Department of Education

Region VIII
Ormoc City Division
LINAO NATIONAL HIGH SCHOOL
Linao, Ormoc City
H303656

Compare and contrast the contents of the materials

viewed/read with outside sources of information in
terms of accessibility and effectiveness

Learner's Activity Sheets in ENGLISH

10

( EN10VC-IVa-15)

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 Activity Sheet in English 10
Activity 1: (Determine and identify the sources of information in
terms of accessibility and effectiveness)

General Reminders: Use this activity sheet with care. Do not put unnecessary
mark/s on any part of the activity sheet. Use a separate sheet of paper in answering
the exercises. Read the directions carefully before doing each task. Return this
activity sheet to your teacher/facilitator once you are through with it.

Explore

My dear Learner, good day!

I hope you will sustain your interest in learning from the different activities prepared for
you today. This time you will use your reading strategies as you determine the sources of
information in terms of accessibility and effectiveness.
So, start doing the task below.

Learning Task 1: Using the given picture below, answer the questions below on your
answer sheet.

1. What information can be provided by

the said picture?
2. Which sources or references can you
use to find other information about
the issue or topic presented?
3. Will you easily believe in the
information presented? Explain.
4. Is the information accessible and
effective?

Learning Task 2: Read the items below. Match the information source in Column B
with their appropriate descriptions in Column A. Write the letters of
your answers on your answer sheet.

A B
____1. documents written by experts
or scholars discussing results
of scholarly works like research a. books
____2. reports, censuses, policies, data
and statistics issued and published

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 by the government and its agencies b. reference materials
____3. sources providing answers to questions
such as statistics, maps, background
information (re)directing to additional c. scholarly articles
sources
____4. source containing timely, brief
and non-technical explanations d. news/magazines
of events or commentaries
for the general public
____5. source providing information e. government documents
in details segregated into chapters or parts

Learning Task 3: Read each item carefully. Identify what is asked in each item.
Write the letters of your answers on your answer sheet.

1. This characteristic of written communication enables one to understand, evaluate,

use, and engage with written texts to participate in society, achieve goals and realize
potentials.
a. effectiveness c. reliability
b. accessibility d. credibility
2. It is described as the degree to which something is successful in producing a desired
result.
a. effectiveness c. reliability
b. accessibility d. credibility
3. This information accessibility focuses on the visual input presented using an
additional description of the information in order for images to be useful for all.

a. video accessibility c. text accessibility

b. audio accessibility d. image accessibility
4. This information accessibility deals with scripts about the video which are required
for users who cannot access visual or audio media channels.
a. text accessibility c. audio accessibility
b. video accessibility d. image accessibility
5. This kind of information source contains the most recent information or opinions.
a. reference materials c. government documents
b. books d. news/magazine articles
6. This information source uses technical language and contain
a. scholarly articles c. reference materials
b. government documents d. news/magazine articles
7. The use of outside sources of information helps the writer and reader to do the
following EXCEPT _______________.
a. to gain additional information on the topic
b. to lend credibility to the written material
c. to influence the reader to agree with the writer
d. to make the writing less persuasive

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 Learn

Directions: Read the information and write the important key words found on your
notebook for your guide.

SOURCES OF INFORMATION
As information is highly available everywhere, it is essential that you identify the
sources of your information. Understanding and verifying the sources of your
information establish your credibility. Evaluating where they came from will help you get
rid of fake news and other unverified information. Basically, there are three major
sources of information: primary, secondary and tertiary documents.
Primary Documents
These are first-hand documents written by those who experience and/or see them
at the period of research or the time an event happens. These are original documents
which include personal accounts, personal documents, pictures, videos, speeches,
historical documents (on eyewitness perspective), literary texts, literary works and
letters.
Examples:
artifacts photos audio recordings
diaries journals video recordings
manuals letters speeches
interviews original documents
Secondary Documents
These are documents written as recount of events. The author has not personally
witnessed what he or she has written. These include interpretations, discussions,
commentaries or evaluations of prime resources.
Examples:
biographical works evaluation
history (retold version) news (not by eyewitnesses)
books criticisms
Tertiary Sources
These are basically collections of information from primary and secondary
sources.
Examples:
almanacs bibliography indexes/indices
directories database dictionaries
encyclopedias abstracts

Aside from the major sources specified above, there are specific information
sources that may be used in accessing certain details or information. These include the
following:
Information Sources Definitions/Descriptions Examples
 documents written by
experts or scholars
Scholarly Articles discussing results of  research project
scholarly works like  studies
research
 peer-reviewed

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  technical
 has specific methods
 source providing
information in details
segregated into  textbooks
Books  novels
chapters or parts
 synthesized version of
information
 reports, censuses,  court proceedings
policies, data, and  laws
Government Documents statistics issued and  orders
published by the  reports
government and its  statistics
attached agencies
 source containing
timely, brief and non
technical explanations  school paper
News/Magazine Articles
of events or  major newspaper
commentaries for the  magazines
general public
 contains opinions and
news
 sources providing
answers to questions
such as statistics,  encyclopedias
maps, background  atlas
Reference Materials information  almanac
(re)directing to  dictionary
additional sources
 factual
 detailed

As those sources provide significant information, it is your duty to check the

information in terms of two criteria: accessibility and effectiveness.

 Effectiveness refers to the degree of being able to achieve the desired result based
from their objective or purpose.

 Accessibility refers to the quality of being easy to find, obtain and use.
a. Text accessibility - arrangement of words for them to be easily accessed.
b. Image accessibility - provides additional information about the text or concept.
c. Audio accessibility - provides additional information through listening skills.
d. Video accessibility - provides additional information through listening and
viewing skills.
Aside from accessibility and effectiveness, it is essential to review the source of
information for the readers to:
1. Satisfy the expectations of the academic community you are writing for;
2. Show evidence of wide, informed and relevant reading;
3. Show that your writing does not rely mainly on personal opinion;
4. Show the process by which you have arrived at your own conclusions about
the topic, and to enable the reader to understand and evaluate the ideas and
information you are presenting;
5. Show your ability to integrate material from a range of sources;
6. Show evidence of an analytical and critical approach to your source material;
7. Enable readers to follow up references or perspectives of particular interest to

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 them; and
8. Avoid plagiarism.

Source: from DepEd commons (PIVOT 4A

CALABARZON)

Engage

Test your skills now by answering the learning tasks below, then follow the given
directions.
Learning Task 4: In each group of sources, provide at least five sample documents
classified under their classifications. Write your answers on your
answer sheet.
Primary Sources Secondary Sources Tertiary Sources
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Learning Task 5: In each information source, provide at least five examples of

documents classified under their groups. Write your answers on your
answer sheet.

Scholarly Government Reference

Books News/Magazine
Articles Documents Materials
s
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.

 Good Job! I hope you can do more in the next activity.

Apply

Learning Task 6: Are you familiar with cybercrime law? Examine the picture below,
then, do what is asked. Write your answers on your answer sheet.

 Identify the major points presented in the infographic.

 Determine the meaning of each identified complaint.
 Write and develop an essay about the said picture. In developing your essay, use
various sources such as scholarly articles, book, government documents,
reference materials and news/magazine articles. (to be written on a short
bondpaper computerized or hand written as long as it is neat and clean - output)

Note: Avoid plagiarism in your essay.

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Learning Task 7: Using you essay in Learning Task 6, accomplish the tasks
enumerated below. Do this on whole sheet of paper/s.

 Underline once the information from scholarly works; underline twice those from
books; encircle those from government documents; box those from reference
materials and highlight/color those from news/magazine articles.
 Accomplish the table below by examining how you evaluated the concepts you
included in your essay in terms of accessibility and effectiveness.

Information Sources Accessibility Effectiveness

Scholarly Articles
Books
Government Documents
News/Magazine Articles
Reference Materials

Thank you for your cooperation! God bless!

Prepared by:

MARY GRACE Y. ALUMBRO

SST-III

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Answer Key:

Explore:
Learning task 1:
(Answers may vary)

Learning task 2:
1. C
2. E
3. B
4. D
5. A
Learning task 3:
1. A
2. A
3. D
4. B
5. D
6. A
7. D

Engage:
Learning task 4 & 5 (Answers may vary)

Apply:
Learning task 6 & 7 (Answers may vary)

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 Activity Sheet in English 10
Activity 2: (Compare and contrast the contents of the materials
viewed/read with outside sources of information in
terms of accessibility and effectiveness)

General Reminders: Use this activity sheet with care. Do not put unnecessary
mark/s on any part of the activity sheet. Use a separate sheet of paper in
answering the exercises. Read the directions carefully before doing each task.
Return this activity sheet to your teacher/facilitator once you are through with it.

Explore

My dear Learner, good day!

I hope you will sustain your interest in learning from the different activities prepared for
you today. This time you will use your reading strategies as you compare and contrast
the contents of the materials read with the outside sources of information in terms of
accessibility and effectiveness.
So, start doing the task below.

Learning Task 1: Jimmy and Evelyn have both written about their recent birthday
parties. Read both paragraphs. Then, compare and contrast them
by filling out the Venn diagram below.

JIM EVELYN

On my birthday, I went on On my birthday, I had a

a horseback trail ride with party. Six friends came
friends. We rode for an over, and we played
hour, then stopped for a games. Then we had cake
picnic lunch. We had and ice cream, and I
cake, and I opened a few opened presents. I had
small presents they had one HUGE present, from
brought with them. my parents. It was a
bicycle!

JIM EVELYN

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Learning Task 2: Read each item carefully. Identify what is asked in each item.
Write the letters of your answers on your answer sheet.

1. Comparing is to look at the ______, and contrasting is looking at the _____.

a. difference, similarities c. similarities, differences
b. differences, differences d. opposites, same
2. If I am looking at a stuffed brown dog and a plastic yellow cat, what would go in
comparing category?
a. soft b. furry c. hard d. toys
3. If I am contrasting a slipper and a boot, what goes in the contrasting category?
a. goes on feet c. specific sizes
b. people wear them d. meant for outside
4. What does compare mean in a compare and contrast essay?
a. describe similarities and differences c. describe differences
b. describe similarities d. tell the main idea of the essay
5. Which organizational tool will be most helpful for a learner writing a compare and
contrast essay?
a. Venn diagram b. Timeline c. Flowchart d. Chronological chart

Learn

Directions: Read the information below and write the important key words for your
guide.

The ability to compare and contrast is one of the first higher-order reading
comprehension skills students are introduced to. And it is no wonder, as the ability to
categorize and compare things in terms of their differences and similarities corresponds
to some the earliest stages of cognitive development. Without the ability to group things
effectively in terms of their similarities and differences, much of what we consider as
‘learning’ would be impossible.

Defining the Terms Compare and Contrast

The ability to compare and contrast has its uses far beyond the classroom. With
practical applications in everything from choosing which insurance policy to buy, to what
clothes to pack for a holiday, comparing and contrasting are requirements for much of
our everyday decision-making. However, when we discuss these terms in relation to
reading skills, they have much more specific meanings.
Compare, in relation to reading, refers to the process of identifying the similarities and
differences between two things.
Contrast refers to identifying only the differences between two things. While the
distinction between these two terms may appear on the surface to be quite subtle, it is
important that learners can accurately differentiate between the two concepts to ensure
they are able to answer questions and prompts accurately.

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Importance of Teaching Comparative Thinking
Compare and contrast type questions are commonly featured in standardized
tests, but there are many more reasons for students to develop their comparative
thinking skills than just passing tests. A few of the most compelling reasons include:
●     These types of questions serve as good introductions for students to begin
developing higher-order thinking skills
●     Answering compare and contrast questions helps students focus closely on the
details in a text while improving their comprehension in the process
●     The attention to detail required in reading to compare and contrast helps students
to better retain the information they are reading
●     Knowledge gained through comparing and contrasting helps students understand
how to organize information, think more clearly, and express ideas more
effectively in their own writing.

Helping Students to Approach Compare and Contrast Questions

The best thing we can do to help you, our learners to effectively answer these
types of questions is to offer you a coherent strategy with which to approach them. One
effective approach can be broken down into the following steps:
Step 1: Analyze the Question
As mentioned in the introduction, it is very important that learners clearly
understand what exactly the question is asking them to do. To achieve this effectively
learners must break the question down into its simplified parts.
If, for example, the question asks a student to contrast the opinions of two critics on the
use of metaphor in a poem, learners need only focus on the parts of the text where the
critics deal with metaphor and, furthermore, they need only to focus on where these two
opinions differ. On the other hand, if the question asks students to compare the views of
the two critics, they must focus on both similarities and differences in their answer.
Step 2: Identify Similarities and Differences in the Content
Once learners have identified the purpose of the writing prompt or the nature of
the question, they can start to read the text and take note of the similarities and
differences in terms of content. Students can begin the process by highlighting or
underlining the appropriate information in the text. They can then record this
information in note form or bullet points. These are often sufficient for students to
prepare for writing their answer. However, it is often helpful for students to use graphic
organizers to visually display the information they extract. Venn diagrams are
particularly suitable for displaying comparisons as they can usefully display areas of
difference, as well as any overlapping similarities. Venn diagrams can easily
accommodate a comparison of multiple ideas through the addition of more circles in the
diagram.
Step 3: Identify Similarities and Differences in the Structure
Once students have examined and identified the similarities and differences in
terms of content, they can begin to look at how the texts compare and contrast in
regards to structure. This will require students to give consideration to the genre of each
text. Often, students are asked to compare texts that are in the same genre. Sometimes,
however, they will be asked about texts which share a common a theme, but are
presented in different genres. Depending on the exact nature of the question, students
may look at a variety of elements of structure, including how the text is presented in
terms of:
●     The length of sentences and paragraphs
●     The progression of ideas and arguments

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●     The point of view expressed (Informative? Emotional?)
●     The use of stylistic elements, such as irony, humor, emotional appeals etc
●     The setting, characters, and plot in fiction
●     The use of facts and statistics in nonfiction.
Step 4: Identify Similarities and Differences in Media
Advances in technology make it ever more important that students develop their
literacy skills in media beyond the printed word. When we think of students reading a
text, we must ensure we recognize that texts can be visual and audio in nature too. As
part of learning to compare and contrast texts, students should be offered opportunities
to compare texts in a variety of media. Many of the texts students will encounter,
whether in print or online, will contain information presented in a variety of ways,
including diagrams, charts, photographs, and illustrations - to name a few. Online texts
especially may contain embedded videos and audio tracks. These elements should not be
ignored as they are an intrinsic part of how the text operates and, therefore, students
should be prepared to compare and contrast these too.
Step 5: Evaluate
Now that the students have analyzed closely the question or writing prompt,
identified the similarities and differences in content, structure, and media used across
the texts, it is time for them to evaluate the texts and offer their opinion on their overall
merit or effectiveness. The following questions are suggestions of areas to focus on to
evaluate the texts:
●     Which of the texts is the most convincing?
●     Which of the texts best employs appropriate media?
●     Which of the texts is the most enjoyable?
In the evaluation students can choose to focus on the most interesting, relevant, and
informative material they have identified to illustrate the wider thesis of their opinion
Source: https://www.literacyideas.com/compare-and-contrast 

Here are some connectors and transitions that show compare/contrast language:

Connectors & transitions that Connectors & transitions that show

show Similarity Contrast
Like + a noun phrase Unlike + a noun phrase
Similarly In contrast
Likewise However
Both Whereas
Also While

Engage

Test your skills now by reading the paragraph below, then follow the given directions.

Learning Task 3: Read the two (2) paragraphs below, then, answer the
questions that follow.

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 The Weather in Chicago and Miami
My cousin and I recently had a discussion about whether his hometown, Chicago,
or my hometown. Miami, has better weather. Our discussion centered on three
differences between the weather in our two hometowns. First, Chicago has all four
seasons, but Miami does not. Chicago enjoys summer, fall winter, and spring weather.
Miami, in contrast, has only two seasons: a very mild winter and a very long summer.
Another major difference in the weather between our two cities is that Chicago's worst
weather occurs in the winter. On average, the high temperature reaches only around 32
degrees, and the low each night goes down to about 20 degrees. The problem in Miami is
not the cold but rather the heat. In the summer, the temperature reaches 95 degrees in
the daytime and drops only to 75 or so at night. Finally, people in each city are worried
about different weather problem for people in Miami is a hurricane. In the end, my
cousin and I learned that each of our hometowns has unique weather.

My Two Homes

There are two places that have had a profound impact in my life. One of them is
New York City, where I live now, and the other is Quetzaltenango, Guatemala, where I
was born and lived the first part of my life. When you compare them, they seem like
dramatically different places, but they have some things in common, and I love them
both. There are many reasons why New York City (NY) seems like my home away from
home. Both cities are striking and distinctive. For example, each has its own nickname.
Everyone knows New York is "The Big Apple." Quetzaltenango is known as "Xela", which
is a lot easier to say! Second, both cities have a "Central Park" where people like to go
and walk. Although Central Park in Xela is smaller, its tropical flowers and colonial
architecture make it just as beautiful as New York's. Furthermore, when you walk
around Xela, you find many tourists and people from other countries, just like in NY. In
conclusion, these are the two cities I love. For me, both are home, both are unique, and
both are filled with interesting people. These people represent the best of both worlds.

Questions:
1. What source of information are the two examples written above?
2. What are the transition word/s or phrase/s used in each paragraph. Write your
answer on its corresponding row.
3. Which paragraph is an example of comparison? Which one is contrast?
4. As those sources provide significant information, it is your duty to check the
information in terms of two criteria: accessibility and effectiveness. Put check or
cross on the column
Answer the questions above by filling out the table below.
Transition
Example Word(s) or
Source of Title of the Accessibi Effective
paragraph Phrase(s)/
Information Paragraph -lity -ness
of Connectors
used

Comparison

Contrast

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Good Job! I hope you can do more in the next activity.

Apply

Learning Task 4: Compare and contrast the contents of the paragraph below by
answering the questions that follow. Write your answers on your
answer sheet.

Basketball and Soccer

Basketball and soccer are sports with many similarities and differences. Both
sports are fun to play and each one has many beneficial qualities. Here are some of the
similarities and differences with basketball and soccer.

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 A referee judges each game. When a player breaks the rules he or she is called
for a foul. A soccer player receives a red or yellow card and a basketball player is called
for a foul. Finally, a score is kept in each game. The team with the highest score wins.

Even though basketball and soccer are similar, differences do exist. Even though
an athlete dribbles the ball in both sports, a basketball player uses his hands and a
soccer player uses his feet. Usually soccer is played outside on a large field and
basketball is played indoor on a court made out of wood. Basketball is played with 5
players and soccer has 11. Lastly, basketball has four quarters and soccer has two
halves.

In conclusion, both sports are fun and exciting to play. Each one offers exercise
and competitiveness. Also, they are unique in their own way.

Questions:
1. What are being compared and contrast in the paragraph?
2. Give at least two phrases or sentences where comparison and contrast are being used
in the paragraph.
3. What source of information does the paragraph classify?
4. Do you think the information given in the paragraph is an evident of accessibility and
effectiveness? Explain your answer.

Thank you for your cooperation! God bless!

Prepared by:

MARY GRACE Y. ALUMBRO

SST-III

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Answer Key:

Explore:

JIM EVELYN

* horseback trail * a birthday * had a party

ride * celebrating
* picnic lunch with friends * ice cream
* small presents * opening * one huge present
presents
* cake

Engage:

Transition
Example Title of the Word(s) or
Source of Accessibi Effective
paragraph Paragraph Phrase(s)/
Information -lity -ness
of Connectors
used

Comparison Primary My Two In common, / /

Homes seem like, like
my home, love
them both, both

Contrast Primary The Weather Differences,

in Chicago major difference, / /
and Miami in contrast,
different weather
problems

Apply:
(Answers may vary)

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