English

1st Quarter – Week 1

Speeches and Informative Talks in
Everyday Conversation
English – Grade 10
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1: Use Information from Speeches, Panel Discussion in
everyday Conversation and Speeches
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 exemplar 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.

Development and Quality Assurance Teams

Writers: SHEENE T. TORREFRANCA
Illustrator: SHEILA ROBENA P. LUNA
Layout Artist: ARCHIE M. DALMAN
Language Editor: SHERRYL A. PONCE
Content Evaluator: ELLEN O. COQUILLA
Layout Evaluator: SHELLA L. MONTENEGRO
Management Team: PSDS/DIC
___________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher
offices in the Department. It is the utilization of a lesson exemplar that is
streamlined in a teacher-and-learner-friendly format to cater to the new
classroom setup in light of the COVID-19 health crisis. These exemplars will be
paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable the him/her to see his/her growth and achievement, ability
to reflect on his/her own work and ability to establish goals for future learning.

Introductory Message
For the teacher:

Welcome to the English 10, 1st Quarter Exemplar on Use information from
speeches, informative talks in everyday conversation and speeches.

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning
Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

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.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

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For the learner:

Welcome to the English 10, 1st Quarter Exemplar on Use information from
speeches, panel discussions in everyday conversation and speeches!

This exemplar 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, either at home or in school. To help you with this, this
exemplar comes with a Weekly Portfolio Assessment. Your teacher will provide
you with a template and you will be given a privilege to organize the portfolio
in your own creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to Know
competencies you are expected to
learn in the exemplar and the
objectives you are expected to
realize.
This part includes an activity that aims
What I Know
to check what you already know
about the lesson to take.
This section provides a brief discussion
What is It
of the lesson. This aims to help you
discover and understand new
concepts and skills.
This section provides activities which
What I Can Do (1,2 & 3)
will help you transfer your new
knowledge or skill into real life
situations or concerns.
This task aims to evaluate your level of
What I Have Learned
mastery in achieving the learning
objectives.

Answer Key This contains answers to all activities in

the module.

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 This contain instructions about
Portfolio Goal Setting
recording your positive, realistic goals
before going through this exemplar.
This contain instructions about
Portfolio Completion -Your
completing the components of the
Growth Clue!
portfolio. This also includes a rubric to
guide you of how your portfolio will be
assessed.
At the end of this module you will also find:

References This is a list of all sources used in developing

this exemplar.

General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities and
tasks.

2. Read the instruction carefully before doing each task.

3. Observe honesty and integrity in doing the tasks and checking your
answers.

4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this exemplar, do not
hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. 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

Most Essential Learning Competency:

Use information from speeches, informative talks in everyday

conversation and speeches (EN10LC-Ia-11.1)

Objectives: After going through this exemplar, you are expected to:

A. Knowledge: Describe characters through textual aids;

B. Skill: Complete textual aid in arranging a plot of a text read.

C. Attitude: Appreciate the importance of a textual aid in

understanding the text.

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along

with this exemplar, accomplish now your weekly goal setting. Refer to the
objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.

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 What I Know

Activity 1: AFFECTS ME HOW

Read the following situations below, identify the purpose of the speaker in
each situation – humor, instruct, convince, inform. Write the letter of your
answer from the choices below.

a. Humor b. instruct c. convince d. inform

1. A student leader urging the whole Parent in a GPTA meeting to

strengthen the policy of “No Uniform, No ID, No Entry” despite the
resistance of the majority of the students themselves.
2. A maid of honor delivering her speech to her best friend with witty and
funny lines.
3. A representative from the Department of Health doing a step- by- step
method on how to prevent the spread of Covid-19.
4. A group of Grade 10 students explaining their newly-developed
diabetic-friendly chocolates.
5. President Duterte giving orders to all Filipinos to cooperate on all
government’s initiative to stop the COVID-19 spread.

What is It

Speech- a formal address or discourse delivered to an audience.

Four types of speeches according to purpose

a. Informative speech -This speech serves to provide interesting and useful

information to your audience.
• A teacher telling students about earthquakes
• A physician talking about COVID-19
• A travelogue about the culture and tradition of South Korea

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b. Demonstrative speech - This has many similarities with an informative
speech. A demonstrative speech also teaches you something. The main
difference lies in including a demonstration of how to do the thing you’re
teaching.
• How to start your own blog
• How to bake a cake
• How to write a speech

c. Persuasive – A persuasive speech works to convince people to change

in some way: they think, the way they do something, or to start doing
something that they are not currently doing. Some examples of
persuasive speeches:
• Become an organ donor
• Improve your health through better eating
• Staying at home to prevent the spread of COVID-19
• Become a volunteer and change the world

d. Entertaining —. The speaker provides pleasure and enjoyment that

make the audience laugh or identify with anecdotal information.
• Vice Ganda describing his journey
• Explaining cricket to an American

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 What I Can Do 1

Task 1: KNOW YOUR SPEECH.

Below are excerpts from speeches. Identify each type of speech
according to purpose. Write the letter of your answer.

a. Demonstrative speech
b. Informative speech
c. Entertainment speech
d. Persuasive speech

1. A Caffeine does help you wake up and feel more alert and it has been
shown to increase attention spans. This is a beneficial effect for people
who are driving long distances and for people who are doing tedious
work. Calling this a health benefit may be stretching it, though staying
awake while you are driving a car definitely contributes to your well-
being!

2. Studies have shown that lucky people tend to be far more open to new
experiences. Those who are unlucky are creatures of habit, never
varying from one day to the next. If you want to be lucky, add some
variety to your life. Meet new people, go to new places, and increase
the possibility of those chance opportunities the "lucky" people always
seem to run into.

Luck, though, isn't JUST about trying new things. Luck is also about hard
work, even when it is, well, "hard."
3. Well, for those of you who I haven't had the chance to meet yet, my
name is Mary. Eileen and I have been best friends for around the last 10
years. We first met at work one day, when she stole my carrot cake out
of the fridge in the lunch room and I threw away her pineapple yogurt
cartons in revenge.
4. Ladies and gentlemen, these are the steps in making a scrapbook;
a. Keep all the needed materials like, scissors, old notes, ribbons, dried
leaves, glue, etc…

5. Wearing a school uniform can encourage some students to take their

responsibilities more seriously.

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 If they wear the same clothes to school that they wear when they go to
the mall with their friends, they may have the same laid back attitude in
both places.

Wearing "work clothes" to school can change the students' frame of

mind and inspire a more serious attitude that is focused on study.

What I Can Do 2

Task 2: LISTEN, HEAR ME OUT!

Below is a sample speech. Read and answer the questions below.
Severn Cullis-Suzuki started the Environmental Children’s Organization
(ECO) when she was only 9-years-old. ECO was a small group of children
committed to learning and teaching other kids about environmental issues.
In 1992 they raised their own money and attended the UN’s Earth Summit in
Rio de Janeiro. A then 12-year-old Severn closed a Plenary Session with this
amazing speech that received a standing ovation. She received a lot of
praise for her talk then—even Al Gore called it “the best speech at Rio.” The
speech went viral on You Tube, where it is called The Speech that Silenced
the World for Five Minutes.”

Hello, I’m Severn Suzuki speaking for E.C.O. – The Environmental

Children’s Organization. We a group of twelve and thirteen-year-olds from
Canada trying to make a difference: Vanessa Suttie, Morgan Geisler, Michelle
Quigg and me. We raised all the money ourselves to come six thousand miles
to tell you adults you must change your ways. Coming here today, I have no
agenda. I am fighting for my future.
Losing my future is not like losing an electric fan or a few points on a stock
market. I am here to speak for all generations to come.
I am here to speak on behalf of the starving children around the world
whose cries go unheard.
I am here to speak for the countless animals dying across this planet
because they have nowhere left to go. We cannot afford to be not heard.
I am afraid to go out in the sun now because of the holes in the ozone.
Am afraid to breathe the air because I don’t know what chemicals are in it.
I used to go out fishing in Vancouver with my dad until just a few years
ago we found the fish full of cancers. And now we here about animals and
plants going extinct everyday – vanishing forever.
In my life, I have dreamt of seeing a great herds of wild animals, jungles
and rainforests full of birds and butterflies, but now I wonder if they will even
exist for my children to see.

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 Did you have to worry about these little things when they were my age?
All this is happening before our eyes and yet we act as if we have all the
time we want and all the solutions. I’m only a child and I don’t have all
solutions, but I want you to realize, neither you!
• You don’t know how to fix the holes of our ozone layer.
• You don’t know how to bring salmon back up a dead stream.
• You don’t know how to bring back an animal now extinct
• And you can’t bring back forests that once grew where there is now
desert.
If you don’t know how to fix it, please stop breaking it!
Here, you may be delegates of your governments, business people,
organizers, reporters or politicians – but really you are mothers and fathers,
brothers and sister, aunts and uncles – and all of you are somebody’s child.
I’m only a child yet I know we are all part of a family, five billion strong,
in fact, 30 million species strong and we all share the same air, water and soil –
boarders and governments will never change that.
I’m only a child yet I know we are all in this together and should act as
one single world towards one single goal.
In my anger, I am not blind, and in my fear, I am not afraid to tell the
world how I feel.
In my country, we make so much waste, we buy and throw away, buy
and throw away, and yet northern countries will not share with their needy,
even when we have more than enough, we are afraid to lose some of our
wealth, afraid to share.
In Canada, we live in privileged life, with plenty of food, water and
shelter – we have watches, bicycles, computers and television sets.
Two days in Brazil, we were shocked when we spent some time with
some children living on the streets. And this is what one child told us: “I wish I
was rich and if I were, I would give all the street children food, clothes,
medicine, shelter and love and affection.”
If a child on the street who has nothing, is willing to share, why we are
who have everything still so greedy?
I can’t stop thinking that these children are my age, that it makes a
tremendous difference where you are born, that I could be one of those
children living in the Favellas of Rio; I could be a child starving in Somalia; a
victim of war in the Middle East or a beggar in India.
I’m only a child yet I know if all the money spent on war was spent on
ending poverty and finding environmental answers, what a wonderful place
this earth would be!
At school, even in kindergarten, you teach us how to behave in the
world. You teach us:
• not to fight with others,
• to work things out,
• to respect others,
• to clean up our mess,
• not to hurt other creatures,
• to share-not to be greedy

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 Then why you go out and do the things you tell us not to do?
Do not forget why you’re attending these conferences, who you are
doing this for – we are your children. You are deciding what kind of world we
will grow up in. parents should be able to comfort their children by saying
“everything is going to be alright,” “we are doing the best we can” and “it’s
not the end of the world.”
But I think you can say that to us anymore. Are we even on your list of
priorities? My father always says, “You are what you do, not what you say.”
Well, what you do makes me cry at night. You grown-ups say you love
us. I challenge you, please make your actions reflect your words. Thank you for
listening.

1. "I'm only a child, yet I know we are all part of a family, five billion strong,
in fact, 30 million species strong and we all share the same air, water and
soil—borders and governments will never change that."

Which statement best explains how the speaker connects this idea to
her argument about responsibility?

a. She encourages audience members to take responsibility for their

own country’s natural resources.
b. She encourages audience members to take responsibility for the well-
being of families around the world.
c. She reminds audience members that they have the responsibility to
consider how their actions impact other people around the world.
d. She reminds audience members that they have the responsibility to
reject greedy behavior in their communities.

2. Which statement best explains how Cullis-Suzuki connects the ideas of

privilege and greed in her “Speech delivered at the United Nations Earth
Summit in 1992”?
a. She challenges the idea that people who have enough money in life
tend to be more selfish.
b. She recognizes the fact that people with financial troubles tend to
improve their lives by caring for others.
c. She points out the contradiction that people who lack opportunities
in life are sometimes the most generous.
d. She emphasizes that the experience of living in poverty tends to make
people more concerned with material things.

3. Which statement best explains how Cullis-Suzuki compares her point of

view to that of other children her age in “Speech delivered at the United
Nations Earth Summit in 1992”?
a. She regrets the fact that, unlike many other kids her age, her voice
goes unheard.

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 b. She acknowledges the fact that, unlike many other kids her age, she
is more intelligent than most adults.
c. She points out that, unlike many other kids her age, she was born into
a life of privilege.
d. She explains that, unlike many other kids her age, she can observe
the effects of climate change in her daily life.

4. "If you don't know how to fix it, please stop breaking it!"

Which statement best explains how the speaker uses reasoning to

support this demand?

a. She criticizes people for breaking their promises to protect the

environment for future generations.
b. She provides detailed descriptions of environmental disasters to
make people feel ashamed of their actions.
c. She offers practical solutions to various environmental crises that
affect humans around the world.
d. She offers specific examples to show that humans lack the ability to
solve the environmental problems they create.

5. Which statement best explains how Cullis-Suzuki’s repetition of the

phrase “I’m only a child” supports her message to the audience in her
“Speech delivered at the United Nations Earth Summit in 1992”?

a. It establishes a humble tone to show that she respects the audience.

b. It emphasizes the fact that, due to her young age, she has less
experience and power than the audience.
c. It connects with the audience based on common experiences she
shares with them.
d. It stresses the idea that, despite her having a small family, she feels a
responsibility to the global community.

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 What I Can Do 3
Task 3: WRITE YOUR OWN SPEECH!
Answer the graphic organizer below as guide to make your own persuasive
speech.

Audience: Educators at school or district

Purpose: Persuade readers to take action

I. Introduction: What is your argument or main idea? This will be your

thesis.
II. Body: What are three main points that support your argument? This
is your evidence.
1.
2.
3.
What are the opposing views or arguments? Who might disagree with you,
and why? Consider their point of view:
1.
2.
3.
How will you respond to the ideas or views of those who disagree with you?
What counter evidence can you offer to persuade them to agree with you?
1.
2.
III. Conclusion: How will you end your essay? What will your closing be?

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 What I Have Learned

Task 1: SUMMING UP.

To summarize what you have learned in this module, answers the

following questions. Write the letters of the correct answer.

1. In a persuasive speech, the specific purpose answers which of the

following questions?
a. What are you informing the audience of?
b. What are you trying to convince the audience to do?
c. How persuasive are you with your audience?
d. How will my audience influence my topic?

2. When you are choosing a topic for a speech, your text suggests it is
best to
a. choose a topic about which you know nothing so your topic will be
fresh
b. choose a topic in which you are not really interested, so you can
empathize with the audience and develop their interest.
c. delay your choice as long as possible so that you spend as much
time as you can searching for a good topic.
d. choose a topic that interests you so you can make it interesting for
others.

3. Which is an effective purpose statement?

a. The purpose of my speech is to inform.
b. After my speech, the audience will be able to list four reasons why
young people join gangs.
c. My purpose is to inform you about crime and to persuade you to
stay out of gangs.
d. The purpose is to inform the audience about crime.

4. A persuasive speaker uses information to ______ the audience.

a. Entertain
b. Inform
c. Convince
d. Challenge
5. A belief must be ______ to be used persuasively in a speech.
a. proven true
b. justified
c. proven false
d. contradicted

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15
What Can I Do 2 What I Can Do 1 What I Know
1. C 1. B 1. C
2. A 2. D 2. A
3. D 3. C 3. B
4. D 4. A 4. D
5. C 5. D 5. B
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other

components that follow your Goal Setting. Remember that your
portfolio is a deliberate collection of your works with the help of the exemplar.
Highlighting your efforts here enables you to see and reflect on your growth
and achievement and your ability to establish goals just to learn. Upon
completion of your portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9- Score
10)
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly
not realistic for and processes that and processes that defined goals that
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ability nor level of are positive and are positive and are attainable and
development. realistic. realistic growth-oriented
2. Affects me How Shows little Shows adequate Shows good Shows very good
mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 10
mastery in the
activity.
3. Know Your Shows little Shows adequate Shows good Shows very good
Speech mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 10
mastery in the
activity.
4. Listen, Hear Me Shows little Shows adequate Shows good Shows very good
Out mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 15
mastery in the
activity.
5. Write you own Shows little Shows adequate Shows good Shows very good
Speech mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 5
mastery in the
activity.
6. Your Test 1-4 5-8 9-12 13-15 15
7. Summing it Up Shows little Shows adequate Shows good Shows very good
mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 5
mastery in the
activity.
8. Overall Submits some of Submits most of Presents all items in Presents
Presentation the items in a the items. Portfolio a chronological thorough, clear
disorganized form. is well presented. form. Portfolio is and complete 5
Portfolio looks well organized. items. Portfolio is
slapdash. neat and elegant.
9. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
5
Submission. days). days). days).
Total 85

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References
1. http://www.sustainablestyle.org/sass/heirbrains/03suzuki.html
2. https://www.ismckenzie.com/4-basic-types-of-speeches/
3. https://www.google.com/search?ei=XPMTX6e7KMKJmAXr5JTADg&q=speech
+defined&oq=speech+defined&gs_lcp
4. https://www.best-speech-topics.com/maid-of-honour-speech.html
5. https://ell.stanford.edu/sites/default/files/ela_pdf/ELA%20Lesson%205_0.pdf

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of _____________

Address: _______________________________________________
___________________________________________________________
___________________________________________________________

Contact Number:
Email Address:

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