

4. Bacterial Endocarditis occurs when bacteria in the bloodstream

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(Use a separate sheet.)

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Organization The The The There is no

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MECHANICS focuses on the technicalities of the structure. It determines errors on subject-

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Directions and Instructions

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Michael took the children with him.

Answer: Coherence and cohesion, Pronouns

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3. ALTERNATIVE: A poor or negative result

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Kabayan is one of the Municipality of Benguet Province in the Cordillera

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