Department of Education

SCHOOLS DIVISION OF CITY OF MALOLOS

MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL
Bagong Bayan, City of Malolos, BUlacan

10

QUARTER 1
(MELCs 1-4)

Prepared by

Grade 10 English Teachers

 MELC 1 Quarter 1
USING INFORMATION FROM NEWS REPORTS, SPEECHES, INFORMATIVE TALKS, PANEL
DISCUSSIONS, ETC IN EVERYDAY CONVERSATIONS AND EXCHANGE (EN10LC-IA-11.1)
I. Objectives:
As you go through this lesson, you are expected to:
A. Get different viewpoints on various local and global issues (EN10LC-IVb-3,18);
B. Determine the implicit and explicit signals, verbal as well as non-verbal used by the speaker to
highlight significant point (EN10LC-Ic-4);
C. Point out the effectiveness of the devices used by the speaker to attract and hold the attention of
the listeners (EN10LC-Ie-14)
D. Determine the role of discourse markers (EN10LC-If-14.2)
II. Activation:

A. How often do you watch news on TV? What is your favorite TV news program? Who is your favorite news
reporter/anchor? Why do you like him/her?

Let us see if you are familiar with the following Broadcast Journalism Jargon. Read them aloud and ask
someone to critique your reading just for fun. You can ask your mum to rate your way of saying these
expressions.
1. Excuse me, we have a developing situation ...
2. Good evening and here is tonight's important news.
3. Hi Steve, we're on the ground here in downtown ...
4. How about that game last night!
5. It's pretty wet out there, isn't it?
6. Let's get out there and enjoy some of the good weather.
7. Let's turn to a story about ...
8. Stay tuned; we'll be right back.
9. Thank you for tuning in. We'll be back at eleven with important updates.
10. Tonight's stories include …

Match the following purpose to the jargon phrases that follow. Once you've matched the phrases, come up
with two additional phrases that might be used to accomplish the same function:

• Opening the newscast

• Announcing the headlines
• Introducing the weather
• Cutting to a commercial
• Transitioning to a new story
• Introducing live coverage
• Introducing the sports segment
• Interrupting the newscast for breaking news
• Using pleasant small talk to finish the news

Page 2 of 21
 • Signing off from the broadcast
How did you fare in this activity? Write a short evaluation of your performance on one-half crosswise. You
can write the reasons why you matched them all correctly or why you failed to match them properly.

B. Do you watch panel discussion programs on TV? Who are the hosts and moderators familiar to you? Do
you find them interesting and animated at the same time? What makes them interesting?

There are many panel discussions uploaded on https://youtube.com.watch Try finding one discussing any
of the following or related topics: (If internet is not available you can watch a panel discussion over television
e.g Real Time With Bill Maher, Loose Women, The Nightly Show with Larry Wilmore, Meet the Press, Mars Pa
More, Sarap Diva, Magandang Buhay, The Boobay and Tekla Show, or any of your choice)
1. Early Motherhood
2. Global Warming
3. Social Networking
4. Teenage Bullying
5. Racism Advertising
6. Effects of Pandemics
Then answer the following questions on your English notebook:
What is the topic of the panel?
1. Who is the moderator?
2. How many panelists are there?
3. Evaluate the panel discussion that you have watched in terms of the following:
0 1 2 3
Point (Poor) (Acceptable (Good) (Excellent)

1. Level of the understanding of the

subject matter
2, Presentation of the topic
3.Demonstration of courtesy to other
members
4.Response to audience
1. Use of verbal and non-verbal cues

C. Write a two-paragraph essay about the topic of the panel discussion you have seen on social media.
Include a short critique of the show using the ratings you gave it.
III. Acquisition
What makes a news broadcast and panel discussion interesting? Both should be significant and informative as
well as interesting. It is made even more interesting by the newscasters, anchors, and panelists who know how to
deliver the news or their assigned topics with proper transitions, verbal and non-verbal cues that help the listeners
understand it better. Verbal cues are the features of spoken language we use to emphasize our meanings like
intonation ( the rise and fall of voice), stress (the emphasis we put on a syllable in a word or a word in a sentence)
pitch (the degree of highness or lowness of tone), juncture ( the manner in which words come together and a
connection is made), Non-verbal cues refer to body language, gestures, facial expressions, touch which are all
contributory to our conveyance of meanings. Speeches like informative and persuasive are commonly used by
anchors and panelists and when they are delivered, they both show the verbal and non-verbal cues.
When we communicate, we mark how upcoming words or phrases relate to previous discourse (i.e., spoken, or
written language used in a social context). These discourse markers ease comprehension by providing a preview of
what’s coming up next; they are essential for making a conversation sound natural and fluid, as opposed to robotic
and stilted. Discourse markers are those parts of the language that connect one piece of discourse, or extended
speech /writing to another, such as an introductory phrase or one that raises a new point or counterpoint. These
markers are important in connecting parts of the discourse as well as contributing to fluency. In addition, they
guide the listener or reader in the direction of the discourse. For example, they signal the speaker’s or writer’s
desire to open or close a conversation. They exist in both written as well as conversational language, and there
are both formal and informal markers.

Page 3 of 21
 A. Now try completing the following sentences using appropriate discourse markers:

1. _____ nurses are overworked and underpaid.

A. In particular B. Broadly speaking C. Especially D. Except for
2. I don’t believe in ghosts _____ I haven’t seen one yet.
A. I think B. At least C. In particular D. In other word
3. I think he should be acquitted. _____ he is too young to know the difference between right and wrong.
A. After all B. At least C. Well D. Honestly
4. The man was sleeping soundly on the riverbank. _____ a crocodile was creeping closer.
A. Despite this B. Meanwhile C. As a result, D. By contrast
5. The child didn’t get any medical attention. _____, she died soon after.
A. Despite this B. As a result, C. In this case D. Despite that

B. Complete the following table by using the words below it.

Discourse Markers
Type Example
Adding information In addition

Balancing contrasting ideas Whereas

Changing the subject Anyway

Concluding/ To sum up
Summing up

Pointing out a However

Contrast

Giving Examples For example,

Logical Sequence Therefore

Making something clear In other words,

Showing your attitude To be honest

Structuring and To start with

Sequencing

Another thing is I mean So at first

As well as that in short What I mean is Eventually
Despite this Incidentally What’s more in the end
Firstly, Lastly While Then
For instance, On top of that Actually
As a matter of fact, quite honestly Frankly

IV. Assessment
Activity 1
The essay that you will read below is an example of an informative speech. Study carefully the content of the
speech to help you accomplish the next tasks.

Informative Speech on Cyberbullying

Cyberbullying is defined as a version of bullying perpetrated through information and communication

technology channels like the internet, emails, mobile phone and the latest trend, social media platforms like Facebook
(Kowalski et al. 2012). Cyber-bullying is an emerging and fast-growing pattern, which experts contend is more harmful
than the traditional form of bullying. In the country, almost all people can be contacted 24/7 through their mobile phones
or the internet. Victims could be reached anywhere and at any time. As for the kids, home is no more a refuge from the
perpetrators. It is easy for children to escape abuse and threats in the classroom; however, they are likely to find emails
and text messages from the same tormentors when they get home.
Page 4 of 21
 Cyberbullying is perpetrated across numerous mediums and avenues in the cyberspace (Kowalski et al. 2012).
Therefore, it is not a surprise that it often happens where teenagers congregate. Previously, most youths used to hang
out in chat rooms; today, this is where most tormenting occurs. Recently, these teenagers have been drawn to social
networking platforms such as Twitter, Instagram, and Facebook, and video sharing channels like YouTube. This pattern
has spurred increased reports of cyberbullying happening in these environments (Kowalski et al. 2012). Textual chat,
voice chat, texting via tablets and phones also offer another environment in which harm and hate are expressed. We can
also see it happen in newer interactive apps such as Whisper, Yik Yak, and Secret.
Numerous factors motivate perpetrators of cyber-bullying. Revenge motivates some people to engage in
cyberbullying. As a victim of cyberbullying, one tends to think that tormenting others is natural because some
individuals deserve to be harassed (Kowalski et al. 2012). Some report that they would start to pursue new targets which
seem to be weaker than them. This is because they believe that bullying, occasionally, is never enough. Others engage
in cyberbullying to boost their ego (Kowalski et al. 2012). Simply, these people harass others to please themselves and
their friends who are often not scared because they believe they cannot be caught. Some people are seeking for attention.
It is believed that such people did not get attention from their family while some suffer from family conflicts. Therefore,
such people tend to starve for recognition of being powerful figures.
Cyberbullying affects individuals from all lifestyles and any age including adults, teens, and children; they all
feel alone and distressed when being harassed online (Kowalski et al. 2012). This behavior can make one feel completely
overwhelmed and embarrassed from what they are undergoing during such encounters. It worsens when there is no
support for the bullied person. For children, they may feel uncomfortable to confide in their parents or adults because
they feel ashamed and think they will be ignored, judged and barred from accessing information technologies such as
their phones. For almost all victims, cyberbullying affects their daily lives and is a continued source of worry and
distress. With the wide availability of mobile technologies, cyberbullying is an ongoing problem and seems to be
relentless. Besides proceeding after school, university and work, it tends to carry through into the next day and this cycle
continues. Statistics reveal that cyberbullying can result in tragic events such as self-harm and suicide, so it is important
to institute measures to protect the vulnerable adults and children from cyberbullying (Kowalski et al. 2012).
Cyberbullying poses an immense danger to society. It harms individuals and adversely affects both the victim
and the bully. It is well documented that cyberbullying is a serious global problem and must be addressed.
Source: https://www.aceyourpaper.com/presentations/informative-speech-on-cyberbullying/
A. Directions: Based on the informative speech that you have read, pair with your classmate or any member of your
household and tell whether the statement is true or false. Then exchange your answers with you partner. If your
answers are different from one another, cite the paragraph number and sentence to support your claim.

1. Cyberbullying is an emerging and fast-growing pattern, which experts contend is more harmful than the
traditional form of bullying.
2. Home is a safe place from the perpetrators of cyberbullying.
3. Cyberbullying is perpetrated across numerous mediums and avenues in the cyberspace.
4.There is only one factor that motivates perpetrators of cyberbullying.
5. Cyberbullying affects individuals from all lifestyles and any age including adults, teens, and children, they all
feel alone and distressed when being harassed online.
B. Understanding the Text:
Answer the following questions based on what you have read.

1. What springs to mind when you hear the word ‘cyber-bullying’?

2. How can someone be bullied in cyber-space?
3. Do you think online bullying is worse than not as bad as physical bullying?
4. When did you first hear about cyber- bullying?
5. What would you do if you were cyber-bullied?
6. Why do cyber- bullies bully other people online?
7. How much of a problem do you think cyber- bullying is?
8. What can people do to stop cyber- bullying?
9. Do internet companies and mobile companies have a duty to stop cyber- bullying?
10.Do you think there should be a punishment for cyber-bullying?

Page 5 of 21
C. Complete the diagram below based on the essay you have read.

Effects of Cyberbullying to an Individual

Effect 1 Effect 2 Effect 3

Activity 2

Read the dialogue below, and then answer the question that follow.

Janna: Honestly, I think Facebook is doing more harm than good.

Jun Jun : You couldn’t be more right.

Joshua: I beg to disagree. I don’t think Facebook has ruined anybody. On the contrary, it is a “one-stop shop” for
entertainment, communication, and sharing of information with others.

Janna: You’re wrong. Facebook is harmful and destructive. It promotes too much liberal inaccurate information. Yes,
it educates us, but it continues to produce misinformation. Anyone can put information they want, either true or untrue…
and whatever the teenagers read, they will easily believe it without conducting any research.

1. What is the topic being discussed in the dialogue?

2. How did they present information about the issue.
3. Were they able to give enough information about the topic?
4. What are the issues and information they missed to mention?
Activity 3

FREE WRITING. Write a mini- dialogue on two of the following topics. Collaborate with
a classmate/ partner. Use discourse markers to convey your ideas clearly.
a. Depression and Anxiety
b. Covid-19
c. Online Schooling

Page 6 of 21
 MELC 2
DETERMINING THE EFFECTS OF TEXTUAL AIDS LIKE ADVANCE
ORGANIZERS, TITLES, NON-LINEAR ILLUSTRATIONS, ETC. ON THE
UNDERSTANDING OF THE TEXT
(EN10RC-Ia-2.15.2)

I. Objectives
As you go through this lesson, you are expected to:

• transcode information from linear to non-linear texts and vice versa (EN10RC-IIa-11);
• present information using tables, graphs and maps (EN10RC-IIc-5.4); and
• explain illustrations from linear to non-linear texts and vice versa (EN10RC-IIb-11.2).

II. Activation
Hello, dear learner! How much knowledge do you have about using graphic organizers? Can you easily
recognize them and their uses? This lesson will help you understand better about using graphic organizers
as helpful textual aids. Stay focused as you take the activities ahead. Good luck!

Activity 1
Directions: Read the paragraphs, then answer the questions following them.

A. My Portrait of Ysabel
Ysabel is tall and slim. Her hair is long, so she braids it. Today she wears her blue and white uniform.
Ysabel is a lively girl who is friendly with everyone. She loves biking and listening to records.

B. My Portrait of Ricardo
Ricardo is about one-and-a-half meters tall, neither stout nor thin. His hair is a little long and somewhat
curly. When he smiles, he shows nice white teeth. Ricardo loves to play his guitar. Sometimes, he brings it
to school so that his classmates can have fun too.

YSABEL QUESTIONS RICARDO

1. What physical characteristics are used to describe Ysabel and Ricardo?
2. What does each character love to do?
3. What is the best quality of Ysabel and Ricardo?
4. What organizer did you use to cite details about Ysabel and Ricardo?
5. What word is similar to “portrait?”

III. Acquisition

KEY IDEAS:
Textual aids like advance organizers, titles, illustrations, and drawings clarify a specific text.

*A graphic organizer is a textual aid like graphs, tables, diagrams, or maps used to organize, arrange, and show
relationships and facts about terms and ideas.

Page 7 of 21
Examples of commonly used graphic organizers that may develop your study skills:

A. FLOW CHART- used to show a graphic representation of steps, series, or

sequence of events

B. PIE GRAPH- used to show relative sizes of data

C. CHARACTER PORTRAIT MAP- used to describe physical attributes and

attitude of a person

D. LINE OR BAR GRAPH- used to visualize the value of something over time

E. VENN DIAGRAM - used when you want to compare and contrast two
characters, concepts, or ideas.

Page 8 of 21
 Activity 2
What do you think of the word education?
What comes to your mind when you encounter the word?
Make a concept map of the word by writing down as many ideas as you can think of.
Use a graphic organizer to enumerate your ideas about the given topic.

IV. Assessment
Activity 1
Cause-Effect Diagram

Directions: Read and understand the essay. Summarize the key points using the cause-and-effect diagram
found below. Write your answer in your activity notebook.

More and more women are now going out to work and some women are now the major salary earner
in the family. What are the causes of this, and what effect is this having on families and society?

In the past, most women stayed at home to take care of domestic chores such as cooking or
cleaning. Women's liberation and feminism have meant that this situation has been transformed and in
contemporary society women are playing an almost equal role to men in terms of work. This has had
significant consequences, both in terms of the family, for example by improving quality of life and increasing
children's sense of independence, and for society itself with greater gender equality.
The main reasons behind the increase of women in the workplace are women's liberation and feminism.
The women's liberation movement originated in the 1960s and was popularized by authors such as Simone
de Beauvoir. As a consequence of this, new legislation emerged, granting women equal rights to men in
many fields, in particular employment. Because of feminist ideas, men have taken up roles which were
previously seen as being for women only, most importantly those related to child rearing. As a result of this,
women have more time to pursue their own careers and interests. These have led to some significant
effects, both to family life and to society.
Although the earning capacity of a woman in her lifetime is generally much less than that of a man, she
can nevertheless make a significant contribution to the family income. The most important consequence
of this is an improved quality of life. By helping to maintain a steady income for the family, the pressure on
the husband is considerably reduced, hence improving both the husband's and the wife's emotional well-
being. Additionally, the purchasing power of the family will also be raised. This means that the family can
afford more luxuries such as foreign travel and a family car.
A further effect on the family is the promotion of independence in the children. Some might argue that
having both parents working might be damaging to the children because of a lack of parental attention.
However, such children have to learn to look after themselves at an earlier age, and their parents often rely
on them to help with the housework. This teaches them important life skills.
As regards society, women going to work are greater gender equality. There are an increasing number
of women who are becoming politicians, lawyers, and even CEOs and company managers. This is greater
equality for women in all areas of life, not just in employment. For example, women today have much
stronger legal rights to protect themselves against domestic violence and sexual discrimination in the
workplace.
In conclusion, the increasing number of women at work has brought about some important changes to
family life, including improved quality of life and increased independence for children, as well as society
itself. It is clear that the sexes are still a long way from being equal in all areas of life; however, and perhaps
the challenge for the present century is to ensure that this takes place.

Page 9 of 21
Activity 2
Follow the Flow. Analyze the textual aid and answer the questions that follow. Write your answers on the
activity notebook.

1. What type of textual aid is it?

2. What is it all about?
3. What are the processes involved?
4. Write a short essay describing the writing process using the information in the diagram.

Page 10 of 21
 MELC 3
APPRAISING THE UNITY OF PLOT, SETTING AND CHARACTERIZATION IN A MATERIAL
VIEWED TO ACHIEVE THE WRITER’S PURPOSE

I. Objectives
As you go through this lesson, you are expected to:

• determine the plot of a story and

• assess how characterization affects the quality of a story to the readers.

II. Activation
Try answering the following questions based on your schema:

1. The part of a story that is exciting and thrilling that you can’t wait to find out what will happen next is
called?
a. Resolution b. Climax c. Rising Action d. Exposition
2. The portion of the story where the conflict decreases.
a. Rising Action b. Climax c. Falling Action d. Resolution
3. Cinderella married Prince Charming, and they lived happily ever after. What part of the plot is it?
a. Resolution b. Rising Action c. Falling Action d. Exposition
4. In a faraway land, in the high mountains there lived a beautiful princess. Which part of the plot is
illustrated?
a. Falling Action b. Rising Action c. Resolution d. Exposition
5. What do you call a struggle of two opposing forces in a story?
a. Theme b. Conflict c. Character Trait d. Setting

III. Acquisition

Determining the Plot

Read the myth of Orpheus and determine the elements of its plot using the plot diagram that follows. You
may also watch the story through this website
(https://www.google.com/search?q=orpheus+and+eurydice+ted+ed&rlz=1C1CHBD_enPH878PH878&oq
=orpheus+and+urydice+ted&aqs=chrome.1.69i57j0l2.14929j1j4&sourceid=chrome&ie=UTF-8)

Essential Question:
To what extent would you use your strengths to save the person you love?

ORPHEUS
Alice Low

There were nine goddesses called Muses. Born out of Zeus and a Titan named Mnemosyne, each muse
presided over a different art or science. Calliope, one of these sisters, was the inspiration of poets and
musicians. She was the mother of Orpheus (a mortal because his father was one) and gave to her son a
remarkable talent for music. Orpheus played his lyre so sweetly that he charmed all things on earth. Men and
women forgot their cares when gathered around him to listen. Wild beasts lay down as they gathered around
him as if they were tame, entranced by his soothing notes. Even rocks and trees followed him, and the rivers
changed their direction to hear him play.
Orpheus loved a young woman named Eurydice, and when they were married, they looked forward to many
years of happiness together. But soon after, Eurydice stepped on a poisonous snake and died. Orpheus roamed
the earth, singing sad melodies to try to overcome his grief. But it was no use. He longed for Eurydice so deeply
that he decided to follow her to the underworld. He said to himself, “No mortal has ever been there before, but
I must try to bring back my beloved Eurydice. I will charm Persephone and Hades with my music and win
Eurydice’s release.” He climbed into a cave and through a dark passage that led to the underworld. When he
reached the river Styx, he plucked his lyre again, and Cerberus, the fierce three-headed dog who guarded the
gates, heard the sweet music and lay still to let him pass. Orpheus continued to play his lyre tenderly as he
made his way through the gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus, who
had been condemned to roll uphill forever, stopped his fruitless work to listen. Tantalus, who had been

Page 11 of 21
 sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And even the wheel to which
Ixion was tied as punishment stopped turning for one moment. At last Orpheus came to the palace of Hades
and Persephone, King and Queen of the underworld. Before they could order him to leave, he began his gentle
song, pleading for Eurydice. When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was
so moved that, for the first time in all her months in the underworld, her heart melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.” And Hades replied,
“I, too, feel the sadness of Orpheus. I cannot refuse him.” They summoned Eurydice, and the two lovers clasped
each other and turned to leave.
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.” “What is that?”
asked Orpheus “She must follow you, and you must not look back at her until you are on earth again.” “I
understand,” said Orpheus, “and I am forever grateful.” Orpheus and Eurydice left the underworld and made
their way through the dark passage that led to the upper world. At last they reached the cave through which
Orpheus had descended. “I can see daylight ahead” called Orpheus to Eurydice. “We are almost there.” But
Eurydice had not heard him, and so she did not answer. Orpheus turned to make sure that she was still following
him. He caught one last glimpse of her arms stretched out to him. And then she disappeared, swallowed by
darkness. “Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so he wandered the earth alone.
He sang his sad songs to the trees and longed for the time when he, too, would die and be reunited with his
beloved Eurydice in the underworld.

Remember:

What is a plot?
Plot is a chain of events that make up your story, or the combination of your plot points. Plot point is an event or
scene in your story.
The Five Elements of Plot

1. Exposition
This is your book’s introduction, where you introduce your characters, establish the setting, and begin
to introduce the primary conflict of your story. Often, the exposition of a story only lasts for a few chapters
because readers are eager to dive into the conflict of the story. Don’t wait too long to introduce your
inciting incident and get the ball rolling! Many authors make the mistake of having their exposition be full
of interesting but ultimately unnecessary information about the world in their book. Don’t do this!
As much as you’ll want to make sure your reader knows all the background information, it’s not
enjoyable to read pages and pages of non-action. You should immediately place the reader within the
action of your story, and try to weave background information in as organically as you can here.
2. Rising Action
The rising action normally begins with an inciting incident, or a moment that sets your story into action.
As it progresses, you’ll have multiple moments of conflict that escalate and create tension as the story
moves toward the climax.
Think of it as the portion of a roller coaster where you’re climbing up to the peak. You want to continue
to build your story until the reader is ready to reach the point where everything comes crashing down.

Page 12 of 21
 This section will take up the largest chunk of your book and can make or break your story—so be sure
to make every moment of conflict more interesting than the last. Don’t be afraid to raise some questions
that won’t get answered until the end of your book.
3. Climax
The climax is the peak of tension, plot, and character in your story. It’s the moment that your reader
has been waiting for—so make it exciting!
Often, this is the point in the story that everything changes, or where your main character is forced to
make a life-altering decision. It should be the point where the reader is unsure where your story is going to
go next. To use our roller coaster analogy, imagine you’re at the top of the peak and everything stops:
what’s going to happen? A great climax will leave the readers with this feeling, forcing them to keep
reading until the end.
4. Falling Action
Now that you’ve reached the peak of your story, it’s time to start moving toward a more satisfying
conclusion. This is the time to start resolving conflicts and subplots, so your story doesn’t feel rushed in
the last few chapters. This is also where any conflicts that arose as a result of the climax can start being
resolved.
5. Resolution
Finally, the resolution is the end of your story where you can tie up the final loose ends and bring your
story to its happy or tragic ending. Or, if you’re writing a series, now would be the time to write a
cliffhanger and leave them eager for the next installment.

IV. Assessment

Activity 1

Read the story of Orpheus once again. Determine the tone, mood, technique, and purpose of the author in
writing the text.

Activity 2

Using the diagram below, conceptualize your own story. Write down the tone, mood, your technique as the
writer, and your purpose in writing the story. Provide your title on the space provided.

Title: _________________________________________

1Mood of my
story...

2My tone and

3My purpose in
techniques in writing
writing

Page 13 of 21
 MELC 4
COMPARE AND CONTRAST THE CONTENTS OF THE MATERIALS VIEWED
WITH OUTSIDE SOURCES OF INFORMATION IN TERMS OF
ACCESSIBILITY AND EFFECTIVENESS
I. Objectives
As you go through this lesson, you are expected to:
• know where to find information;
• get information from various text types that can be used in everyday life; and
• analyze and evaluate information.

II. Activation
Directions: Can you classify and tell whether the materials listed below is primary or a secondary source
of information? Write P if the material is primary or S if the material is secondary.
1. Manuscripts
2. Letters and Diaries
3. History Books
4. Original research paper
5. Government documents
6. Biographies
7. Reviews
8. Magazine
9. Newspaper
10.Journals

III. Acquisition

Judging the value of information is not as easy as it seems. It becomes all the more difficult for
you when you have limited idea about what you are looking for. You may not realize it, but there are
occasions when you feel dumfounded when there is too much information available. This puts you to a
dilemma of whether to adapt all information or just ignore them and look for other sources that can provide
you with simpler and more straight forward information. (Liquigan 2016)
Information can come from virtually anywhere — media, blogs, personal experiences, books,
journal and magazine articles, expert opinions, encyclopedias, and web pages — and the type of
information you need will change depending on the question you are trying to answer. Look at the following
sources of information. Notice the similarities between them.

Source: VirginiaTech Library

Types of Information Sources
Books
Books cover virtually any topic, fact or fiction. For research purposes, you will
probably be looking for books that synthesize all the information on one topic to
support a particular argument or thesis.
Libraries organize and store their book collections on shelves called "stacks."
Uses

• to put your topic in context with other important issues

• to find historical information
• to find summaries of research to support an argument

Encyclopedias

Encyclopedias are collections of short, factual entries often written by different contributors who are
knowledgeable about the topic.

Page 14 of 21
 There are two types of encyclopedias: general and subject.
1. General encyclopedias provide concise overviews on a wide variety of topics.
2. Subject encyclopedias contain in-depth entries focusing on one field of study
Uses

• to get background information on a topic

• to find key ideas, important dates, or concepts

Academic Journals
A journal is a collection of articles usually written by scholars in an academic or professional field.
An editorial board reviews articles to decide whether they should be accepted.
Articles in journals can cover very specific topics or narrow fields of research.
Uses

• to do scholarly research
• to find out what has been studied on your topic
• to find bibliographies that point to another relevant research

Databases
A database contains citations of articles in magazines, journals, and newspapers. They may also contain
citations to podcasts, blogs, videos, and other media types. Some databases contain abstracts or brief
summaries of the articles, while other databases contain complete, full-text articles.
Use

• to find articles on your topic in magazines, journals or newspapers

Examples

• EBSCOhost
• Sabinet
• Emerald
• ScienceDirect
• Jstor

Magazines
A magazine is a collection of articles and images about diverse topics of popular interest and current events.
Usually, these articles are written by journalists or scholars and are geared
Towards the average adult.
Magazines may cover very "serious" material, but to find consistent scholarly information, you should
use journals.
Uses

• to find information or opinions about popular culture

• to find up-to-date information about current events
• to find general articles for people who are not necessarily specialists about the topic
Examples

• Drum
• You
• Time
• National Geographic
Newspapers
A newspaper is a collection of articles about current events usually published daily. Since there is at least
one in every city, it is a great source for local information.
USES

Page 15 of 21
 • to find current information about international, national and local events
• to find editorials, commentaries, expert or popular
opinions
Examples

• Daily Dispatch
• Sunday Times
• Mail & Guardian
• City Press

Library Catalog
A library catalog is an organized and searchable collection of records of every item in a library and can be
found on the library home page. The catalog will point you to the location of a particular source, or group of
sources, that the library owns on your topic.
Uses

• to find out what items the library owns on your topic

• to find where a specific item is located in the library

Internet
The Web allows you to access most types of information on the Internet through a browser. One of the
main features of the Web is the ability to quickly link to other related information. The Web contains
information beyond plain text, including sounds, images, and video.
The important thing to do when using information on the Internet is to know how to evaluate it!

• to find current information

• to find information about companies
• to find information from all levels of government - federal to local • to find both expert
and popular opinions
• to find information about hobbies and personal interests
Want to know more about this?

Visit this website http://ufh.za.libguides.com/c.php?g=91523&p=590868

IV. Assessment
Browsing and Searching
A. Which information sources (e.g. library, internet, mass media) do you prefer to use
for following social issues. Why?
Obesity Basic Needs
Smoking Homelessness
Youth Alcohol Usage Homeless Population Teen Violence
Transportation Teen Depression
Poverty

https://sites.google.com/site/socialissuesresearch/top-10

Page 16 of 21
 B. Choose one from the given topics and gather information from any materials that come from
different sources.

Compare the two sources you visited using reliability checklist below.
My Reliability Checklist

• What was the purpose of the author who wrote this source?

• What other sources does this source reference?

• Does this source say the same things as other sources?

• Does this source echo what I know from personal experience?

https://flinders.libguides.com/evaluate

Topic: ____________________________________________________

Source A______________ Source B _____________

Your Notes Your Notes

C. Evaluate the web pages you visited by using the credibility checklist that follow.
https://wisconsinfirstnations.org/wp-content/uploads/2017/10/aics-lesson3- lessonplan.pdf
Among the sources you reviewed which do you think is the most accessible and effective to use
and Why?

REFERENCES:

https://www.scholastic.com/teachers/lesson-plans/teaching-content/graphic-organizers-reading-comprehension/

https://wisconsinfirstnations.org/wp-content/uploads/2017/10/aics-lesson3- lessonplan.pdf
Page 17 of 21
https://www.youtube.com/watch?v=OoM813SmP4Y
https://www.digitalcitizenship.nsw.edu.au/articles/how-to-respond-to cyberbullying

Student Network Resources Inc. "Informative Speech on

Cyberbullying." Aceyourpaper.com. Accessed May 30,
2020 https://www.aceyourpaper.com/presentations/informative-speech-on-
cyberbullying/
.
https://grammar.yourdictionary.com/grammar-rules-and-tips/tips-on-writing-a news-report.html

PNGFLOW.com. “Free Transparent Emojis.” Downloaded June 15, 2020,

https://www.pngflow.com/en/free-transparent-png-mokqn/download.

Library of Congress Teaching with Primary Sources. “Newspaper Article Rubric”

https://www.tpsnva.org/teach/l_p/047/newspaper_rubric.pdf

Page 18 of 21
 Performance Tasks
PETA 1
AUTHENTIC / PERFORMANCE-BASED ASSESSMENT

Subject Matter : English 10

Quarter : First Quarter
Learning Competency : Use information from news reports, speeches, informative
talks, panel discussions, etc. in various exchanges
Learning Competency Code : EN 10LC-1A-11.1

Title of the Activity : My Fair Share

G Participate in a virtual panel discussion by giving informative speeches

Goal about how people can adjust to life in the “New Normal”

R
A student who survived distance learning last school year
Role
A Group of young people
Audience

You are tasked to prepare an informative speech for a panel discussion

S
giving pointers to young people on how to overcome the challenges of
Situation
Distance Learning via zoom or google meet

Deliver an informative speech virtually using verbal and non-verbal cues

P
to get the interest of young audience
Product / Performance

Rubric for the Content of the Speech

Score Descriptors
The introduction serves as attention getter, organization
of ideas is logical and coherent, uses appropriate word
4
choices and vocabulary, provides an effective
concluding statement that summarizes the main point
Attention –getter gets audience involved, uses logical
order to deliver information but to the minimal,
3
concludes speech summarizing a few important points
only
Attention –getter is present but limited, lacks a logical
2 order, utilizes minimal transitions, topic needs more
development
Attention-getter isn’t present, topic statement isn’t
1 present, there is no discernible order nor transitions,
S
ideas, concepts and information are unorganized
Standards and Criteria
for Success
Rubric for the Use of Verbal and Non-verbal Cues/ Delivery
Score Descriptors
Speaks loudly and comfortably, varies rate and pauses
4 for natural effect throughout the speech, Uses verbal
and non-verbal cues consistently
Speaks loudly enough to be heard by most audience,
uses appropriate rate but may have some pauses that
3
do not create distractions, uses verbal and non-verbal
cues but limited to some points only
Speaks softly causing some audience discomfort,
2 pauses may interfere with smoothness of rate, uses
verbal cues minimally and no non-verbal cues at all
Speaks too lowly that the audience have difficulty
1 listening, there is an evident inappropriate use of verbal
and non-verbal cues that confuse the audience

Page 19 of 21
 Rubric on Platform Behavior
Score Descriptors
The speaker presents himself like a professional
4 speaker, free from any irritating movements that may
offend the audience
The speaker looks confident but there is some hint of
3
anxiety as evident by some unnecessary movements.
There is an air of confidence but is hidden by some
2
movements that are irritating on the part of the audience
Demonstrates nervousness through unnecessary
1
movements that irritate the audience totally

Prepared: Checked:

JOSEFINA A. DELA CRUZ PURIFICACION D. PAGUILIGAN

Master Teacher I Head Teacher VI

Approved:

MA. VICTORIA C. VIVO, EdD

Secondary School Principal IV

PETA 2

AUTHENTIC / PERFORMANCE-BASED ASSESSMENT

(MODULAR / ONLINE LEARNING MODALITY)

Subject Matter: English 10

Quarter: First Quarter (MELC 3)
Learning Competency: Appraising the unity of plot, setting and characterization in a material viewed to
achieve the writer’s purpose
Learning Competency Code: (EN10VC-IVc-29)

Title of the Activity : MY BREAKTHROUGH

G
Using the given format of “Story Map”, the student will write his/her own
Goal
breakthrough in his/her life.

R
Student as the protagonist of his/her story
Role

A
Students
Audience

Problem or personal struggle in our life is always chained in our daily living. Some
say life without problem is such a utopia and will give us peace of mind. But some
S say that problem or conflict is essential for mankind for this is the soul of our living.
Situation Problem also helps mankind to evolve in all aspects: psychically, emotionally,
psychologically and even spiritually. And once we overcome our own struggles,
the breakthrough in our life will always take its place.

P You are tasked to create a Story Map based on your own struggle that you have
Product / Performance already overcome.

Page 20 of 21
 Rubric for Story Map

CRITERIA 5 3 2 SCORE

CONTENT OVER ALL OUTPUT ONE PART INCOMPLETE

IS COMPLETED OF THE DATA
GRAPH IS
UNFILLED
WITH
DATA
S TIMELINESS PASSED ON DUE OR PASSED PASSED THE
BEFORE THE DUE THE OUTPUT 2 OR
Standards and Criteria
OUTPUT MORE DAYS
for Success BUT ONE AFTER DUE
DAY LATE

ORIGINALITY OUTPUT DATA IS 1 PART OF 3-5 PARTS OF

PURELY WRITTEN THE THE OUTPUT
BY THE OUTPUT ARE COPIED
AUTHOR/STUDENT IS NOT FROM OTHER
HIS/HER SOURCES
WORK

RESOLUTION

Directions: Choose one of the personal challenges that you have overcome. Then, present the summary of your own
story using the graphic organizer below. Come up with your own title and write your name as the author of your story.

STORY MAP
TITLE: ______________________________
AUTHOR: __________________________________

CHARACTERS: SETTING:

PROBLEM:

3 MAIN EVENTS RESOLUTION

Prepared: Checked:

REJOEMAR A. PINTO JOSEFINA A. DELA CRUZ PURIFICACION D. PAGUILIGAN

Teacher I Master Teacher I Head Teacher VI

Approved:

MA. VICTORIA C. VIVO, Ed.D.

Page 21 of 21