English G10: Quarter 2

QUARTER 2
English G10
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 (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book 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 the authors do not represent nor
claim ownership over them.
This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors
PIVOT 4A CALABARZON English G10

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021
English
Grade 10
Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
John Lerry F. Villalobos

Content Creator & Writer
Jhonathan S. Cadavido & Dennis M. Vidar

Internal Reviewers & Editors
Lhovie A. Cauilan, Hiyasmin D. Capelo & Melanie Mae N. Moreno

Layout Artists & Illustrators
Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

Guide in Using PIVOT 4A Learner’s Material
For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in English as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.
For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process
This part presents the MELC/s and the desired

Introduction
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development
him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.
In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement
doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where

What I have learned he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
Assimilation
information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

WEEK Language of Research,
1 Campaigns, and Advocacies
Lesson
I
As a Grade 10 student, you are being engaged in content and learning
experiences that can help you gain deeper understanding of matters that will help
you deal with real-world problems and solutions. In English, this involves
understanding and using language to connect with others and creating a lasting
impact within and across different disciplines.
This lesson focuses on observing and understanding the common language

used in the fields of research, campaigns, and advocacies. As you journey through
this lesson, you are expected to gain a clear understanding of the language of
persuasion and different language features employed when writing in these fields
of interests.
Have you ever listened to someone campaigning for a certain cause or

talking about a particular advocacy?
Examine the given material. How would you describe the way bits of
information were presented and discussed? Then, answer and reflect on the
questions that follow.
MOTHER EARTH IS CRYING.
1. What is the material about? Climate change is affecting the entire world.
2. What specific message does
it try to convey?
3. Do you feel compelled to
care or act after reading its
contents? Why? Why not?
4. What particular part of the
material made you feel that
you are part of the issue?
5. When and where do you
usually encounter materials
like the one you have just
examined?
Help us in saving our world...our home.
Act now. Reduce. Reuse. Recycle.
You can save the Earth.

For more information, visit www.savetheearth.org
D
Learning Task 1: Read the statements carefully. On your answer sheet, write
TRUE if the statement is correct and FALSE if it says otherwise.
______ 1. Language plays an important role in achieving one’s purpose for writing.
______ 2. Supporting a campaign or an advocacy requires the use of strong
persuasive language.
______ 3. Research employs specialized language that usually depends on the
topic or field being studied.
______ 4. One’s choice of words does not matter when delivering a campaign
speech.
______ 5. To persuade or influence is generally the main goal of campaigns.
PIVOT 4A CALABARZON English G10 6

Learning Task 2: Identify the type of persuasive technique being described.
Choose from the options provided. Write your answers on your answer sheet.
involving the reader use of evidence rhetorical questions

experts emotive language association
1. This technique makes use of facts, figures, and quotes from experts.
2. It involves linking an object or an idea with something already liked or desired.
3. It involves the use of words that evoke emotions.
4. This persuasion technique makes use of expert advice from trusted
personalities like doctors and scientists.
5. In this technique, questions that make the readers think are given or asked.
--------------------------------------------------------
LANGUAGE OF RESEARCH, CAMPAIGNS, AND ADVOCACIES
Language plays an essential role in our lives. More than just serving as a
way for us to communicate with one another, language also enables us to inform,
entertain, influence, and persuade others. This is usually the case when we
engage in various fields of interests like doing research work, campaigning for a
specific cause, and supporting an advocacy. While the said fields differ at some
extent, one common aspect that can be observed among them is the use of a
common language.
Research makes use of a formal, academic, and persuasive language to

communicate discussions and present corresponding findings for variables
studied. Language greatly matters in research as it enables the researcher to
effectively communicate valuable results to his or her target readers. The readers,
meanwhile, will be able to trust and make use of these facts and findings
depending on how clearly the researcher explains them in a particular language.
In the case of research studies, the language a researcher uses also adds up to
how reliable and convincing the research findings can be.
For some, understanding the language of research can also mean becoming
familiar and acquainted with terminologies usually associated with conducting
research studies. These terminologies include theories, concepts, variables,
hypotheses, and samples.
It is also vital to understand that research works always make use of

academic and persuasive language since the results and findings obtained from
these investigative endeavors contribute to and become part of the existing body of
knowledge.
On the other hand, campaign and advocacy are two closely related concepts
usually seen in the form of speeches, print-based materials, songs, video clips,
and informational advertisements, among others. A campaign, usually social or
political in nature, is technically defined as a planned set of activities that people
carry out to attain a certain goal or objective. A campaign speech, basically, is a
well-planned speaking activity that aims to excite, persuade, and/or motivate
listeners convincing them to adhere to the speaker’s ideas. Convincing the
listeners can be achieved by employing strong and emphasized persuasive
language leaving them with good and impressive points that they can remember.
An advocacy, meanwhile, refers to activities that argue, plead, support, or

favor a certain cause. Various causes for advocacy usually aim to influence
decision making especially with issues involving social, political, environmental,
7 PIVOT 4A CALABARZON English G10
and economic perspectives. While advocacy may be similar with campaign in some
points, advocacy speeches present strong points that may either support or
contradict existing policies and legal mandates on specific topics or issues.
Simply put, the element of persuasion is the common factor one may
observe in the language used in research, campaigns, and advocacies. While each
one differs when it comes to degree of formality and use of subject-specific
terminologies, how each resorts to the use of persuasion as a technique is always
notable. Here are some of the language features or language devices usually
employed in persuasive writing.
1. Emotive Language. This involves the use of words that evoke emotions and
make people feel a certain way. Through the use of words that appeal to the
emotion, the writer can sound more convincing. This is a commonly used
technique when writing headlines in newspapers or delivering speeches.
2. Modal Verbs. The use of words that express modality or how likely something
is going to happen helps adjust the level of certainty of events to suit
arguments. When carefully chosen, these words (may, might, will, must, shall,
can, could, would, ought to) help improve the quality of persuasive writing.
3. Involving the Reader. This is done through the use of personal pronouns like
you, your, we, our and indicative words like together. Using these words
establishes a connection between the author and the reader. This way, the
issue is made personal and more important to the reader.
4. Rhetorical Questions. These are questions that are not supposed to be
answered. Instead, they are asked for effect, to illustrate a point, or let the
reader think. The use of questions that sometimes state the obvious can
convince the reader to agree on the points being presented.
5. Using Evidence. This involves the use of facts, figures, or quotes from experts
to highlight the writer’s authority and make the arguments presented more
convincing.
6. Repetition. This technique involves repeating keywords, phrases, or ideas to
appeal to the readers.
7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs
makes it possible for the writer to influence how the readers feel.
8. Association. This technique tries to link an object or an idea with something
already liked or desired by the target audience such as wealth, success,
pleasure, and security.
9. Bandwagon. Commonly used in advertisements, this persuasion technique
makes the audience believe the idea that “everyone is doing it” or that everyone
likes something.
10. Experts. This means relying on expert advice from trusted people like doctors,
scientists, and other professionals for things that the audience do not know.
The idea that these experts are risking their credibility to support an object or
idea makes the persuasion more effective.
These are just some of the many techniques used in persuasion. It is

important to understand that different techniques work for different purposes.

E
Learning Task 3: Go back to the image provided on page 6. How would you
describe the language used? Did the advocate employ any of the
language devices used in persuasion? Justify your answer. Write your answers on
a separate sheet of paper.
Learning Task 4: Look for at least one example of a campaign or advocacy
material in old newspapers or magazines you have at home. Cut the said sample
out and paste it on a separate sheet of paper. You may also prepare your own
advocacy material. Then, write five sentences that describe the language and
persuasion techniques used in the sample you have chosen.
Learning Task 5: On a separate sheet of paper, describe your observations of the
language employed in the advocacy material below. Cite also if the writer/author
made use of any language device used in persuasion.
Source: DENR - Ecosystems Research and Development Bureau
A
Use an appropriate graphic organizer to show how the use of language
affects the way the writer conveys ideas and information to the readers in various
fields like research, campaigns, and advocacies. Do this on a separate sheet of
paper.
WEEKS Argumentation
2-3 Lesson
I
It is normal for any person to have an opinion or a stand on issues
happening around him/her. These issues may vary from usual concerns within
groups or a community to matters that may largely affect a country or society.
Behind someone’s opinion or stand on issues that affect him/her are reasons or
explanations for whichever side he/she takes. There are times when a person is
compelled to provide these explanations to support his/her claims or ideas.
In this lesson, you will learn how to put your opinions into writing. This
part of the module focuses on deeply understanding the concept of
argumentation. As part of your learning tasks, you will be involved in identifying
the key elements and language features of argumentative texts. You are also
expected to analyze given samples and write your own argumentative essay based
on given guideposts.
COVID-19 pandemic is one of the most pressing issues in the country

today. What is your opinion on the government’s move to implement community
quarantine measures in controlling the spread of COVID-19 infections in most
cities and municipalities in the country? Share your opinions about this topic by
completing the table provided.
PROS CONS
Topic:
Implementation
of Community
Quarantine Measures
in Controlling
the Spread
of COVID-19 Infections
D
Learning Task 1: Read the statements carefully. On a separate sheet of paper,
write AGREE if the statement expresses truth about argumentative texts and
DISAGREE if it says otherwise.
______________ 1. The main goal of an argumentative text is to tell a story.

______________ 2. An argumentative text persuades readers to believe a certain
claim or opinion.
______________ 3. When writing an argumentative text such as an essay, it is
important to include evidence that support your claim.
______________ 4. Argumentative texts basically present and describe a topic.
______________ 5. Understanding the pros and cons of an issue is an essential
aspect of argumentative writing.
______________ 6. One’s choice of words matters in clearly expressing his/her
arguments about an issue.
______________ 7. An argumentative essay presents a writer’s stand or rationale
regarding a certain issue.
______________ 8. The pattern of idea development in an argumentative text is the
same for every author.
______________ 9. Research plays a big role in ensuring the worth and validity of
one’s claims and ideas in an argumentative essay.
______________ 10. Argumentative writing usually shows a more subjective style of
writing as the writer explains his or her views about the topic.
Learning Task 2: Get a copy of an editorial written in English from old

newspapers (e.g. broadsheets, school publications). Cut and paste it on a separate
sheet of paper. If you have a way to connect to the Internet, you may use an online
editorial for this task. Read and examine it. Then, on a separate sheet of paper,
answer the questions below.
1. What is the main idea portrayed by the editorial you have just read?
2. Are there pieces of evidence that support the main idea? Cite at least three
examples.
3. How would you describe the way the editorial board proved its point?
4. What can you say about the use of language and the words used in the given
reading material?
5. Were you prompted to believe the claims based on the ideas presented in the
material? Why or why not?
ARGUMENTATION
While expressing opinions or claims about an issue seems to be an easy

thing to do, writing effective argumentative texts, such as an argumentative essay,
is actually not. It requires a clear understanding of what argumentative writing is,
knowing structural patterns of argumentative texts, employing techniques in
researching, and supporting a claim, as well as using language features
appropriate for argumentation.
Argumentative writing is sometimes called persuasive writing because it

seeks to convince readers to support a stand on a certain issue. It also requires
the writer to examine a topic or issue which involves the collection, generation,
and evaluation of exhibits and/or pieces of evidence. It further emphasizes the
writer’s agreement or disagreement on particular proposition.
Proposition is very essential in argumentative writing. It serves as the point

of reference of the argumentative writer. It is where the writer decides whether to
express his/her agreement or disagreement. In doing so, it is necessary that he/
she gathers information and/or evidence that would support his/her stand.
One of the most common forms of argumentative writing is an

argumentative essay. An argumentative essay is an essay that presents a stand or
a rationale on a given proposition or issue. In this essay, the main argument
presented is elaborated and explained through the presentation of its pros and
cons. The main objective of an argumentative essay is to convince or persuade the
reader into considering your stand or argument on an issue.

Key Structural Elements of Argumentative Writing
The basic components of an argument include: (a) a claim, (b) reasons

behind this claim, and (c) pieces of evidence to support this specific claim.
The pattern of idea development in argumentative writing may vary from

one writer to another. The structure of developing an argumentative essay largely
depends on how a writer intends to present his or her main argument, and how he
or she wishes to develop the main idea presented by backing it up with supporting
details or pieces of evidence.
As an essay is usually made up of an introduction, a body, and a

conclusion. Argumentative essays may use a pattern or structure that conforms to
how a writer intends to present and further establish a point.
The table below presents various patterns of how ideas or arguments in an

argumentative essay may be presented and developed.
Pattern A Pattern B Pattern C

a. Thesis Statement a. Thesis Statement a. Thesis Statement
b. First Pro b. Con(s) + Refutation(s) b. First Con + Refutation
c. Second Pro c. First Pro c. Second Con + Refutation
d. Con(s) + Refutation(s) d. Second Pro d. Third Con + Refutation
e. Conclusion e. Conclusion e. Conclusion
In Pattern A, the thesis statement about the issue is presented in the topic
sentence. It is followed by the first set of pros (supporting ideas) relative to the
thesis statement. Then, the second set of pros (supporting ideas) is also presented
to further support and strengthen the claim regarding the thesis statement. It is
followed by the presentation of the cons (counterarguments) and refutations.
Lastly, a conclusion that summarizes the ideas presented in the essay and
highlights the benefits of the thesis statement is presented to the readers.
Pattern B, meanwhile, is almost similar to the first one. The only difference
is that it presents the cons (opposing ideas) and refutations first before building
up the thesis statement using the pros (supporting ideas).
Finally, Pattern C presents the simplest flow of arguments starting with the
presentation of the thesis statement. Then, the three (3) sets of cons (opposing
ideas) of the issue together with their corresponding refutations are provided. Not
a single pro (supporting idea) is given in this pattern. This means that the
conclusion needs to focus on justifying the refutations to fully support the claim.
Language Features of an Argumentative Text
Like in other forms of writing, the use of language, particularly the choice
of words to be used, is an essential consideration in writing an argumentation.
Since this writing focuses on proving the worth of an argument or idea, there is a
need to choose words that will contribute to the main purpose of writing.
For example, the use of grammatical structures like modals and adverbs
among others may greatly contribute to achieving a compelling argumentative
essay.

The table below presents several language features of an argumentative
text.
Modals The use of modal verbs like should and must to express
suggestion and obligation, respectively, contributes to the
achievement of sentences that provide support to the main
argument.
a. The public should consider wearing face shields as additional

protection against COVID-19 infection.
b. Every Filipino must conserve water, energy, and other natural
resources.
The use of adverbs like the ones listed below also

contributes to the attainment of the author’s purpose for writing.
These linguistic particles help indicate the mood or attitude of
the writer with respect to the ideas being presented.
usually | probably | necessarily | actually | apparently |

certainly | definitely | essentially | in fact |
possibly | inarguably
Evaluative The use of evaluative language, usually in the form of

Language adjectives, reflects the writers attitude towards a certain idea.
These words express feelings, opinions, or judgments on what
they are describing. Evaluative words, including the ones listed
below, can have positive or negative effect on an idea.
appalling | awful | disgusting | dreadful | horrendous |

incredible | revolting | ridiculous | shocking |
terrible | wonderful
Transitions The use of appropriate transitional devices plays a great part

in maintaining the smooth flow of ideas in an argumentative text.
Depending on the need to bridge one idea to the others, these
words, also known as connectives, help achieve coherence in
writing. Through these words, the danger of the essay sounding
like a group of disjointed opinions can be avoided.
because | therefore | on the other hand | as a result | in

summary | consequently | similarly | in contrast |
meanwhile | furthermore
Aside from those mentioned above, the use of these linguistic elements,
such as (1) declarative statements, (2) rhetorical questions, and (3) passive
construction, may also help in writing compelling argumentative texts.

E
Learning Task 3: Take some time to learn about things that are currently
happening around you. Watch news programs, listen to the radio, or read a
newspaper. After doing at least one of these suggested activities, list down 10
events or issues which may serve as good topics for writing an argumentative
essay. Write your answers on a separate sheet of paper.
Learning Task 4: This time, you will be prompted to draft an argumentative essay
for a given topic. Provide the key elements using the template given. Do this on a
separate sheet of paper.
Topic: Conduct of Limited Face-to-Face Classes in the Time of Pandemic
Main Argument
Pros
Cons
Refutations
Conclusion
Learning Task 5: Look for a good sample of an argumentative text in English

tabloids or broadsheets published here in the Philippines. Cut the said sample
out and paste it on a separate sheet of paper. Examine the text, then answer the
Note: If you have a way to connect to the Internet, you may also use news websites as the source of
your text sample.
1. What is the main argument presented in the sample you have chosen? How
was it presented?
2. What cons and pros were presented? Enumerate.
3. How did the writer conclude the text?
4. What can you say about the use of language features like modals, evaluative
words, and transitional devices in the text? How did these elements contribute
to the achievement of the writer’s purpose?

Learning Task 6: Imagine that you are a writer for a leading newspaper company
in the Philippines. You are asked to write an argumentative text about one of the
topics listed below. Your output should not be less than 500 words and should
reflect key structural elements and language features of an argumentation. Do
this on a separate sheet of paper.
1. Revival of GMRC and Values Education Subjects in Basic Education

2. Establishment of the Department of Overseas Filipino Workers
3. Implementation of 24-Hour Curfew for Minors in the Time of Pandemic
4. Topic of your choice.
A
Using the graphic organizer provided below, show the different key
structural elements and language features in an argumentative text. You may
provide additional rectangles. Do this ion a separate sheet of paper.
ARGUMENTATIVE TEXT
TIP: Researching substantial information and background about issues you will
write about is a must in order to have sufficient knowledge on how to
present your argument and support your claims.

WEEK Opinion or Assertion
4 Lesson
I
As individuals, we are entitled to our own views about different things and
events happening around us. These views usually vary depending on how much
we know about these things and how they may affect us.
This lesson deeply explores the differences between an opinion and an

assertion, as well as how and why they are usually written. As you journey
through this lesson, you are expected to formulate expressions of opinion and
assertion.
Examine the editorial cartoon below.
What are your thoughts about the message conveyed by the editorial
cartoon? Are these messages examples of opinion or assertion?

D
Learning Task 1: Underline the term that best completes the meaning of each
sentence. Choose from the options provided inside the parentheses. Write your
answers on a separate sheet of paper.
1. An expression of strong belief towards a particular topic is called a/an (fact /

opinion / assertion).
2. It is best to formulate literary assertions (before / while / after) reading a
literary work.
3. A/An (fact / opinion / assertion) is any view or judgment drawn from facts.
4. A type of literary assertion that directly expresses beliefs or opinions about
something is known as (basic / empathic / i-Language) assertion.
5. A/An (fact / opinion / assertion) is written to convey the writer’s ideas or
feelings towards a certain work of literature.
--------------------------------------------------------
OPINION OR ASSERTION
When we read or view different materials, it is but a common reaction to
have something to say about what we have read or watched. These reactions
usually focus either on the material as a whole or on specific details that form part
of the material. Sometimes, it can also be about how we perceive, understand, and
value whatever we got from reading or viewing a given material. The most common
reactions we can have can be an opinion or an assertion.
These two concepts often cause confusion among students because
different references view them in a number of different ways. Technically, an
opinion is defined as a view, judgment, or appraisal drawn from facts. It is
usually a concept or impression based on factual evidence. Opinions can change
often and usually reflect one person. For example, the sentence “The Philippines is
one of the best tourism destinations in the planet” may be considered an opinion
which may be drawn from facts and data showing the number of tourists coming
in and out of the country on a specific period as compared to the records of other
countries.
An assertion, on the other hand, is a declaration or expression for strong
belief towards a particular topic, often without evidence. It usually includes
forceful or confident and positive statement regarding a belief or a fact. In contrast
to an opinion, an assertion, which is usually subjective, expresses vindication,
mostly with no support or pieces of evidence. For example, the sentence “The
Philippines is the happiest country in the world” is an assertion because it is
subjective and not founded on factual evidence.
Another example is on what linguists call as commonplace assertions or
“stereotypes.” These are statements that sound true but are generally based on
common opinions. This form of assertion usually includes claims like those that
say men are always stronger than women.
In order to easily recognize opinion or commonplace assertion in writing,
one might observe the use of the following words and phrases that signal or which
are usually employed in making these kinds of judgment:
I believe… It could be said that... Must Cannot

In my opinion… I am sure that… Never Best
Without question... I feel that... Always / All Worst

In English, an assertion is usually formulated after activities like exploring
reading materials, such as stories or poems, or viewing a play. Assertions are
usually written in order for a writer to convey his or her ideas or feelings towards
a particular work of literature, and convince or influence the readers to taking and
agreeing with his/her ideas or views.
When one intends to write assertions in literature, it is imperative to, first

and foremost, fully understand the particular literary work where assertions will
be based. This way, the writer may be able to identify which parts he/she
supports and which parts he/she is against. A writer who is planning to come up
with assertions may also find collecting items of evidence from other writers a
helpful thing.
On a larger context, assertion may be used in both formal and informal

writing and is usually categorized into various types. The most common types
include the following:
a. Basic Assertion is a type of assertion that directly expresses the writer’s

feelings and beliefs through simple statements. This type is usually used in
standing up for personal beliefs.
b. Empathic Assertion involves expressing empathy and expounding on how the
writer understands the feelings and emotions of the literary author. This type
may be used in both formal and informal writing.
c. I-Language Assertion expresses the feelings and preferences of the writer.
This type is called I-Language because the writer usually uses the pronoun ‘I’
in asserting disagreement. This type is often used in writing reviews, reaction,
or reflection papers.
A deeper study of opinion and assertion, as well as closely related concepts

may require spending a lot of time and research. For this lesson, it is important
that you learn how to distinguish the two concepts from a lot of information that
you may encounter. In this technological age where any information can be easily
accessed any time, it is essential to know which ones you should believe right
away and which ones you should research further. Likewise, as you explore more
lessons that require you to write using the English language, it is a must that you
learn how to properly come up with common expressions of your opinions or
assertions.
E
Learning Task 2: Look for English newspapers you have at home. Choose any
article which you think contains examples of opinions and assertions. Cut your
chosen article out and paste it on a separate sheet of paper. Then, using the
template provided below, sort out the examples of opinions and assertions that
you have seen.
Title of the Article: ____________________________________________
Opinions Assertions
*If you have a way to connect to the Internet, you may capture the needed article via online news.

Learning Task 3: For this task, you will watch (or recall) a program on TV. If you
have a way to connect to the Internet, you may also watch through online news
channels. Then, look for a segment which you think presents opinions and
assertions. On a separate sheet of paper, copy and use the table below to present
your observations.
What was the program about?
Opinions cited: Assertions cited:
Learning Task 4: What do you think of the government’s decision to revive

GMRC and Values Education subjects in the country’s basic education system?
Read about this issue using old newspapers that may have reported about it or
through online sources [if available]. Then, formulate three (3) examples of
opinion and three examples of assertion about the said topic. Write your answers
on a separate sheet of paper.
Learning Task 5: Write a short essay about any familiar topic or issue that you
know. Make sure to formulate opinions and assertions which you will include in
your writing. Your output should be not less than 300 words and must be neatly
written on a separate sheet of paper. If you find it difficult to decide on the topic,
you may consider drawing inspiration from President Rodrigo Roa Duterte’s 5th
State of the Nation Address which you read during the first quarter.
A
Why is it important to distinguish concepts about fact, opinion, and
assertion? Answer this on a separate sheet of paper.

WEEK Claims of Fact, Policy, and Value
5 Lesson
I
As individuals, we are often compelled to respond to different kinds of
issues around us. When responding or expressing opinion towards an issue, it is
important to be able to identify the writer’s or the speaker’s claim. A clear
understanding of someone’s beliefs or ideas about something enables others to
give appropriate feedback or reactions.
This lesson focuses on deeply understanding what a claim is and how

claims are basically classified. As part of the tasks that seek to develop further
your skills in critical thinking and writing, you are expected to formulate claims of
fact, policy, and value.
Examine the editorial cartoon provided below. Think of at least six (6) ideas
or opinions which you can express about the issue presented in the illustration.
You may also ask your parents/guardians to share their ideas about it.
Point No. 1
Point No. 2
Point No. 3
Point No. 4
Point No. 5
Point No. 6

D
Learning Task 1: Study the statements that follow. Then, identify the statements
that (A) assert that something is true or not, (B) judge whether or not something is
good, right, or moral, and (C) assert that one course of action is superior to or
more beneficial than another. Write the letters of your answers on a separate
sheet of paper.
1. The Department of Education (DepEd) got the highest allocation for the 2020
National Budget.
2. Taking drugs without a doctor’s prescription can endanger one’s life.
3. The use of substantial research in writing is a great way for authors to achieve
their purpose.
4. It is necessary for stakeholders in the community to support every school in
making sure that education continues for all learners.
5. Honesty is the best policy.
--------------------------------------------------------
CLAIMS OF FACT, POLICY, AND VALUE
Identifying one’s claims is an essential skill when expressing opinion on a

certain issue especially in the field of writing. A claim refers to a clear assertion of
a person’s ideas, opinions, or propositions. The use of claims may serve the
purpose of convincing or persuading readers or a specific audience to agree with a
specific stand or rationale on an issue. Generally, claims may be classified as
claims of fact, claims of value, and claims of policy.
1. Claims of Fact. This category of claims states something about things in the
past, in the present, and in the future. This also deals with ideas or claims that
can be proven or disproved with the help of factual evidence. This fact claim is
basically debatable yet verifiable.
Examples:
a. The 2020 national budget amounting to Php4.1 trillion, which is 12 percent
larger than the 2019 budget, can really help in boosting the economy through
various infrastructure projects. (The claims focus on the budget and the
possible result of its implementation in terms of economic growth. These can be
proven [or disproved] after the actual implementation of the target infrastructure
projects using the given amount specified in the national budget.)
b. Being the richest city in the country, the City of Makati can implement better
projects needed by its citizens. (The claim is debatable since no evidence is
initially presented. The claim focuses not only on being the richest city but on the
implementation of better projects. This can also be proven [or disproved] using
verifiable evidence.)

2. Claims of Value. A claim of value, also known as value claim, presents an
assertion as to whether something is good or bad, or one concept or idea is better
than another. This also emphasizes and weighs the benefits of the subject matter.
This is debatable in nature since people may have different opinions on the given
claims or concepts.
Examples:
a. Taking vitamins is better than eating fruits and vegetables in terms of
boosting our immune system. (This claim is based on one’s opinion, judgment,
or experience as to which one is better than the other. The claim may be truthful
to some but not to all.)
b. If I were to choose, I would prefer the work from home (WFH) scheme than
working in the office as this gives me more family time. (The claim is based on
one’s opinion or judgment about the worth of WFH scheme. This is arguable
since benefits of WFH may vary from one person to another.)
3. Claims of Policy. A claim of policy supports that an action should or should

not be done to address a certain case or policy. Policy claim indicates that an
action should be carried out either in support or in opposition of a particular
argument.
Examples:
a. The city’s health department must learn from how other cities successfully
address the concerns against COVID-19. (This claim supports the idea of
learning from the best practices of other cities leading to a particular call to
action.)
b. To further improve one’s skills in speaking before a large number of audience,

one must consider enrolling in personality development classes that can help
boost confidence and improve one’s self-image. (The writer presents a particular
course of action.)
c. The voucher program of the Department of Education should be extended to

the elementary level as this has greatly contributed in the achievement of the
government’s goals in the full implementation of the K to 12 Basic Education
Program. (The writer proposes a revision on the scope of the implementation of
the policy for the benefits of more possible recipients.)
E
Learning Task 2: Read or print [for online materials] about the three topics listed
below. If possible, you may also interview other people like your parents. After
gaining sufficient background about each topic, formulate a claim of fact, a claim
of value, and a claim of policy for each topic. Write your answers on a separate
sheet of paper.
1. Online or Digital Learning
2. Prioritizing One’s Mental Health
3. COVID-19 Pandemic

Learning Task 3: Study the editorial cartoon provided below. Then, on a separate
sheet of paper, provide three examples of claims (one for fact, one for value, and
one for policy) related to its theme.
Learning Task 4: This time, think of a local or international issue you have
serious oppositions about. On a separate sheet of paper, write a 10-sentence
paragraph that discusses your ideas or propositions about the issue you have
chosen. Make sure to use the different types of claims you have learned about in
presenting your ideas.
Learning Task 5: Imagine that you are the president of the Supreme Student
Government. As head of the governing body, you are tasked to submit an
argument paper as to why students should be allowed to wear civilian clothes on
Fridays. Your written output should be composed of at least 500 words. Make
sure to use different types of claims discussed in this lesson as you present your
ideas. Do this on a separate sheet of paper.
A
Use the graphic organizer below to show how the different types of claims
can contribute to the effective expression of opinions or assertions about a specific
issue. On a separate sheet of paper, copy and fill the organizer with the needed
details.

WEEK Exposition
6 Lesson
I
We are exposed to different kinds of texts almost every minute. Whether
it is an update we see in social media, a news story we encounter in daily
broadsheets, or an article we browse on lifestyle magazines, we are often
compelled to read and make sense of various texts we see. One of the key features
that draws the boundaries between and among these written materials is the
purpose of the author. A writer always has reasons and conventions for choosing
to write about a certain topic or issue, such as providing information, telling a
story, and sharing an opinion, among others.
This lesson focuses on exploring and understanding the key structural

elements and language features of an expository text. As you journey through this
lesson, you will be engaged in tasks that will ask you to write an exposition or
discussion on a familiar issue.
Read and examine the sample text provided below. Then, answer the
UP is now offering Korean Drama as an elective

Published August 15, 2020 12:53pm
It's safe to say that K-dramas are so deeply embedded in Filipino pop
culture that there is a need to discuss it.
And this is exactly what a course offered by the University of the
Philippines hopes to do.
As seen in UP's enlistment website, a special elective called "Analysis of
K-drama Series" is being offered to students.
One of the requirements of the course is a Netflix subscription or any
access to the K-drama shows such as "Crash Landing on You," "Chicago
Typewriter," and "Misaeng."
The course is open to all colleges. —JCB, GMA News
Source: https://www.gmanetwork.com/news/lifestyle/content/751468/
up-is-offering-korean-drama-as-an-elective/story/
1. What is the main idea expressed by the text?

2. Did the author provide details to support the main idea?
3. How would you describe the way the author presented the ideas in the text?
4. How does this type of text differ from an argumentative text?
D
Learning Task 1: On a separate sheet of paper, copy and answer the items below.
Put a check () mark on the blank provided if the statement corresponds to expos-
itory writing, and a cross (X) mark if it does not.
_____ 1. presents the pros and cons of an issue
_____ 2. presents information about a topic as its main goal
_____ 3. includes news stories
_____ 4. makes use of signal words to establish idea development
_____ 5. justifies a stand on given proposition
_____ 6. retells a story
_____ 7. involves the use of emotion in providing details
_____ 8. educates the readers by the providing facts
_____ 9. convinces the reader to agree with one side of a given issue
_____ 10. includes fiction stories as examples
--------------------------------------------------------
EXPOSITION
In writing, it is important to have a clear sense of purpose. This purpose or

reason for writing about a particular topic usually serves as the basis of the
structural elements, patterns of idea development, and language features that a
writer employs in writing. In the previous lesson, you were introduced to the
concepts of argumentative writing where the author explains and justifies his/her
stand on a given proposition by presenting pieces of evidence to support his/her
claim. This is a characteristic you will not observe in writing an exposition.
An expository text merely presents or provides information about a

particular topic or issue. This is also sometimes called informational writing
where the writer provides facts on a given topic in a way that is educational and
purposeful. Besides merely providing facts, expository writing may also include
providing descriptions, citing reasons, presenting explanations, and enumerating
steps of a specific process.
Unlike in narrative writing, an expository text does not tell a story and does
not make use of emotion in presenting facts. It is fact-based and seeks to educate
the reader by presenting facts based on reliable sources. Expository texts are
generally clear, concise, and organized in terms of idea development.
Some of the most common examples of expository texts are textbooks, news
articles, instructional manuals, recipes, and self-help book, among others.
There are times when different forms of writing seem to have overlapping
features and characteristics. This is truly possible as there are writers who would
sometimes combine these features and characteristics in writing. In order to
maintain the focus when writing, remember that they differ in terms of purpose.
An expository text seeks to inform; a narrative text aims to entertain; and an
argumentative text’s goal is to persuade readers.
Key Structural Elements in an Exposition
While the facts in expository writing may be presented in various ways

depending on a number of factors, most expository texts including expository
essays generally include common elements, such as follows:
1. A clear and concise thesis statement. Usually presented in the initial

paragraph, the thesis statement introduces the main topic or idea and provides
the overall direction for the text.
2. Clear transitions. The use of clear and proper transitions will glue the
introduction, the body, and the conclusion together. Without effective use of
transitions, the exposition may seem like a disjointed collection of sentences.

3. A body that contains pieces of evidence and support. While most people
might think of an expository text like an essay as something that can be
written even without due research and preparations, the use of supporting
evidence like examples and explanations forms a huge part of a facts-based
expository text.
4. An effective conclusion. It is essential to remember that a conclusion is not
only meant to summarize the ideas presented from the introduction to the
body. Instead, a conclusion should tie the ideas altogether while highlighting
the true essence of the main idea in the text.
While most expository essays typically follow the introduction-body-

conclusion format, other forms and examples of exposition can take other shapes
and patterns depending on how the writer intends to present his or her ideas.
Expository texts typically follow one of the following structures or patterns of idea
development:
a. Cause and Effect. Here, the writer presents the information by explaining how
or why a certain event or occurrence happened [cause] and what resulted from
that particular cause or occurrence [effect].
b. Comparison and Contrast. The writer presents the information by providing
details as to how things, concepts, or ideas are alike or different.
c. Description. In this structure, the topic is presented by providing descriptions
about its attributes, features, and examples.
d. Problem and Solution. The writer may present a problem and provide one or
more solutions to the said problem.
e. Sequence. In this structure, information may be presented in a way that
follows numerical or chronological sequence either explicitly or implicitly.
Language Features of Exposition

In terms of language features commonly employed in exposition, the use of
signal words always plays a crucial role as they make clear transitions from one
idea to another possible. It also helps greatly in giving the readers a hint of where
a particular idea is leading to. Through signal words, coherence in writing and
smooth flow of ideas can be achieved.
The table below presents some examples of the most commonly used signal
words in different text structures of expository texts:
Cause and Because, consequently, Therefore, as a result, for this reason, due to
Effect since thus this led to,
Compare and but, as well as similar to, different in contrast, although,
Contrast on the other hand from, however in the same way
Description for example, for instance to illustrate, such as Including, like
Problem and
since, consequently a solution, therefore so that, in order to
Solution
Sequence first ,second, third before, after, finally then, next, previously
Read the example on the next page and check whether it has the features of
an expository writing based on the discussion.

DOH public to take part in measles and polio vaccination campaign, assures safety
protocols in the immunization drive
Press Release | October 18, 2020
The Department of Health (DOH) is encouraging the public to prioritize

immunization from vaccine-preventable diseases through its upcoming Measles, Rubella
and Oral Poliomyelitis Vaccine (MR-OPV) campaign which will be held from October 26 to
November 25 in several regions. The implementation of health protocols during this
campaign is also designed to prevent any inadvertent transmission of COVID-19.
DOH Secretary Francisco T. Duque III said that the protection of children against
measles, polio, and rubella are equally important during the time of COVID-19. He said,
“We should be vigilant about other diseases that can affect some of our most vulnerable
like infants and children, even during the COVID-19 pandemic. The child’s first five years
are very formative to his or her health. The illnesses we are vaccinating them against can
be very damaging and will have repercussions on their growth and maturity. That is why
we are urging parents not to take these conditions lightly, but must vaccinate their
children as soon as possible.”
The vaccines used to counter measles, rubella, and polio have been proven safe for
the past decades. “No child should have to suffer because of them, especially because the
vaccines are free,” said the DOH Secretary.
At the same time, Sec. Duque also assured the public, especially parents, that the
DOH is well aware of and will address their concerns about safety, saying, “We understand
their fears of getting infected with COVID-19 if they go to our clinics to have their children
vaccinated,” he explained. “But we have committed ourselves to safety and the clinics will
be making sure that health protocols are followed by healthcare workers and patients
alike.”
Bicol (Region V) and MIMAROPA (Region IVB) will be the first locations for the
program’s implementation because of the need of the children in those areas to be
vaccinated from the aforementioned diseases.
The DOH is also setting the stage for the campaign’s first phase which will cover
Regions I, II, IVB, V, the Cordillera Administrative Region, and all of Mindanao. Safe and
high quality measles-rubella vaccine (MR) and bivalent oral poliovirus vaccine (bOPV) will
be distributed for free, following safety measures. Children from 9-59 months old will be
given the MR vaccine while those who are 0-59 months old will receive the bOPV.
The United Nations Children’s Fund (UNICEF), which is dedicated to improving the
lives of children and their families, also lent its support for the immunization
program such as the acquisition of 19.2M doses of MR vaccine and 10M doses of oral
poliovirus vaccines (OPV). UNICEF’s consultants will also monitor that the local
government units (LGU), have the necessary resources and instruction to succeed in the
campaign.
Syringes, safety collector boxes, surgical masks, and face shields will be allotted for
the vaccination team and supervisors. Indelible inks for marking and reporting and
recording forms, which are essential to campaign’s operations, will also be rolled out to the
different regions.
Sec. Duque has asked for the public’s participation for the vaccination campaigns
for MR-OPV. He enthused, “We are grateful that many organizations are working together
towards a common goal. With everyone working as one, we can ensure that Filipinos are
as healthy as they can possibly be.”
Source: https://www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-MEASLES-AND-POLIO-VACCINATION-
CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN-THE-IMMUNIZATION-DRIVE

One of the most effective ways to organize information to be used in
exposition is by using graphic organizers. You have learned some of these
organizers in Quarter 1. For example, if your expository essay aims to explain the
similarities and differences of ideas about a particular topic, you may use a Venn
E
Learning Task 2: Using an appropriate graphic organizer, present the information
presented by the article on page 27. Do this on a separate sheet of paper.
Learning Task 3: Think of a familiar topic or issue you may use as subject in
writing an expository essay. You may also choose from the given suggested topics
below. Then, use an appropriate graphic organizer to present the information you
intend to use in writing. Do this task on a separate sheet of paper.
Suggested Topics:
1. Vlogging
2. Online Learning
3. Maintaining a Stress-Free Life
4. Being a ‘Plantito/Plantita’
5. Best Comfort Foods During the Rainy Season
6. Topic of your choice
Learning Task 4: On a separate sheet of paper, write an expository essay using

the graphic organizer you have produced in Learning Task 3.
Learning Task 5: Look for at least three (3) samples of expository texts in books,
newspapers or magazines. Cut them out and paste them on a separate sheet of
paper. Indicate the patterns of idea development used by the writers.
A
Complete the organizer below. This will test how well you understood the
concepts of argumentation and exposition. Do this on a separate sheet of paper,
using the format provided.
New Concept: EXPOSITION Familiar Concept: ARGUMENTATION

Similarities Differences
Summary of New Concept:

Multimodal Elements
Lesson
I
Technology has truly changed the way people perceive information. From
details usually printed on paper to internet-based programs that allow information
to pop up on people’s gadgets, the society we live in is indeed relying on
information presented in and through different modes.
This lesson focuses on understanding multimodal texts and their uses. As

you journey through this part of the module, you will be engaged in analyzing
samples of multimodal texts and discovering how they are made for their specific
purposes. You are also expected to compose texts with multimodal elements.
How do you want your lessons presented? Do you prefer using textbooks
and handouts? Or would you rather study slides and access web links online?
Now, read and examine the infographic provided below. Then, answer and reflect
on the questions that follow.
1. What is the material all

about?
2. What elements make up the
given material? Do you see
pure text? Are there photos
and other elements?
3. What do you think is the
purpose of combining several
elements when presenting
information?
4. What do you think will
happen if an element [or two]
is [are] omitted? Will
removing an element [like an
image] affect the way
someone perceives
information?
D
Learning Task 1: How familiar are you with the materials used in presenting
information? A total of ten (10) different materials are hidden in the word search
puzzle on the next page. On a separate sheet of paper, list down all that you will
find.

MULTIMODAL ELEMENTS
The way information is presented greatly affects the manner it is perceived.
Luckily, through continuous developments in the field of digital communication
technology, we are now able to learn not only from traditional texts that we have
to read sequentially, but likewise, through interactive materials in various digital
and non-digital platforms like posters, infographics, blogs, animations, and web
pages, among others.
The examples of materials cited above fall under a classification known as
multimodal texts. A text is considered multimodal when it combines two or more
communication modes to present information. In the context of multimodal
compositions, mode refers to the method of communication being employed. It
can be linguistic, visual, auditory, gestural, or spatial.
While composing multimodal texts is usually associated with the use of
online and digital platforms, a multimodal text does not necessarily have to be
digital in form. Generally, a multimodal text may be print-based (paper), digital,
live, or transmedia (using multiple delivery channels).
Processing information in a multimodal text is one thing, while composing
an example of multimodal text is another. Multimodal texts can range from simple
to complex ones with the level of complexity usually depending on what modes to
combine, understanding the interconnections between these modes, and what
platforms or technologies to use. The table below shows examples of different
multimodal texts:
Simple Complex
newspapers, brochures, comics, animations, digital stories, web pages,
graphic novels, picture books, documentaries, book trailers,
print advertisements, posters, storyboards, live action films, video games
slide presentations, e-books, e-posters,
social media
In multimodal texts, information is presented and meaning is conveyed

through combinations of different modes across written and spoken languages
(linguistic), still and moving images (visual), sounds, gestures, and spatial
semiotic resources.

Composing Texts with Multimodal Elements
Creating examples of multimodal texts is becoming a common practice and
an essential skill to be developed among students. However, it can be tough
especially when someone has limited background about certain elements and
processes. When composing a text with multimodal elements, it is essential for
one to understand how information can be presented using various modes, and
how these modes can work together to convey the intended meaning. Knowing
how to maneuver applicable technologies or applications to be used in composing
multimodal texts is also important.
The list below presents essential considerations in composing or producing

effective multimodal texts:
1. Textual Knowledge. A clear understanding of the information at hand or the

specific subject from which the multimodal composition is based is essential.
This will serve as the basis of determining how information will be conveyed
and what modes may work best for the information available.
2. Technological Knowledge. It is imperative to understand what technological
tools and processes will best work for the kind of multimodal texts to be
produced.
3. Semiotic Knowledge. This refers to understanding how each mode can work
to convey meaning, where each mode or semiotic system has its own function.
4. Ability to Combine Various Modes. When composing multimodal text, it is
vital to understand what combinations will work best in conveying the
meaning of a specific set of information.
5. Understanding Different Genres. Like in writing, it is also important in
multimodal compositions to take into consideration the purpose, target
audience, and text-type.
--------------------------------------------------------
Learning Task 2: Read the statements about multimodal compositions. Identify
each as TRUE or FALSE. Write your answers on a separate sheet of paper.
_______ 1. Multimodal texts combine two or more modes in presenting information.

_______ 2. All multimodal texts are digital in form.
_______ 3. Print-based materials cannot include multimodal elements.
_______ 4. Technological knowledge is not important in multimodal compositions.
_______ 5. Slides made using PowerPoint can be an example of a multimodal text.
E
Learning Task 3: For each of the topics provided below, suggest at least three (3)
forms of multimodal texts that can be produced to present effectively the
information and the intended meaning. Use the format provided. An example has
been given to serve as your guide. Do this on a separate sheet of paper.
Topic / Text Suggested Multimodal Composition
Avoiding COVID-19 Infection posters, infographics, slideshows
Classifications of Plants
Advocacy on Ending Violence Against Children
COVID-19 Updates in PH

Learning Task 4: Gather enough information about the topic provided below. You
may use books or newspapers as references. You may also use online resources if
you have a way to connect to the Internet. Then, come up with a multimodal
composition that you will produce to present the information you have about the
given topic. Illustrate it on a separate sheet of paper.
Topic: Stories of Courage Among Filipino COVID-19 ‘Frontliners’
Learning Task 5: As your final task for this lesson, you will need to come up with
a text that uses multimodal elements. The specific instructions are given below.
FINAL MISSION: Your final output for this lesson is to create an infographic
about a given topic. Infographics are graphic visual representations of
information, data, or knowledge intended to quickly and clearly present
information. If you have a way to connect to the Internet, you may look for
samples of infographics online. Remember that you will need to research about
your chosen topic first before you can start making the infographic.
A. If possible, you may use online applications to create your output for this
lesson. Print your output and paste it on a separate sheet of paper.
B. If using a gadget or connecting to the Internet is not possible, you may use
available materials like colored papers and old magazines to craft your output.
Topics:
1. Effective Study Habits for Distance Learning
2. Ways to Combat Stress During a Global Health Crisis
3. Ten Things People Might Not Know About My City/Town/Barangay
A
On a separate sheet of paper, copy and fill in the blanks with the missing
terms to complete the meaning of the paragraphs provided below. Choose from the
given pool of options.
linguistic gestures digital knowledge

form combines sequentially audience
multimodal sound purpose
A multimodal text (1) __________ two or more modes to present information

and convey meaning. It differs from traditional texts that need to be read
(2) __________. In composing texts with multimodal elements, mode refers to
methods of communication employed in presenting information. One may choose
to combine two or more of the five modes which are (3) __________, visual,
(4) __________, (5) __________ and spatial.
Although multimodal composition is usually associated with the term
(6) __________, multimodal texts do not necessarily have to be in digital (7)
__________.
In order to create effective multimodal texts, one needs to have enough
(8) __________ of the text or subject where the information to be presented is
based. It is also important to be clear on the (9) __________, target (10) __________,
and text type.

Techniques in Public Speaking WEEKS
Lesson 7-8
I
Facing a large group of people to discuss a particular topic or address
an issue can be an intimidating task. It usually takes a lot of experience before
one can render talks or deliver speeches without feeling uncomfortable and
conscious about a lot of things.
This lesson focuses on understanding techniques which may be employed

in various forms of public speaking. As part of your tasks for this lesson, you are
expected to deliver a prepared speech or an impromptu talk on an issue employing
the different techniques in public speaking.
Have you experienced speaking with a script before a large group of

audience? How about without a script? Two of the basic forms of delivering speech
are prepared speech and impromptu speech. In prepared speech, the speaker is
given time to prepare while in an impromptu, the speech is delivered on-the-spot
or with no preparation at all. Using the Venn diagram below, can you share your
thoughts on the similarities and differences between the two?
Prepared Impromptu
Speech Speech
D
Learning Task 1: Identify whether a prepared or an impromptu speech is usually
used in the given examples or situations. On a separate sheet of paper, copy and
write PREPARED or IMPROMPTU on the space provided before each number.
_______ 1. You were invited to speak before a commencement ceremony.
_______ 2. You were asked to speak in an ambush interview.
_______ 3. You were assigned to give a talk before a group of students.
_______ 4. You were chosen to represent the school in an oratorical contest.
_______ 5. You were called by the host to deliver a message during a wedding
ceremony.
_______ 6. You were invited to give a reflection for the upcoming Holy Week mass.
_______ 7. A youth group requested you to serve as a resource person.
_______ 8. While attending a meeting, you were unexpectedly requested to share
your experiences in your job.
_______ 9. You were assigned by your boss to present the company’s
accomplishments in a conference.
_______ 10. You were asked to share your knowledge about a topic on-the-spot.
Learning Task 2: On a separate sheet of paper, copy and examine the statements.
Use a check () to mark the ones which should be followed when asked to speak
before a specific group of people/audience.

1. Consider the main purpose of your speech.
2. If possible, gather enough information about the topic or theme of your speech.
3. Avoid questions from the audience.
4. Never look at your audience. Look somewhere without distractions.
5. Practice as many times as you need to.
6. While practicing is important, remember to act and sound naturally.
7. If you have a copy of the speech, just read and finish it as fast as you can.
8. Use gestures to complement the meaning of what you say.
9. Leave the stage or podium as soon as you finish to avoid questions or
clarifications from your audience.
10. Make an outline to make sure you do not miss out any important detail in your
speech.
--------------------------------------------------------
TECHNIQUES IN PUBLIC SPEAKING
As a Grade 10 student, having to speak in front of a crowd may still sound

strange and unnecessary to you. In the future, however, there could be situations
where you would need to practice your public speaking skills either as part of your
tasks in college or as part of your professional responsibilities in your job.
Public speaking usually involves having to deliver or communicate

information in front of a live audience. Usually done in a formal setting or as part
of a formal event, public speaking conveys purposeful information which aims to
inform, influence, or entertain a large group of audience. People engaged in public
speaking can get a lot of advantages like sharp critical thinking skills, confidence
when dealing with people, and fluency in verbal and non-verbal communication.
The most common forms of public speaking include delivering a prepared

speech and an impromptu speech. In a prepared speech, the speaker is given the
topic beforehand, has time to research about the topic, and is able to rehearse or
practice prior to delivering the speech. Speaking before thousands of graduating
students or addressing a crowd during a business conference usually falls under
this category.
It must be made clear, however, that a prepared speech does not

necessarily equate to a memorized speech. Delivering a fully memorized speech is
just one example. It may also include such forms as extemporaneous speech
where the speaker is given some time to prepare before the delivery, and the use of
a prepared copy which serves as reference for delivering the speech.
An impromptu speech, on the other hand, is one where the speaker is

given with little or no time to prepare. This type of speaking occurs during
ambush interview and other gatherings where people are asked to deliver a speech
on the spur of the moment.
Delivering an impromptu speech seems a challenging task since it means

speaking about a specific issue or topic without having the chance to research
about it or even make an outline as guide. When delivering this type of speech,
one must be able to fully gather his/her thoughts, focus on the issue or topic at
hand, and maintain composure.
What makes a good public speaker? Here are some techniques which may
work best when speaking before a large audience.

1. Know your purpose. Being sure on the purpose of your speech is synonymous to
knowing where to focus your discussion. It may be as basic as to inform, persuade, or
inspire. When you are certain about what you would want to speak about from the very
beginning, you will most likely be able to avoid being sidetracked or confusing your
audience with lengthy discussions that lead nowhere.
2. Be familiar with your topic. The best way to do this is to research. When you are sure
of every information you are presenting, you will be more confident. This is also
something that your audience will usually notice and feel.
3. Consider your audience. It is essential to be sure of the kind of people you will be
speaking to. Knowing your audience will help you plan the appropriate content,
language, and techniques to use. You cannot address a group of high school students
the way you would address a crowd of professionals.
4. Plan ahead of time. Cramming will reflect in the way you speak and behave in front of
an audience. This is something any speaker would not want to happen. That is why
planning everything is a key to a successful speaking engagement.
5. Use non-verbal cues. The right amount of gestures at the right time are key elements of
public speaking as these movements help convey ideas more clearly. There is, however,
danger in overusing these gestures as they can become distracting. Establishing eye
contact with the audience also works well in maintaining confidence and establishing
sincerity.
6. Remain calm. Whether you are delivering a prepared or an impromptu speech,
maintaining composure can always be an issue. The weeks of planning and preparation
may be put to waste if you keep on showing unnecessary movements as a sign of
nervousness. Taking deep breaths and having a focused mindset can do the magic of
staying relaxed.
7. Practice. Being a good and compelling speaker takes a lot of practice and experience.
Through constant practice, one may be able to identify areas that can be improved.
Practice is a major component of planning.
8. Watch your words. One’s choice of words greatly affects how the audience perceives the
speech. One must be careful enough not to use words that might put his or her
reliability and reputation into jeopardy.
9. Speak with clarity. One should observe proper pronunciation, stress, intonation,
juncture, diction, tone, and pacing when delivering a speech. These are just few of the
many elements that should work together to ensure that the ideas in the speech are
clearly conveyed. This, however, is not something one can learn overnight. Consistent
practice is likewise necessary.
10. Know the essential etiquettes. As a public speaker, one should know the different do’s
and don’ts when speaking before an audience.
11. Use visuals when necessary. When possible and appropriate, visuals like PowerPoint
slides can help support the speech being delivered. This should be done in a way that
visual aids will not overpower the speech or distract the audience.
12. Dress comfortably but appropriately. Sometimes, speaking with ease comes with
feeling comfortable with what you wear. A speaker, however, should dress in a way that
exudes respect and formality.
13. Be open to questions and comments. Always bear in mind that you cannot please
everybody. It is essential to be open to questions, comments, and even criticisms. These
things can be used as considerations on how one can improve or continuously refine
his/her style and craft.
E
Learning Task 3: Recall the last speech delivery that you have watched. It can be
President Rodrigo Duterte’s 5th State of the Nation Address you analyzed in the
previous module or any speech you might have seen on television. On a separate
sheet of paper, write down what that speech was about and cite at least three (3)
techniques you have observed from the speaker.
Note: If you have a way to connect to the Internet, you may look for a video clip of a speech you would
like to watch and examine.
Learning Task 4: Imagine that you have been selected by the school principal to
represent your school in a forthcoming conference of student leaders from all over
the Philippines. As part of your tasks, you need to prepare a 10-minute speech
that answers the question “What kind of student leadership does the Philippines
need today?” On a separate sheet of paper, discuss what would most likely be the
focus of your speech and what techniques do you plan to use to make sure you
will create an impact.
Learning Task 5: Assume the role of a speech coach. Let us say, you have a
friend who will be speaking in front of a large audience for the first time. The idea
of facing a great number of people alone causes panic and anxiety to him/her. As
a coach, what important pieces of advice or public speaking techniques will you
share to the said student? List them down on a separate sheet of paper.
Learning Task 6: As your final task for this lesson, you will need to prepare and
deliver a speech on a familiar issue. You are free to decide on what issue to
discuss to, but your speech should only range from two (2) to three (3) minutes.
You will also have to employ the different techniques in public speaking cited in
this lesson. Choose from among the options provided below on how you may
possibly be able to accomplish this task. Write your speech on a separate sheet of
paper.
A. If you have a gadget that you can use, you may ask for the help of a family member or
use an improvised tripod in recording or filming your speech delivery. The final copy of
the clip will be shown to your teacher through possible means.
B. If you have a gadget and a way to connect to the Internet, you may ask for a schedule
when your teacher can watch your speech delivery through mobile applications like
Zoom or Google Meet.
C. If using a gadget and connecting to the Internet are not possible, you may prepare for
your speech delivery and present it to your teacher once the conduct of home
visitations becomes possible. You may also ask your parents or guardians to watch
you while delivering your speech. Ask them to give their comments and suggestions.
Write these comments and observations in your notebook.
A
For each situation below, suggest possible ways in making sure that a
speech will be delivered well. Write your answers on a separate sheet of paper us-
ing the format provided.
You were... What will you do to ensure the successful

delivery of your speech?
chosen to represent your school in an
oratorical contest about protecting the
environment.
assigned to welcome the freshmen
students of the school. You’re an
officer of the student council.
invited to inspire the new breed of
scholars in the university. You used
to be a scholar, too.

Note: Learning Tasks with no ANSWER KEY provided require varied answers from the learners.
Learning Task 2 Learning Task 1 A Phase Learning Task 2 Learning Task 1
1.  1. PREPARED 1. combines 1. TRUE ANIMATIONS
2.  2. IMPROMPTU 2. sequentially 2. FALSE BLOGS
3. 3. PREPARED 3. linguistic 3. FALSE BROCHURES
4. 4. PREPARED 4. sound 4. FALSE DOCUMENTARIES
5.  5. IMPROMPTU 5. gestures 5. TRUE FILMS
6.  6. PREPARED 6. digital NEWSPAPERS
7. 7. PREPARED 7. form POSTERS
8.  8. IMPROMPTU 8. knowledge SLIDESHOWS
9. 9. PREPARED 9. purpose STORYBOARDS
10.  10. IMPROMPTU 10. audience WEB PAGES
PUBLIC SPEAKING MULTIMODAL ELEMENTS
TECHNIQUES IN
Learning Task 1 Learning Task 1 Learning Task 1
1. X 1. A 1. assertion
2.  2. A 2. after
3.  3. B 3. opinion
4.  4. C 4. basic
5. X 5. B 5. assertion
6. X
7. X
8. 
9. X
10. X
POLICY AND VALUE OR ASSERTION
EXPOSITION CLAIMS OF FACT, OPINION
Learning Task 1
1. DISAGREE Learning Task 2 Learning Task 1
2. AGREE
3. AGREE 1. USE OF EVIDENCE 1. TRUE
4. DISAGREE 2. ASSOCIATION 2. TRUE
5. AGREE 3. EMOTIVE LANGUAGE 3. TRUE
6. AGREE 4. EXPERTS 4. FALSE
7. AGREE 5. RHETORICAL QUESTIONS 5. TRUE
8. DISAGREE
9. AGREE
10. AGREE
CAMPAIGNS AND ADVOCACY
ARGUMENTATION LANGUAGE OF RESEARCH,
Key to Correction
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5, and week 6.
References
Celestino, J. C. (2014). Reading difficulties of freshmen students in the College of Infor-

mation Technology and Computing Sciences. QSU Research Journal 3(1). Retrieved
https://ejournals.ph/article.php?id=11491
DENR - Ecosystems Research and Development Bureau. (2020, May 2). Bamboo for cli-
mate change mitigation. Retrieved from https://
www.agriculture.com.ph/2020/05/02/planting-bamboo-may-help-lessen-the-impact-
of-climate-change/
Department of Health. (2020, October 18). DOH urges public to take part in measles and
polio vaccination, assures safety protocols in the immunization drive. Retrieved from
https://www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-
MEASLES-AND-POLIO-VACCINATION-CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN
-THE-IMMUNIZATION-DRIVE
GMA News. (2020, August 15). UP is now offering Korean drama as an elective. Retrieved
from https://www.gmanetwork.com/news/lifestyle/content/751468/up-is-offering-
korean-drama-as-an-elective/story/
Ozagac, O. (2004). Argumentative essay. Retrieved http://www.buowl.boun.edu.tr/

students/types%20of%20essays/ARGUMENTATIVE%20ESSAY.htm
Ramones, V. (2018). Formulating assertions. Retrieved https://www.slideshare.net/

VanessaRamones/formulating-assertions?from_action=save
Victoria State Government - Education and Training. (2019). Creating multimodal texts.
Retrieved https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx

For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
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English G10: Quarter 2

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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON English G10

Job S. Zape, Jr.

John Lerry F. Villalobos

Jhonathan S. Cadavido & Dennis M. Vidar

Lhovie A. Cauilan, Hiyasmin D. Capelo & Melanie Mae N. Moreno

Jhucel A. del Rosario & Melanie Mae N. Moreno

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON English G10

For the Parents/Guardians

For the Learners

PIVOT 4A CALABARZON English G10

This part presents the MELC/s and the desired

This part presents activities, tasks and contents

him/her on what he/she knew, what he/she does

In this part, the learner engages in various tasks

doing the tasks in the D part. This also exposes

This part brings the learner to a process where

information that will form part of his/her

PIVOT 4A CALABARZON English G10

This lesson focuses on observing and understanding the common language

Have you ever listened to someone campaigning for a certain cause or

You can save the Earth.

PIVOT 4A CALABARZON English G10 6

involving the reader use of evidence rhetorical questions

Research makes use of a formal, academic, and persuasive language to

It is also vital to understand that research works always make use of

An advocacy, meanwhile, refers to activities that argue, plead, support, or

These are just some of the many techniques used in persuasion. It is

PIVOT 4A CALABARZON English G10 8

Source: DENR - Ecosystems Research and Development Bureau

COVID-19 pandemic is one of the most pressing issues in the country

______________ 1. The main goal of an argumentative text is to tell a story.

Learning Task 2: Get a copy of an editorial written in English from old

While expressing opinions or claims about an issue seems to be an easy

Argumentative writing is sometimes called persuasive writing because it

Proposition is very essential in argumentative writing. It serves as the point

One of the most common forms of argumentative writing is an

11 PIVOT 4A CALABARZON English G10

The basic components of an argument include: (a) a claim, (b) reasons

The pattern of idea development in argumentative writing may vary from

As an essay is usually made up of an introduction, a body, and a

The table below presents various patterns of how ideas or arguments in an

Pattern A Pattern B Pattern C

Language Features of an Argumentative Text

PIVOT 4A CALABARZON English G10 12

a. The public should consider wearing face shields as additional

The use of adverbs like the ones listed below also

usually | probably | necessarily | actually | apparently |

Evaluative The use of evaluative language, usually in the form of

appalling | awful | disgusting | dreadful | horrendous |

Transitions The use of appropriate transitional devices plays a great part

because | therefore | on the other hand | as a result | in

13 PIVOT 4A CALABARZON English G10

Topic: Conduct of Limited Face-to-Face Classes in the Time of Pandemic

Learning Task 5: Look for a good sample of an argumentative text in English

PIVOT 4A CALABARZON English G10 14

1. Revival of GMRC and Values Education Subjects in Basic Education

15 PIVOT 4A CALABARZON English G10

This lesson deeply explores the differences between an opinion and an

Examine the editorial cartoon below.