Professional Documents
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ENGLISH
Quarter 1 – Module 6:
Evaluating and Making Judgment
About a Range of Texts Using a Set
of Criteria
ROSENELIA E. BONSOL
Writer
2
English – Grade 10
Quarter 1- Module 6: Evaluating and making judgment about a text using
a set of criteria
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Introductory Message
For the facilitator:
This Self-Learning Module (SLM) focuses on the competency;
Evaluating and making judgement about a range of texts using a set of
criteria, as one of the Most Essential Learning Competencies (MELCs) in
Grade 10 English. This learning material was patterned on Bloom’s
Taxonomy Instructional Design wherein learning activities were aligned with
the identified objectives and were sequenced according to their level of
difficulty considering the learner’s needs, interest and abilities.
You need to ensure that the learner clearly understands the lesson or
concepts discussed in the module. You are also expected to guide him/her
in answering the activities or accomplishing the different learning tasks
thereby enabling him/her to master the competency.
For the learner:
This Self-Learning Module (SLM) is especially made to enhance your
attitude, knowledge and skills vis-à-vis the identified learning competency.
Through this module, you will engage in fun and interesting learning
activities and answer varied exercises and tasks to help you gain mastery of
the target competency which will enable you to effectively use the English
language in listening, speaking, reading and writing. Those learning
activities are appropriately selected and carefully crafted according to your
needs, interests, and abilities.
To successfully achieve the objectives of this module, kindly do the
following:
Read and follow the instructions in all the learning activities
and exercises very carefully,
Be honest in answering all the learning activities and exercises,
Write your answers neatly and legibly in your subject notebook
or on a separate sheet of paper, and
Seek guidance from your parents, guardians or subject teacher
if you encounter difficulty in accomplishing the learning
activities.
What I Know
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Task 1 - How can I forget?
Tell whether the statement contains unsupported generalization or
exaggeration. Write your answer on the blank provided for.
_____________1. Ladies in the South wear luxurious outfit everyday even
without special occasion.
_____________2. It counts thousand years to forget someone who gravely
fooled you.
_____________3. I am the one who did the household chores million times.
_____________4. Truly, men are weaker than women when it comes to their
emotions.
_____________5. Of all the animals, dogs are the most tamed one as they
follow commands willingly.
_____________6. When in deep sleep chubby individuals snore louder.
_____________7. An athlete runs faster than the wind to reach the finish line
earlier.
_____________8. My friend will kill me if I will tell her secrets.
_____________9. Questions about life and living can only be answered
through personal experiences.
_____________10. A pea brain can’t contribute to the wellness of the society.
Remember!
Unsupported generalizations and exaggerations are baseless
information that can mislead listeners and readers. Unless additional
information to support them is available, do not believe them immediately.
Check for accuracy and truthfulness.
Evaluating and Making Judgement About a Range of Texts Using a Set of Criteria
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What’s In
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Task 3 - React to the Max
A. Break the chain and answer the following comprehension questions.
What’s New
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Just think about the suggested organization for a classic argument
2. State your case: Classify your issue here. Give any necessary
background for understanding the issues. Define important terms or
conditions here.
5. Substantiation and proof: Present and develop your own case. Carefully
plan your disclosure: avoid logical fallacies. Rely primarily on reasoning for
your appeal and use emotional appeals carefully; use examples; facts,
experts and statistics. Develop your argument using the appropriate prose
strategy, e.g. causal analysis, comparison, analogies or definitions.
Source:
https://www.umgc.edu/current-students/learning-resources/writing-
center/online-guide-to-writing/tutorial/chapter8/ch8-
09.html#:~:text=Suggested%20Organization%20for%20a%20Classic,Case
%3A%20Clarify%20your%20issue%20here.&text=Present%20the
%20subtopics%20or%20supportive,your%20argument%20for%20your
%20readers.
Our choices and decisions guide our lives and build our futures.
Whether people notice these or not, the choices we make today affect our
tomorrow. I believe in the freedom of choice.
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The choices we make today, whether big or small will forever
affect our future. Once a choice has been made, the actions play out, and
the consequence is delivered; we have to live with those consequences.
Your choice, your consequence; you choose whether or not you go
to school, believe in a religion, make an honest living, and so much more.
Your personal choice leads to your personal consequence. For example, you
choose not to go to school, you don’t receive an education, you can’t get a
decent job or career, and you face money troubles the rest of your life. The
choices we make guide our lives and shape us into the person that we
choose to be. We control our own lives, no one can make our decisions for
us, and the ultimate choice to live our lives lies within ourselves.
I think that people tend to forget about or ignore the freedom that
they have to make choices for themselves and decide what kind of life they
wish to live. People let society tell them what they should be and what they
should do, but it shouldn’t be this way. We all have hopes, wishes, and
dreams, and we are entitled to achieve them. Think of our very own United
States Constitution; freedom of speech, freedom of religion, and hundreds of
other freedoms that we as Americans and human beings have. The choices
are ours to make, and we as a civilization have to be strong enough to stand
up for what we believe in and make the choices that best suit us personally
instead of making our choices solely to make others happy.
I can say from experience that I have made plenty of choices
based on what I thought other people wanted, and I can honestly say those
are the decisions I regret the most. I resent living with regrets based of
choices I made to satisfy other people, I now realize that I have the freedom
and right to make choices for myself. I realize that my choices are my own,
and I realize that the consequences of my decisions will also be my own, and
I will live with those consequences with no regret, and because of this, I will
be happy with my choices.
The definition of right and wrong differs from person to person; it is
up to each person individually to have their own morals and standards and
make choices based on those morals and standards. Every person needs to
be brave enough to make their own choices and knowing the consequences
of those choices, be strong enough to live with those consequences, and be
happy with their choices. Don’t let someone else’s wants guide your life, the
freedom of choice lies within us all.
Source: thisibelieve.org/essay/84879
What Is It
9
Source: https://www.netclipart.com/isee/bwxiTJ_vector-illustration-of-weighing-scales-
force-measuring-innocent/
What’s More
10
those consequences, and be happy with their choices.
____________________________________________________________
5. That the consequences of my decisions will also be my own, and I will live
with those consequences with no regret, and because of this, I will be happy
with my choices.
___________________________________________________________________
About Revenge
Francis Bacon
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Private revenges are, however not good. People who take revenge live the life
of witches. They cause trouble to others and come to a bad end.
Directions: Fill in the table with words or phrases which have positive and
negative effects in you.
3. Point out the parts that imply the uselessness of revenge. Are his reasons
valid?
Answer:
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5. How does the articele sound? ( inspirational, regretful, ironic, matter of
fact, sermonizing, rocking, urging). Prove your point.
Answer:
When you develop an argument, you are confirming your own position
and building your case. Use empirical evidence, such as facts and statistics,
to support your claims. Appeal to your audience’s rational and logical
thinking. Argue using your evidence and research.
When evaluating an argument always refer to the basic components
of the argument such as:
The claim ( Typically answer the question:” What do I think)
The reasons (Typically answer the question:” Why do I think so)
The evidence (Typically answer the question:” How do I know this is
the case?
Still in evaluating take note of the suggested organization for a
classic argument so that you will be guided in making fair judgement of an
article.
1. Introduction: Give the context and background of your issue. Establish
the style, tone ans significance of your issue.
2. State your case: Classify your issue here. Give any necessary
background for understanding the issues. Define important terms or
conditions here.
3. Proposition: State your central proposition. Be sure that your hook
presents an issue that is open to debate. Present the subtopics or supportive
points to forcast your argument for your reader.
4. Refutation: Analyze the opposition’s argument and summarize it; refute
or address the points; point out faulty reasoning and inappropriate appeals.
5. Substantiation and proof: Present and develop your own case. Carefully
plan your disclosure: avoid logical fallacies. Rely primarily on reasoning for
your appeal and use emotional appeals carefully; use examples; facts,
experts and statistics. Develop your argument using the appropriate prose
strategy, e.g. causal analysis, comparison, analogies or definitions.
6. Conclusion: Conclude with conviction. Review your main points and
state your claims strongly. Make strong plea for action, or invite your
readers to refute your argument.
Source: Celebrating Diversity through World Literature
English 10
13
What I Can Do
Moral Decay
Paul L. Fuentes
We Filipinos are very sensible. Look how the recent putsch was
lambasted in the newspaper. Letters from the reader swarmed indicating
that we cannot tolerate the cowardly and senseless killing of soldiers and
civilians, wasted ammunitions, and budding economy again jeopardized. We
condemn the former regime, its havoc upon our lives. We condemn graft and
corruption, so rampant, We condemn the violation of human rights allegedly
commited against the leader of the Alliance of Concerned Teachers (ACT); we
condemned everything that is foul, inhuman, unjust, impure, indecent.
But look at the kind of movies and TV programs we go after, display
of sex acts-under the guise of art, nude bodies, violent sex, fornication,
adultery, vengeance, magical arts, sorcery. Even an ordinary comedy sit-com
is rated “Parental Guidance.” Is that wholesome entertainment?
You can glean from the entertainment that are so crazy about what
kind of people we truly are. Instead of censorship, awards were given to this
filth.
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The female body has become the hottest and fastest selling
commodity, raking millions of profits for the movie industry, print, liquor
and wine.
Every time a sex-oriented movie goes out for showing we are buying
our own ticket to moral degradation, anarchy and even destruction from VD
epidemic, like what happened to Majuro Marxhall Island where more than
one out of ten have VD. Homosexuality is now enjoined in full swing. Love of
money just like lust of flesh is insatiable. The chain has already been
started; we wander when it will end and how. Then we aspire for peace and
order and goodwill? Are we worthy?
A proverty- stricken Filipino bombarded with filthy movies, how will
he react?
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Concerned women of the Philippines, Roatary Club, Philippine
Alliance of Human Rights Advocates, we appeal to you. Will you remain
indifferent?
B. Evaluate the editorial entitled “Moral Decay” basing on the given criteria
and elaborate how you come up with the score.
Criteria 4 3 2 1
INTRODUCTION Well developed Introductory Introduction Thesis and/or
Background/History introductory paragraph states the problem is
Define the Problem paragraph contains some thesis but vague or
Thesis Statement contains detailed background does not unclear.
background information adequately Background
information, a and states the explain the details are a
clear problem, but background seemingly
explanation or does not of the random
definition of the explain using problem. collection of
problem, and a details. States The problem information,
thesis statement. the thesis of is stated, but unclear, or not
the paper. lacks detail. related to the
topic.
CONCLUSION Conclusion Conclusion Conclusion Conclusion
summarizes the summarizes summarizes does not
main topics main topics. main topics, adequately
without Some but is summarize the
repeating suggestions repetitive. main points. No
previous for change are No suggestions for
sentences; evident. suggestions change or
writer's opinions for change opinions are
and suggestions and/or included.
for change are opinions are
logical and well included.
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thought out.
MAIN POINTS Three or more Three or more Three or Less than three
Body Paragraphs main points are main points more main main points,
Refutation well developed are present but points, but with poor
with supporting may lack all lack development of
details. detail and development ideas.
Refutation development . Refutation Refutation
paragraph in one or two. paragraph missing or
acknowledges Refutation missing vague.
the opposing paragraph and/or
view, and acknowledges vague.
summarizes the opposing
their main view, but
points. doesn't
summarize
points.
USE OF All source All source All sources Lacks sources
SOURCES material is used material is are and/or sources
Documentation and smoothly used. All accurately are not
integrated into sources are documented, accurately
the text. All accurately but many are documented.
sources are documented, not in the Incorrect format
accurately but a few are desired is used.
documented and not in the format on Sources are not
in the desired desired format the works relevant nor
format on the on the Works cited page. reliable.
Works Cited Cited page. Some
page. Most sources sources are
All sources are are relevant relevant and
relevant and and reliable. reliable.
reliable.
SENTENCE PREC The writer treats The writer Some Many unclear or
ISION the subject uses some unclear or incomplete
Sentence Clarity seriously using informal confused sentences.
formal language. language and sentences;
All sentences slang. Most the writer
are complete, sentences are shifts person
accurate, and complete, throughout
clear; the writer accurate and the essay or
controls the clear; there is uses "you"
point of view an occasional and "I"
appropriately. use of "you" frequently.
in the essay,
indicating a
lack of
revision or
control.
MECHANICS Punctuation and Sentence Work Work contains
Punctuation & capitalization structure is contains multiple
Capitalization are correct. generally structural incorrect
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correct. Some weaknesses sentence
awkward and structures.
sentences do grammatical There are four
appear. There errors. There or more errors
are one or two are three or in punctuation
errors in four errors in and/or
punctuation punctuation capitalization.
and/or and/or
capitalization. capitalizatio
n
Source: Messac.edu/-paoih30491/RubricArgumentEssay.html
Answer Key
Task 1
1. Unsupported generalization
2. Exaggeration
3. Exaggeration
4. Unsupported generalization
5. Unsupported generalization
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6. Unsupported generalization
7. Exaggeration
8. Exaggeration
9. Unsupported generaliaation
10. Exaggeration
Task 2
A. Reading of the poem
Task 3
1. The roads differ from each other as one bends the undergrowth, and the other is
"just as fair.”
This indicates that, when making a life-altering decision, it is impossible to see
where that decision will lead. At the moment of decision-making, both roads present
themselves equally, thus the choice of which to go down is, essentially, a toss up–a
game of chance. (Answers may vary)
2. The author chose the less travelled road. All the speaker knows is that he prefers
the road less travelled, perhaps because he enjoys solitude and believes that will be
very important. Whatever the reason, once committed, he'll more than likely never
look back. (Answers may vary)
5. A less travelled road represent the journey of life, and the image of a road devided
into two paths symbolizes a choice.
Source: https://owlcation.com/humanities/Analysis-of-Poem-The-Road-Not-Taken-by-
Robert- Frost#:~:text=The%20two%20roads%20in%20%22The,%22grassy%20and%20wanted
%20wear.%22
Task 4
a. Reading of an article
Task 5
1. The title reveals the topic of the essay by giving a peek of details
that is related
to it.
2.The argument is introduced by stating the thesis.
3. Expository method is employed in this article.
4. An example such as, if one chose not to go to school will not
receive proper
19
education therefore cannot get a decent job and will face
money troubles.
5. Yes
6. The challenge posed by this article is that the choices we make
today, whether big
or small will forever affect our future.
Task 6
Answers may vary
Task 7
Task 8
1. The writer is trying to persuade the readers on the negative effects of revenge to
one's person.
2. The main point of the argument is that revenge is against the law, both God's
(moral)
and man's (justice).
Bacon says that revenge oversteps the boundaries of the law, that it places the
avenger not only even with the avenged in terms
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of the crime but above him in terms of taking "wild justice" into his own
hands.
3. The part that implies uselessness of revenge is stated as people waste their time
in worrying about the past injuries. (Answers may vary)
4. If one didn’t spend one’s time trying to take revenge, those injuries would heal and
be forgotten.
5. The article sounds inspirational because the author used some characters that
motivate the readers mentally and emotionally.
https://www.google.com/search?
q=main+point+of+the+argument+revenge+by+francis+bacon&rlz=1C1GCEA_enPH
785PH785&oq=main+point+of+the+argument+revenge+by+francis+bacon&aqs=chr
ome..69i57.26749j1j7&sourceid=chrome&ie=UTF-8
Task 9
Task 10
Answers may vary
References
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Internet sources:
thisibelieve.org/essay/84879/
Messac.edu/-paoih30491/RubricArgumentEssay.html
springer.com/article/10.1007/s10734-017-0220-3
https://owlcation.com/humanities/Analysis-of-Poem-The-Road-Not-Taken-by-Robert-
Frost#:~:text=The%20two%20roads%20in%20%22The,%22grassy%20and%20wanted
%20wear.%22
https://www.coursehero.com/file/p2nl9ku8/How-does-the-title-reveal-about-the-topic-of-the-
essay-2-How-is-the-argument/
https://goodstudy.org/of-revenge-summary-analysis/#.XxhvCSgzbIU
https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-
writing/tutorial/chapter8/ch8-09.html#:~:text=Suggested%20Organization%20for%20a
%20Classic,Case%3A%20Clarify%20your%20issue%20here.&text=Present%20the
%20subtopics%20or%20supportive,your%20argument%20for%20your%20readers.
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