Self-Learning Activity (SLA) w/ RBI for English 10
Teacher: Kay F. Belga
School: TUBARAN NATIONAL HIGH SCHOOL
Name: _______________________________________
Year and Section: _____________Score: _______
MELCs – EN10RC-Ia-2.15.2: Determine the effect of
textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text
I. Specific Objective for the Day:
1. Identify the kind of textual aids
2. Create a textual aid appropriate with the given data.
II. References: English 10 SELF-LEARNING
MODULES, English 10 Book & Internet
III. Development of the Lesson:
Activity: Study the graph below.
Guide Questions:
1. What is the graph all about?
2. What is the average case of July 29 – August 4?
3. What week has the highest case of Covid-19?
Textual aids are educational instruments, could be
written texts, or printed texts and other ways of
emphasizing the essential phrases, thoughts, graphs,
and /or images. Textual aids are tools or materials that
provide support and facilitate understanding of texts.
These aids are, most of the time, graphical outlines or
images that gives a general idea of a certain topic.
Examples are:
Non –linear text- Unlike linear text wherein we need to
read from beginning to the end, a nonlinear text refers to
a text that does not need to be read from beginning till
the end. Examples are bar, line or pie graph, flow charts,
etc. This tests your ability to describe and compare data,
identify significance and trends in factual information, or
to describe a process.
A graphic organizer is a visual and graphic display that
depicts the relationship between facts, terms, and or
ideas within a learning task. Graphic organizers are also
sometimes referred to as knowledge maps, concept
maps, story maps, cognitive organizers, advance
organizers, or concept diagrams.
Examples of Graphic Organizers that show relationships:
1. Cause & Effect: This type of Graphic Organizer is used to help
students identify the problem and come up with possible
solutions. It illustrates the problem solving process.
2. Fishbone: Analyzing the ways in which different aspects of a
problem or issue are related. Can be used to organize the main
topics to subtopics, or to analyze the causes of something.
Graphic Organizers that organize information into
Categories:
1. Concept Maps: Used to brainstorm concepts and identify how
they relate to each other with the use of labeled cells/bubbles.
2. Know-Wonder-Learn (KWL): Students can use KWL to identify
their background knowledge on a topic or issue (in the beginning
of class), what they would like to learn (throughout the class)
and what they have learned (at the end of the class).
3. Mind Mapping: Students can use mind mapping to organize
information in categories and make problem solving decisions.
Graphic Organizers that compare and contrast:
1. Compare & Contrast: Students can use it to compare and
contrast the attributes of two or more ideas/concepts
2. Venn Diagram: To identify the differences and similarities
between two or three ideas/concepts. It consists two or three
overlapping circles.
3. T-Charts: To list the prow and the cons of an idea/concept.
Graphic Organizers that show sequence, order or the
development:
1. Flow Chart: Visual display of the sequence of a list of ideas.
Various symbols can be used to illustrate things such as direction
of the flow or central points.
2. Ladder: Shows the order of a list of ideas or events.
3. Chain: It depicts a chain of events, timeline.
4. Picture Web: A visual representation of a list of ideas or
concepts.
5. Story Board: Provides the scenes of a story.
6. Story Map: Maps out the elements of a story.
7. Cycle: Used to indicate how concepts relate to each other
when there is no beginning or end (for example, lifecycle of
caterpillar, butterfly, etc.)
IV. Exercises
1. Which example would help the students compare and
contrast?
a. venn diagram b. KWL Chart
c. Flow Chart d. Mind Mapping
2. A ___________ can help teach sequence of events.
a. flow chart b. fishbone
c. t-charts d. Mind mapping
3. Which graphic organizers can be used for
informational text?
a. venn diagram b. flow chart
c. KWL-Chart d. Cycle
4. Graphic organizers can be used to...
a. Organized Writing
b. Make information more accessible to students
c. brainstorm
d. all of the above
5. The first step to implementing a graphic organizer is
to...
a. Explaining the purpose b. Identifying the teaching purpose
c. Planning d. Giving students homework
V. Evaluation
Create a Venn Diagram of your 2 favorite persons.
Person 1 Person 2
 Self-Learning Activity (SLA) w/ RBI for English 10
Teacher: Kay F. Belga
School: TUBARAN NATIONAL HIGH SCHOOL

Name: _______________________________________
Year and Section: _____________Score: _______
MELCs – EN10VC-IVc-29: Appraise the unity of plot,
setting and characterization in a material viewed to
achieve the writer’s purpose
I. Specific Objective for the Day:
1. Determine the implicit and explicit signals as well as
verbal and non-verbal cues used by the speaker to
highlight points.
II. References: English 10 SELF-LEARNING
MODULES, English 10 Book & Internet
III. Development of the Lesson:
Activity1: Directions: Below are illustrations that
symbolize certain levels of your life at the moment.
Write everything that you know about yourself, along
with the corresponding symbols indicated.
f. Proxemics – refers to the amount of space that individuals
naturally maintain between each other which communicates
meanings.
g. Voice – The way in which a message is spoken is as
In public speaking, a speaker must be able to effectively use
both verbal and nonverbal cues in delivering the speech in
order to engage the interest and sustain the attention of the
audience.
Verbal cues refer to the spoken text itself and to the spoken
words, including the use of powerful or leading statements,
questions, interjections, repetition, contrast, narration,
anecdote, examples, humor, idioms, quotations, or figurative
language.
Nonverbal signals include eye contact, facial expressions,
hand gestures, posture, movement, and other forms of body
language.
IV. Exercises

Read and analyze the following statement and then identify it

My Strengths:
as explicit or implicit.
My Weaknesses:
1. Sam and his cousin walked to the store. Sam bought a bag
My Ambition: of chips while his cousin bought a bottle of water. If I asked
the question, "What did Sam buy?" Would that question be
My Inspirations: implicit or explicit?

Process Questions: 2. When something is implied (not clearly stated) in a piece of

1. How do you gain full advantage of your strength?
2. How do you manage your weaknesses in order to
ensure survival and success?
3. In what way can you achieve the best quality of life?
Explicit communication or verbal communication refers to
specific information conveyed in written or spoken words.
Implicit communication or non-verbal communication is a
communication without words, only visual cues. You "give
off" messages through gestures, body language, facial
expressions, tone and vocal qualities, and eye contact.
There are many different types of implicit or non-verbal
communication.
writing, it is often referred to as what sort of information?
3. Amanda needed to finish her science project by the 5th of
March. She had everything she needed except her typed
report. She knew that her typed report was worth 50% of her
grade. She was going to fail. What explicit information can
you pull from this story?
a. Amanda is lazy.
b. Amanda ran out of time.
c. Amanda already has a high enough grade is Science.
d. Amanda didn’t do the typed report.
V. Evaluation

a. Facial expressions – The principal source of feedback. Facial Complete the graphic organizer by filling out the information
expressions are universal such as expressions for happiness, asked for as told by the story “Orpheus”. The story can be
sadness, anger, and fear are the same across culture. found in your book pages 55-57.

b. Eye contact – The most expressive element in face -to-face

communication. The way you look at someone can
communicate many things including interest, affection,
hostility or attraction.

c. Body movements & posture – The way you stand, your

posture and bearing also send messages.

d. Gestures – The movement that you make with a part of

your body, especially your hands such as waving or pointing
and etc.

e. Haptics – also known as “touching”. Examples such as

handshake, tap on a shoulder, a hug, pat on the head or grip
on your arm convey different messages.
 Self-Learning Activity (SLA) w/ RBI for English 10
Teacher: Kay F. Belga
School: TUBARAN NATIONAL HIGH SCHOOL

Name: _______________________________________

Year and Section: _____________Score: _______
MELCs – EN10VC-IVa-15: Compare and contrast the
contents of the materials viewed with outside sources
of information in terms of accessibility and effectiveness
I. Specific Objective for the Day:
1. Identify sources of information
2. Compare and contrast the three sources of information
II. References: English 10 SELF-LEARNING
MODULES, English 10 Book & Internet
III. Development of the Lesson:
Activity1: Study the following picture.
1. ACCESSIBILITY – quality of being easy to find, obtain and
use.
a. Text accessibility – arrangement of words for easy access.
b. Audio Accessibility - provides additional info through
listening skills.
c. Video Accessibility – provides additional info through
listening skills
d. Image Accessibility – provides additional info about the
text or concept.
2. EFFECTIVENESS – degree to which something is successful
in producing a desired result.
An information is effective if:
• It satisfies the expectations of the academic
community and the readers.
• It is simple enough to become attainable readers/
audience whom you exhibit the information.

IV. Exercises

Identify the following examples as primary, secondary or

tertiary sources.

1. I was watching ESPN and one of the reporters said he had

heard good reviews about a new sports movie. When he talks
about the movie, what is he?
Process Questions:
1. What information can be provided by the said 2. I found a letter to one of my friends in the locker room
pictures? after school the other day. I know it’s private, but I want to
2. Which sources or references can you use to find other read it! What is the letter?
information about the issue or topic presented?
3. Will you easily believe in the information presented? 3. My friends and I found an old wedding dress in our attic.
My father said it belonged to my grandmother. What is the
dress?
SOURCES OF INFORMATION is a source of information for
4. I am writing an essay on George Washington for my U.S.
somebody, i.e. anything that might informs a person about
something or provide knowledge for somebody. History class. I used articles from Wikipedia and another
encyclopedia. What am I using?
THREE MAJOR SOURCES OF INFORMATION
V. Evaluation
1. PRIMARY SOURCES - provides a firsthand account of
events recorded during or shortly after the events described Complete the following Venn Diagram.
occurred.
Examples: artifacts photos, audio recordings, diaries,
journals, video recordings, speeches, interviews, original PRIMARY SOURCES SECONDARY SOURCES
documents, letters and manuals
2. SECONDARY SOURCES - is one that was created later by
someone who did not experience first-hand or participate in
the events
Examples: biographical work, evaluation, history books, news
(not by eyewitness) criticisms, commentaries, interpretations
and discussions.
3. TERTIARY SOURCES – collection of info from primary and
secondary.
Examples: dictionary, encyclopedia, dictionary, almanacs,
bibliography, database, indexes and abstract.

How to verify the content of an information?

TERTIARY SOURCES
 Self-Learning Activity (SLA) w/ RBI for English 10
Teacher: Kay F. Belga
School: TUBARAN NATIONAL HIGH SCHOOL

Name: _______________________________________ IV. Exercises

Year and Section: _____________Score: _______ Study the following poem then answer the questions that
follow.
MELCs – Evaluate and make judgements about a range Ballad of A Mother's Heart by Jose La Villa Tierra
of texts using a set of criteria e.g. comparing arguments
The night was dark, for the moon was young
on the same topic, critiquing a short story And the stars were asleep and rare;
The clouds were thick, yet Youth went out
I. Specific Objective for the Day: To see his Maiden fair.
1. Establish a sense of objectivity in evaluating a picture, text,
"Dear One," he pleaded as he knelt
and or/ performance using a set of criteria.
Before her feet, in tears,
"My love is true; why have you kept
II. References: English 10 SELF-LEARNING Me waiting all these years?"
MODULES, English 10 Book & Internet
The maiden looked at him unmoved,
III. Development of the Lesson: It seemed, and whispered low:
"Persistent Youth, you have to prove
Activity1: Study the following picture.
By deeds your love is true."

"There's not a thing I would not do

For you, Beloved," said he.
"Then go," said she, "to your mother dear
And bring her heart to me."

Without another word,

Youth left and went to his mother dear.
And opened her breast and took her heart.
He did not shed a tear!

Then back to his Maiden fair he ran,

Unmindful of the rain;
But his feet slipped and he fell down
And loud he groaned with pain!
Process Questions:
Still in his hand he held the prize
1. What do you think is the painter’s inspiration in his/her That would win his Maiden's hand;
masterpiece? And he thought of his mother dear
2. What message is portrayed by the picture? So kind, so sweet, so fond.
3. How can the painter still improves this picture/
painting? And then he heard a voice,
Not from his lips but all apart:
"Get up," it said; "Were you hurt, Child?"
It was his mother's heart.
EVALUATING & MAKING JUDGMENTS INDICATORS OBSERVATIONS/EXPLANATIONS
CONTENT
OBJECTIVITY – being fair, not bias (neutral) and detached
COHESION
with respect to a certain set of attribute or criteria.
GRAMMAR
CRITERIA - set of standards and/ or principles considered in MECHANICS
judging a particular work, output or performance. WORD CHOICE
TONE
6 COMMON INDICATORS IN EVALUATING A TEXT V. Evaluation
Write a different ending of the story Orpheus based on your
1. CONTENT – idea, concept, focus or details of the subject objectivity as a reader. The story is in the book on page 55 -
matter as discussed in the text. 57. Please take note of the following rubrics.
2. COHESION – connection and organization of words, phrase,
ideas and concepts presented in the text.
3. GRAMMAR – fluency and accuracy in terms of language
structure and facility.
4. MECHANICS – accuracy in punctuations and capitalization.
5. WORD CHOICE – appropriateness of words especially in
terms of depth and level of maturity and formality.
6. TONE – emotion or feelings attached as expressed by the
text.