6

English
Quarter 2 – Module 2:
Pathway to Propaganda
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 2: Pathway to Propaganda
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Anna Marie Esperida-Velano, Grace Ann Braza-Segovia
Editors: Arnaldo R. Tuga, Eric G. Buenafe, Melva C. Barranco
Reviewers: Arlo L. Villalva, Leila G. Valencia, Jezereel Grace G. Tiron ,Bernie P. Alcedo
Illustrators: Jonathan Jaleco, Brando P. Banga
Layout Artists: Jessie S. Sondia, Mayshel Love G. Laspiñas
Management Team: Gemma M. Ledesma
Elena P. Gonzaga
Donald T. Genine
Nestor Paul Pingil
Arlo L.Villalva
Leila G. Valencia
Arnaldo R. Tuga

Department of Education, Division of Iloilo City

Printed in the Philippines by _____________________________________

Department of Education – Region VI- Western Visayas

Office Address: Duran Street, Iloilo City

Telefax: (033) 493-0352

E-mail Address: region6@deped.gov.ph
 6

English
Quarter 2 – Module 2:
Pathway to Propaganda
Introductory Message
For the facilitator:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on Pathway

to Propaganda!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to English 6 Alternative Delivery Mode (ADM) Module on Pathway to

Propaganda!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written in consideration of you, within the level of
your knowledge and capacity to learn skills in English VI. This is to train your mind
and enhance your skills to recognize evaluative word choices to detect biases and
propaganda devices used by speakers.

To further your ideas and experiences in relation to the topics, this module offers
various exercises and activities that are contextualized and simplified to suit your
level of language and reading skills.

There are three lessons in this module.

 Lesson 1 – Responding to Authentic Texts
 Lesson 2 – Using Graphic Organizers
 Lesson 3 – Recognizing Bias and Propaganda Devices

Each definitely leads to the mastery of one lesson and the other by interrelated
discussions and activities. Generally, these aims in to recognize evaluative word
choices to detect biases and propaganda devices used by speakers, responding to
authentic texts and using graphic organizers.

The activities are contextualized and simplified to meet your level of language in
reading and viewing skills.

After going through this module, you are expected to develop the Most Essential
Learning Competency (MELC) which is to:
1. to recognize evaluative word choices to detect biases and propaganda devices
used by speakers likewise, the following sub and support learning
competencies:

 respond to authentic texts; and

 use graphic organizers.

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 What I Know

Listed below are the names of propaganda devices. Match the name of the device
with the ideas by placing the letter inside the box.

A. Name Calling D. Plain Folks F. Transfer

B. Glittering Generalities E. Bandwagon G. Card Stacking
C. Testimonial

1. It links a person, product, or an idea to a negative symbol.

2. It directs an appeal to groups held together already by common ties.

3. It endorses an idea or a product by a famous person.

4. It identifies a product or an idea within a locality or country.

5. It manipulates information so that one product

looks better than the other.

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Lesson
Responding to
1 Authentic Texts

I learned these things from the authentic texts I have read.

What’s In

Study the recipe of tropical Maja Blanca. Answer the questions that follow.
Circle the letter of your correct answer.

Ingredients:

2 cups evaporated milk

1 pack all-purpose cream 250ml
1 cup corn starch
1 cup sugar
1 ⅓ whole corn kernel

Procedure:

1. Combine evaporated milk, all-purpose cream, corn starch and sugar in a

pan. Whisk over low heat until corn starch is fully dissolved.

2. When the mixture is smooth, thick and free of lumps, add corn kernel.
Transfer into a mold. Cool, then refrigerate for 2 hours or until set.

Questions:

1. What dish does the recipe present?

a. main dish b. dessert
2. How many cups of evaporated milk needed?
a. two b. three
3. How many cups of sugar?
a. one b. two
4. Do we need to refrigerate the recipe?
a. yes b. no
5. Why do we need to whisk the ingredients over low heat?
a. corn starch will be sticky b. corn starch will be fully dissolved

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 What’s New

Read carefully the editorial text. Take note of the important details including
the message of the text.

Go ahead, eat them

Source: The Philippine Star | Updated July 7, 2017 - 12:00am

President Duterte is in the mood for eating kilawin again. The President, in a
meeting Wednesday with local officials in Davao del Sur, showed a mobile phone with
photos of two Vietnamese hostages decapitated by the Abu Sayyaf. This was hours
after the bodies of Hoang Thong and Hoang Va Hai were found by villagers in the town
of Sumisip in Basilan. “I will eat your liver if you want me to. Give me salt and vinegar
and I will eat it in front of you,” Duterte said, addressing the Abu Sayyaf. “I eat
everything. I am not picky. I eat even what cannot be swallowed.” The President had
issued a similar warning in April, saying he could be 50 times more vicious than the Abu
Sayyaf, after the terrorists clashed with government forces in Bohol. The Armed Forces
of the Philippines, which has seen dozens of its members decapitated by the Abu
Sayyaf, does not have the appetite for ceviche a la Duterte. But the beheading of the
two Vietnamese ship crewmembers is a reminder to the AFP about the continuing
threat posed by the Abu Sayyaf in conflict zones outside Marawi.

The Supreme Court, in its ruling upholding the validity of the President’s
Mindanao wide martial law Proclamation 216, has linked Abu Sayyaf attacks together
with depredations committed by other terrorist groups to the rebellion that the SC
deemed as sufficient justification for declaring martial law. The response to the rebellion
should not overlook the threat posed by the Abu Sayyaf in the island provinces of
Basilan and Sulu, where the group is still holding other hostages for ransom, most of
them foreigners. Security officials have admitted being surprised by the ferocity of the
Maute fighters in Marawi. AFP resources are focused on the battle to rid Marawi of
Maute terrorists and find the Abu Sayyaf’s Isnilon Hapilon, reportedly the Islamic State
commander in the Philippines, who is believed holed up in the ruined city. The
beheading of the Vietnamese could be a diversion to reduce pressure on the terrorists
still in Marawi. But it is also a reminder that government forces cannot ease up on the
Abu Sayyaf in other parts of Mindanao. AFP members must make good on the threat of
their commander-in-chief to eat the Abu Sayyaf alive.
(Reference: http://www.philstar.com/opinion/2017/07/07/1717147/editorial-go-ahead-eat-them)

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 What is It

Answer the questions about the editorial text. Write your answer on the
space provided.
1. Who had a meeting with the local officials of Davao del Sur?

__________________________________________________________________________________

2. Where did the meeting happen?

__________________________________________________________________________________

3. What did President Duterte show in the meeting?

__________________________________________________________________________________
4. Do you agree of what President Duterte said on the photos in his mobile phone?
Why or why not?

__________________________________________________________________________________
5. If you were the president, how would you react to the photos?

__________________________________________________________________________________

Authentic text is any text that is written and published for the public. It
refers to texts which provide real-life examples of language used in everyday
situations. An example of an authentic text is editorial text. An editorial text is an
article that expresses the editor’s opinions about a current issue.
There are four steps on how to read an editorial text.

1. Know the meaning of unfamiliar words. Highlight or copy the words that
you are not familiar with. Know their meanings and re-read the
paragraph/s where they are found. This will help you understand the
meaning of every paragraph.
2. Read for the message of the text.
3. Determine the writer’s opinion.
4. Express your own reaction about the writer’s opinion.

An editorial text has a caricature. A caricature symbolically pictures the

writer’s opinions about an issue. Study the caricature in the editorial “Go ahead,
eat them”. Remember that:

 each figure stands for a concept or a character (person, agency, country,

and the like relevant to the issue being discussed).

 the sizes of the figures/images signal the degree of power or authority.

 each figure must be interpreted as a symbol of something else. It must

not be interpreted literally.

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 What’s More

What can you say about each of the terms below? Describe the character
and write your answer on the space provided.
1. President Rodrigo Duterte

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Abu Sayyaf

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

3. AFP
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
4. Maute Group

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. Marawi City

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

What I Have Learned

Fill in the blanks with the correct word.

1. _______________ is written for the public and its purpose is to entertain, inform,
explain, guide, document and convince.
2. ______________ is written based on the writer’s opinion of the current issues.
3. ______________ is a picture that symbolizes the editor’s opinion about an issue.

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 What I Can Do

Read carefully the editorial text. Then answer the questions that follow.

War versus ‘infodemic’

Editorial cartoon by Dennis Gasgonia, ABS-CBN News

Posted at Feb 18 2020 09:22 PM

In the time of the novel coronavirus (COVID-19), fake news about the
disease is doing as much as harm as the disease.

There's fake news about hospitals and areas having patients with the
virus even though they have none; there's fake news the virus only survives in
cold weather (ergo, not in tropical countries); there's fake news about herbal
medicines that can fight the virus.

Fake news and unfounded fears have caused so much panic that some
medical goods — N95 masks, surgical masks, alcohol — are now in short
supply for those who need them most, such as doctors and nurses.

The World Health Organization (WHO) and Health Secretary Francisco

Duque have called this an "infodemic." WHO has called on tech giants, such as
Facebook, to help curb the spread of fake news, especially since fake news
usually spread faster than reliable news.

The public is advised to double-check its sources of information and

rely on news that come from the health department, health experts, the WHO,
the Centers for Disease Control and Prevention, and others in the medical
community. Like and share only news from these sources.

Let's all help in this war against “infodemic”.

Answer the questions on the space provided.

1. What is the editorial text all about?_____________________________________________

2. What medical goods have shortages as of now?_________________________________

3. What advice does the writer want to convey the public?_________________________

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4. What do you think is the purpose of the writer?_________________________________

5. Do you agree with the title of the editorial text? Why or why not?________________

Assessment

Respond to the editorial text by indicating who or what is symbolized/

represented by each caricature.

Who or What is
Caricature
Symbolized/Represented

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 Additional Activities

In A Nutshell

Read from the first to sixth paragraphs of the editorial text. Then complete
the table that follows.

Idea of the
Editor’s Opinion My Reaction
Paragraph

1st Paragraph

2nd Paragraph

3rd Paragraph

4th Paragraph

5th Paragraph

6th Paragraph

Notes to the Teacher

Watch the news clip carefully. Then answer the

following questions about the news clip.
(Link: https://www.aljazeera.com April 29, 2020)
1. What is the news clip all about?
2. What is the purpose of the video to the public?
3. What is your own opinion on the issue?

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 Lesson

2 Using Graphic Organizer

I need to organize my ideas before writing.

What’s In

1. What is this text written and published for the public?

__________________________________________________________________________
2. What is an article that expresses the editor’s opinions about a current issue?

__________________________________________________________________________

3. What is a symbolically pictures the writer’s opinions about an issue?

__________________________________________________________________________

Notes to the Teacher

Let the learners do all the activities following the given
instructions properly. Instruct learners to ask guidance
from their family members.

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 What’s New

Graphic Organizer

T-Chart Concept Map Main Idea Venn Sequence

Web Diagram Chart

What is It

Graphic Organizers

 are visual and graphic displays that organize ideas and demonstrate
relationships between different information and concepts. They are designed
to improve learning outcomes for learners, review information, and are
especially helpful to learners who struggle with arranging information.

 have many different forms. Each has its own unique way of organizing and
displaying specific bits of information.

 have the following examples that can help you organize thoughts and
develop reading strategies.

T-Chart
 helps you organize ideas into two columns and examine two components of
an object, concept, or events. It can be used in any content area to examine
the pros and cons of something, advantages and disadvantages, and facts
and opinions. It can be utilized to select and compare two things such as
ideas, characters, events, etc.

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Concept Map

 shows relationships between the main idea and other information. Concepts
or ideas are represented in circles or boxes and are linked to related ideas
with arrows. Most concept maps represent a hierarchical structure with the
most general concepts or ideas presented at the top of the map and the more
specific or sub-ideas presented below. Another feature of a concept map is
the inclusion of cross-links to demonstrate relationships between concepts
in different segments of the concept map.

Main Idea Web

 starts with a central idea and branches out into related ideas and details (or
sub-ideas). Sometimes referred to as spider or semantic maps, this type of
graphic organizer is used primarily for brainstorming and generating ideas
for planning or writing purposes.

Venn Diagram
 uses to compare and contrast two or more groups of things by visually
displaying their similarities and differences in two or more circles that
overlap. Similar information between topics is presented where a circle from
one category overlaps with a circle from another category. Features that do
not fit in both categories are placed where the two circles do not overlap.
Venn diagrams can serve to increase understanding of a relationship
between two or more concepts.

Sequence Chart
 presents a series of steps or events in order. Many learners need a visual aid
to help clarify a sequence of events in a story or to come to conclusions
about different cause and effect (or problem and solution) relationships
between multiple events in a text. You can use this type of organizer as a
flowchart to organize thoughts as a prewriting activity.

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 What’s More

Match the description of the graphic organizer. Write the letter of your
answer on the space before the number.

A B

__________1. Venn Diagram a. helps you organize ideas into two

columns and examines two components
of an object, concept, or events
__________2. Sequence Chart
b. represents concepts or ideas in circles or
boxes and links related ideas with arrows
__________3. Main Idea Web
c. starts with a central idea and branches
out into related ideas and details (or sub-
__________4. Concept Map ideas)

d. compares and contrasts two or more

__________5. T-Chart groups of things by visually displaying
their similarities and differences in two or
more circles that overlap

e. presents an order in a series of steps or

events

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 What I Have Learned

__________________________ are visual and graphic displays that organize ideas and
demonstrate relationships between different information and concepts. They are
designed to improve learning outcomes for students, review information, and are
especially helpful to students who struggle with arranging information.

What are the five graphic organizers you have learned?

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

What I Can Do

Read the scenarios and then decide what graphic organizer to be used. Draw
your answer in the box before the number.

1. I need to write the similarities and differences of the two fruits,

papaya and mango. What graphic organizer will I use?

2. I need to present the pros and cons of social media. What

graphic organizer will I use?

3. I need to make my family tree. What graphic organizer will I

use?

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 4. I need to organize and gather thoughts and ideas before writing
my script. What graphic organizer will I use?

5. I need to present my topic showing the central idea and its

related ideas and details. What graphic organizer will I use?

Assessment

Use the given graphic organizer from the ideas presented.

1. Banana and Atis (Venn Diagram)

2. Pros and Cons of playing computer games (T-Chart)

3. Sequence in cooking rice (Sequence Chart)

4. Importance of trees (Main Idea Web)

5. Filipino family

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 Additional Activities

Read the selection and use an appropriate graphic organizer from the
given details. Draw your answer in the box.
A Happy Home
I could never forget my summer vacation this 2020. Our barangay
was put under Enhanced Community Quarantine (ECQ) and I was not
allowed to go out. My mother assigned me some household chores like
fixing my bed, sweeping the floor, washing dishes and watering the plants.
I enjoyed doing my tasks every morning. My father told me I could rest
every afternoon and I loved it because I could do my favorite hobby which
is reading. I usually sat on our bamboo chair reading different
reading materials like story books, newspapers, comics and
magazines.
This was not my usual summer vacation. But I never felt bored
though I stayed home. I was home and happy.

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Lesson
Recognizing Bias and
3 Propaganda Devices

What’s In

Identify the technique used in the propaganda. Choose your answer inside
the box.

Name Calling Testimonial Transfer

Glittering Generalities Plain Folks Card Stacking

Bandwagon

__________________1.

__________________2.

__________________3.

___________________4.

___________________ 5.

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 Notes to the Teacher
This lesson will require learners to recognize, recall and
analyze as they answer the given activities.

What’s New

Have you tried to convince someone to buy something from you or make
someone believe in you? How did you do it?

Read the situations carefully. Mark a check ( ) in each item that

contains bias.

__________1. Shoppers in the meat section are asked to buy the best dressed
chicken in the supermarket.

__________2. The city councilor cited the advantages and disadvantages of the “no
garage, no car policy” to be implemented within the city.

__________3. A random group of families with children and random group of people
without children are asked by the homeowners’ association if they
should build a playground.

__________4. A survey for parents and learners are conducted if they will opt for
online classes or modular learning for the opening of classes.

__________5. The merchandizer endorses his shampoo product to the customers

and gives freebies after purchase.

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 What is It

What is Propaganda?
It is a persuasive technique whether in print or electronic media whose
purpose is to influence your opinions, emotions and attitudes. It is used to promote
a one-sided argument aimed at winning people over to a certain cause or belief.

Types of Propaganda Definition

It is an advertisement which says that everyone

Bandwagon
else is doing something to inspire you to do it too.

It is a propaganda technique where misleading

Card stacking or unproved statistics is used to convince the
audience to believe a fact.

Glittering Generalities They are words of praise for a product or person.

They are complementary words used by

Name Calling governments, individuals, or media to describe
another person or group.

It is a device used when an important person or

Testimonial
famous figure endorses a product.

Plain Folks It uses a spokesperson to advertise the product.

It is a technique that projects the positive or

negative qualities of an individual to something,
Transfer
in order to make the second seem more or less
acceptable.

What is Bias?
It is favoring one person or side over another. It is prejudice in favor of or
against one thing, person, or group in a way considered to be unfair. Bias is
generally seen as a “one-sided” perspective.

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 What’s More

LETTER DOODLES

Unscramble the letters to find the correct term in recognizing bias and
propaganda devices. Write your answer on the space provided.

1. F R A T N S E R

______________________________________________________
2. I A N P L K L O S F

______________________________________________________
3. M O I T S E I A L N T
______________________________________________________

4. W O A N B N A D G

______________________________________________________
5. M E A N L G I L C A N

______________________________________________________

6. ARDC KICASNTG
______________________________________________________

7. T R I G L T E G R N S L T I E R E G N I E A

______________________________________________________
8. A I S B

______________________________________________________
9. D A P O R G A P N A
______________________________________________________

10. C I V S E D E

______________________________________________________

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 What I Have Learned

an information, especially of a biased or

misleading nature used to promote or publicize a particular political cause or point
of view.

What are the 7 types of Propaganda devices?

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 What I Can Do

Evaluate the given illustration and write the propaganda technique used.

(Testimonial, Name-calling, Glittering Generalities, Transfer)

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 Assessment

Recognize and write the words that show biases in the given propaganda.

__________________1. Things go better with Juan Soda.

__________________2. Energy Booster always wins.

__________________3. Manny Pacquiao trains rigidly for his fight and drinks

Malaxan to relieve the pain effectively.

__________________4. Whitesilk can perfectly give you smooth and silky hair.

__________________5. Find magic in Enchanted Palace.

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 Additional Activities

Read and recognize the type of the given propaganda. Write your answer on
the space before the number.

____________________1. Strike up for the new world.

____________________2. My opponent is a flip-flop man who cannot make up his

mind.

____________________3. A call center agent, Eric loves and prefers Bescafe

for its pure taste.

____________________4. Only best chef uses Silkswane soy sauce.

____________________5. Filipino families love the taste of JolliMac fried chicken.

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 25
What I Know What’s In What Is It
1. B 1. Pres. Rodrigo
1. YEAH
2. YEAH 2. A Duterte
3. NAH 3. A 2. Danao del Sur
4. YEAH 4. A
5. YEAH 5. B 3. Photos from his
6. NAH mobile phone
7. YEAH
4. Answers may vary
8. YEAH
9. YEAH 5. Answers may vary
10. NAH
This is a list of all sources used in developing this module.
What’s New What’s More
1. dim & eerie lively and bright 1. Horror References
2. none performers 2. Science Fiction/Action
3. room plaza 3. War
4. sad/gloomy festive and jolly 4. Science Fiction/Action
5. studio structured outside /location 5. Drama
What I Can Do Assessment
1. Set-up 1. Blocking
2. Acting 2. Characterization
3. Direction 3. Lights
4. Setting 4. Setting
5. Lights 5. Set-up
6. Acting
7. Characterization
8. Lights
9. Blocking
10.Dialog
Answer Key: Lesson 1
 26
What’s In What’s More
1. Authentic text 1. d
2. Editorial text 2. e
3. caricature 3. c
4. b
5. a
This is a list of all sources used in developing this module.
What I have Learned What I Can Do
Graphic Organizer 1. Venn Diagram References
T-Chart 2. T-Chart
Concept Map 3. Sequence Chart
Venn Diagram 4. Concept Map
Main Idea Web 5. Main Idea Web
Sequence Chart
Assessment Additional Activities
1. Illustration of Venn Diagram Illustration of Main
Idea Web
2. Illustration of T-Chart
3. Illustration of Sequence Chart
4. Illustration of Main Idea Web
5. Illustration of Concept Map
Answer Key: Lesson 2
 27
What’s In What’s New
1. Testimonial 1. √
2. Bandwagon 2.
3. Car Stacking 3.
4. Glittering Generalities 4.
5. Name Calling 5. √
This is a list of all sources used in developing this module.
What’s More
1. Transfer 6. Card Stacking References
2. Plain Folks 7. Glittering Generalities
3. Testimonial 8. Bias
4. Bandwagon 9. Propaganda
5. Name Calling 10. Devices
What I Can Do Assessment Additional Activities
1. Name Calling 1. go better 1. Bandwagon
2. Transfer 2. always wins 2. Name Calling
3. Glittering 3. to relieve the pain 3. Transfer
Generalities effectively 4. Testimonial
4. Testimonial 4. smooth and silky 5. Plain Folks
5. find magic
Answer Key: Lesson 3
References:

 Visual Media and Information

mil-eportfolio-wix.com
 How Visually Literate Are You (Quiz)
Visual Learning Center by Visme
 pixabay.com
 https://www.verywellfamily.com/examples-of-graphic-organizers-
2162277
 https://www.google.com/search?q=concept+map+graphic+organizer&
tbm=isch&source=iu&ictx=1&fir=hn0c-
0SZVVSKSM%253A%252CdqkuDru--
YobkM%252C_&vet=1&usg=AI4_kRBEiGlXZYplydFv8PODp7zbC9CGw
&sa=X&ved=2ahUKEwjplveq_IXqAhUXZt4KHZ6QDDwQ_h0wAXoECA
wQBA&biw=1344&bih=647#imgrc=5BFA1AQccTzQ5M
 https://www.edutopia.org/article/increasing-value-graphic-
organizers
 https://www.enchantedlearning.com/graphicorganizers/

 https://www.yourarticlelibrary.com/sociology/propaganda-7-most-
important-technique-of-propaganda/24309

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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