10

English Activity Sheet

Quarter 2 – MELC 1
Observing the Language of
Research, Campaigns, and
Advocacies
English 10
Activity Sheet No. 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written permission
from the DepEd Regional Office 6 – Western Visayas.

Development Team of English Activity Sheet

Writers: Maricon H. Monsalve, Elvie C. Dioquino, Analyn S. Mateo

Illustrator: Felizardo S. Valdez III

Editors: Ma. Portia G. Galanto and Chat C. Gabo

Layout Artist: Felizardo S. Valdez III

Division Management Team:

Ma. Roselyn J. Palcat
Novelyn M. Vilchez
Elleda E. de la Cruz
Arthur J. Cotimo
Ma. Portia G. Galanto
Felizardo S. Valdez III
Marve E. Gelera
Ma. Leah Lynn D. Proilan
Chat C. Gabo
Regional Management Team:
Ma. Gemma M. Ledesma
Josilyn S. Solana
Elena P. Gonzaga
Donald T. Genine
Nestor Paul M. Pingil
Introductory Message
Welcome to English 10!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Guimaras and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The English 10 Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The English 10 Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful
and engaging activities for independent learning. Being an active learner, carefully
read and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
 Quarter 2, Week 1

Name of Learner:______________________ Grade and Section:______________

Date: ___________________________

ENGLISH 10 ACTIVITY SHEET NO. 1

Observing the Language of Research, Campaigns, and Advocacies

I. Learning Competency with Code

Observe the Language of Research, Campaigns and Advocacies
(EN10G_Iva-32)

II. Background Information for Learners

Being a 21st Century Learner means acquiring the essential
knowledge, skills, and the right attitude to navigate the world. One of the
most important skills that will enable you to achieve this is your skill in doing
research. Also, the influence of social media and other resources have exposed
you to the realities in life. The skill to awareness, the knowledge to make a
difference, the good values and attitudes are the needs of a learner to become
a responsible global citizen.

The learner’s activity sheet is good for 5 days. These activities cover
the topics about research, campaigns and advocacies. For your reference, the
content can be found in Grade 10 English Learner’s Material (Celebrating
Diversity through World Literature). Read the topics with comprehension and
answer the activities diligently.

Accompanying DepEd Textbook and

III.
Educational Sites
Almonte, Liza R. et Al. (First Edition 2015). Celebrating Diversity through
World Literature - Grade 10 English Learner’s Material
Published by the Department of Education, printed by REX Book Store pp
417-418, 421, 435-436, 448-452, 471-475, 487-488

IV. Activity Proper – Lesson 1 : Days 1 and 2

OBSERVE THE LANGUAGE OF RESEARCH

With the pressing challenges brought about by the pandemic (COVID 19),
Learning Delivery Mode (LDM) for SY 2020-2021 is greatly affected. There are varied
perspectives and level of readiness from parents, learners, stakeholders and other sectors.
And these perspectives and readiness are best captured and understood through
research.
 What is Research?
The word Research came from late 16th century obsolete French
word recerche (noun), recercher (verb), from Old French re- (expressing intensive
force) + cerchier ‘to search’.
Research - is a careful study that is done to find and report new knowledge about
something. It is a tool by which they can test their own, and each other’s' theories,
by using this antagonism to find an answer and advance knowledge.

The purpose of research is to correct and refine hypotheses, which should lead to
the acceptance of certain scientific truths.

7 Steps to Consider to Select and Limit a Research Topic:

1. Brainstorm for Ideas
2. Identify the Sources of General Background Information
3. Focus on Your Topic
4. Make a List of Useful Keywords
5. Be flexible
6. Define your Topic as Focused Research Question
7. Formulate a Thesis Statement

Read: “How to Select and Limit a Research Topic” on pp.417 -418

Three Essential Parts of a Research Paper:

1. Introduction
2. Body
3. Conclusion

To learn more on the essential parts of a research paper, read pp. 471-472

6 Steps Involved in the Development of a Questionnaire.

1. Figure out what you are trying to gather from this survey.
2. Write an introduction for your questionnaire.
3. Use closed questions for questionnaires.
4. Order your questions in a way that is meaningful and easy to follow.
5. Put the more important questions at the beginning of your questionnaire.
6. Add a little variety to your questions.
“How to Develop a Questionnaire for Research” Refer to p. 421

 Interview Guide and Interviewing

Interview Guide- summarizes the content that researches cover during interviews
Interview – is a conversational practice where knowledge is produced through the
interaction between an interviewer and an interviewee.

Pls. Read Interview with the Experts on pp. 435-436

What are good sources of information for your Research?
Books, magazine, journals, periodicals are considered good sources of
information. One can also go online and surf the web for additional information.
References are used to support your ideas. Citing these ideas / sources serves
purposes:
1. It gives proper credit to the authors of the words or ideas that
you incorporated into your paper.
2. It allows those who are reading your work to locate your sources in order to
learn more about the ideas that you include in your paper.
3. Citing your sources consistently and accurately helps you avoid committing
plagiarism in your writing

To learn more about plagiarism, the signs and the ways to avoid it, visit
http://www.youtube.com/watch?v=tUSaQ5-mDRI
It is important to make attributions and recognize the sources of your information.

Example of a basic format for books (APA):

Author, A.A. (Year of Publication). Title of Work: Capital letter for subtitle. Location:
Publisher
To learn more about basic rules and basic format for citations, read pp. 448-452.

To learn more on Research Report Rubric refer to pp. 473- 474

Direction for Learners: Use a separate sheet of paper for your answers on all
the activities.

Activity 1
You will develop a questionnaire on your research topic, reading. Tell whether the
question in each item below is applicable and appropriate in research or not. If it is,
draw a positive sign (+), if it is not, a negative sign.
1. How many times do you read books in a week?
2. Are you reading right now?
3. At what age did you start reading?
4. Can you read with me?
5. Didn’t you read the food label?

Activity 2.
Sort it out! Place the following research terms in the column where they belong.
Literature Review Summary of findings presentation of data

Charts, tables, data objectives of the study new perspective of thesis

Recommendations brief background significance of the study

citing of sources
 Introduction Body Conclusion

Activity 3

Analyze the language of research used in the items below. Determine the part of
research where they belong. Choose the letter of the correct answer then write it
down on your answer sheet.

A. Recommendation B. Results and Discussion C. Background of the Study

D. Hypothesis E. Scope and Delimitation F. Citation of related studies

G. Title H. Statement of the Problem

_____ 1. There is no significant difference in the _______________________________.

_____ 2. The study of Perez (2020) proves that psycho-social support is an
important factor during crisis.

_____ 3. This means that learners from higher socio-economic status have same
level of readiness to remote learning to those of the low socio-economic status.

_____ 4. Since learners from highly disadvantaged areas are more open to
change, there is a need to ____________________________________________________.
_____ 5. This study aims to identify the level of readiness of learners to remote
learning _____________________________________________________________________.
_____ 6. LEVEL OF READINESS OF LEARNERS TO REMOTE LEARNING ______.
_____ 7. “The COVID-19 pandemic outbreak forced many public schools and
private educational institutions to provide remote learning opportunities for
students. This may be the band aid solution to the problem but how ready the
learners are to this learning modality.”
_____ 8. The study covers both learners from higher-socio economic status and
of the low socio-economic status _____________________________________________.
V. Activity Proper – Lesson 2 : Days 3 to 5

OBSERVE THE LANGUAGE OF CAMPAIGNS AND ADVOCACIES

There is power in words! As a responsible citizen of the country, how

can you help the “voiceless” be heard and the oppressed be empowered?
In the previous lesson you were introduced to Research and made to observe
its language. In this lesson you will be introduced to campaigns and
advocacies as tools in addressing social concerns in establishing a just,
humane, peaceful and sustainable society.

 What is Campaign?
It is an organized work which seeks to make an impact in the decision-
making progress within a specific group. In democracies, political campaigns
often refer to electoral campaigns, by which representatives are elected or
referendums are decided

 Purposes of Campaign:
 reaching out to the public regularly,
 measuring that outreach accurately,
 motivating the public to take action

Read page 475 of Celebrating Diversity Through World Literature

 What is Advocacy?
It seeks to ensure that people, particularly those who are most powerless in
society, are able to:1. have their voice heard on problems or issues that are
important to them; 2. defend and protect their rights; and 3. have their
views and wishes fairly considered when decisions are being made about
their lives.
TYPES OF ADVOCACY
1. Self-advocacy refers to an individual’s ability to effectively communicate,
convey, negotiate or assert his or her own interest, desires, needs and
rights (VanReusen et al.,994)

2. Individual advocacy is about a person or group of people who gather their

efforts on just one or two individuals. ‘Advocacy is having someone to
remain or stand beside you if you think something is unjust or that
someone is treating you badly and you would like to do something to
change it’. It could be formal or informal.
3. Systems advocacy is about changing policies, laws or rules that impact
how someone lives his/her life. These efforts can be targeted at a local,
state or national agency. The focus can be changing laws or simply written
or unwritten policy. What is targeted depends on the type of problem and
who has authority over the problem (Brain Injury Center, 1998)
_______________________________________________________________________________
To Sum It Up!
Advocacy is a carefully considered planned procedure to influence different
stakeholders in order to attain specified outcomes. An advocacy campaign is a
planned activity over a given period of time to realize specific advocacy goals.
Therefore, campaigning can be seen as the operation of advancing advocacy.

Activity 1

Read the text and answer the questions that follow, “What does it mean to be a Global
Citizen” by Ronald C. Israel Celebrating Diversity Through World Literature, pp. 487-488
http:/www.kosmosjournal.org/article/what-does-it-meanto-be-a-global-citizen)

Activity 2
Study the illustrations below to be able to answer the questions that follow:

1 2

3 4
Questions:

1. What is the message of each illustration/poster?

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

2. Do you think the illustrations can help gain support from others? In what way?

_____________________________________________________________________
_____________________________________________________________________
3. Which illustration/s signify campaign? ___________________________
advocacy/ies? ______________________________________________________

4. Based on the samples, how can you differentiate the language of campaign from
the language of advocacy?
____________________________________________________________________
____________________________________________________________________

____________________________________________________________________

_____________________________________________________________________
4. Why do we need to support advocacies?

_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

Assessment
Choose one from any of the following topics/social problems and craft a campaign
or an advocacy material through a song or poem composition; or poster/slogan
observing the language of campaigns/advocacies.

Bullying Improper waste disposal

Racial discrimination Human trafficking
HIV Students being hooked to gadgets
Pollution COVID 19 pandemic
 Rubrics for Scoring on a Campaign or an Advocacy Material Crafted

Criteria 5 4 3 2
Message and Message is Message is Message is Message is
Ideas very relevant to relevant to quite irrelevant
relevant to the chosen the chosen to the chosen
the chosen theme; ideas theme; but theme; and
theme; conveyed are ideas ideas are
ideas somewhat conveyed are unclear
conveyed clear quite unclear
are very
clear
Language Used Employed Employed Employed Language
 powerful language language language employed
 highly excellently observed the observed the failed to
motivating observed all required required observe the
the required elements elements required
 effectively elements except one except two elements and
Communicates needs revision
Creativity All Elements are Elements are Elements are
 balance elements evident and evident and evident and
 unity are evident need need but needs total
and are enhancement enhancement enhancement
 depth
excellently in one aspect in two aspects
employed

Grade Equivalent:

A. Excellent = 13 -15 points

B. Very Good = 10 – 12 points
C. Good = 7 – 9 points
D. Needs More Practice = 6 points

VI. Reflection

The language of research is ______________________________________________

________________________________________________________________________.
Campaigns are focused on ______________________________________________
________________________________________________________________________ .

Advocacy materials highlight ____________________________________________

_________________________________________________________________________ .
VII. Answer Key
Activity 1

1. +
2. –
3. +
4. –
5. –
6. _

Lesson 1:

Activity 1
5 A. 4 E.

3 B. 2 F.

1 C.

5 D. 2
Activity
Introduction
4 E.
Literature Review Conclusion
2 F.
Brief background Summary of Findings

Objectives of the study Recommendations

Significance of the study

Body

Charts, tables, data

Presentation of data
ActivityCiting
3 of sources

1.D 2. F 3. B 4. A 5. C 6. G 7. H 8. E

Lesson 2:

Activity 1
1.A global citizen is someone who is aware of and understands the wider world-and their place in it.
They take an active role in their community and work with others to make our planet more equal,
fair, and sustainable.
2.Answer may vary
3. answer may vary
4. human rights, environmental protection, religious pluralism, gender equity, sustainable
worldwide economic growth, poverty alleviation, prevention of conflicts between countries,
elimination of weapons
5.awareness and understanding of the world
6. answer may vary
Activity 2

1. campaign 3. campaign

2. advocacy 4. advocacy

Learning Check

1-5 – answer may vary