English 10 q1 Week 1

Quarter: 1 Week: 1
Name of Learner Date

Grade and Section Teacher
Using Information From Various Text Types And Other Resources
Most Essential Learning Competency

Use information from news reports, speeches, informative talks, panel discussions, etc. in
everyday conversations and exchanges.
Sub-Competency
Use locational skills to gather, classify, and synthesize information from the newspaper,
speeches, informative talks, panel discussions, etc.
Background Information for Learners
REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013

“Bullying" shall refer to any severe or repeated use by one or more students of a
written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of actually causing
or placing the latter in reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other student; infringing on
the rights of the other student at school; or materially and substantially disrupting the
education process or the orderly operation of a school; such as, but not limited to, the
following:
a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons;
ORIENTAL MINDORO NATIONAL HIGH SCHOOL | ENGLISH DEPARTMENT | S.Y. 2020-2021 | Page 1 of 19
Quarter: 1 Week: 1
b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
c. Any slanderous statement or accusation that causes the victim undue emotional distress like directing
foul language or profanity at the target, name-calling, tormenting and commenting negatively on
victim’s looks, clothes and body; and
d. Cyber-bullying or any bullying done through the use of technology or any electronic means.
Source: Celebrating World Diversity Through World Literature, p. 27
Activity 1 The Bull and the Bully
Directions: Read the text carefully and accomplish the chart below. Use the scoring rubric that
follows as your guide. Accomplish this chart in your notebook.
https://www.google.com/search?q=anti+bullying+act+of+2013&rlz=1C1CHZL_enPH765PH765&source=lnms&tbm=isc
h&sa=X&ved=2ahUKEwigstPmtfbqAhXTfd4KHfv7AAsQ_AUoAnoECA0QBA#imgrc=kZZ40o6ZtlHQjM
What the law says…
What is in my mind…
Quarter: 1 Week: 1
What is in my heart…
What does the text tell…
Activity 2 The Heart Within
Directions: Identify the feelings of the bully and the bullied. Do this in
your notebook.
Bully
Bullied
Rubrics for Scoring:
Source: https://www.hip-books.com/teachers/writing-about-reading/evaluating-written-responses/
Quarter: 1 Week: 1
Activity 3 A Day In A Life
Directions: What would you do to stop or at least minimize the cases of bullying in a day? Choose
two (2) roles from the list given below. Do this activity in your notebook.
Write a role play

script on how a
A janitor can develop
SENATOR and implement
effective ways to
mediate in bullying
Write a speech emphasizing scenarios.
on the best practices to
A JANITOR
prevent bullying
Write a script for advertisement

Create an anti-
highlighting your advocacy against
bullying poster
encouraging bullying
students to stand up
and speak out on
issues of bullying. A
PARENT
AN
ARTIST
Scoring Rubrics:
Written Speech (Source: https://www.slideshare.net/nawin/rubrics-all-grades)
SPEECH
EXCELLENT GOOD – SATISFACTORY (2points) NEEDS IMPROVEMENT
CRITERIA (5points) (3points) (1point)
Ideas and The writing is clear and The writing is mostly The ideas are somewhat The ideas are unclear,
Content focused. It holds the reader’s focused and the reader can unclear or attempted inconsistent, and/or lack a
attention. Main ideas are easily understand the main development is minimal, too central theme and/or purpose
developed by supporting idea. Support is present simple irrelevant or
details suitable to audience although it may be too incomplete.
and purpose general.
Organization Effectively organized in Strong order and structure. Organization is appropriate, Lack of structure;
logical and creative manner. Inviting intro and but conventional disorganized and hard to
Creative and engaging intro satisfying closure follow. Missing or weak
and conclusion intro and conclusion
Word Choice Words convey the intended The variety of words Language is predictable, Language is limited,
message in an interesting, employed is functional and ordinary and/or imprecise, monotonous, and /or
precise and natural way appropriate to audience and at times may not be misused.
appropriate to audience and and purpose appropriate for intended
purpose audience and/or purpose
Sentence Sentences are well built, Easy flow and rhythm, Some awkward Difficult to follow or read
Fluency with strong and varied Good variety in length and constructions, Many familiar aloud .
structures that invite oral structure contributes to the patterns and beginnings, May
reading ease of reading aloud. force the reader to slow down
or reread
Quarter: 1 Week: 1
A. Role Play Script (Source: https://www.pinterest.ph/pin/572731277586308078/)

ROLE PLAY SCRIPT
EXCELLENT GOOD – SATISFACTORY (2points) NEEDS
(5points) (3points) IMPROVEMENT
CRITERIA (1point)
Script describes a realistic Script portrays conflict Script depicts conflict Script uses
conflict situation and situation, and explains how situation from one insufficient examples
clearly portrays from bullying can affect the perspective to describe how
multiple perspectives how feelings and reactions of bullying can affect
bullying can affect the others Script portrays few conflict others
feelings and reactions of resolution strategies to deal
others. Several conflict resolution with bullying Script uses limited
Ideas and strategies are introduced resolution strategies to
Several different conflict deal with bullying
Content resolution strategies have
been clearly identified and
portrayed.
There are no grammar, There are few grammar, There are several grammar, The final draft has
Grammar and capitalization, spelling and capitalization, spelling and capitalization, spelling and many grammar,
Spelling punctuation errors punctuation errors punctuation errors capitalization, spelling
(Conventions) and punctuation errors
The story is very well The plot is pretty well The plot is a little hard to Ideas and scenes seem
organized. One idea or organized. One idea or follow. The transitions are to be randomly
Clarity scene follows another in a scene may seem out of sometimes not clear. arranged.
logical sequence with clear place. Clear transitions are
transitions. used.
Dialogue is well developed Dialogue is well Dialogue is not well Hard to follow
Dialogue and varied developed, but could be developed character’s dialogue
more varied in structure and minimal effort is
put into conventions
B. Poster (Source: Cinco de Mayo Poster Project Grading Rubric)

5 4 3 2
Content Content is accurate and all Content is accurate but Content is accurate but Content is either
Poster contains appropriate required information is some required information some required information questionable or incomplete.
items and information presented in a logical order. is missing and/or not is missing and/or not Information is not presented
(information is appropriate presented in a logical order, presented in a logical order, in a logical order, making it
to assigned topic). but is still generally easy to making it difficult to difficult to follow.
follow. follow.
Presentation Presentation is neat, clean, Presentation is mostly neat Presentation flows well. Presentation is unorganized.
Poster is clean, neat, and well- organized and and clean. Information is Some tools are used to Tools are not used in a
creative. The information presented in a creative way. organized in a logical show acceptable relevant manner. Lacking
is well organized, Presentation is colorful and manner and shows some understanding. some of the members’
interesting, accurate, and creative. Information is degree of creativity. The Each member’s information information/ and or
reflects an understanding of interesting and accurate. overall presentation is is represented and identified information is not identified
the topic. interesting. with their name.
Pictures,Clip Art and Images, pictures, clip art Images, pictures, and clip Most images and/or artwork Images are inappropriate
Artwork and drawn artwork are art and drawn artwork are is are colorful and and artwork shows little, if
Images, pictures, clip art colorful, and appropriate to mostly colorful and appropriate. The layout any, creativity. The layout
and drawn artwork are the topic. Layout appropriate. Layout may shows little creativity is messy,
colorful and appropriate to flows well, shows show some degree of and/or is not organized disorganized or cluttered.
the assigned topic. The creativity, and is pleasing to creativity but is not logically or cluttered.
layout flows well and the eye. organized logically and/or
shows creativity. The is cluttered.
overall result is pleasing to
the eye.
Mechanics No spelling, grammar, or A few (2-3) errors in No more than 5 spelling, No more than 7 spelling,
Spelling, grammar, and punctuation errors in the spelling, grammar or grammar or punctuation grammar or punctuation
punctuation in any text on text. Text is in the student’s punctuation. Most text is in errors. Several instances errors.. Most of text is not
the poster is accurate. own words. student’s own words. where the text is not in in authors’ own words
student’s own words. and/or no text included.
Overall Presentation The poster fulfills all The poster fulfills all but
The poster fulfills all requirements of the one of the requirements of
requirements of the assignment and represents the assignment and shows
assignment and shows the the student’s full potential. that the student put forth an
student’s full potential. honest effort to complete
the assignment.
Quarter: 1 Week: 1
D. Advertisement (Source: https://www.slideshare.net/nawin/rubrics-all-grades)

ADVERTISEMENT
EXCELLENT GOOD – SATISFACTORY (2points) NEEDS
CRITERIA (5points) (3points) IMPROVEMENT
(1point)
Advertisement contains all Advertisement contains 3 Advertisement contains 2 of Advertisement contains 1
of the following: of the following: the following: of the following:
 Advertisement  Advertisement  Advertisement  Advertisement
has a tagline has a tagline has a tagline has a tagline
 Advertisement  Advertisement  Advertisement is  Advertisement
Writing for
is memorable is memorable memorable is memorable
Advertisement
 Advertisement  Advertisement  Advertisement is  Advertisement
is persuasive is persuasive persuasive is persuasive
 Your ad appeals  Your ad appeals  Your ad appeals  Your ad appeals
to your to your to your product’s to your
product’s user product’s user user product’s user
The project shows The project shows some The work is an extensive The work is a minimal
significant evidence of evidence of originality and collection and rehash of other collection and rehash of
originality and inventiveness people’s ideas, products and other people’s ideas,
inventiveness. The images. There is a little products and images. There
Originaality
majority of the content and evidence of new thought and is no evidence of new
many of the ideas are inventiveness thought and inventiveness
fresh, original and
inventive
The writing is legible, clear The writing is legible, clear The writing is mostly legible The writing is illegible
and grammatically correct. and with few grammatical and clear with grammatical and/or unclear. The writing
Language and
errors errors is full of grammatical
Grammar
errors. clear and
grammatical errors
Several of the items used One or two of the items One or two items were made The student did not make
in the ad reflect an used in the ad reflect or customized by the student, or customize any of the
Creativity exceptional degree of student creativity in the but the ideas were typical items in the ad
creativity in their creation creation and/or display rather than creative
and/or display of the ad
Closure
Which of the different kinds of bullying dreads you the most? Why? Write it in your notebook.
Photo sources:
Shutterstock.com
https://www.google.com/search?q=senator+speech+cartoon&rlz=1C1CHZL_enPH765PH765&source=lnms&tbm=isch&s
a=X&ved=2ahUKEwi1kcLs1_bqAhXqFqYKHcVyBgAQ_AUoAXoECAwQAw&biw=1366&bih=608#imgrc=lb15kTotADfX
NM
https://www.google.com/search?q=JANITOR+CARTOON&rlz=1C1CHZL_enPH765PH765&tbm=isch&source=iu&ictx=
1&fir=qG8ptBwhgoMeeM%252CT5jG3cD5VzQfiM%252C_&vet=1&usg=AI4_-kQa7U-7nJV4DO85L_d8lK-
iKasi7w&sa=X&ved=2ahUKEwi145v70_bqAhWCyIsBHbYJDxIQ9QEwAnoECAkQJQ&biw=1366&bih=608#imgrc=qG8p
tBwhgoMeeM
Quarter: 1 Week: 1
Reading Text
Republic Act No. 10627 Or The Anti-Bullying Act Of 2013

“Bullying” refers to any severe, or repeated use by one or more
students of a written verbal, or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment
at school for the other student; infringing on the rights of another student at school; or materially and
substantially disrupting the education process of the orderly operation of a school; such as, but not
limited to the following:
1. Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting, and
the use of available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well-being;
3. Any slanderous statement or accusation that causes the victim undue emotional distress like
directing foul language or profanity at the target, name-calling, tormenting, and commenting
negatively on the victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying done through the use of technology or any electronic means.
The term shall also include any conduct resulting to harassment, intimidation, or humiliation,
through the use of other forms of technology, such as, but not limited to texting, email, instant
messaging, chatting, internet, social media, online games, or other platforms, or formats as
defined in DepEd Order No. 40, s. 2012; and
5. Any other form of bullying as may be provided in the school’s child protection or anti bullying
policy, consistent with the Act and this IRR.
The term “bullying” shall also include:
a. Social bullying – refers to any deliberate, repetitive, and aggressive social behavior
intended to hurt others or to belittle another individual or group.
b. Gender-based bullying – refers to any act that humiliates or excludes a person on the basis
of perceived or actual sexual orientation and gender identity (SOGI)
6. Bully – refers to any student who commits acts of bullying as defined by the Act or this IRR.
7. Bullied or Victim- refers to any student who experiences the acts of bullying or retaliation as
defined by the Act or this IRR.
Source: The Official Gazette of the Republic of the Philippines
Quarter: 1 Week: 1
Name of Learner Date

Grade and Section Teacher
Using Information From Various Text Types And Other Resources
Most Essential Learning Competency

Use information from news reports, speeches, informative talks, panel discussions, etc. in
everyday conversations and exchanges.
Sub-Competency
Get information from various text types that can be used in everyday life.
Determine what was left out and highlighted in informative talks
Background Information for Learners
Nick Vujicic, a man born without any arms or legs, has
become an inspiration to others and a global celebrity. He has
written books on how to live life despite great difficulties and has
become an inspirational speaker. His messages have resonated
with people around the world.
Vujicic, was born

He constantly in 1982 in
questioned whyBrisbane, Australia,than
he was different without
all
any limbs.kids
the other Doctors had no him;
surrounding explanation for his
why he was the deformity, and his
one born without
birth was
arms and legs. He wondered whatconsidered a tragedy.
the purpose Helife
behind his spent hisor
was, childhood nothad
if he even onlya
purpose. being bullied and teased but also facing depression and loneliness.
Source: https://www.pri.org/stories/2011-09-02/nick-vujicic-limbless-man-becomes-inspiration
No Arms, No Legs, No Worries

Activity 1
Directions: Watch the inspirational video by Nick Vujicic
using the link, https://www.youtube.com/watch?v=6F8zK57Wa0. Then, answer the questions below in
your notebook.
Quarter: 1 Week: 1
1. What is the story of the main character in the inspirational video?
2. What are the personal challenges of the character that are highlighted in the video?
3. How would you compare yourself to the character in the video?
4. What insights have you gained from the video?
Activity 2 Dealing With Personal Challenges
Directions: Identify four (4) personal challenges you have experienced or are currently experiencing
in your life. Then, cite ways on how you can overcome these challenges. Accomplish this activity in
your notebook.
PERSONAL CHALLENGES CHALLENGES OVERCOME!
Quarter: 1 Week: 1
Scoring Rubrics:
Points Indicators
Content 10 Were the answers acceptable as challenges? Will the given
solutions to the answer the challenges posted?
Mechanics 10 Were the language conventions strictly observed? Did he/she
observe the rules in punctuation and capitalization?
TOTAL 20
Nowadays, there are so many sources of information around us. There are
varied platforms where we can get the information we need and use them to educate
ourselves, and help us improve our lives.
We can get them from print media, such as newspapers, magazines,
journals, and other printed materials, like books, and encyclopedias. In these
printed media, we can find varied text types, which may be factual and literary.
Factual text types include such types as factual description, recount, or persuasive.
Literary text types include such types as poetry, narrative or personal response.
On the other hand, information can also be taken from broadcast media, such
as radio and television, and internet.
Speeches, informative talks,
and panel discussions are also good
sources of information as most of their
topics and contents are researched and
studied by the speakers.

https://myeportfolio21.wordpre
ss.com/2018/08/04/media-
sources-of-information/
Quarter: 1 Week: 1
Activity 3 Getting Information From A News Report
Directions: Based on your reading of “100 Days of Covid in the Philippines: How WHO Supported
the Philippine Response”, write one (1) question you want to ask or information you wish to be
included in each subtopic of the news feature. Do this activity in your notebook.
Subtopics from the News Feature Question I Want to Ask or Information I

wish to be Included
1. Surveillance
2. Contact Tracing
3. Infection Prevention and Control
4. Laboratory and Therapeutics Access
5. Clinical Care
6. Non-pharmaceutical Interventions and
Mental Health
7. Risk Communication And Community
Engagement
8. Logistics Support
9. Subnational Operations Support
10. Responding to Outbreaks in High- Risk
Areas
11. Moving Forward With The Response
Quarter: 1 Week: 1
Activity 4 Three, Two, One!
Answer the chart below to show your understanding of the news feature read. Do this in your
notebook.
Closure
In your notebook, write a one-line quotation stating how we

should use all the information learned from different sources.
Quarter: 1 Week: 1
Reading Text
100 days of COVID-19 in the Philippines:

How WHO supported the Philippine response
Exactly 100 days have passed since the first confirmed COVID-19 case was announced in the
Philippines on 30 January 2020, with a 38-year old female from Wuhan testing positive for the novel
coronavirus. On the same day, on the other side of the world at the WHO headquarters in Geneva, WHO
activated the highest level of alert by declaring COVID-19 as a public health emergency of international
concern.
The Philippine government mounted a multi-sectoral response to the COVID-19, through the
Interagency Task Force (IATF) on Emerging Infectious Diseases chaired by the Department of Health
(DOH). Through the National Action Plan (NAP) on COVID-19, the government aims to contain the
spread of COVID-19 and mitigate its socioeconomic impacts.
The Philippines implemented various actions including a community quarantine in Metro
Manila which expanded to Luzon as well as other parts of the country; expanded its testing capacity
from one national reference laboratory with the Research Institute of Tropical Medicine (RITM) to 23
licensed testing labs across the country; worked towards ensuring that its health care system can handle
surge capacity, including for financing of services and management of cases needing isolation,
quarantine and hospitalization; and addressed the social and economic impact to the community
including by providing social amelioration to low income families.
The World Health Organization (WHO) has been working with Ministries of Health worldwide
to prepare and respond to COVID-19. In the Philippines, WHO country office in the Philippines and its
partners have been working with the Department of Health and subnational authorities to respond to the
pandemic. The country level response is done with support from the WHO regional office and
headquarters.
Quarter: 1 Week: 1
Surveillance
Surveillance is a critical component and is used to detect cases of COVID-19 as well as to
understand the disease dynamics and trends and identify hotspots of disease transmission. The
Department of Health included COVID-19 in the list of nationally notifiable diseases early in the
outbreak to ensure that information was being collected to guide appropriate response actions. Existing
surveillance systems were capitalized upon to speed up identification of cases as well as identify unusual
clusters. Laboratory confirmation is a critical component of the surveillance system but cannot be the
only sources of information. The non-specific symptoms and the novel nature of the disease means that
the DOH, with support from WHO, are looking at all available information sources to guide response
decision making. WHO also provided technical assistance to selected local government units to
strengthen field surveillance for timely data for action at the local level.
Contact tracing
Contact tracing is crucial to the response. It is a system to detect and isolate cases and identify
close contacts who will be advised for quarantine. It allows the investigation the system to tracjk the
chain of infections as well as the settings, places, events or other avenues that where transmission have
occurred or may have been amplified. A major bottleneck to doing this is the availability of timely and
complete information from the hospitals for suspected, probable and confirmed COVID-19 cases. WHO
assisted the DOH Epidemiology Bureau in developing COVID KAYA, a case and contact tracing
reporting system for epidemiology and surveillance officers, health care providers and laboratory-based
users, expanding the capacity of the previous COVID-19 information system. WHO also continued to
support the government to establish the system and improve capacity for contact tracing at the city and
municipal levels.
Quarter: 1 Week: 1
Infection prevention and control
Patients and health workers must be protected from the possible transmission of COVID-19
inside health facilities. Infection prevention and control (IPC) is vital in minimizing the harm caused
by the spread of infection in these facilities. In the early part of the response, WHO supported the DOH
with the provision of personal protective equipment (PPE) for health workers. To strengthen IPC, WHO
and DOH developed modules and conducted online IPC training of trainers for frontline health workers
in health care and community settings. The training has since been rolled out more widely by partners
USAID-MTaPS and UNICEF to cover over 5,500 health workers to date.
Laboratory and therapeutics access
Laboratory testing for COVID-19 is critical to be able to rapidly identify, treat and isolate the
positive patients, and be able to see the bigger picture of how many people are infected and ultimately
stop the transmission of the virus. Since the beginning of the response, WHO provided support to the
DOH’s Research Institute for Tropical Medicine with laboratory supplies and extraction kits. WHO
also assisted the DOH in the accreditation of COVID-19 testing laboratories. To date, 23 real-time
reverse transcription polymerase chain reaction (rRT-PCR) laboratories nationwide are now conducting
COVID-19 diagnostic tests. The Philippines has also recently joined the WHO Solidarity trial to find
effective COVID-19 treatment.
Clinical care
With a new disease, there are a lot of unknowns regarding the proper clinical management of
suspect and confirmed cases. But when clinicians are armed with the necessary knowledge and skills to
care for sick patients, the more the patients are likely to recover. WHO supported the frontline health
workers through a webinar series on clinical management, providing up-to-date WHO clinical
perspectives. At the same time, WHO also supported the DOH and the Department of Interior and Local
Government in preparing policies to form health care provider networks for COVID-19, from primary
Quarter: 1 Week: 1
care that includes telemedicine and community management, to tertiary care linking to referral
hospitals.
Non-pharmaceutical interventions and mental health
Non-pharmaceutical interventions (NPIs) refer to public health measures, which are not related
to medicines or vaccines, that people and communities can do to prevent the spread of infections like
COVID-19. These interventions involve personal protective measures, environmental measures,
physical distancing measures and travel-related measures. WHO supported the DOH in the
development of a policy on NPIs as well as assisted in rapid assessment on local government capacity
on NPIs and policy-gap analysis.
In times of extreme experiences brought by COVID-19, it is likely that people feel fearful and
anxious. Providing mental health and psychosocial support (MHPSS) during the time of COVID-19
pandemic is important. WHO assisted the DOH in developing policy guidance and advice on integrating
MHPSS within health and social services and increasing access to care to these services.
Risk communication and community engagement
Effective communication and engagement with communities is essential for people to
understand the situation, know the situation and practice protective measures to protect their health,
their family and the larger community. WHO supported and amplified DOH messaging by releasing
various communication materials on the risk of COVID-19 and how people can protect themselves
through social media and traditional media. WHO also worked with partners such as UNICEF and
OCHA in reaching vulnerable groups, getting their feedback and understanding their information needs.
Logistics support
With lots of moving equipment and supplies required for COVID-19, logistics support is an
important part of the response. WHO provided technical support to the DOH in the recalibration of PPE
Quarter: 1 Week: 1
requirements by using WHO projection tools, provided cost estimates, and advised on streamlining the
distribution flow of PPEs and other essential supplies. WHO also supported DOH in the development
of a commodities dashboard that provides real-time PPE stocks at the facility level, as well as assisted
in building an information system for tracking essential COVID-19 commodities.
Subnational operations support
Aside from national support to the DOH, WHO is also providing subnational support in the
Philippines by working with the DOH Field Implementation and Coordination Team (FICT) and the
Centers for Health Development (CHDs) at the regional level. WHO conducted scoping missions in 10
out of 16 regions outside the National Capital Region to assess the needs and capacity of CHDs in
responding to COVID-19. WHO staff have also been deployed in specific high-risk subnational areas
in the country to provide technical support for the response. At the same time, contact tracing in
subnational areas is also being strengthened with WHO, DOH Epidemiology Bureau, and UP College
of Nursing developing a training programme and learning resource materials on contact tracing to build
the capacity of epidemiology and surveillance officers and local contact tracing teams.
Responding to outbreaks in high risk areas
Closed settings like prisons and hospitals have seen clusters of confirmed cases. WHO, the
DOH Epidemiology Bureau and the International Committee of the Red Cross (ICRC) worked with
prison authorities and hospitals in joint contact tracing and infection prevention and control
investigations. The teams provided them with guidance to prevent the further spread of infection to
ensure the protection of persons deprived of liberty, hospital patients and people with mental health
conditions.
WHO also supported the strengthening of community-based interventions and social support
and addressing the needs of specific populations such as people with pre-existing mental and substance
use disorders.
Quarter: 1 Week: 1
Moving forward with the response
Much more needs to be done to break the chain of COVID-19 transmission. Some of the
challenges that the Philippines continues to face are containing transmission of infection, mitigating the
impact in high risks communities and confined settings, as well as ensuring the uniform enforcement
of non-pharmaceutical interventions that are already in place. The continuation of the community
quarantine will have substantial social and economic impact and thus a heightened effort to control
transmission of infections through rigorous contact tracing, isolation of cases, quarantine of contacts
while ensuring timely and adequate treatment to save lives will continue to be the primary public health
measure. In addition, while the government is exerting all its efforts in this current situation, it also
needs to prepare its health systems for surge capacity in the event that a wide-scale community
transmission occurs.
In the next few days, the government will carefully consider the next steps, especially on
deciding whether or not the communty quarantine will be lifted or levels of quarantine will be
differentiated based on the situation of provinces. WHO strongly recommends that when the
government considers adjusting public health and social measures in the context of COVID-19 the
following requirements must be in place:
1. COVID-19 transmission is controlled through two complementary approaches – breaking

chains of transmission by detecting, isolating, testing and treating cases and quarantining contacts and
monitoring hot spots of disease circulation
2. Sufficient public health workforce and health system capacities are in place
3. Outbreak risks in high-vulnerability settings are minimized
4. Preventive measures are established in workplaces
5. Capacity to manage the risk of exporting and importing cases from communities with high risks
of transmission
6. Communities are fully engaged
Source: https://www.who.int/philippines/news/feature-stories/detail/100-days-of-covid-19-in-the-philippines-how-who-
supported-the-philippine-response 9 May 2020
Quarter: 1 Week: 1

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Quarter: 1 Week: 1

Name of Learner Date

Using Information From Various Text Types And Other Resources

Most Essential Learning Competency

everyday conversations and exchanges.

speeches, informative talks, panel discussions, etc.

Background Information for Learners

REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013

written, verbal or electronic expression, or a physical act or gesture, or any

pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,

teasing, fighting and the use of available objects as weapons;

victim’s looks, clothes and body; and

Source: Celebrating World Diversity Through World Literature, p. 27

Activity 1 The Bull and the Bully

follows as your guide. Accomplish this chart in your notebook.

What the law says…

What does the text tell…

Activity 2 The Heart Within

Rubrics for Scoring:

Activity 3 A Day In A Life

Write a role play

Write a script for advertisement

A. Role Play Script (Source: https://www.pinterest.ph/pin/572731277586308078/)

B. Poster (Source: Cinco de Mayo Poster Project Grading Rubric)

D. Advertisement (Source: https://www.slideshare.net/nawin/rubrics-all-grades)

Republic Act No. 10627 Or The Anti-Bullying Act Of 2013

Source: The Official Gazette of the Republic of the Philippines

Name of Learner Date

Using Information From Various Text Types And Other Resources

Most Essential Learning Competency

everyday conversations and exchanges.

Determine what was left out and highlighted in informative talks

Background Information for Learners

Nick Vujicic, a man born without any arms or legs, has

become an inspiration to others and a global celebrity. He has

become an inspirational speaker. His messages have resonated

with people around the world.

Vujicic, was born

No Arms, No Legs, No Worries

using the link, https://www.youtube.com/watch?v=6F8zK57Wa0. Then, answer the questions below in

1. What is the story of the main character in the inspirational video?

3. How would you compare yourself to the character in the video?

4. What insights have you gained from the video?

Activity 2 Dealing With Personal Challenges

PERSONAL CHALLENGES CHALLENGES OVERCOME!

ourselves, and help us improve our lives.

We can get them from print media, such as newspapers, magazines,

as radio and television, and internet.

Speeches, informative talks,

and panel discussions are also good

sources of information as most of their

topics and contents are researched and

studied by the speakers.

Activity 3 Getting Information From A News Report

Subtopics from the News Feature Question I Want to Ask or Information I

3. Infection Prevention and Control

4. Laboratory and Therapeutics Access

6. Non-pharmaceutical Interventions and

7. Risk Communication And Community

9. Subnational Operations Support

10. Responding to Outbreaks in High- Risk

11. Moving Forward With The Response

Activity 4 Three, Two, One!