10

English Activity Sheet

Quarter 2 – MELC 2
Identifying Key Structural
Elements and Language Features of
an Argumentative Text
English 10
Activity Sheet No. 2
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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transmitted in any form or by any means electronic or mechanical without written permission
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Development Team of English Activity Sheet

Writers: Ana Marie T. Sardiniola and Rachel G. Solihon

Illustrator: Felizardo S. Valdez III

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

Layout Artist: Felizardo S. Valdez III

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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, Weeks 2 and 3

Name of Learner: _______________________ Grade and Section:_____________

Date: ___________________________

ENGLISH 10 ACTIVITY SHEET NO. 2

Identifying Key Structural Elements and Language Features of an
Argumentative Text

I. Learning Competency with Code

Identify the key structural elements, e.g.:
 Exposition - statement of position
 Arguments
 Restatement
and language features of an argumentative text, e.g.:
 modal verbs: should, must, might and modal adverbs: usually,
probably, etc.;
 attitudes expressed through evaluative language;
 conjunctions or connectives to link ideas: because, therefore, on the
other hand, etc.;
 declarative statements
 rhetorical questions;
 passive voice
II. Background Information for Learners
In the previous lessons you were familiarized with the language of research,
campaigns and advocacies. This lesson will help you make reasonable judgement in
order for you to present a clear and effective position statement.
This Learner’s Activity Sheet is good for two weeks. The activities cover the
topics on Identifying Key Structural Elements and Language Features of an
Argumentative Text.
As a grade 10 student you are often asked to read, listen, view and review
materials to assess its reliability and value. There are times when you are called to
take a stand and give your position regarding an issue. For clear reasoning, you
need to understand an issue and present your point clearly. You also need to
identify the key structural elements and language features of an argumentative text
to present a strong, valuable and effective argument.
For your reference, the content can be found in Grade 10 English Learner’s
Material (Celebrating Diversity through World Literature) published by the
Department of Education.

Read the topics carefully and answer the activities comprehensibly.

 III. Accompanying DepEd Textbook and
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. 27-28,
30, 55-56, 101, 133, 157-158, 258-261, 359-360, 481

Carpio, Gloria, et.Al (First Edition 2003). Prototype Lesson Plan in English III.SD.
Publications, Inc. Quezon City, Philippines.

Reyes, Linda D. and Ribo Lourdes M. (2000) English Arts Textbook for Third Year,
Published by JTW Corporation

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

To ensure the overall structural stability, an experienced carpenter, always
sees to it that the foundations, columns, beams, shear cores, structural walls,
struts, ground anchors and other parts of a building are available and of quality.
Likewise, in language learning, learners must be aware of structural elements of an
argumentative text as building blocks to clear, effective and powerful argument.

Key Structural Elements of an Argumentative Text

Have you experienced presenting an argument? Did it go well?

What is an argumentative Essay?

-An argumentative essay tries to change the reader’s mind by convincing the
reader to agree with the writer’s point of view.
-This piece of writing is sometimes called persuasive writing because it aims
to convince the reader about a certain stand on a debatable issue.

To learn more about the characteristics and parts of an argumentative

essay , read page 133.

To learn more about Techniques on Appealing to Your Readers, Basic

Components of an Argument, Developing an Argument and Suggested
Organization for a Classic Argument, read page 157-158.

To learn more about argumentative writing, read pp. 259 – 261)

What is a Position Statement?

A position statement lets people know where you stand on a topic or debate.

What is an Evaluative Language?

An evaluative language is the language used to express the opinion, attitude

and point of view of a speaker or writer. It can be used in claims about your own
writing and about others’ writing. Evaluative language judges, quantifies or
accuses.

Activity 1

Direction: Read the statements below and identify what key structural elements of
argumentative essay are used. Choose your answers from the pool of words. Write
your answers on the space provided.

analogy proposition conclusion

editorial argumentative essay introduction

___________________ 1. It explains the issue or case, gives reasons and supports

these reasons to support and refute opposing arguments.

___________________ 2. This technique in argumentation is an assumption that two

things in one aspect are alike in another aspect.

___________________ 3. This is a part of an argumentative essay that restates the

main claim and gives one or two general statements that
exactly summarize the arguments and support the main
premise.

___________________ 4. It is the most outstanding example of argumentative writing.

___________________ 5. This part of the classic argument presents an issue that is

open to debate.

Activity 2

A. Direction: Evaluate the argument in the editorial excerpt in pp. 258 –

259 and check the checklist if the following features are present.
Features
1. Parts
a. Introduction
b. body
c. conclusion
2. Techniques
a. Sound reasoning
b. Persuasion
c. Evidence
 3. Basic components of an
argument
a. The claim
b. The reasons
c. The evidence

B. Answer the following questions by writing your answers on your answer sheet.

1. What is the title of the essay?

2. What techniques were used by the author in convincing his readers?
3. Does the conclusion resonate with the introduction?
4. Generally, what is the challenge posed by the editorial?
Activity 3

A. Direction: Persuade your readers to believe in your stand on anti-bullying

or to take a specific action to help it. You can use persuasive or
argumentative paragraph to present your stand. Write your paragraph
on a separate sheet of paper.

(You may refer to Republic Act No. 10627 or the Anti-Bullying Act of
2013 . pp 27-28 of your Textbook)

__________________________________________________________________________________
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In preparing for your paragraph, read the rubric found on page 30.

V. Reflection
“Personal challenges help one become a better person. Recognizing these
challenges would help one become better prepared for life.”

My journey through this lesson enabled me to learn __________________________

__________________________________________________________________________________
__________________________________________________________________________________

It made me realize that ________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
 VI. Activity Proper – Lesson 2 : Days 3 and 4

Modal Verbs and Modal Adverbs

In the previous lesson, you have learned how to prepare your

argumentative essay. In this lesson you will further improve your writing skill
by learning modal verbs and modal adverbs.

For the preliminary activity on Modal Verbs please refer to page 55

and 56 of your Learner’s Material.

Modal Verbs
Modal Verbs Functions

1. CAN Denotes A) Ability

B) permission or request
C) possibility
2. WILL Indicates A) Futurity
B) willingness or choice
3. WOULD Expresses A) willingness in a potential way
B) polite question or request
C) future intention from the past point of
view
D) past habitual action
4. SHALL Expresses A) suggestion in a yes-no question
B) used in the same way as will, but is
often used in ceremonies when protocol
is an important factor
5. SHOULD Expresses A) past obligation

6. MAY Expresses A) Permission

B) probability
C) wish
7. MIGHT Expresses A) less probability

8. MUST Is used to A) to express very strong obligation or

necessity
B) in making inferences or logical
conclusions
*Note: 1. After a modal verb, the root form of a verb is generally used. The word to should
not appear after a modal verb. An exception is the phrase ought to, which is
considered a modal verb.
 2. Modal phrases (or semi-modals) are used to express the same thing as
modals, but are a combination of auxiliary verbs and the preposition to.
The modals and semi-modals in English are:

 Can/could/be able to
 May/might
 Shall/should
 Must/have to
 Will/would

Refer to page 101 for more examples.

Modal Adverbs
If one of the key jobs of adverbs is to add to the meaning of verbs,
it makes sense that modal adverbs add additional meaning to modal
verbs. Remember that modality has to do with ideas such as the
possibility of something happening.
Example:
1. I really might be going to the celebration on Saturday.
2. Surely you can’t join the group.
3. It is likely that Prince will get an A in Math.

More sentences using modal adverbs to add to the meaning:

1. That controversial proposal surely won’t pass.

2. Undoubtedly, the huge number of COVID positive will have a great effect

in our economy.

In the 1st sentence, the adverb surely modifies the verb will not or won’t. In
the 2nd sentence, undoubtedly, at the beginning of the sentence modifies will have
which appears later.

For more examples of modal adverbs/ adverb modifier, read pp. 359-
360 of your Learner’s Material.
Activity 1

A. Match the modals in column A with its function in column B.

Write your answers on your answer sheet.
Column A Column B
1. must a. denotes ability, request or possibility

2. shall b. expresses permission, probability or wish

3. will c. to express strong obligation or necessity

4. can d. express suggestion in yes-no question

5. may e. indicates futurity, willingness or choice

B. Complete the following with the appropriate modal verbs. Write your
answers on your answer sheet.
1. Tomorrow the bank manager _______ announce the most
outstanding employee.
2. I am sure she _______ pass the test.
3. You’re feverish. You _____ see the doctor.
4. This is your chance. ______ you take the challenge?
5. You ______ do the groceries. We ran out of supply.
6. You _______ finish your task before leaving.

C. Read the following sentences. Underline the modal verbs and encircle
the modal adverbs.
1. Your teacher might just tell you all about your performance.
2. Anton should absolutely swallow his pride.
3. Sandra can’t exactly remember where she put her phone.
4. I will definitely deliver the modules tomorrow.
5. She obviously must have forgotten the schedule.

Assessment

Think of at least five desirable traits or habits you need to develop and five
undesirable traits or habits you ought to eliminate.
Write a short paragraph persuading others on the importance of developing these
desirable attitudes and eliminating out the undesirable habits to win over
challenges. Use this title; “Habits and Traits to Develop or to Weed Out in Order
to Win over Challenges.” Clarify your stand and use words that appeal to reason
or emotion.

Remember to use appropriate modals and modal adverbs.

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

For rubric, refer to page 30.

 VII. Reflection
Reflect on how you performed in this lesson. Complete the following:
The lessons presented are:

The insights I gained are:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

VIII. Activity Proper – Lesson 3 : Days 5 and 6

Connectives and Conjunctions

Any good expository or argumentative writing moves from one idea to

the next in a way that it makes sense. To make your idea flow smoothly you
need to use connecting words and phrases.

 Connectives

- are words or short phrases used to link ideas together. Connectives can be
conjunctions (e.g. but, when, because) or connecting adverbs (e.g. however,
then, therefore).Connecting adverbs (and adverbial phrases and clauses)
maintain the cohesion of a text in several basic ways, including: addition: also,
furthermore, moreover opposition: however, nevertheless, on the other hand
reinforcing: besides, anyway, after all explaining: for example, in other words,
that is to say listing: first(ly), first of all, finally indicating result: therefore,
consequently, as a result indicating time: just then, meanwhile, later.

 Conjunctions
- are a subgroup of connectives.
- are joining words, used to join together words, phrases or clauses. Words
used to link clauses within a sentence. But and if are examples of
conjunctions. Study how they are used in the following sentences:

It was tiresome but it was fun.

We won’t go out if social distancing is not observed.

There are two kinds of conjunction:

a. Coordinating conjunctions (and, but, or and so).

These join (and are placed between) two clauses of equal weight.
“Do you want to visit him or shall you wait here?”

And, but and or are also used to join words or phrases within a clause.

b. Subordinating conjunctions (e.g. when, while, before, after, since,

until, if, because, although, that).

We were hungry because we hadn’t eaten all day.

Although we’d had plenty to eat, we were still hungry.

We were hungry when we got home.

Read and study page 481 to learn more examples of connectives.

Activity 1

A. Fill in each blank with the connecting word that best joins the two
thoughts. Choose your answer from the given choices.

1. Exercise is good for the heart, ____________ I make it a habit to

walk, jog and run every morning.

however but therefore

2. They say nowadays your immune system matters, _____________

I always take care of myself; I eat healthy foods, exercise daily and

take plenty of sleep.

in addition but as a result

3. Eat plenty of vegetables and fruits. __________, limit foods high in

fat, such as ice cream, peanuts and cheese.

in addition but as a result

4. I can’t give you a refund __________ you have receipt.

so unless but

5. I saw him, _________ he didn’t see me.

so unless but
Assessment

A. Supply the appropriate connector or conjunction to complete the

thought of the passage. Choose the answer from the pool of words.
Write your answers on your answer sheet.

therefore but however and moreover because

During the Enhanced Community Quarantine (ECQ), I was compelled

to stay at home ______ helped my parents in doing household chores. I
cleaned the house, do some errands _____ allot one hour a day in playing on
line games; _______, mother found the idea foolish _______ according to her
it’s a waste of time ______, I reduced it to 20 minutes a day to reward myself
for a day’s work.

B. Use the following subordinating conjunctions, connecting words and

phrases to form a meaningful passage. Rewrite the passage below.
(first, second, in addition, therefore)

I have reasons for not going out today. I am afraid of the virus. I don’t
have the assurance that people I will be meeting are virus - free. There is no
vaccine yet. I better stay home and be safe.

__________________________________________________________________________________

IX. Reflection
Assess your understanding of the lesson. Write your responses in the PMI graphic
organizer.

P (Plus) M (Minus) I (Inquiry)

Parts of the lesson that Parts of the lesson that Parts of the lesson that
are very helpful still need reinforcement need clarification
X. Activity Proper – Lesson 4 : Days 7 and 8

Voice of the Verb

Passive Vs. Active

Previously, you learned the different kinds of connectors and conjunctions.

In this lesson you will be learning how to change voices from passive to active
voice and vice – versa for better argumentative text effect.

 Voice
- It is a characteristic of verbs which indicates the relation of the verb’s
action to its subject.
- The voice of a verb may be either “active” or “passive”.

 Passive Voice

- The voice of the verb is passive, when the subject is acted upon by the object
of the verb.

 What should we remember about the passive voice?

1. The passive voice is used when the action being done is more
important than doer of the action.
2. In the passive voice, the action is done to the subject, unlike in
the active voice where the subject does the action.
3. In the passive voice, the doer of the action is not stated at all.
4. The verb used in the passive voice is made up of a helping verb
and the past participle.
5. The form of the helping verb shows whether the action is past,
present, future, continuing, or whether it is related to another
past action.
(Source: English Arts Book for Third Year, 2002 pp.256-259)

 Active Voice
- The voice of the verb is active, when the subject performs the action.
- The subject of a sentence or clause featuring the passive voice typically
denotes the recipient of the action (the patient) rather than the
performer (the agent). Verbs in the passive voice in English are formed
using several parts (periphrastically): the usual construction uses the
auxiliary verbs to be or to get together with the past participle of the
main verb.
 Active
1. The learners discuss the content
of the module.
2.The little girl is wearing a cute
face mask.
1.Kyre gave her two beautiful
presents.
2.The campers lit the campfire.
Passive
1.The content of the module is
discussed by the learners.
2.A cute face mask is being worn by the
little girl.
1.Two beautiful presents were given to
her by Kyre.
2.The campfire was lit by the campers.

Example: verb- write

Active verbs Passive verbs

Write Is /are written
writes is/are written
wrote Was/were written
Will write Will be written
Is writing Is being written
Has written Has/ have been written
Had written Had been written

Activity 1

Supply the correct verb form to complete the thought of the sentence. Then identify
the voice of the sentence. Write the answers on your answer sheet.

Example: was built – passive voice

1. Family ______ by many people as their source of inspiration ever since.
A. has been considered B. is considered C. was considered
D. considers.
2. The family bond _____ by the pandemic.
A. was strengthened B. strengthens C. strengthened D. will be
strengthened
3. Yet, Filipinos ________ their resilience in trying times.
A. will be shown B. show C. have been shown D. are being
shown
4. Stories _______ of successful family journey because of cohesion,
communication and flexibility.
A. told B. had told C. were told D. tell
5. Children who _____ in love and understanding most likely succeed in
their chosen field.
A. nurtured B. were nurtured C. nurture
D. will be nurtured
Activity 2

Read the paragraph below, pick out the sentences in the active voice, place them in
the box with label ACTIVE VOICE and sentences on the passive voice should be
placed inside the box labeled PASSIVE VOICE.

I was so hopeful that something good will happen that day.

Good vibes had been felt by anyone in the four corners of the room.
Gifts, kind words and sweet smiles filled the air. Beautiful scene such
as this is created by people like you and me. I couldn’t imagine what
would life be if this will be the scenario in our daily lives. Sad to note,
kindness everywhere is sought by everybody but only few people can
afford to offer it.
PASSIVE VOICE ACTIVE VOICE

Activity 3

Read the following sentences and decide its voice. If the sentence is in the active
voice change it to passive voice and vice versa. Write the answers on the space
provided.

1. God has endowed each one of us with strengths and weaknesses.

2. These strengths were given to us by Him for us to overcome our
weaknesses.

3. These weaknesses were given to remind us that we are not perfect;

therefore we should work hard to overcome them.
4. He has shown His encompassing love and grace even in our
weaknesses.
5. His divine love will cover our weaknesses and will turn them to
insurmountable victory.

1. _________________________________________________________________
____
2. _________________________________________________________________
______
3. _________________________________________________________________
______
4. _________________________________________________________________
______
5. _________________________________________________________________
______
XI. Reflection
Before moving forward, try to assess your growth by answering the following
questions:

1. What new ideas did you find interesting?

______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What follow-up is needed to further improve your knowledge?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

XII. Activity Proper – Lesson 5 : Days 9 and 10

Declarative Statement
and
Rhetorical Questions

In writing, rhetorical questions and statements are used for better effect or
impact. These add extra touch to your write up and emphasize the point you
want to highlight.

What is a Declarative Statement?

A declarative sentence states the facts or an opinion and lets the
reader know something specific. It always ends with a period and expresses a
direct statement. It consists of a subject and a predicate.
EXAMPLE:

1. Life is beautiful.
2. During the quarantine period many bonds were strengthened.

 Types of Declarative Sentences

1. A simple declarative sentence consists of a subject and a

predicate.

2. A compound declarative sentence joins two related phrases

together. The phrases are joined by a comma and a conjunction
such as: and, yet, or but. The phrases can also be joined by a
semicolon, with or without a transition word such as however,
besides or therefore.
 What is a Rhetorical Question?
A rhetorical question is posed to make a point, not because you
want an answer, or the answer is obvious and does not need to be
stated. It is used in order to create a stronger effect rather than
stating what you mean directly.

 Examples of Rhetorical Questions

 Why me?
 Can you imagine that?
 How many times did I tell you to look at things the other way?
 Will you not stand and start again?
Activity 1
Identify the following sentences as a) rhetorical question, b) declarative
sentence. Write the answers on your answer sheet.

___________1. The teacher is on a quarantine.

___________ 2. Ciello sings her lolo’s favorite song.

___________ 3. Her husband plays the piano and she sings along with him.

___________ 4. Will you pass the test if you don’t study?

___________ 5. Klay loves the beach, yet she hates sand.

___________ 6. Bon likes sunlight very much.

___________ 7. Children loves to run, but older people prefer to walk.

___________ 8. Krizzy reads her favorite book.

___________ 9. Will you not stand and join them?

___________10. Chloy wanted to play basketball, while Chloe wanted to play

volleyball.
Activity 2
Read the following text and separate simple declarative sentences from rhetorical
questions. Write your answers on the table below.
Have you thanked God just recently? Why should we be thankful?
Gratefulness has positive effects to others more importantly to you. It
signals positivity and opens up possibilities. So, why not thank God for
the food set on the table, family and friends who shower you with love,
above all for the gift of life by which you enjoy today.
Declarative sentences Rhetorical Questions
Activity 3
Answer the question below and expound your ideas using declarative sentences
and rhetorical questions. Write your answers on the space provided.
How would you embody harmony in times of struggles and conflicts?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

XIII. Reflection
Summing up what I learned through this lesson:

I learned that ___________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

I will use this to _________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
XIV. Answer Key
Day 7 & 8 Active/ Passive

Activity

Passive

1. Good vibes had been felt by anyone in the four corners of the room.
2. Beautiful scene such as this is created by people like you and me.
3. Sad to note, kindness everywhere is sought by everybody but only few
people can afford to offer it.
Active

1. I was so hopeful that something good will happen that day.

2. Gifts, kind words and sweet smiles filled the air.
3. I couldn’t imagine what would life be if this will be a scenario in our
daily lives.