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English
Quarter 1 - Module 2
Determining the Effect of Textual
Aids on the Understanding of a Text

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English – Grade 10
Alternative Delivery Mode
Quarter I - Module 2: Determining the Effect of Textual Aids on the Understanding
of a Text
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 the exploitation of such work
for a profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

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

Published by the Department of Education Schools Division Office Quezon City

Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Josefina Belmonte Alimurung

Development Team of the Module

Writer: GRACE F. CRISTOBAL

Editors: MA. GINA M. ROCENA, MARIA PURIFICACION R. RAZON,
JOVITA T. LEGASPI
Reviewers: MA.NIMFA R. GABERTAN, LEVITA G. CARDENAS, RYAN RIC E. MARY
Illustrator: PATRICK D. HERNANDEZ JR.
Layout Artist: RYAN RIC E. MARY, BRIAN SPENCER B. REYES, HEIDEE F. FERRER
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, CHIEF, CID
HEIDEE F. FERRER, EPS- LRMS
MA. NIMFA R. GABERTAN, EPS- ENGLISH

Printed in the Philippines by Schools Division Office Quezon City

Quezon City Local Government Unit
Department of Education: National Capital Region (NCR)

Office Address: Nueva Ecija St. Bago Bantay, Quezon City

Telefax: 3456- 0343
E-mail Address: sdoqcactioncenter@gmail.com

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English
Quarter 1- Module 2
Determining the Effect of Textual Aids
on the Understanding of a Text

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Introductory Message
For the facilitator:

Welcome to Module 2 of the English Grade 10 Supplementary Learning Materials for

the First Quarter on Determining the Effect of Textual Aids on the Understanding
of a Text.

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

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

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

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

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For the learner:

Welcome to Module 2 of the English Grade 10 Supplementary Learning Materials for

the First Quarter on Determining the Effect of Textual Aids on the Understanding
of a Text.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!

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

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correctly, you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or fill- in the blank

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 sentences /paragraph to be filled in to
What I Have Learned
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities you to enrich your knowledge or skill of the
lesson learned. This also extends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering all the
exercises.
2. Don‟t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module and submit your notebook to your teacher/facilitator
once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you primarily
in determining the importance of textual aids on understanding information from texts

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read. Also, it is meant to teach you other life skills essential in adapting to the „new
normal‟ environment and creating a culture of self-reliance and concern to others. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary levels of students.

After going through this module, you are expected to:

1. Express opinions/reactions on a speaker‟s perspective;
2. Distinguish formal and informal definition of words;
3. Develop awareness on a worldwide phenomenon;
4. Suggest solutions to existing problems; and,
5. Present and organize ideas using graphic organizers.

What I Know

I.Reading Comprehension
Directions: Read the passages well then, choose the letter of the best answer to
complete the statements that follow.

1 Heal the world

2 Make it a better place
3 For you and for me
4 And the entire human race
5 There are people dying
5 If you care enough for the living
6 Make it a better place
7 For you and for me

1. Based on the stanza, the ______ needs healing.

a. world b. people c. place d. race
2. “World” in the first line means ______.
a. human race b. you and me c. Earth d. Environment
3. The stanza is taken from a _______.
a. song b. prayer c. poem d. verse

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“1 It's utterly impossible for me to build my life on a foundation of chaos, suffering and
death. 2 I see the world being slowly transformed into a wilderness. 3 I hear the
approaching thunder that, one day, will destroy us too. 4 I feel the suffering of millions. 5
And yet, when I look up at the sky, I somehow feel that everything will change for the
better, that this cruelty too shall end, that peace and tranquillity will return once more.”
- Anne Frank
4. The one narrating in the passage is _______.
a. Annie Frank b. Anne Frank c. Me d. I
5. The first sentence suggests that Anne Frank is a _______.
a. married woman b. a child c. young lady d. a soldier
6. It can be best inferred that there is a ________ happening.
a. storm b. war c. pestilence d. sickness „
7. Despite the speaker‟s situation, she is still ________.
a. happy b. angry c. hopeful d. grateful
8. This passage is probably taken from a/an _______.
a. story b. movie c. essay d. diary
Spreading of diseases can be categorized in terms of pandemic, epidemic and
endemic. Take note of the difference among the terms to not use them interchangeably.
The definition of each term is fluid and changes as diseases become more or less
prevalent over time. An epidemic is often localized to a region, where the number of
infected is significantly higher than normal. For example, when COVID-19 was limited to
Wuhan, China, it was an epidemic. The geographical spread turned it into a pandemic.
Endemic, on the other hand, is a constant presence in a specific location. Malaria is
endemic to parts of Africa.
9. The underlined words are defined _______.
a. operationally b. formally c. informally d. technically
10. The passage is more a/an ________ discourse.
a. informative b. argumentative c. persuasive d. reflective

II. Graph Interpretation

Directions: Analyze closely the graph and answer the questions below.

June 8, 2020 forecast on COVID-19

https://www.up.edu.ph/covid-19-forecasts-in-the-philippines-insights-for-policy making/

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11. What kind of graphical presentation is the image above?
a. number graph b. pie graph c. line graph d. bar graph
12. What information does it present?
a. forecast on COVID- 19 c. telecast on COVID-19
b. newscast on COVID- 19 d. webcast on COVID- 19
13. When does the number of active cases start to increase?
a. In between March and April c. In the beginning of April
b. In the beginning of March d. In the later part of March
14. How many casualties are there in the month of June?
a. 2500 b. 5000 c. 10000 d. 30000
15. Which is true among these statements?
a. The data is an approximation of active cases by June this year.
b. The data is an update on the number of mortalities as of June 8.
c. The data is an approximation of active cases and mortalities by June this year.
d. The data is an update of active cases and mortalities as of June 8.

Lesson Introduction
The 3As
Stress vulnerability is determined based on the individual‟s physical and mental
conditions or vice versa. People normally worry when confronted with problems, may it
be personal, social or financial. Being optimistic or showing a positive outlook has
always been a concluding factor in a stress- free life. In this time of crises, where

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people are endangered by war, calamities and diseases, it is essential that positivity is
coupled with the 3 As: Awareness, Attentiveness and Assertiveness.

As students, being aware of situations will broaden your perspective and strengthen
your ability to attend to your own needs and of others and communicate solutions.

What’s In

Looking Back: In lesson 1, you have been familiarized with the main challenge
confronting the world that put us in the new routine of life. People are made aware of
COVID- 19 pandemic through informative, literary and journalistic means. To wrap up,
answer the activity.

Directions: Read each paragraph then identify whether it is informative, literary or

journalistic text.
1. It was a dark and stormy night. In her attic bedroom, Margaret Murry, wrapped
in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing
in the frenzied lashing of the wind. _____________
2. Since there is no law in Pakistan related to Cannibalism, the police arrested the

duo, Rick Achtley and Ted Ken, under anti- terrorism act declaring that their action
feared and threatened the people. ____________

3. Cyberbullying is one of the disadvantages of social media. It includes mean text

messages or emails, rumors, embarrassing videos and pictures. ____________.

What’s New

Tuning- In: While on lockdown, have you heard over the radio or watched on the
television how some people and government agencies sang the “Fight Song” by Rachel
Platten? The song has gained popularity as it was used to honor the courage and
bravery of the frontliners (health workers) in the country who are battling against the
viral pandemic, COVID-19.
Activity 1: Free- Style
Directions: Read the song or you may sing it the way you want. After reading or singing,
answer the activities that follow.
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 Fight Song
Rachel Platten

Like a small boat

On the ocean
Sending big waves
Into motion
Like how a single word
Can make a heart open
I might only have one match
But I can make an explosion
And all those things I didn't say
Wrecking balls inside my brain
I will scream them loud tonight
Can you hear my voice this time?
This is my fight song
Take back my life song
Prove I'm alright song
My power's turned on
Starting right now I'll be strong
I'll play my fight song
And I don't really care if nobody else believes
'Cause I've still got a lot of fight left in me
Losing friends and I'm chasing sleep
Everybody's worried about me
In too deep
Say I'm in too deep (in too deep)
And it's been two years I miss my home
But there's a fire burning in my bones
Still believe
Yeah, I still believe
And all those…

Activity 2: Comprehension Check

Directions: Answer the questions in complete sentences.

1. Who speaks in the song?

__________________________________________________________
2. What does she fight for?
__________________________________________________________
3. How did she resolve the problem?
__________________________________________________________
4. Why is voicing out of inner thoughts important?
__________________________________________________________
5. How can you use your “voice” purposely in time of crises?
__________________________________________________________

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Activity 3: Imagery Gallery
Directions: Write and draw words from the song that appeal to the senses indicated.

Getting Read-y: To aid you in understanding the story to be read, answer the next
activities.
Activity 4: Fact or Fallacy
Directions: Determine which of the information provided is a fact or a fallacy. Write FT if
the information is a fact and FL if it is a fallacy.

1. Covid-19 is a disease that only affects the very old or infirm.

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 2. The virus can be in someone‟s body for up to 14 days before the infected get
symptoms.
3. Scientific modelling suggests that around 1 out of 100 people who get COVID- 19
will die.
4. The risk goes up with increasing age and the pre-existence of medical
conditions.
5. Once a person recovers from Covid-19, he/she can‟t get it again.
Activity 5: Match It
Directions: In the left column of the table are words that you will encounter in the story.
Examine their meanings in the middle column and indicate whether they are defined
formally or informally in the third column.
1. paracetamol a. mild analgesic and antipyretic drug informal

b. a mild drug which reduces pain and fever formal

2. excruciating a. extremely painful

b. irritating, trying

3. vague a. roughly, loosely indefinitely

b. not clearly or explicitly stated or

expressed

4. asthmatic a. tightness in chest and coughing

b. a chronic inflammatory disease of

lungs characterized by a narrowing
of airways and attacks of wheezing

5. elated a. extremely happy and excited

b. overjoyed, blissful

6. exhausted a. worn-out, tired, weary

b. drained of strength or energy

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 What is It

Going Through: Meet Elizabeth through her personal narrative of survival against
COVID-19. Covid-19 or coronavirus is a type of fatal lung infection that has affected
millions of people globally and is now considered a pandemic.

Activity 6: Get the Gist

Directions: While reading the story, write down in your notebook information that you
think essential.

“I Touched Death”
An Excerpt
The first hint I had that something wasn't right when I felt more tired than normal.
I started getting pains in my legs, which became excruciating. I thought it was a trapped
nerve and took some paracetamol but the doctors later told me the virus had gone
directly into my muscles. I had a cough but it wasn't persistent, which people think is
always the sign. I was bed-bound for over a week.

Then, the fever set in. It felt like my body was on fire, and I was getting splitting
headaches. I couldn't eat anything, I was vomiting and absolutely wringing wet with
sweat, and then my breathing started to get more difficult.

I'm asthmatic and that really worried me. Within a few more days I was slipping in
and out of consciousness and I have vague recollections of my 15-year-old son telling
me he'd called 911. The paramedics arrived and I remembered one
saying: "She's very poorly, we need to bring her in." He put an oxygen mask on me and
carried me out to the vehicle.

One of my kids had called my mother, June, and she was there watching. That
was one of the hardest things: seeing the look of helplessness on her face. But she
couldn't come close because she has a heart condition and is at high risk if she catches
the virus.

When we arrived at the hospital, we were in a queue of ambulances just waiting to off-
load patients. I was lying there for about three hours until it was our turn.

The nurse said: "I have to swab you for Covid-19." He stuck the swab stick so far
down the back of my throat that I was retching, and then just as I was recovering, he
said: "Now I have to do it up your nostrils." That was followed by a raft of blood tests
and a chest X-Ray. I was exhausted.

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 I felt pummelled. All I could think was "What the hell's going on?" I remember
another nurse coming over and telling me: “You've got pneumonia and you'll have to be
on oxygen 24/7."

At one point, I felt the most almighty pain in my chest, like I was being
compressed with slabs of concrete. They told me it was the pneumonia attacking my
lungs and they gave me a shot of morphine. By the time the pains subsided, I was
almost delirious.

There were only four beds in my bay, and everyone in there had tested positive
for Covid-19 and had an underlying health issue. I don't remember much of the first few
days, just nurses coming in and out and cleaners coming in to disinfect everything. Most
of the noise was from me ringing the bell and gasping for drinks of water.

One night, I saw a man in what was meant to be our all-female ward. I rang the
bell and the nurse came and explained he was the son of the woman in the bed
opposite me and that she was an "end-of-life" patient. That was when I started
hallucinating. I was getting flashbacks of conversations I'd had in my life and people I'd
met. At one point I thought: "Am I alive or dead? Do these flashbacks mean I'm
transitioning to death?”

Then all of a sudden - it was the early hours - I heard a male nurse outside the
door say: "She's gone." The poor woman opposite me had died. I waited for them to
come in and remove her body, but nothing happened. That lady's body was there for
what seemed like hours before they eventually came in. They were cleaning it and then
they're wrapping it in plastic, like packaging. Then I heard them put her in a body bag,
zip it up and say: "On the count of three… one… two… three."The noise of that body
coming into contact with a metal trolley - that's a sound you don't forget.

By daytime I was just looking at an empty bed. The day before, I'd been looking
at somebody and now the bed was empty. That thought really affected me.I started
watching the woman in the bed diagonal to me. She slipped into a coma, and I watched
her daughter come and say desperately: "Mum, it's me! Mum, it's me!", and it was pitiful
because the woman was already "gone". It sounds awful but I was waiting for her for
two nights to actually die, which was very distressing.

I had fought to stay alive. After being almost ready to give up at the start, I
had told myself: "No, I've got to carry on. I'm not ready to die, not just for me but for
my kids and my family and friends." My sister, Lorraine, and my brother, Richard,
had texted me constantly with love and support, and that gave me the will to fight it.
Unfortunately, the comatose woman died after two days. What saved my life
perhaps was one male nurse who said to me: "If the doctors say you're medically fit to
go home - go! Don't make the mistake of staying in hospital because you feel a bit
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weak. Believe me, I've seen it on this ward - every patient who's been told by doctors
'you can go home' and have argued saying they don't feel 100% and just want one more
night in hospital - every one of them has contracted a secondary illness, because this is
a high-risk COVID ward and they've all died."

That same day, they tested my blood oxygen saturation levels and I scraped by.
The doctor said: "You've just made it. I'm happy to discharge you". I was so excited - I
was going home. It was freezing outside. I only had a hospital gown and flip flops on,
but I could feel the air on my face and I was elated. I don't know the name of the female
ambulance driver but she was an angel - she had started her shift at 06:00, and she
was picking me up at 00:20 - she'd done an 18-hour day.

I'm bed-bound for the next few weeks and the doctors said it could take three to
six months to get over the pneumonia. Since leaving hospital, my mother has been my
lifeline, leaving me food parcels on my doorstep.

I touched death and I'm very lucky to be alive. What I'm now looking forward to is
appreciating nature. You realize material things don't matter. When I get outside I want
to breathe the air, look at birds and enjoy the natural beauty of the world. I've been
given a second chance…

Activity 7: Understanding the Text

Directions: Using your notes, supply the lacking information to complete the statements.
If you think your notes are insufficient, reread the story.

1. Elizabeth noticed something not normal about her when_________.

2. The disease is somewhat similar to __________.
3. The time of the year the virus outbreak happened was in ________.
4. Elizabeth was pummeled about her condition. Pummeled means __________.
5. The narrator said, “I touch death” She wants to say _________.
6. Her fear of death escalated whenever _______.
7. She was determined to survive because_________.
8. While in the hospital, she longed for the ________.
9. The narrator‟s purpose in sharing her story is to _________.
10. Everybody deserves a second chance. Your second chance was when
________

Activity 8: In Character

Directions: There are people who helped a lot in the recovery of Elizabeth. Take
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note of the underlined hints to identify them. Rewrite the sentences in your
notebook.

Ex. She felt an excruciating pain in her legs.

Answer: Elizabeth felt an excruciating pain in her legs.

1. He called the emergency number.

2. She said Elizabeth got it badly.
3. They carried her and put her on the stretcher.
4. He advised her to go home as soon as being cleared by the doctor.
5. She died after two days.

What’s More

Being Involved: This time, ask yourself: How do you and your family cope- up with the
pandemic that affected Elizabeth and almost the whole world?
Activity 9: Ask and Listen
Directions: Interview your family members about the things that currently bothered them
most and how they thought of solutions. Write their answers in the problem- solving
diagram. Draw additional shape if you have more family members.

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 What I Have Learned

Setting Goals: Does awareness stop within oneself and attentiveness is limited to
family? What can you do better?

Activity 10: The Better You

Directions: Share your realizations after doing the prior activities. Fill- in your ideas in
the thought balloons.

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 What I Can Do

Moving Forward: Every day, we meet and face challenges, may it be small or big.
Sometimes we win, sometimes we lose. Whatever we end up with, intellectual decision-
making always plays a vital role.
Activity 11: Decision Matters
Directions: To which situation can you relate? Weigh the possible impact of the situation
you have chosen and come up with a personal resolution.

Situation Advantage Disadvantage Resolution

Implementation of
home-based
learning in your
school due to
pandemic

Possible
discontinuation of
4Ps program
which your family
is a beneficiary

Strengthening
Philippine - China
Alliance

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 Assessment

Setting Standards: With the new norms and environment infused by crises, let your
voice be heard as the future pillar of the country. What changes should be made to
alleviate the condition of the Filipinos? Who will initiate?

Activity 12: Let Be Heard

Directions: Guided by the rubric and the writing scaffold, write a letter addressed to
someone or an organization whom you think can do a major change in the current
condition of the Filipinos in general or a specific person.

Letter Writing Rubric:

1. Language - Writer uses pronouns correctly (3 pts.)

a. Use of pronouns - uses some pronouns correctly (2 pts.)
- uses most of the pronouns incorrectly (1 pt.)
- Terms are formal and appropriate to the purpose (3 pts.)
- Terms are formal but some are inappropriate (2 pts.)
b. Level of - Terms are quite informal (1 pt.)
formality

2. Format - Uses a better format than the example (3 pts.)

- Uses exactly the same format given (2 pts.)
- Some part of the revision is not allowed (1pt.)

3.Content - Very impressive and moving (3 pts.)

- Quite impressive but a little wordy (2 pts.)
- Quite impressive but lacks elaboration (1pt.)

4. Impact - Conclusion leaves a remarkable impression (3 pts.)

- Conclusion is a plain summary of points (2 pts.)
- Conclusion is repetitive (1pt.)

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Letter Writing Scaffold:

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 Additional Activities

Keeping Up- to- Date: As you end- up with Lesson 2, you are expected to keep
abreast of current information and be analytical of the data that have national or global
implication. A person with an analytical mind is aware, attentive and assertive.
Activity 13: Stay Tuned
Directions: Listen to radio, watch on the television or read the newspaper. Then, draw or
cut-out a graphical presentation of any important data. Write one paragraph analysis of
its content and one paragraph explanation of its purpose.

Activity 14: Sum it Up

Directions: List- down 3 things that you have learned.

In this module, I have learned the following:

1. ________________________________________________________________;
2. ________________________________________________________________;
3. ________________________________________________________________.

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Answer Key

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References

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For inquiries or feedback, please write or call:

Schools Division Office-Quezon City

Email Address: sdoqcactioncenter@gmail.com

Telephone No.8352-6806/6809; Telefax-3456-0343.

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