MODULE on

MOST ESSENTIAL LEARNING COMPETENCY

FOR GRADE 10 - QUARTER 2

MELC GR10Q2: Observe the language of research, and advocacies.

Sub-competency/Sub-task:
1. Define terminologies by description based from pictures shown.
2. Identify primary and secondary sources of information.

I. Initial Task
A. Picture Paints a Thousand Words
Look at the pictures carefully and write at least three descriptions based
on what you see. Then, arrange the jumbled letters to decode the term
we need.

1. __________________________

2. __________________________

3. __________________________

REECHRAS
___________________________
 1. __________________________

2. __________________________

3. __________________________

NGPAMAIC
___________________________

Based on your answers, how are we going to define the three terms?

II. Let’s Dig Deeper

✓ Research – establishes facts and new findings through systematic

investigation.

✓ Campaign – a planned set of activities that people carry out over

a period of time in order to achieve something such as social or
political change.

✓ Advocacy – a planned, deliberate, sustained effort that raise

awareness on a particular issue. It is the act of pleading or arguing
in favor of something such as a cause, idea or policy; active
support.

SOURCES OF INFORMATION

1. PRIMARY SOURCES
➢ an original, “first hand” or “eye witness” account offering an
inside view.
➢ contains new information that were created at the time under
study.
➢ usually created during or very close to the time of the events
they report on.
➢ in here, the author typically provides direct impressions of events
he or she is reporting on.
 Examples:

a. Diary i. Photographs
b. Interview j. Journal articles
c. Manuscripts k. Autobiography
d. Letter l. Speeches
e. Raw data m. Recording
f. Official documents n. Creative works
g. Legislations (novels, plays,
h. Court records music, art)

2. SECONDARY SOURCES
➢ provides “second hand” information that has been digested,
analyzed, reworded or interpreted.
➢ often written well after the events they report on and can put
past information into its historical context.

Examples:

a. newspaper reporting on a scientific study.

b. criticism of literature, artwork or music
c. biography
d. textbooks
e. political commentaries
f. dictionaries/encyclopedias
g. dissertations

A. One Step at a Time!

Identify which word inside the oblong is being described in the following
statements.

research primary
secondary
advocacy campaign
 1. It involves sustained effort. ________________________________________
2. It had been reworded or interpreted. ______________________________
3. It involves systematic investigation. ________________________________
4. It is an original account of something. _____________________________
5. It has a planned set of activities. __________________________________
6. It was created during the time of events. __________________________

MELC GR10Q2: Observe the language of research, and advocacies.

Sub-competency/Sub-task:
3. Get familiarized with other technical terms involved in the
language of research.
4. Recognize different language of research used.
5.

I. Initial Task
Which does not fit?
Cross out the word that does not belong to the group.

1. Questions Survey Inquiry Answer

2. Acceptance Point of view Stand Opinion

3. Method Tool Resources Technique

 4. Inactive Interaction Interviewer Interviewee

5. Offense Observance Wrong doing Violation

II. Making meanings

✓ In dealing with the language of research, you should be familiar with

the terminologies that you would encounter as you make your own
research work. Let us see the following terms.

1. Questionnaire – a set of questions used to gather information in a

survey.
Example:

1. How is the student’s profile described in terms of the

following:
1.1 Age;
1.2 Sex;
1.3 Dialect; and
1.4 Available Reading Materials at home
2. Is there a significant relationship between students’ profile
and reading performance?

2. Selecting and limiting a research topic – select a topic of interest

and narrowing down complex topic into specific one.

3. Thesis Statement – a statement expressing the proposition, argument

or view. It tells the reader the main point or claim of the research
paper.

Psychologists have argued for decades about how a person’s

character is formed. Numerous psychologists believe that one’s
birth order (i.e. place in the family as the youngest, oldest, or middle
child) has the greatest influence. Birth order can have a significant
impact in the formation of a child’s character. Birth order can
strongly affect one’s relationship with parents, relationships with
others, and how one views responsibility as an adult.
4. Hedging - the use of linguistic devices to express hesitation or
uncertainty as well as to demonstrate politeness and indirectness.
(Appear to be, Suggest, Believe, Think, Looks like, Assume, Possibly)

Example:

Wrong: It is obvious that students never speak English outside class.

Hedging: The data in Figure 1 suggest that tertiary students tend

not to speak
English very frequently outside class.

5. Cultural Mapping– describes the use of research methods, tools, and

techniques to identify, describe, portray, promote, and plan future
use of particular regions’ or cities’ combined cultural assets and
resources.
6. Interviewing– a conversational practice where knowledge is
produced through the interaction between an interviewer and an
interviewee or group of interviewees.
7. APA (American Psychological Association) Style – is the most
commonly used format used to cite sources of information.

Author, Year of Publication, Title of Work, Location, Publisher

Calfee, R. C., & Valencia, R. R. (1991). APA Guide to

Preparing Manuscripts for Journal Publication. Washington,
D.C: American Psychological Association.

8. Literature Review – part of research that provides a review of what

others have written or researched on concerning the topic.

Recent analyses (Dickinson et al., 2003) have made it

abundantly clear that oral language skills specifically vocabulary
development, not only play a role in phonological awareness but
also are critical skills for the development of reading
comprehension later on. Therefore, it is essential for quality
indicators in early childhood programs to recognize that oral
language and vocabulary development is the foundation for all
other skills critical to successful reading.

9. Plagiarism – occurs when ideas, information and even pictures are

used without proper acknowledgement of the original source.
 MELC GR10Q2: Observe the language of research, and advocacies.

Sub-competency/Sub-task:
6. Construct a campaign plan regarding a school issue that
needs to be addressed.

I. Initial Task
Figure it out!
Below are pictures of situations encountered by young people like you.
Identify the problem shown in each picture and write a short description
on how are you going to address each.

Answer:

________________________________________

Description:

________________________________________
________________________________________
________________________________________
________________________________________
 Answer:

______________________________________

Description:

______________________________________
______________________________________
______________________________________
______________________________________

II. Putting things first

✓ In dealing with research, campaigns, and advocacies, one should

be mindful of the language used. Not only in technicalities but also
in the manner of delivery of messages.

Example:

❖ Issue or concern: Waste

❖ Background:

Roberto R. Romulo of Philippine Star said in his article dated

July 5, 2019 that Philippines is a leader of garbage. According
to the government data, Philippines generates an estimated
43,684 tons of garbage daily. Due to lack of proper disposal
facilities, combined with indiscipline on the part of the public,
garbage piles up.

In our school, garbage is also one of the leading

environmental problems. Discipline in properly disposing
waste is a must in order to achieve zero-waste status of the
school. Hence, “Basura mo, I-uwi mo” campaign shall be
done.

❖ Campaign: “Basura Mo, I-uwi Mo”.

❖ Objective: To help the school in reducing wastes especially

plastic wastes and maintain cleanliness at all times.

❖ Plan of Action:
✓ The campaign shall be introduced to students during
the students’ assembly and other social media
platforms.

✓ The proponent shall be the one to discuss about the

campaign and how is it going to be implemented.

✓ Students will be required to bring with them their own

eco bag with name and section (or any recyclable
bag) to be used for their wastes.

✓ Teachers, especially advisers shall be the ones to

religiously check if each student is bringing his/her own
eco bag.

✓ After classes, no eco bag shall be put in the trash bins

of the school. Students shall bring their eco bags with
them.

✓ Necessary disciplinary actions shall be given to

violators.
 Grade 10 Q2
MELC: Identify key structural elements of argumentative texts

Sub-competencies/Sub-tasks:
• Get familiar with Arguments/Presentation of
Evidence
• Point out relationships among statements and
arguments
• Formulate additional statements/arguments that
support the claim/viewpoint.

I. Let Us Connect

Motivational Activity:
Directions: Imagine yourself asking your parents to let you go out with your friends
to attend the birthday and despedida party of your best friend who is going to
settle in Korea for good. You badly wanted to be in the occasion because it might
be the last time you will see your best friend. How will you convince your parents?
Think of the statements you would tell your parents. Write at least five reasons why
your parents should allow you to go to the party.

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________

II. What Should You Know

Arguments involve discussions in which people express different opinions

about something that are usually for or against. Among students such as yourself,
the salient concepts/aspects of creating sound arguments and the way you can
use such in supporting your standpoint, are what you need to know in order for
you to win debates in a classroom with a normal setting, finish a certain
argumentative essays or speeches, or even simply convince your peers or the
people around you to believe that the young minds can speak off for themselves
even about the most complicated and serious issues locally or globally; from
simple to complex, you have a voice. This part of the lesson will teach you the
different parts of an argument.
Parts of an argument:
Basic components of an argument
1. The claim. (What do I think?)
2. The reason. (Why do I think so?)
3. The evidence. (How do I know if this is the case?)
In developing an argument, there are certain points to consider:
a. Confirm your own position and build your case.
b. Use facts and statistics to support your claims.
c. Appeal to your audience’ rational and logical thinking.
d. Argue using your evidence and research.
Activity 1: Match the Viewpoint (Column A) to its appropriate argument that
serves as evidence or support (Column B) to it.

Column A Column B

_____1. The government is winning the A. Factories stopped their operation

economic war against Covid-19.
_____2. Angel Locsin is a real life Darna.
_____3. Schools in communities who are
implementing MGCQ are safe for
Face-to- Face learning.
_____4. Pandemic paves way to human
nature’s fellowship and generosity.
_____5. Nature found its way into healing
itself and refreshing its lands, waters,
and air in this crisis; and that’s
something we should be at least
grateful for.
and there are less vehicular air
pollutions as well as other things
detrimental to our mother nature’s
beauty.
B. There is only few/if no cases of
Covid-19 in the community with only
Modified General Community
Quarantine Protocols.
C. Despite being bashed for her
weight gain, she still served as a
model for her giving and saving
nature.
D. Strict health protocols are
implemented for the students’
safety.
E. Private sectors, businessmen,
NGOs and even ordinary people of
the community work hand in hand
as they help those who are needy in
the first quarter of the pandemic
and they never get tired.

III. Let us Apply What You Know

Guess the word from a set of letters below through the collage of picture clues,
then read the essay below. Identify the viewpoints and the arguments that serve
as evidence or support.
Activity: “Clever Box” --Definition of terms—

E S T E

: also known as a
culture tube or sample tube, and
is a common piece of laboratory
glassware consisting of a finger-
like length of glass or clear plastic
tubing, open at the top and
closed at the bottom.

O N T M A I N

: the action or state of

making or being made impure by
polluting or poisoning.

S N I I N

: the
promotion of hygiene
and prevention of
disease by maintenance
of sanitary conditions (as
by removal of sewage
and trash) —often used
attributively.
 Grade 10 Q2
MELC: Identify key structural elements of argumentative texts.

Sub-competencies/Sub-tasks:
• Get familiar with Restatement of Positions
and Summarizing key points
• Identify the different English expressions used
in drawing conclusions or restating opinions.
• Draw conclusion from the set of details
presented.

I. What Should You Know

Compositions always come with a strong attack at its beginning and a

mind-bugging collection of statements that support initial claims in the preceding
paragraphs; and what completes the equation is to finish it with the strong
conclusion or re-statement of positions. Argumentative essays/ speeches would
always require these. In this part of the lesson, you will be presented with the
expressions used in writing the conclusion or restatement of positions.
Conclusions wrap up what you have been discussing in your paper. After
moving from general to specific information in the introduction and body
paragraphs, your conclusion should begin pulling back into more general
information that restates the main points of your argument. Conclusions may also
call for action or overview future possible research.
The following outline may help you conclude your paper:
In a general way,
• Restate your topic and why it is important
• Restate your thesis/claim
• Address opposing viewpoints and explain why readers should
align with your position
• Call for action or overview future research possibilities.

Remember that once you accomplished these tasks, unless otherwise

directed by your instructor, you are finished. Done. Complete. Don't try to bring in
new points or end with a whiz bang(!) conclusion or try to solve world hunger in
the final sentence of your conclusion. Simplicity is best for a clear, convincing
message.
 The preacher's maxim is one of the most effective formulas to follow for
argument papers:
• Tell what you're going to tell them (introduction).
• Tell them (body).
• Tell them what you told them (conclusion).

Expressions in drawing conclusions

CONCLUSION PARAGRAPH OTHER GOOD PHRASES AND WORDS TO

WORDS AND PHRASES USE IN YOUR PAPER

As Can Be Seen In Addition

After All In The Light Of
By And Large Moreover
Generally Speaking Of Course, But
In Fact In The Event That
To Sum Up Whenever
In The Final Analysis In The Hope That Including
On The Whole Like In General
All Things Considered To Emphasize In This Case
In Any Event By All Means
As Shown Above Especially
In Short Specifically
In Either Case Significantly
In The Long Run As A Result
In Brief Hence, Thus
All In All At The Present Time
Given These Points At the Same Time
In Essence Henceforth
As Has Been Noted Indeed
In A Word Sooner Or Later
On Balance As Soon As
For The Most Part First, Second, and Third
Altogether, Obviously, Overall, As A Matter Of Fact
Ultimately, Ordinarily, Definitely, Additionally
and Usually In Spite Of
In general Then
While

Activity 1 Directions: Underline the expression/s in each restatement of

position presented in each sentence.
1. In general, when you use alcoholic beverages in disinfecting and
somewhat sanitizing, it wouldn’t be as harmful as it will be when it is
 consumed as a drink. It is indeed one that you can use for emergencies
and uncalled for circumstances – then we do need them.
2. Significantly, your face, your weight, your size, or other physical aspects
does not directly affect one’s behavioral traits. No matter how ugly you
may seem to people or even to yourself, if you have that kind and generous
heart, you are a beautiful soul.
3. Workplace is indeed a ground where adults learn to mature in thousands
of ways as we encounter colleagues with different character, difficult and
pressing workloads that challenge us, and we even see ourselves in ways
we happen to neglect before working through our careers. Obviously, like
diamonds, we need to go through fire to shine.
4. Given these points, we are now aware that everyone showing bursts of
anger and other negative emotions, when we see them aren’t always bad
people. Human nature just simply dictates how we, despite the control and
patience we are setting to condition for ourselves, still are capable of
misdeeds and imperfections.
5. In spite of a child’s mischievousness and naughtiness, we, as can be seen,
know how these children are capable of giving off that mature vibe
ironically stated with their innocent claims and statements that just come
out amusingly everytime you focus your time in engaging a conversation
with them. Therefore, communication and deep talks aren’t only for adults
but for children also.

III. Let us Apply What You Know

Activity 2 Directions: Match the Viewpoint (Column A) to its appropriate
conclusion that summarizes or restates (Column B) it.
Column A Column B
_____1. We can be good and nice A. In conclusion, although it's easy to see
but we’re not always perfectly kind. why allowing an elementary school child
We have our limitations too. to have a cellphone would be convenient
_____2. Cellphone usages among for after-school pickups or arranging play
children and teenager despite dates with friends. There is too much
being convenient are too risky for evidence to show that it's generally not a
their mental and emotional well- good idea. Monitoring them is difficult
being. and cyber bullying, becomes a problem;
_____3. Sex education should be clearly, elementary school-aged children
taught in public schools, and in are not emotionally mature enough to use
fact should be mandatory for all cellphones.
public-school systems. B. On the whole, if in case we encounter
consistent burdensome trials and and
shaming, denials and deceptions, we are
already pushed to our limits and do not
stay so kind anymore. Newsflash, it’s just
normal and somewhat valid.
C. It's clear that sexual education is
completely vital to the public-school
curriculum since this leads to awareness of
the reduction of the rates of teen
pregnancy, lowering rates of STDs and
teaches students about consensual sex,
and will hopefully lead to healthier sexual
relationships and lower rates of sexual
assault in the future

IV. Let Us Strengthen Your Understanding

Answer the question below by completing the table:
What are the features of the different structural elements of argumentative
text/essay?

Exposition Arguments Conclusion

 Grade 10 Q2
MELC: Identify key structural elements of argumentative texts.

Sub-competencies/Sub-tasks:
• Determine the distinguishing features of Exposition,
Arguments and Restatement of Positions
• Point out the statements of Position, Arguments and
Restatement of Positions in a given reading text.

I. Let Us Connect

Motivational Activity:
Directions: Imagine your favorite hamburger. What are the ingredients put on it?
Will it be complete without the patty? Can it be called a hamburger without a
bun? How does it look like when it has mayo, cheese, coleslaw, lettuce and
tomato? How would it look like when it has none of the ingredients mentioned?
Discuss briefly what you like about a hamburger (or what you don’t like about it).
Write your answer below:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

II. What Should You Know

You are finally done with knowing the salient features of the structural
elements of argumentative essay/speech such as Exposition, Arguments and
Restatement of Positions or Conclusions in Day 1-3.
Now in Day 4, at the final part of this lesson, there is a need for you to
distinguish those features and point them out in a text you are going to read
in the next preceding activity (Activity III: Let us Apply What You Know). For the
previous activity, you had explained briefly what you like about or do not like
 about a hamburger. Note that like the hamburger, argumentative essay has
its most salient and important ingredients too. That if you ever remove one,
then it would not be complete anymore.
Directions: Study the illustration below.

Self-Reflection
Write your thoughts about your experience in doing the activity inside the note
below.

End of TRANSFER
You have completed this lesson.
Congratulations!