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ENGLISH 10
QUARTER 2
MODULE 1-8

DO_Q2_ENGLISH_10_MOULE 1-8
English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 1-8
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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Published by the Department of Education

Development Team of the Module

Writers: Wilfred A. Tatoy, Richelle S. Sison, Phillip Karl S. Sison,

Ma. Theda D. Lim, Kim E. Abcede, and Jerico D. Ignacio
Reviewers: Precious Grace B. Li, Mary Ann A. Dofredo

Editor: Lilia H. Jaime

Illustrator:

Layout Artist: Jade R. Valentin, Aljhun L. Genova, Raphael A. Lopez

Management Team:
Meliton P. Zurbano, Assistant Schools Division Superintendent (OIC-SDS)
Filmore A. Caballero, CID Chief
Jean A. Tropel, Division EPS In-Charge of LRMS
Winnie F. Tugade, EPS for English & Journalism

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA
Office Address: Pio Valenzuela St., Marulas, Valenzuela City
Telefax: (02) 292 – 3247
E-mail Address: sdovalenzuela@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you learn how to use modal verbs appropriately in contexts; its structure and uses.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Expand ideas using principles of cohesion and coherence;
2. Get familiar with the technical terms used in research; and
3. Use appropriate language when delivering campaign speeches.

What I Know

Let’s find out how much you know about this module. Choose the letter that
you think best answers the given questions. Remember to answer all items. Write
the answers in your notebook. After taking this short test, your answers will be
checked to find out your score. Take note of the items that you fail to provide with
correct answers and look for the right answer as you go through this module.
1. What is a research paper?
i. A research paper is an essay in which you explain what you have learned
after exploring your topic in depth.
ii. It includes information from sources such as books, articles, interviews,
and Internet sites.
iii. It uses one’s own ideas, knowledge, and opinions.
iv. It is established with facts and statistics.
a. i and ii b. i, ii and iii c. iv only d. i, ii, iii, iv
2. What is the first chapter of a research paper?
a. Discussion b. methodology c. introduction d. results
3. It is the chapter where the plan on how to go along with the proposed study
is stated.
a. discussion
b. methodology
c. introduction
d. results
4. While it is allowed to copy from published and unpublished articles, one
shall change the way the idea is presented to avoid plagiarism. That
technique is called _________.
a. paraphrasing
b. rephrasing
c. new phrasing
d. dephrasing

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 5. Why is there a need to make an outline as preparation for a research paper?
i. is a plan for your future research.
ii. It is an academic assignment that is evaluated just like your final paper.
iii.to demonstrate your understanding and vision of the topic.
iv. It helps to avoid mistakes and shapes a topic into serious work.
a. ii and iv b. iii only c. iii and iv d. i, ii, iii, and iv

English: Your Face Sounds Familiar:

LESSON
Awareness of Proper Terms to Amplify
1 the Passion of Writing

What’s New

Directions: Read and use the clues below to fill in the crossword puzzle with the
correct words. Write your answers on a separate sheet of paper.

Across:
1.is a careful study that is done to present information about a particular
subject
4. identifies the method one is pursuing in his or her research.

6. contains the title of the work

8. explains the purpose of the study and contains the research problems
10. lists of heading and their pages

Down:

2. spoken expression of opinions or ideas by someone speaking in front of

an audience.

3. it is achieved when sentences are connected by certain signals called

transitional devices

5. gives a summary of the report and is usually limited

7. refers to the space at the start of a line or a paragraph

9. It is achieved when the ideas in a paragraph are arranged logically.

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 What is It

Why is a research report about social issues important? How should it be

done? What is coherence? How about cohesion, what is it? Can you discuss the
principles of coherence and cohesion?

Writing a research report on a social issue could mean researching about

an issue that concerns and influences many people. A research report on a social
issue should be relevant to the people concerned.
Writing a research paper about social issues can help students understand
our society and its problems more deeply. By understanding the context of social
problems, the young generation would know the interrelationship of problems and
the social trends, structures, and institutions. Students can also understand the
impacts of social problems on individual, group, organizational, and societal levels.

A research report is a document that accounts for the problems, methods,

and results of a conducted study.

It is a collection of facts that aims to provide solutions or recommendations

to solve or address a defined problem in a relevant subject area.
The parts of a research report include the preliminaries and its major parts.

Preliminaries

● Title page - contains the title of the work

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 ● Abstract - gives a summary of the report and is usually limited from 150 to
250 words; contains the background of the study, the problems, the results,
and the recommendations
● Table of contents - lists section headings and their pages

● List of tables and figures - organizes the titles and pages of the tables and
figures and helps one easily locate each

Major Parts of a Research Paper

Introduction
In writing the introduction, carefully provide background information about
the topic. The introduction part explains the purpose of the study and also
contains the research problems.
Review of Related Studies and Literature
The review of related studies and literature contains information from
studies or documents related to the topic. This section presents the findings of
previous research and identifies where one's research begins.

Research Methodology

The research Methodology identifies the method one is pursuing in his or

her research. It enumerates the data gathering procedure (the intended procedure
or steps for gathering the data) and the materials or research instruments (e.g.
survey, interview, observation) that researchers use.
Presentation of Data

The presentation of data highlights the results of the data gathering

procedure. It usually includes results of the used research instruments that are
transformed into numerical data such as tables, graphs, and figures.

Conclusions and Recommendations

The conclusions and recommendations present discussions about the data.

In this part, the researcher writes his or her realizations based on the results that
he or she has gathered. It usually answers the research problems in light of the
research performed and the interpreted data.
Coherence and Cohesion

Every writer wishes to make their points clearly to their readers, with pieces
of writing that are easy to read and have logical links between the various points
made. This coherence, this clarity of expression, is created by grammar and
vocabulary (lexis) through cohesion. This is the "glue" that joins your ideas
together to form a cohesive whole.

Cohesion and Coherence are products of one another. The primary goal of
cohesion and coherence is to achieve well-arranged ideas in a paragraph.

Coherence
It is achieved when the ideas in a paragraph are arranged logically.

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Logical Orders

● Order of Importance- This order is classified into two: descending order

and ascending order. In the descending order, one lists the most important
ideas or the major ideas first followed by minor ideas. Ascending order, on
the other hand, lists the minor ideas first followed by a major or most
important ideas.

● Chronological Order- Ideas are arranged based on a time element.

● Spatial Order- Ideas are arranged based on the description of places and
objects.

● Comparison and Contrast Order- Ideas are arranged based on the

similarities and differences.
● Cause and Effect- Ideas are arranged based on the causal relationship.

Cohesion

It is achieved when sentences are connected by certain signals

called transitional devices.

Classification of Transitional Devices

● Addition such as also, and, in addition.

● Cause and Effect such as therefore, so, as a result.

● Comparison such as similarly, likewise, in the same way.

● Contrast such as however, but, on the other hand.

● Conclusion such as to conclude, to summarize, on the whole.

Example:

● Example such as for instance, for example, to illustrate

● Insistence such as indeed, in fact, as a matter of fact.

● Location such as in front, at the back, underneath.

● Restatement such as in other words, that is, in simpler terms.

● Time such as currently, next, later.

Order of Importance:

Learning to write is never an easy thing. Essentially, a budding writer has to

learn that writing is a thing for patient people--that writing usually takes time. On
the contrary, other things that concern a promising writer are just secondary things.
For instance, being able to catch the interest of people, being able to master all the
grammar rules, being able to provide a pleasant experience for his or her readers,

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in fact, do not make a promising writer any better than a writer who is the most
patient.
What makes the ideas in the example paragraph above arranged based on
the order of importance? What particular classification?

Using certain transitional devices:

Learning to write is never an easy thing. Essentially, a budding writer has
to learn that writing is a thing for patient people--that writing usually takes time. On
the contrary, other things that concern a promising writer are just secondary
things. For instance, being able to catch the interest of people, being able to master
all the grammar rules, being able to provide a pleasant experience for his or her
readers, in fact, do not make a promising writer any better than a writer who is
the most patient."
The bold words are transitional devices that connect and make the
sentences and the whole text achieve cohesion and coherence.

When considering how to use language effectively in your speech, consider

the degree to which the language is appropriate, vivid, inclusive, and familiar. The
next sections define each of these aspects of language and discuss why each is
important in public speaking.
Use Appropriate Language

As with anything in life, there are positive and negative ways of using
language. One of the first concepts a speaker needs to think about when looking at
language use is appropriateness. By appropriate, we mean whether the language is
suitable or fitting for ourselves, as the speaker; our audience; the speaking
context; and the speech itself.
Appropriate for the Speaker

One of the first questions to ask yourself is whether the language you plan
on using in a speech fits with your own speaking pattern. Not all language choices
are appropriate for all speakers. The language you select should be suitable for
you, not someone else

Appropriate for the Audience

The second aspect of appropriateness asks whether the language you are
choosing is appropriate for your specific audience. Let’s say that you’re an
engineering student. If you’re giving a presentation in an engineering class, you
can use language that other engineering students will know. On the other hand, if
you use that engineering vocabulary in a public speaking class, many audience
members will not understand you.
Appropriate for the Context

The next question about appropriateness is whether the language you will
use is suitable or fitting for the context itself. The language you may employ if
you’re addressing a student assembly in a high school auditorium will differ from
the language you would use at a business meeting in a hotel ballroom.

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Appropriate for the Topic

The fourth and final question about the appropriateness of language

involves whether the language is appropriate for your specific topic.

What’s More

Activity 1
Directions: Arrange the sentences according to their order by writing number 1-
10 to form a cohesive and coherent paragraph. Write your answers on
a separate sheet of paper.
_____It is tremendously hot.

_____Volcanoes are beautiful yet dangerous natural phenomena.

_____At the top of the volcano is the crater

_____The magma chamber is way beneath the Earth’s bedrock.

_____Running from the magma chamber to the crater of the volcano is the conduit.
_____Volcanoes are feared and destructive force for good reason.
_____A volcano is like a pressure valve for the inner earth, but they can also be
very beautiful.

_____The conduit connects the magma chamber to the outer world.

_____One part of the volcano that people rarely see is the magma chamber.
_____This is where the magma exits.

What I Can Do

Activity 1
Directions: Get to know some research terms. Match the descriptions in column A
with the corresponding section names listed in Column B. Write your
answers on a separate sheet of paper.

A B
1. Gives a summary of the report; contains the A. Research Methodology
background of the study, the problems, the
results, and the recommendations.

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 2. Enumerates the data gathering procedure and the B. Abstract
materials or research instruments that
researchers use.
3. Explains the purpose of the study and also C. Title Page
contains the research problems.
4. Contains the title of the work D. Introduction
5. A systematic investigation to contribute to an E. Appendix
existing body of knowledge
6.Evaluate the results of the study or research F. References
7.provides the summary of the research G. Conclusion
8.lists all the sources used in the research H. Discussion
9.provides a review of what others have written or I. Literature Review
researched on concerning topic
10.Contains other related information such as J. Research
graphs, charts, tables, list

Assessment

Let’s find out how much you have learned on this module. Read the following
sentences, write the letter of the correct answer.
1. What is coherence?
a. Coherence introduces new ideas in a text that have never been discussed or
introduced.
b. Coherence is the sound a speech makes when it is read aloud.
c. Coherence is a writer's way of making a text less understandable to the
reader.
d. Coherence is how easily the entire text is understood by the reader.

2. Which is an example of coherence?

a. Sentences which flow together and make sense when side by side.
b. Words which cause a reader to have to use a dictionary to understand them.
c. An author paying attention to how the organization of an essay might make it
more understandable to the reader.
d. An author using word choices that describe an image or scene.
3. What is cohesion?
a. The way in which an author uses sentence structure to make the text more
understandable to the reader. This includes the way the sentences relate to
each other.
b. Cohesion is a special type of glue that writers use to make ideas stick
together.
c. A special type of argument used in writing
d. Cohesion introduces new ideas in a text
4. What is a good way to create a bulleted framework for your paper?
a. outlines
b. looking forward and back
c. sentence structure
d. cohesion

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5. What do you want to write in your conclusion?
a. summarizes what the paper will be about as a whole, without giving
everything away
b. you want to bring in new ideas and opinions
c. this paragraph should summarize everything in the paper while also
asserting your thought and trying all ideas together with a pretty bow
d. you want this paragraph to continue the first idea you have for the subject
you are writing.

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the lesson on cohesive devices. These are words or phrases that carry
the reader from one idea to the next. It helps a reader see the connection or
relationship between ideas and, just as important, transitions also prevent sudden,
jarring mental leaps between sentences and paragraphs.

The module is divided into two lessons, namely:

● Lesson 1 – Conjunctions
● Lesson 2 – Cohesive Devices

After going through this module, you are expected to:

1. Identify key structural elements.
2. Identify the conjunction in the sentences.
3. Identify the cohesive devices in the sentences.
4. Link the ideas, sentences and paragraph using cohesive devices.
5. Analyze the usage of cohesive devices.
6. Use the different methods and techniques in writing a paragraph.
7. Construct sentences and paragraphs with cohesion and coherence.

Activity 1: PRE-TEST
Directions: Read each item carefully. Write your answers on a separate sheet of
paper.

1. What is cohesion?
a. The way in which an author uses sentence structure to make the text more
understandable to the reader. This includes the way the sentences relate to
each other.

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 b. Cohesion is a special type of glue that writers use to make ideas stick
together.
c. A special type of argument used in writing.
d. Cohesion introduces new ideas in a text.

2. Chronology, comparison-contrast, and cause-effect are examples of __________

principles that lend coherence to a paragraph.
a. ordering c. logical
b. timing d. antecedent

3. Choose the paragraph that uses pronouns most coherently:

a. I like paragraphs. Writing them can be fun and easy if you know what
principles to follow. Paragraphs are essential.
b. I like paragraphs. Writing paragraphs can be fun and easy if you know what
principles to follow. They are essential.
c. I like paragraphs. Writing paragraphs can be fun and easy if you know what
principles to follow. Paragraphs are essential.
d. I like paragraphs and writing paragraphs can be fun and easy if you know
what principles to follow. Paragraphs are essential.

4. Which of the following is most coherent?

a. Writing is not always easy. Writing can be hard sometimes. Some people read
a lot. Writing comes more easily to those people.
b. Writing is not always easy; in fact it can be hard. Some people read a lot.
Writing comes more easily to those people.
c. Writing is not always easy; in fact it can be hard. Writing comes more easily
to those who read a lot.
d. Writing is not always easy; in fact it can be hard, but it comes more easily to
those who read a lot.

5. Some redundancy is necessary for successful communication. __________ is a

coherence principle that depends on optimal redundancy.
a. Repetition c. Pronouns
b. Ordering d. Transitions

Lesson
COHESIVE DEVICES
2
Writers use transitional words and phrases to achieve a clear, logical flow of
thought from sentence to sentence and from paragraph to paragraph. Listed below
are some of the techniques that help the reader follow the writer’s train of thought.

What’s New

Read the tall tale from the American Midwest.

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 Febold Feboldson’s Find
You’ve probably tasted the popular American popcorn ball. You might imagine
some cook thinking to use syrup to stick popcorn together into a tasty snack. Well,
that’s NOT how popcorn balls came to be, at least according to old Febold
Feboldson. He claimed that the popcorn ball invented itself during the weird
summer of 1874. Midwestern farmers called that growing season The Year of
Striped Weather. That’s because it alternated rainy and hot, not day by day, but
by sections of cropland. Fields grew in stripes: first you’d see a mile-wide stripe of
crops wilting in the broiling heat, then a mile-wide stripe of waterlogged crops
soaking nearly to death.
Febold Feboldson had this situation on his farm. He grew corn in the
Dismal River valley and sugar cane on the hills above. One day the sun baked his
corn plants so hot that the kernels popped, causing a yellow blizzard. Meanwhile,
the rain was drenching his sugar cane stalks so badly that the syrup inside
washed out and rolled toward the popcorn. A ball soon formed, growing gigantic
as it tumbled along. Febold estimated the giant popcorn ball at about two hundred
feet wide! His neighbour, Bert Bergstrom, witnessed this eye-popping event. Bert
offered to help Febold corral the great popcorn ball to impress visitors. But just
then, a swarm of hungry grasshoppers devoured the entire very-first popcorn ball.

Activity 1: Story Time!

Directions: Answer the following questions.
1. What odd thing happened during The Year of Striped Weather?
a. Strange weather made crops grow in striped sections.
b. Farmers planted their crops only at night.
c. The only crops that grew had stripes on them.
d. Febold Feboldson met Bert Bergstrom.
2. Which word does NOT mean the same as the other three?
a. soaked c. tumbled
b. drenched d. waterlogged
3. Explain the meaning of the title of this passage.
______________________________________________________________________________
4. Why do you think the tall tale ends with grasshoppers devouring the entire
popcorn ball?
______________________________________________________________________________
5. Give 3 conjunctions used in the passage.

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 When sentences, ideas, and details fit together clearly, readers can follow
along easily, and the writing is coherent. The ideas tie together smoothly and clearly.
The good writers use a combination of these methods. Do not rely on and overuse
any single method – especially transitional words.
Coherence is achieved when sentences and ideas are connected and flow
together smoothly. An essay without coherence can inhibit a reader’s ability to
understand the ideas and main points of the essay. Coherence allows the reader to
move easily throughout the essay from one idea to the next, from one sentence to
the next, and from one paragraph to the next. Following are several methods that
can be used to achieve coherence in writing:
✔ Repetition of a Key Term or Phrase
This helps to focus your ideas and to keep your reader on track.
Example:
Literature broadly refers to any collection of written or oral work, but it more commonly
and narrowly refers to writings. Literature, as an art form, can also include works in
various non-fiction genres.

✔ Synonyms
Synonyms are words that have essentially the same meaning, and they provide
some variety in your word choices, helping the reader to stay focused on the
idea being discussed.
Example:
The young girl was very aloof. She always seemed unsociable, unapproachable,
and uninterested.

✔ Pronouns
This, that, these, those, he, she, it, they, and we are useful pronouns for
referring back to something previously mentioned. Be sure, however, that what
you are referring to is clear.
Example:

The group of people shared their opinion about the corona virus. They tried to
recommend different ways to prevent the virus.

✔ Transitional Words
There are many words in English that cue our readers to relationships between
sentences, joining sentences together.
Example:

I like the wet season in the Philippines, and yet wet season is a lonely time for me,
too. I can’t go outside and play with my friends but I can make ways to make myself
happy. In addition, this is the time that our family spend time with each other a lot.

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✔ Sentence Patterns
Sometimes, repeated or parallel sentence patterns can help the reader follow along
and keep ideas tied together.
Example: (from a speech by President John F. Kennedy)
And so, my fellow Americans: ask not what your country can do for you--ask what you
can do for your country.

COHESIVE DEVICES

ADDING SEQUENCING ILLUSTRATING

and, as well as, first, firstly, first of all, for example, such as, for
moreover, furthermore, second, secondly, third, instance, in the case of,
in addition, too, on top of next, meanwhile, now, as shown by, illustrated
that, another point is subsequently by take, one example is
QUALIFYING CONTRASTING
COMPARING but, however, although, whereas, alternatively,
similarly, likewise, as unless, except, apart unlike, on the other
with, like, equally, in the from, as long as, if hand, conversely, having
same way said that, nevertheless,
however
CAUSE and EFFECT SUMMARY EMPHASIZING
because, because of, as a in short, on the whole, in above all, in particular,
result of, consequently, other words, overall, especially, significantly,
therefore, thus, owing to, generally, in general, in indeed, notably
due to brief
This example passage shows cohesion.

When a person in Egypt died, their body was taken to be mummified

immediately. It took 70 days to complete the process.
First, the brain was removed through the nostrils with a hook. Then a
cut was made in the side of the body, through which the organs were removed.
These were put into canopic jars decorated with the heads of gods. The heart
was left in the body so that it could be weighed against a feather in the afterlife.
The body was washed with wine and water mixed with spices. The inside of the
body was filled with sweet-smelling herbs and sewn up.
Later, the body was dried out in a bath of natron, which was a kind of
salt. After forty days, it would have dried out to look like leather. It was oiled,
Conjunctions (in green: and, so, because) are used within sentences to link ideas
stuffed and wrapped carefully with bandages. Charms called amulets were
within a sentence.
placed in certain places in the bandages because Egyptians believed the body
needed to be protected from evil spirits. Finally, a mask was put over the head.
The time connectives (in red: first, then, later, after, finally) are used to show that
this is a process that has several steps and an end goal.

Pronouns (in blue: these to refer to the organs and it to refer to the body) are used
to show that the writer is referring back to a person or object already named.

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 Activity 1: Link my Ideas!

Directions: Fill in the blank with suitable linking words of each passage. Write your
answer on a separate sheet of paper.
1. One of the most wonderful inventions of modern times is television. It is now
possible to sit in the comfort of one’s home _______ watch on a screen event
_______ are happening hundreds of miles away. We can _______ get entertainment
from films, dances, plays and sports _______ are shown on the screen. It is
difficult to imagine _______ life would be like without television.
what, and, also, that, which

2. The methods of reading usually differ in accordance with the contents of books,
_______ all books should be read with equal seriousness. Amusement is not the
main objective of reading _______ a good book, ________ it is a novel or a biography
or a drama, always deals with some aspect of knowledge _______ helps us to know
life better. It is _______said _______ books are the best teachers.

therefore, because, but, whether, and, that

3. When we are young, we are naturally creative _______ we let our minds run free.
_______ as we are taught to follow rules and our thinking narrows. ________ in
many areas of our lives, creativity can be a matter of survival. _________, with
more and more women opting for careers and independence, couples must be
more creative about their relationships to avoid conflicts. Creativity is not all that
mysterious. An important creative trait was well defined by a scientist _______ he
said, “Discovery consists of seeing what everybody has seen and thinking what
nobody has thought.”
for instance, and, when, however, but

4. We live in the present-day world _______ are proud to call ourselves civilized
_______ we live and dress better than our forefathers. Of course, we have the
advantages of the inventions of science _______ our ancestors had never known.
________ Science has also added to our worries. Perhaps now we can deceive
more easily ________ swiftly than ever before.
but, because, who, which, and

5. My memory of the first day in college reminds me of the excitement and fear
________ I experienced at that time. I was excited ________ I heard always about
the fun that the students have in college ________. I was scared and nervous
_______ I had no friends. _______, the overall feeling was one of pleasant
expectation.
and, because that, however, become

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 What I Can Do
Activity 1: Quarantine Feels!

Now try it for yourself...

Directions: Construct 15 sentences about your experience in home quarantine
then use at least 5 cohesive devices.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

RUBRIC

CRITERIA 4 3 2 1

Very informative Somewhat Give some new Give no new

Quality of
and well informative and information but information and very
Writing
organized organized poorly organized poorly organized

Virtually no There are 2 There are 3 So many punctuation

Grammar/ punctuations or punctuations errors punctuation or and grammatical
grammatical or minor grammatical grammatical errors errors that it
Mechanics errors errors interferes with the
meaning

All spelling are There are 2 words There are 3 words Spelling errors are
Spelling
correct spelled incorrectly spelled incorrectly frequent

Activity 8: POST TEST

Directions: Supply the missing word to complete the thought. Choose your
answer from the box. Some of the cohesive devices can be used more
than once.

eventually and even though in spite of the fact

in deed because but first
so that as a result moreover

My Experience with Culture Shock

Every person who has lived in a new culture has had some experience with
culture shock, (1) ________ I am no exception, because I, too, have had an experience

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with culture shock. (2) _______ I have lived in the United States for almost one year,
I sometimes feel homesick, and still miss my family. When I first came to the U.S., I
was very excited. Since everything was new, everything was interesting. I enjoyed
my independence from my parents; I also enjoyed experiencing new situations and
making new friends. (3) _______ that everything was a little strange, I enjoyed these
new experiences.
(4) ________ I got used too many of the differences, and although I was used to them,
I still wasn’t comfortable. (5) _______ little by little I grew tired of the
differences. Since the things in America weren’t new to me anymore, the differences
weren’t interesting. Indeed, they had actually become boring. As a result, I began to
miss things about the Philippines, such as food, friends and the warm tropical
climate more and more.

What I Need to Know

This module was designed and was written with you in mind. It is here to help you
understand how to formulate an opinion and assertion. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The main goal of this lesson as stated in the most essential learning competency is
to formulate a statement of opinion or assertion.

After going through this module, you are expected to:

4. formulate claims of fact, policy, and value
5. use words and expressions that affirm or negate
6. use patterns and techniques of developing an argumentative claim
7. formulate a statement of opinion or assertion

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Part I Matching Type.
Directions: Match the words in column A with the description in Column B. Write
your answer on a separate sheet of paper.

Column A Column B

______1. assertion A. It asserts that a condition existed, exists,

or will exist and is based on facts or data.
______2. opinion
It provides a solution to the problem. It is
B.
often procedural, organized plans.
______3. claim of fact C. It attempts to prove that some things are
more desirable or less desirable.
______4. claim of policy D. It is a point of view which is supported with
clear reasons and relevant evidence.
______5. claim of value E. It is a belief, a viewpoint, or a way of
thinking about something

Lesson OPINION OR ASSERTION

3

Task 1 THINKING IT THROUGH

Analyze the following statements and identify whether it is a mere opinion or an

assertion. Write OP before each number if it pertains to an opinion and AS for
assertion.

OP The Department of Health is proactive in imposing national policy

in fighting the COVID-19 pandemic.

_____1. The local government cannot underestimate young people in the

COVID-19 response.

17
 _____2. Young people can mobilize their communities and change behavior to
help stop the spread of the virus.
_____3. Many young people can contribute to decelerate the spread of COVID-
19 because they can fill the role of community navigators.
_____4. Young people may lead the local community for instance, they can use
social media platforms to share vital health messages.
_____5. Without the young people, curtailing the spread of the virus could
prove impossible.

Self-Reflection Check:
Did I spend enough time to answer this activity? Explain.
______________________________________________________________________________

TASK 2 CLAIM IT!

Read the news details below then using the guidelines in writing a claim, you
formulate a claim of fact, value, and policy.

Baguio City will continue to be vigilant against the coronavirus disease (COVID-19) amid
its partial reopening to tourists this month.

Source: https://newsinfo.inquirer.net/1341132/baguio-city-to-remain-vigilant-vs-covid-19-amid-partial-reopening#ixzz6ZKii8ZrW

Claim of Fact: The local government of Baguio City will implement strict health
protocols to tourists.
Claim of Value: Reopening of Baguio City to tourists is an effective strategy
to revive the local economy.
Claim of Policy: While enjoying the good weather of Baguio City,
tourists should observe physical distancing and must wear face
masks and face shields.

Majority of Metro Manila mayors want to retain the existing general community quarantine
(GCQ) in the metropolis, Interior Secretary Eduardo Año said on Friday.

Source: https://newsinfo.inquirer.net/1340334/most-metro-mayors-want-gcq-retained#ixzz6ZKhjyz1b

Claim of Fact: ____________________________________________________________

Claim of Value: ___________________________________________________________
Claim of Policy: ___________________________________________________________

Possibly starting the second quarter of this school year, the Department of Education
(DepEd) will discourage students with smartphones and electronic gadgets from using
printed self-learning modules to cut demand.

Source: https://newsinfo.inquirer.net/1341163/deped-to-discourage-students-with-smartphones-gadgets-from-using-printed-
modules#ixzz6ZKemjORg
Claim of Fact: ____________________________________________________________
Claim of Value: ___________________________________________________________
Claim of Policy: ___________________________________________________________

18
The mandatory wearing of face shields in workplaces is reasonable considering its added
protection to employees against the new coronavirus, Malacañang said Monday.
Source: https://newsinfo.inquirer.net/1341130/mandatory-wearing-of-face-shield-in-workplaces-reasonable-palace-tells-business-
groups#ixzz6ZKgGHgAh

Claim of Fact: ____________________________________________________________

Claim of Value: ___________________________________________________________
Claim of Policy: ___________________________________________________________

Self-Reflection Check:
Did I make good use of available resources? Explain.
______________________________________________________________________________

TASK 3 TO AFFIRM OR TO NEGATE

Complete the following statements with the appropriate expression of affirmation or
negation. Write the letter of the correct answer.
1. The COVID-19 pandemic has __________ turned the world upside down.
A. certainly B. exactly C. no D. nowhere
2. Pediatricians remind the public that children can _________ be affected by
COVID-19.
A. absolutely B. positively C. no D. nowhere
3. The health department said that they would ________ get a vaccine to prevent
the spread of the coronavirus.
A. affirmatively B. definitely C. nothing D. never
4. The spread of the coronavirus may _____ stop, even with a vaccine.
A. affirmatively B. definitely C. never D. nothing
5. ____________, the COVID-19 pandemic is novel in its absolute effect on
healthcare, in patients, and on society as whole.
A. Affirmatively B. Obviously C. Not D. Never

Self-Reflection Check:
Was the activity easy, quite challenging, or very difficult? Explain.
______________________________________________________________________________

19
 TASK 4 WRITE YOUR PIECE
Let us now apply your skills in formulating an opinion and an assertion.
You will read a news article from Philstar.com and I want you to express your
perspectives on the evident issue.

Students launch #PisoParasaLaptop, other fundraising initiatives to buy laptops for online
classes
By Catalina Ricci S. Madarang - August 4, 2020 - 7:07 PM

Fundraising initiatives for laptops and other devices for distance learning circulated online
amid the looming opening of classes this month.

The Department of Education previously announced that the opening of classes for the
school year 2020 to 2021 is on August 24, amid the widespread safety and financial concerns
caused by the worsening COVID-19 pandemic situation.

Education Secretary Leonor Briones said they would follow an online blended approach
which include learning through radio, television, online platforms, and modules.

Just a few weeks before classes started, some Filipino students from elementary to tertiary
schools sought for donations on Facebook and Twitter under the hashtag
#PisoParaSaLaptop.

The funds coursed through digital wallet apps or other online banking platforms will be used
to purchase secondhand laptops for their online classes.

Some accounts were only created for the purpose of raising funds for their device while others
also sought financial and medical support for their sick relatives.

Other hashtags used for these individual fundraising initiatives are #PisoParaSaOnlineClass
and #PisoParasaTuition.

Source: https://interaksyon.philstar.com/politics-issues/2020/08/04/174286/students-launch-pisoparasalaptop-other-fundraising-initiatives-to-
buy-laptops-for-online-classes/

Your Opinions Your Assertions

I think it will not be easy for students to The Department of Education certainly
cope up with online learning. wants to continue the school year using
the blended approach in education which
involves the use of laptops and other
1. gadgets.
1.
2.
2.

20
3.
3.
4.
4.
5. 5.

Part I: Classify the following claims. Write CF if it suggests claim of fact, CP for
claim of policy, and CV for claim of value.
______1. The government has a role to play in improving the economic impact
of coronavirus.
______2. The economic consequences of the COVID-19 pandemic call for urgent
responses to keep the economy afloat and enable people to retain their
jobs and incomes.
______3. Cleaning and disinfecting are the best practices to prevent the spread
of COVID-19.
______4. Temperature screening is less effective than promoting hand washing,
respiratory hygiene, and physical distancing.
______5. The government must mobilize resources to resolve the COVID-19
crisis.

What I Need to Know

TO THE LEARNERS
This material in English 10 is your guide in learning. You will be engaged in a
process where simple tasks will lead you to a goal-to formulate claims of fact,
policy, and value.
After going through this module, the learners are expected to:

MELC: Formulate claims of fact, policy, and value EN10WC-IIb-13.2

Subskills:
Read closely to get explicitly and implicitly stated information EN10RC-IIg-13.1

Evaluate text content, elements, features, and properties using a set of criteria.
EN10RC-IIi-2.22

Identifying textual details that affirm or refute a claim EN10RC-IIIh

21
 Directions: Identify the type of claim provided in each example. Choose the letter
of the best answer. Write the chosen letter on a separate sheet of paper.
A. Claim of fact
B. Claim of value
C. Claim of policy

1. The Inter Agency Task Force (IATF) has done measures to slow down COVID
19 infection in the Philippines.
2. Vitamin C intake can help in building the immune system.
3. News reports influence the way Filipinos react to health issues.
4. The existence of health protocols has reduced the rate of infection.
5. To help frontliners, the government should provide incentives aside from
hazard pay.

Lesson CLAIMS OF FACTS, POLICY, AND

4 VALUE

As grade 10 learners, it is important that you gain knowledge and expertise

in detecting the authenticity of claims in preparation for a writing skill for the next
quarter.

What’s New
Activity: Study these statements and answer the questions that follow:

Statement 1 Statement 2

Compassion, generosity and The existence of health

resilience are excellent values protocols has reduced the
of the Filipino people. rate of infection.

There are three basic rules

Statement 3 that people should follow to
avoid COVID 19 infection:
Wear a mask, wash hands
properly, and practice social
distancing.

22
Questions:
1. Which of the given statements implies that an action should be taken?
2. Which one can be proven by observation or research?
3. Identify the statement that expresses an approval of something.

1. Claim of Fact: asserts that a condition has existed, exists, or will exist.
To support--use factual evidence that is sufficient, reliable, and
appropriate.
2. Claim of Value: makes a judgment (subjective); expresses approval or
disapproval about something; attempts to show that something is
wrong/right, moral/immoral, beautiful/ugly. To support--you must
establish standards that you are using to measure the beauty or morality
of your topic
3. Claim of Policy: argues that something SHOULD/SHOULD NOT be done,
believed, banned; argues for a course of action. Also called the Problem-
Solution technique. To support--you must first convince the audience
that a problem exists and then prove that your policy will fix it.
(https://www.sccollege.edu/Faculty/MRoe/Documents/english_10
3_notes.htm)

1. The existence of health protocols has reduced the rate of infection.

Discussion:

Examine this statement. It can be proven or verified by research. To support

it, you can use facts from authentic medical bulletins from the Department of Health
(DOH) or the World Health Organization (WHO). If you are going to prepare for an
argument, you need claims of fact to start with.
For the second statement, answer the following questions:

2. Compassion, generosity and resilience are excellent values of the Filipino people.

a. Does it establish a standard of evaluation?

b. Does it serve as an example to clarify a value?

Both answers to these questions should be “Yes”. Remember that in a claim of

value, the writer wants to establish criteria. Some key words are:
good/better/best/worse/worst, etc.

23
3. There are three basic rules that people should follow to avoid COVID-19
infection: Wear a mask, wash hands properly, and practice social distancing.
.
Do you know why sometimes this is called the “Problem-Solution” technique? It
is because you try to convince the readers what they should do to solve an issue.

Directions: Read this short essay and pick out examples of claims of fact, value,
and policy. Write your answers on a separate sheet of paper.

The COVID-19 pandemic can bring out the best in people! How can I prove
this statement? Let me count the ways.
First and foremost, I can see people who are willing to sacrifice by simply
staying at home. Well, it’s not really that simple. I know that man is a social animal,
and boredom strikes when you least expect it. Fortunately, people realize that they
have skills and talents that they can enhance to the fullest during the pandemic.
Second on the list is my observation that when given the opportunity, there
are good souls who are willing to extend helping hands to those in need. There are
random acts of kindness everywhere.

Last but certainly not the least, despite the fear and uncertainties, folks can
still manage to smile and laugh even at the absurdities of life. No wonder the “Tiktok
Challenge” has invaded the daily lives of the families.

Indeed, even this pandemic can bring out the best in people. We should
congratulate ourselves; we should give ourselves a break because at the end of the
day, we come to a point of realization that we are all in this together.

A nation of fighters, a country of survivors!

Ma. Theda D. Lim
GTDLNHS
Claims of fact

Claims of value

Claims of policy

24
 What I Can Do
As a grade 10 learner, you can help disseminate information about the pandemic by
writing examples of the three types of claims.

1. Formulate a claim of fact about the COVID 19 pandemic.

_____________________________________________________________________.
2. Give an example of a claim of value about how the Filipino people take the
challenge of COVID 19.
____________________________________________________________________.

3. Convey a claim of policy by constructing a statement on what teenagers like

you should do during the pandemic.
____________________________________________________________________.

Directions: Identify the type of claim provided in each example. Choose the letter of
the best answer. Write the chosen letter on a separate sheet of paper.

A. Claim of fact
B. Claim of value
C. Claim of policy

1. Citizens should take charge of their health.

2. Smoking should be banned in all facilities.
3. To ensure the safety of everyone, both the dentist and the patient should wear
proper protective equipment.
4. Parents should safeguard their kids’ mental health during the pandemic.
5. Government officials should listen to the voice of the people to avoid chaos.

What I Need to Know

This module was designed and written with you in mind. It is here to help
you learn how to use modal verbs appropriately in contexts; its structure and uses.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

25
After going through this module, you are expected to:
1. Make and deliver impromptu and extemporaneous speeches with ease and
confidence;
2. Use words and expressions that affirm or negate; and
3. Compose an argumentative essay.

Let’s find out how much you know about this module. Choose the letter that
you think best answers the question. Remember to answer all items. Write the
answers in your notebook. After taking this short test, your answers will be checked
to find out your score. Take note of the items that you will not be able to correctly
answer and look for the right answer as you go through this module.

1. ______is the act of speaking in front of a large audience.

a. Interpersonal communication
b. Public speaking
c. Campaigning
d. Impromptu speaking
2. Public speaking often causes speakers to feel_____.
a. happy
b. nervous
c. thrilled
d. angry
3. Which of the following correctly states how practicing speaking with other
people can help you develop your confidence?
a. Speaking with others will allow you to impress them with your
knowledge.
b. Speaking with others will ensure that you will be the best speaker in
your class.
c. Speaking with others will provide you with the means to take credit for
others’ ideas.
d. Speaking with others will help you become more comfortable with
expressing yourself.
4. Which of the following can best help you feel at ease with being onstage?
a. practicing in the venue where you will be speaking
b. practicing the speech at home
c. practicing the speech in front of your friends
d. getting someone to critique your speech
5. Which of the following will help in preparing a speech?
a. researching about the topic
b. copying the speech of an expert
c. relying on stock knowledge
d. asking someone else to write the speech

26
 Lesson PUBLIC SPEAKING: To express and to
5-6 be understood bridging us towards
solidarity

What’s New

Directions: Classify each of the following words as words for affirmation or for
negation. Write your answer on a separate sheet of paper.

1.Definitely 6.rarely

2.Not 7.Never

3.Nowhere 8.clearly

4. Sure 9.exactly

5. Certainly 10.hardly

Directions: Read the sentences given below. Underline and identify the words of
Negation or Affirmation in them and verify your progress with the
answers provided below. Write your answer on a separate sheet of paper.

1. She is certainly going through a hard time.

2. There was no visibility during the rains.
3. Teachers should never agree to the illogical demands of the students.
4. Eager to know his son’s progress, he will definitely attend the
parent’s teacher meeting.
5. The moon is very clearly visible from the terrace of my house.
6. Things turned out to be exactly the same as expected.
7. On all my visits to the forests, I rarely spotted a tiger.
8. I had hardly gone for a few miles, when the car broke down.
9. The generator I have is scarcely ever used.
10. With the kind of dedication he has, he will surely be rewarded at
work.

27
Activity 1
Try completing the following sentences by adding words of Affirmation or Negation,
whichever completes the sentence appropriately. Write your answer on a separate
sheet of paper.

1) I am ________ going to school today.

2) You have ________ to do with my business.
3) I can _______ repay my parents for their blessings.
4) You can ________ consult a doctor if required.
5) His solo performance was ________ stunning.
6) I am ______ going to the party because of the exams.
7) The manager _________ concedes to the demands of the employees.
8) Spoilt kids are _______ seen to be successful.
9) From where I stood, I could _______ see inside the room.
10) Water is _______ available during summer.

What I Can Do

Directions: Read and answer the following. Write your answer on a separate sheet
of paper.

1. It expresses a denial or falsity of an idea.

a. Negation
b. Affirmation
c. Agreement
d. Validity
2. It expresses the truth or validity of an idea.

a. Negation
b. Affirmation
c. Agreement
d. Validity
3. Affirmation and negation are often used in conversations,

particularly as responses to_________.

a. validity
b. falsity
c. questions
d. agreement
4. Which of the following situations would require you to give a statement
of affirmation?
a. When you cannot make a decision yet
b. When you disagree with someone’s opinion
c. When you would like to say you cannot make it to an event
d. In expressing belief or agreement, statements of affirmation are used.

28
 5. Which of the following is not a statement of negation?
a. I am afraid I would not be able to do that
b. I would be happy to go with you
c. You should not say that about yourself
d. I am sorry, but I cannot make it

Let’s find out how much you have learned on this module. Remember to
answer all items. Write the answers in your notebook. After taking this short test,
your answers will be checked to find out your score.
Directions: Complete the sentences below by choosing the words of Affirmation or
Negation from the choices given. Write your answer on a separate
sheet of paper.

1. It was ______ an act of courage that saved the lives of millions.

a. not at all
b. not
c. never
d. definitely
2. My friend _______ has a bike, so we go together.
a. doesn’t c. definitely
b. certainly d. never

3. Water is so _______ found in some parts of Rajasthan that you have to walk
for miles to get it.
a. profoundly
b. scarcely
c. never
d. plenty
4. If you don’t speak assertively, ____ one will ever believe you.
a. every
b. some
c. no
d. any
5. He pledged to ________ disrespect his elders.
a. never
b. ever
c. surely
d. no

29
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the elements of a story. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
After going through this module, you are expected to:
1. transcode information from linear to non-linear texts and vice-versa;
2. explain illustrations from linear to non-linear texts and vice-versa; and
3. present information using tables, graphs, and maps

Part I. Tell whether each text is linear or nonlinear. On your answer sheet, write LN
for linear text and NL for nonlinear text.
________1. novel ________6. song
________2. poem ________7. graph
________3. graphic organizer ________8. chart
________4. timeline ________9. short story
________5. news _______10. Flowchart

Lesson LINEAR AND NONLINEAR TEXTS

7-8

What’s new

Activity: Establishing Links

Read the text below. On your answer sheet, copy the chart and fill it with the
needed information.

The essence of many perfumes comes from the oils in the petals of fresh
flowers, such as the rose, carnation, and orange blossom. However, fragrances
are not limited to the petal, but can come from the leaves of plants such as the
lavender, peppermint, and geranium. Also, the oils of cinnamon and balsam are
derived from their bark, while the oils of cedar come from its wood. The fragrance
of ginger and sassafras comes from roots, whereas that of orange, lemon, and
nutmeg comes from fruits and seeds. Thus, there are many sources from which
to derive fragrances for perfumes.
30
 Fragrances for Perfumes

petals 2. fruits and bark 8. roots

seeds

rose lavender 4. 6. cedar 9.

carnation 3. orange 7. 10.

1. geranium 5.
Ac

Activity: Smooth Connection

Examine closely the given pie chart below. In five to seven sentences, explain
what it shows. Write your answer on your answer sheet.

FAVORITE ICE CREAM FLAVORS

Ube
11%
Mango Chocolate
12% 35%

Strawberry
18%
Vanilla
24%

Information can be organized, understood, and interpreted using linear and

nonlinear ways.

31
 Linear text is the most common type of text. It is a traditional text that needs to
be read from beginning to end. Here, the text makes sense because of the
grammatical and syntactic arrangement of words. A linear text is sequential, and
it’s typically the author of the text who decides the order of the text, or its reading
path. Linear texts are generally those texts printed on paper. Novels, poems, short
stories, letters, educational texts are some examples of linear texts.
On the other hand, nonlinear text, as its name suggests, is non-sequential. That
is, the readers do not have to go through the text in a sequential manner to
understand the text. Nonlinear text has many reading paths, and it’s the readers
who decide the sequence of reading, not the author of the text.
There are many definitions of the term nonlinear text. Most people consider texts
with visuals or graphs along with their examples for nonlinear texts. Some examples
of nonlinear texts are flowcharts, charts, and graphs (e.g. pie chart, bar graphs),
graphic organizers (e.g. concept maps and story maps).

Common Types of Nonlinear Texts

Nonlinear Text Type Meaning/Use
1. Graphic organizer It is used to express knowledge, concepts
or thoughts and the relationships
between them.
2. Table It is represented by words, numbers or
signs usually in parallel columns/rows
displaying a set of facts/relations in a
compact and comprehensive form.
3. Line graph It is used to show patterns or trends.
4. Bar graph It is used to reveal or present comparisons
between or among variables.
5. Pie chart/graph It is used to show parts or segments in
relation to proportion, percentage, or
fraction of the whole.
6. Timeline It is used to show a sequence of events.
7. Flowchart It is a graphical or symbolic
representation of a process. Each step in
the process is represented by a different
symbol and contains a short description
of the process step. The flowchart symbols
are linked together with arrows showing
the process flow direction.

32
Activity: Wrap It Up

Analyze the given diagram and explain the stages in the writing process. Write
your answer on your answer sheet.

PRE-WRITING
(planning. identifying audience and purpose, brainstorming ideas, outlining, an
organizing information)

DRAFTING
(starting with the thesis, writing ideas in sentences and paragraphs)

REVISING
(making changes to improve you writing, focusing on large-scale elements such as
overall organization or logical flow of details, effective thesis statement, interesting
introduction and conclusion, well-developed body paragraphs with clear topic
sentences, appropriate tone and style for intended audience and purpose)

EDITING AND PROOFREADING

(polishing, focusing on small-scale elements such as clarity in sentence structure,
appropriate word choice, correct spelling and grammar, and accurate document format)

PUBLISHING
(presenting of work)

33
 What I Can Do

Activity: Put Them Together

Based on the Center for Strategic and International Studies, the following are the
updates on the number of COVID-19 cases in South East Asia.

Country Cases

Brunei 145

Cambodia 275

Indonesia 236, 519

Laos 23

Malaysia 10, 147

Myanmar 4, 299

Philippines 279, 526

Singapore 57, 543

Thailand 3, 497

Timor Leste 27

Vietnam 1, 068

Use the data to do the following:

1. Create a nonlinear presentation of the data.

2. Explain what your presentation shows.

34
Part I. Study the chart below and answer the questions that follow. Write your
answers on your answer sheet.

ORGANIZATIONAL CHART

DEPARTMENT OF EDUCATION
ST. IGNATIUS INTERNATIONAL SCHOOL

Office of the Principal

Office of the Assistant

Principal

Finance Research,
Guidance and
Division Development Statistics, and
Administrative Career
and Information
and Supervisory Placement
Evaluation Division
Division Budget Division
Section Division
Accounting Research
Personnel Scholars
Section Admissions Section
Section Section
Section Statistics
Records Section Grantees
Merits Section Section
Supply Section Section
Planning and Placement
Programming Section
Section

1. You are an honor student from Valenzuela. Where can you apply for a scholarship
program at the St. Ignatius International School?

2. Where can you get specific information about the school’s curricular programs?

3. What division decides how much can be spent on the education of each scholar?

4. Which section provides details about tuition and miscellaneous fees?

5. What section presents the enrollment data?

35
Almonte, Liza. Celebrating Multiculturalism Through World LIterature. 1. Vol. 1.
Pasig, Metro Manila: Rex Bookstore, 2016.
Antonio, Maria Teresa M. Reading and Writing Skills for Senior High School
Students. Malabon City, Metro Manila: Mutya Publishing House Inc., 2017.
“The Best Way to Offer An Opinion On Anything - Lolly Daskal: Leadership,” July
23, 2018. https://www.lollydaskal.com/leadership/the-best-way-to-offer-an-
opinion-on-anything/.
“Check out This Minilesson: Developing an Opinion Statement,” February 16,
2018. https://k12.thoughtfullearning.com/minilesson/developing-opinion-
statement.
How to write assertions. Accessed September 30, 2020.
https://formatically.com/how-to-write-assertions.
“Knowing the Difference between Facts and Opinions.” Accessed September 28,
2020. https://www.bmcc.cuny.edu/wp-
content/uploads/ported/lrc/studyskills/factsandopinions.
Maddox, Perry. “Opinion: We Cannot Underestimate Young People in the COVID-
19 Response,” May 19, 2020. https://www.devex.com/news/opinion-we-
cannot-underestimate-young-people-in-the-covid-19-response-97229.
McTaggart, Jill. “How to Teach Making Assertions About Text to 6th Graders,”
June 5, 2020. https://classroom.synonym.com/teach-making-assertions-
text-6th-graders-12299434.html.
McTaggart, Jill. “How to Teach Making Assertions About Text to 6th Graders.”
Synonym, June 5, 2020. https://classroom.synonym.com/teach-making-
assertions-text-6th-graders-12299434.html.
Sunstar. “Editorial: PH Needs a Comprehensive Covid-19 Vaccination Plan,”
August 24, 2020.
https://www.sunstar.com.ph/article/1868001/Davao/Opinion/Editorial-
PH-needs-a-comprehensive-Covid-19-vaccination-plan.
Retrieved at https://www.masterclass.com/articles/how-to-write-a-good-
argumentative-essay#how-to-outline-an-argumentative-essay-in-4-steps
Retrieved at https://2012books.lardbucket.org/books/public-speaking-practice-
and-ethics/s17-delivering-the-
speech.html#:~:text=Impromptu%20speaking%20involves%20delivering%20a,a%2
0conversational%20fashion%20using%20notes.
Retrieved at https://2012books.lardbucket.org/books/public-speaking-practice-
and-ethics/s17-delivering-the-
speech.html#:~:text=Impromptu%20speaking%20involves%20delivering%20a,a%2
0conversational%20fashion%20using%20notes.

36
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

37